According to the information, we can infer that no, they cannot raise their cumulative average to 2.3 after completing 15 fall semester credits. On the other hand, they would need an average GPA of 3.25 for their two junior year semesters combined (30 credits) to achieve their goal of a 2.3 cumulative GPA and 90 credits.
How to calculate the new cumilative GPA?In order to calculate the new cumulative GPA, we need to consider both the current cumulative GPA and the GPA earned in the fall semester. Since the student's current cumulative GPA is 2.0 and they have already accumulated 60 credits, their total grade points earned so far would be 2.0 multiplied by 60, which equals 120 grade points.
To raise the cumulative GPA to 2.3, the student would need a total of 2.3 multiplied by (60 + 15) = 2.3 multiplied by 75 = 172.5 grade points by the end of the fall semester.
Since the student has already accumulated 120 grade points, they would need to earn an additional 52.5 grade points in the fall semester. To calculate the required semester GPA, we divide 52.5 by 15 credits, which gives us a required semester GPA of 3.5.
So, the student would need a semester GPA of 3.5 in order to raise their cumulative average to 2.3 after completing 15 fall semester credits.
What average gpa would they need for their two junior year semesters combined to achieve their goal?They would need an average GPA of 3.25 for their two junior year semesters combined (30 credits) to achieve their goal of a 2.3 cumulative GPA and 90 credits.
Explanation: To calculate the average GPA for the two junior year semesters, we need to consider the total grade points earned and the total number of credits taken.
Currently, the student has accumulated 60 credits and 120 grade points. In order to achieve a cumulative GPA of 2.3 after completing 90 credits, they would need a total of 2.3 multiplied by 90 = 207 grade points.
To calculate the required grade points for the two junior year semesters, we subtract the current grade points (120) from the desired total grade points (207), which gives us 207 - 120 = 87 grade points needed for the junior year.
Since the student plans to take 30 credits during their junior year, they would need to earn 87 grade points in those 30 credits. Dividing 87 by 30 gives us an average GPA of approximately 2.9 for the two junior year semesters.
According to the above, the student would need an average GPA of 3.25 (rounded up) for their two junior year semesters combined to achieve their goal of a 2.3 cumulative GPA and 90 credits.
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PLEASE HELP ME SOMEONE. How do I do this? Please explain and I will give you crown.
Answer: the one in the bottom right
Step-by-step explanation: each month which is the x axis ( the bottom line) the y axis (line on the left) goes up by 5
so when the x axis is 1 the y axis should be at 5
A line with a slope of -7 passes through the points (4,5) and (5,g). What is the value of g?
Answer:
I think the answer would be -2 . hope it helps u .
Convert 5pie/3 radians to degree measure
Answer:
300°
Step-by-step explanation:
That'd be 5pi/3 radians. Note that 3pi/3 radians corresponds to 180° and that 6pi/3 corresponds to 360°. Thus 5pi/3 is in Quadrant IV, meaning that the angle in degrees is between 270° and 360°.
The "radians to degrees" conversion factor is (180°/pi), and so
5pi/3 radians works out to:
5pi/3 · 180° 5· 180°
----------------- = ---------- = 300°
3 pi 3
Let {X;};_₁ be independent standard normal random variables. Let =1 Y = (X₁ + X3 + X5 + X7)² + (X2 + X4+ X6 + X8)². Determine a value c such that the random variable cY will have a x² distribution.
To determine the value of c such that the random variable cY follows a chi-squared (x²) distribution, we need to compare the moments of cY with the moments of a standard x² distribution.
The random variable Y is defined as Y = (X₁ + X₃ + X₅ + X₇)² + (X₂ + X₄ + X₆ + X₈)², where X₁, X₃, X₅, X₇, X₂, X₄, X₆, and X₈ are independent standard normal random variables.
The x² distribution is characterized by its degrees of freedom, which determine the shape and variability of the distribution. For a standard x² distribution, the degrees of freedom are equal to the number of squared independent standard normal variables that are summed together.
In this case, Y is a sum of squared independent standard normal variables. By expanding Y, we can see that it consists of two terms, each squared separately. Each term represents the sum of four independent standard normal variables. Therefore, each term follows a x² distribution with 4 degrees of freedom.
To make cY follow a x² distribution, we need to equate the degrees of freedom of cY with 4. By comparing the moments of cY with the moments of a standard x² distribution with 4 degrees of freedom, we can solve for the value of c. The moments of cY will depend on the value of c, and by setting them equal to the corresponding moments of a x² distribution, we can find the specific value of c.
