Quadrilateral JKLM has vertices J(3,5), K(7,8), L(13,5), and M(13,0). Which statements are true? Select all that apply.

~a.) Line Segment KL ║ Line Segment JM
~b.) Line Segment KL ≅ Line Segment JM
~c.) Line Segment JK ≅ Line Segment LM
~d.) Line Segment JK ║ Line Segment LM
~e.) Quadrilateral JKLM is a trapezoid.
~f.) Quadrilateral JKLM is an isosceles trapezoid.

From the given information, you can deduce that triangle QTR is equilateral and equiangular (all angles are 60 degrees)

b, c, d, and f are true

The opposite angles of a parallelogram are congruent (b)

If 2 parallel lines are cut by a transversal, then the corresponding angles are congruent (d)

Angle RQT is congruent to angle QRT, and angle QRT is congruent to angle S. By the transitive property, angle RQT is congruent to angle S (c)

Transitive property, like c (f)

Even though the first student scored 150, the expected average IQ score for the remaining four students is still 100.

Explain average

The average is a statistical measure that represents the central tendency of a set of values. It is calculated by adding up all the values and dividing them by the total number of values. The average provides a single value that represents the typical value in the set and is often used to compare different sets of data or to summarize large amounts of data.

According to the given information

Let X be the random variable representing the IQ score of an individual student. Then, the sample mean of the five students, denoted by Y, can be expressed as:

Y = (X1 + X2 + X3 + X4 + X5) / 5

Given that the first student scored 150, the expected value of the sample mean of the remaining four students, denoted by E(Y|X1=150), can be calculated as follows:

E(Y|X1=150) = E((X2 + X3 + X4 + X5) / 4 | X1 = 150)

Since X1 = 150 is an observed value, we can treat it as a constant and apply the linearity of expectation:

E((X2 + X3 + X4 + X5) / 4 | X1 = 150) = (E(X2 | X1 = 150) + E(X3 | X1 = 150) + E(X4 | X1 = 150) + E(X5 | X1 = 150)) / 4

Now, since the sample is random, the remaining four IQ scores are also independent and identically distributed as X, with the same mean of 100. Therefore, we have:

E(X2 | X1 = 150) = E(X3 | X1 = 150) = E(X4 | X1 = 150) = E(X5 | X1 = 150) = E(X)

Thus, we can simplify the expression as:

E(Y|X1=150) = (4E(X) / 4) = E(X) = 100

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The shortest driving distance between the stadium and the animal shelter is given as follows:

10 blocks.

Suppose that we have two points of the coordinate plane, and the ordered pairs have coordinates [tex](x_1,y_1)[/tex] and [tex](x_2,y_2)[/tex].

The shortest distance between them is given by the equation presented as follows, derived from the Pythagorean Theorem:

[tex]D = \sqrt{(x_2-x_1)^2+(y_2-y_1)^2}[/tex]

The coordinates are given as follows:

Since the spaces are filled by houses, we cannot apply the formula, hence the shortest distance is:

6 - (-3) + 3 - 2 = 9 + 1 = 10 blocks.

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(1) m∠1=45°(sum of 3 angles of a