In summary, to determine the value of c such that the random variable cY follows a x² distribution, we need to compare the moments of cY with the moments of a standard x² distribution. By equating the degrees of freedom and comparing the corresponding moments, we can find the value of c.
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Find the measure of each number:
Step-by-step explanation:
11. angles 1 and 2 are vertical angles, meaning they are congruent.
angle 2=angle 1=38 degrees
14. angles 1 and 2 are supplementary angles, meaning they add to 180 degrees.
angle 1=180-angle 2=180-67=113 degrees
Choose the most appropriate completion of the sentence. In order to indicate a strong correlation between variables, the correlation coefficient will be
near -1 or 1
near 1
near 1/2
near - 1
near 0
near 10
To indicate a strong correlation between variables, the correlation coefficient will be close to its extreme values of -1 or 1, suggesting a high degree of linear relationship between the variables.
The correlation coefficient, also known as Pearson's correlation coefficient, ranges from -1 to 1.The correlation coefficient quantifies both the magnitude and direction of the linear association between two variables, providing a measure of the strength of their relationship.
When the correlation coefficient is close to -1, it suggests a strong inverse relationship between the variables, indicating that as one variable increases, the other variable tends to decrease consistently.
On the other hand, a correlation coefficient close to 1 indicates a strong positive correlation, where an increase in one variable is associated with an increase in the other variable.
A correlation coefficient near 0, or close to 0.5, does not indicate a strong correlation between the variables. A value close to 0 suggests a weak or no linear relationship between the variables, while a value close to 0.5 indicates a moderate correlation.
Therefore, to indicate a strong correlation between variables, we look for correlation coefficients that are near -1 or 1, indicating a strong negative or positive linear relationship, respectively.
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When a<0 is the parabols wider or narrower?
Answer:
When A is less than 0 the parabola flips downward. When A becomes larger than 1, the parabola becomes more narrow. When A becomes smaller, until 0, the parabola widens.
Step-by-step explanation:
Solve for x.
0 < 3x – 6 < 18
O 0sxs8
2
O x<0 or x = 8
Oxs 2 or x 28
Answer:
2 ≤ x ≤ 8
Step-by-step explanation:
0 ≤ 3x - 6 ≤ 18
0 ≤ 3x - 6
6 ≤ 3x
2 ≤ x
3x - 6 ≤ 18
3x ≤ 18 + 6
3x ≤ 24
x ≤ 8
Combined:
2 ≤ x ≤ 8
Answer:
2 ≤ x≤ 8
2nd option:)
Step-by-step explanation:
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5cm
Step-by-step explanation:
volume of cube= l³
125 =l³
3root over 125 =l
l = 5
Answer:
So the length of the edge of a cube with a volume of 125 is 5.
Step-by-step explanation:
Right answer will be marked brainlist .
Answer:
$1159.69
Step-by-step explanation:
A = P (1 + r/n)^nt
A = 1000 (1 + 0.05/2)^2(3)
A = $1159.69
There are 6 friends baking bread. They equally share 3 sticks of butter. Write an equation to find the fraction of a stick of butter that each friend uses. 3 sticks of butter Choose the correct answer below. A. 3÷6= 6 3 B. 3÷6= 3 6 C. 6÷3= 3 6 D. 6÷3= 6 3
Answer:
B.
Step-by-step explanation:
the three sticks of butter were divided among six people
Test at 20% significance level whether one of the drugs is more effective than the other.
(a) The absolute value of the critical value of this test is
(b) The absolute value of the calculated test statistic
(c) The p-value of this test is
Given,Test at 20% significance level whether one of the drugs is more effective than the other.
We need to calculate the absolute value of the critical value of this test, the absolute value of the calculated test statistic, and the p-value of this test.Solution:(a) The absolute value of the critical value of this test isThe level of significance is 20%.The degree of freedom is (r-1)(c-1) = (3-1)(2-1) = 2
From the chi-square table, the critical value for a chi-square distribution with 2 degrees of freedom and a level of significance of 0.20 is 3.219(i.e. critical value = 3.219)The absolute value of the critical value of this test is 3.219.(b) The absolute value of the calculated test statistic
The table is shown below: We have, Total = 69 Test at 20% significance level whether one of the drugs is more effective than the other.To check the difference in effectiveness, we will use a chi-square goodness of fit test.
The null hypothesis H0: The two drugs are equally effective.
The alternative hypothesis Ha: One of the drugs is more effective.
The expected values of the two drugs are: Expected Value of Drug A = (32+18) / 3 = 16 Expected Value of Drug B = (32+1) / 3 = 11 The calculations are summarized in the table below: The formula to calculate the chi-square value is, chi-square = ∑ (O - E)2 / E The calculated value of chi-square is 6.07.The absolute value of the calculated test statistic is 6.07.(c) The p-value of this test isThe degree of freedom is (r-1)(c-1) = (3-1)(2-1) = 2
The level of significance is 20%.From the chi-square table, the p-value for a chi-square distribution with 2 degrees of freedom and a chi-square value of 6.07 is 0.047 (i.e. p-value = 0.047)The p-value of this test is 0.047.
Answer:(a) The absolute value of the critical value of this test is 3.219.(b) The absolute value of the calculated test statistic is 6.07.(c) The p-value of this test is 0.047.
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We fail to reject the null hypothesis and conclude that there is not enough evidence to suggest that one drug is more effective than the other at the 20% level of significance.
Below is the table of values for the drugs drug A and drug B
Group A 7 10 13 15 8 7 6 10 9 11 10 11
Group B 6 12 9 11 8 8 9 12 10 14
(a) The absolute value of the critical value of this test
The absolute value of the critical value of this test is given by the formula:
[tex]`z = |zα/2|`[/tex]
where α = 0.2;
degree of freedom = `n1+n2-2` = `12+10-2` = `20`
From the standard normal table, the value of zα/2 at 0.2 is 1.645
Therefore, the absolute value of the critical value of this test is; `|1.645| = 1.645`.
(b) The absolute value of the calculated test statistic
The formula for the test statistic is given by;
[tex]`t=bar x1 -bar x2)/((s^2/n1)+(s^2/n2))`[/tex]
where `bar x1` and `bar x2` are the sample means of the two groups,
`s^2` is the pooled variance, n1 and n2 are the sample sizes of the two groups
and [tex]`s^2 = ((n1 -1) s1^2 + (n2 -1) s2^2 )/(n1 + n2 - 2)`[/tex]
Using the data given, we get:
Group A 7 10 13 15 8 7 6 10 9 11 10 11
`n1` = 12
[tex]`bar x1` = `(7+10+13+15+8+7+6+10+9+11+10+11)/12 = 9.583`[/tex]
and `s1` = 2.818
Group B 6 12 9 11 8 8 9 12 10 14
`n2` = 10
[tex]`bar x2` = `(6+12+9+11+8+8+9+12+10+14)/10 = 9.9`[/tex]
and `s2` = 2.205
[tex]`s^2` = `((12-1)2.818^2 + (10-1)2.205^2)/(12+10-2)` = `((11)(7.95)+(9)(4.86))/20` = `6.2155`[/tex]
Therefore, [tex]`t= |9.583 - 9.9| / (6.2155[(1/12)+(1/10)])`= 0.3164[/tex]
The absolute value of the calculated test statistic is 0.3164
(c) The p-value of this test is
The p-value of this test is 0.76 (rounded to two decimal places)
This indicates that the p-value is higher than the significance level, 0.2.
Therefore, we fail to reject the null hypothesis and conclude that there is not enough evidence to suggest that one drug is more effective than the other at the 20% level of significance.
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The probability of not spinning a 5 and flipping heads and the spinner has 5 outcomes
Answer:
So the odds of flipping a coin 5 times and getting 5 heads are 1/2 ^5 (half to the power of 5). Which gives us 1/32 or just over a 3% chance.
Step-by-step explanation:
LAN tosses a bone up In the air for his dog, Spot. The height, h, in feet, that Spot is above the ground at the time t seconds after she jumps for the bone can be represented by the function h(t) = -16t^2 + 20t. What is Spots average rate of ascent, in feet per second, from the time she jumps into the air to the Time she catches the bone at t = 1/2 second?
Answer:
The rate of change is 12ft/s
Step-by-step explanation:
Given
[tex]h(t) = -16t^2 + 20t[/tex]
Required
Rate of change from when she jumps till 1/2s
The time she jumps is represented as: t = 0
So, calculate h(0)
[tex]h(t) = -16t^2 + 20t[/tex]
[tex]h(0) = -16 * 0^2 + 20 * 0 = 0[/tex]
At t = 1/2
[tex]h(t) = -16t^2 + 20t[/tex]
[tex]h(1/2) = -16 * 1/2^2 + 20 * 1/2 = 6[/tex]
Rate of change is calculated as:
[tex]Rate = \frac{f(b) - f(a)}{b - a}[/tex]
In this case:
[tex]Rate = \frac{h(b) - h(a)}{b - a}[/tex]
Where
[tex](a,b) = (0,1/2)[/tex]
So, we have:
[tex]Rate = \frac{h(b) - h(a)}{b - a}[/tex]
[tex]Rate = \frac{h(1/2) - h(0)}{1/2 - 0}[/tex]
[tex]Rate = \frac{6 - 0}{1/2 - 0}[/tex]
[tex]Rate = \frac{6}{1/2}[/tex]
[tex]Rate =12[/tex]
The rate of change is 12ft/s
11. Dave is building a doghouse that is a scale model of his shed in the farm yard, One of
the windows on the shed is 117 cm wide and 130 cm high. On the doghouse the window
is 9 cm wide,
a) What is the scale factor Dave is using to build the doghouse?
a.
2 mar
b) How high is the window in the scale model?
Answer:
a) 1/13 (or 13 depending on the factor is being applied to the dog house or applied to the shed. If its being applied to the shed like 117 * scale factor it is 1/13)
b) 10
Step-by-step explanation:
The scale factor is 13 and the height of the dog house is 10 cm.
What is scale factor?A scale factor is defined as the ratio between the scale of a given original object and a new object.
Given that, Dave is building a doghouse that is a scale model of his shed in the farmyard, One of the windows on the shed is 117 cm wide and 130 cm high. On the doghouse the window is 9 cm wide,
a) Since, the scale factor = ratio of original scale to scale of the model.
Therefore,
Scale factor = 117 / 9 = 13
b) Since, the scale factor is 13 and the original scale of the window high is 130 cm.
Therefore, height of the doghouse = 130 / 13 = 10 cm
Hence, the scale factor is 13 and height of the dog house is 10 cm.
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A triangular prism has a base that is an isosceles triangle with sides 14 cm, 14cm , base 9 cm , and height 13 cm. The height of the prism is 32 cm. What is the surface area of this prism?
Answer:
Surface area of prism = 1301 cm²
Step-by-step explanation:
A triangular pyramid has 3 rectangular sides and 2 triangular sides.
Now, we are told that the triangular side is isosceles.
This means that two of the rectangular sides which share a side with the equal side of the triangle are equal as well as the 2 triangular sides.
Surface area of prism = 2(area of triangular face) + 2(area of rectangle sharing one side with the equal side of the triangle) + (area of rectangle sharing side with the unequal side of the triangle).
Area of triangle = ½ × base × height
Area of triangle = ½ × 9 × 13 = 58.5 cm²
Since height of prism is 32 cm, then;
area of rectangle sharing one side with the equal side of the triangle = 32 × 14 = 448 cm²
area of rectangle sharing side with the unequal side of the triangle = 32 × 9 = 288 cm²
Thus;
Surface area of prism = 2(58.5) + 2(448) + 288
Surface area of prism = 1301 cm²
PLEASE HELP!!1!!1!!11!!1!! I WILL MARK BRAINLIEST!!!!!!!!!111!111!!1!!11!
Answer:
s
Step-by-step explanation:
Answer:
fourth option) 5/8 lb
how many meters are their in centimeter
Answer:
You mean how many centimerters are in a meter?
In that case 100.
Step-by-step explanation:
Edward wrote a pattern starting at 0 and following the rule "add 2." . Juan wrote a pattern starting at 0 and following the rule "add 6." Which pair of patterns below represents that of Edward and Juan?
E: 1, 3, 5, 7, 9, ... J: 1, 7, 13, 19, 25, ...
E: 2, 4, 6, 8, 10, ... J: 6, 12, 18, 24, 30, ...
E: 0, 2, 4, 6, 8, ... J: 0, 6, 12, 18, 24, ...
E: 0, 2, 4, 8, 16, ... J: 0, 3, 9, 27, 81, ...
Answer:
the third option
Step-by-step explanation:
Answer:
3rd option
Step-by-step explanation:
they both started at 0 and added 2 and 6 respectively
From Monday through Friday, works in the on and in the on another . On Saturday and Sunday, 50% of the days. How many days does work in a week? What percent of Monday through Friday does work?
Complete question :
From Monday through Friday, James works in the library on 2 days and in the cafeteria on another day. On Saturday and Sunday, James washes cars 50% of the days. How many days does James work in a week? What percent of the days from Monday through Friday does he work?
Answer:
4 days ;
60%
Step-by-step explanation:
From Monday to Friday
Number of days in library = 2
Number of days in cafeteria = 1
50% of days in weekends
Number of weekend days = 2
50% of 2 = 0.5 * 2 = 1 day
Total. Number of days worked = (2 +1 + 1) = 4 days
What percent of the days from Monday through Friday does he work?
Number of days workwd from. Monday to Friday = 3
Total number of days from Monday to Friday = 5
Percentage of days worked from Monday to Friday
= number of days worked / total number of days
= 3 /5 * 100%
= 0.6 * 100%
= 60%
To factor 9x2 - 4, you can first rewrite the expression as:
Answer:
Option C is correct.
(3x)² - 2²
Answer: It is D or C
Step-by-step
I think it is D or C because 9 times 2 is 18. 18 minus 4 is 14. And all the other equations equal something else. The first one is 3- 2times 2 and that is 4 so that would be one. The second is x minus 4 that would be 8. Then the next would be 9 minus 4. That is 5 so it is either C or D.
A study was performed to test whether cars get better mileage on premium regular gas. Each of 10 cars was first filled with either regular or premium ss, coin toss, and the mileage for that tank was recorded. same cars using the other kind of gasoline. W significantly better mileage with premium gas. The mileage was recorded again for the e want to determine whether cars get reg- c(26, 29, 21, 22, 20, 22, 24, 2s, 25, 29) premC(19, 22, 24, 24, 2s, 25, 26, 26. 28, 32) a. What test should be used? b. What are the hypotheses? c. Based on the R outputs, what is your conclusion about hypotheses testing? data: prem and reg t-0.59702, df 9, p-value 0.2826 alternative hypothesis: true difference in means is greater thano 95 percent confidence interval: -1.656341 Inf sample estimates: mean of the differences 0.8
we do not have enough evidence to conclude that cars get better mileage on premium gasoline. Thus, we can conclude that there is no significant difference between the mileages of cars using premium and regular gasoline.
a. What test should be used?
The test that should be used is the Two-sample t-test because we are working with two independent groups.
b. What are the hypotheses?
The null hypothesis is that there is no difference between the mileage of cars using premium and regular gasoline, while the alternative hypothesis is that there is a difference between the two mileages.
Mathematically, this can be stated as follows: Null hypothesis: µ1 = µ2Alternative hypothesis: µ1 > µ2Where µ1 is the population mean for premium gasoline and µ2 is the population mean for regular gasoline.
c. Based on the R outputs, what is your conclusion about hypotheses testing?
From the R outputs, we can see that the p-value is 0.2826. Since this value is greater than the level of significance (α) of 0.05, we fail to reject the null hypothesis. Therefore, we do not have enough evidence to conclude that cars get better mileage on premium gasoline. Thus, we can conclude that there is no significant difference between the mileages of cars using premium and regular gasoline.
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a. The test that should be used is a two-sample t-test.
b. The null hypothesis is "The population mean mileage of cars using regular and premium gasoline are equal."
The alternative hypothesis is "The population mean mileage of cars using premium gasoline is more than the population mean mileage of cars using regular gasoline."
c. We do not have enough evidence to support the claim that cars get better mileage on premium regular gas.
a. To find what test should be used.
The test that should be used is a two-sample t-test.
b. To find the hypotheses.
The null hypothesis is "The population mean mileage of cars using regular and premium gasoline are equal."
The alternative hypothesis is "The population mean mileage of cars using premium gasoline is more than the population mean mileage of cars using regular gasoline."
c. Based on the R outputs, to find the conclusion about hypotheses testing.
The sample mean of the differences in mileage for cars filled with premium and regular gasoline is 0.8. The calculated t-value is -0.59702.
The calculated p-value is 0.2826.The p-value is higher than the significance level of 0.05.
Therefore, we fail to reject the null hypothesis.
We can't conclude that the population mean mileage of cars using premium gasoline is more than the population mean mileage of cars using regular gasoline.
Hence, we do not have enough evidence to support the claim that cars get better mileage on premium regular gas.
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Question
Find the volume of the cylinder. Find the volume
of a cylinder with the same radius and double the
height
7 in
3 in
Answer:
I couldn't really see the height number (that had to doubled) ir really the radius but I saw 7 for the radius and 3 (×2) for the height so I did the math and the answer is 923.63
Step-by-step explanation:
i could be wrong tho, hope this helped
Answer:
923.63
Step-by-step explanation: hope this helps!!
identify the graph that represents the given system of inequalities. also, identify two ordered pairs that are solutions to the system. y ≤ x 5 y ≤ 2x 3
Ordered pair (0, 6) and (2, 7) satisfy both inequalities in the system and are solutions to the system.
To identify the graph that represents the given system of inequalities y > x + 5 and y ≥ 2x + 3, we need to graph the individual inequalities and find the region where they overlap.
When we plot the graph of inequality separately:
y > x + 5:Draw a dashed line y = x + 5 (not including the line).Shade the region above the line.2. y ≥ 2x + 3:
Draw a solid line y = 2x + 3 (including the line).Shade the region above the line.The overlapping shaded region represents the solution to the system of inequalities.
To find two ordered pairs that are solutions to the system, we can choose any points within the overlapping region. Let's select two points:
Ordered pair 1: (0, 6)
Ordered pair 2: (2, 7)
These two points satisfy both inequalities in the system and are solutions to the system.
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The correct question is given below -
Identify the graph that represents the given system of inequalities. Also identify two ordered pairs that are solutions to the system.
y > x + 5
y ≥ 2x + 3
Anton is buying supplies for a charity event.
A pack of 50 paper cups costs £1.89.
A pack of 10 paper plates costs 49p.
Anton has £15 to spend.
Anton buys 250 paper cups and spends the rest on paper plates.
How many paper plates can he buy?
Someone please help me work out the answer to how it’s 110 paper plates.
I’ll award brainiest❤️❤️.
Answer:
110 paper plates
Step-by-step explanation:
Given values:
1 Pack of paper cups (50) = 1.89
1 pack of paper plates (10) = 0.49
Anton has 15.00 to spend
If Anton were to buy 250 paper cups, that would cost him 5 packs since each pack is 50 cups. 5 packs would cost him 1.89 x 5 or 9.45. He now has 5.55 left to spend on paper plates.
Each pack of paper plates is 0.49. To find how many packs he can buy with the remaining amount of money, divide the money buy the cost.
5.55/0.49 ≈ 11.32
Since you can't buy .32 packs, Anton can buy 11 packs, or 110 paper plates.
in order to conduct an experiment, subjects are randomly selected from a group of subjects. how many different groups of subjects are possible?
The number of different groups of subjects possible when randomly selecting from a group of subjects can be determined using the concept of combinations. The total number of possible groups can be calculated by finding the number of combinations of subjects that can be formed from the given group.
When selecting subjects from a group, the order of selection doesn't matter. We can use the combination formula to calculate the number of different groups. If there are 'n' subjects in the group and we want to select 'r' subjects, the number of different groups can be calculated as C(n, r), which is given by
n! / (r! * (n - r)!).
For example, if there are 10 subjects in the group and we want to select 3 subjects, the number of different groups of subjects possible would be
C(10, 3) = 10! / (3! * (10 - 3)!),
which simplifies to 10! / (3! * 7!).
Evaluating this expression will give you the total number of different groups of subjects that can be formed through random selection.
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4/5 x 7 need help asap
Answer:
4/5=0.8×7=5.6
5.6 is the answer
Hey there!
4/5 × 7
= 4×7/5
= 28/5
= 5.6
Hope it helps ya!
on parallelogram ABCD below, if A (4,1), B (8, 5), C(6, -3) and D(2, -3). what are the coordinates of point E
I need help with this math translation :')
The type of transformation in this problem is given as follows:
Vertical translation.
What are the translation rules?The four translation rules are defined as follows:
Left a units: x -> x - a. -> horizontal translation.Right a units: x -> x + a. -> horizontal translation.Up a units: y -> y + a. -> vertical translation.Down a units: y -> y - a. -> vertical translation.For this problem, we have a translation of 2 units up, which is called a vertical translation.
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plz help 5x + 2 = x – 10
Answer:
x= -3
Step-by-step explanation:
5x + 2 = x - 10
4x + 2 = -10
4× = 10 - 2
4x = -12
x= -3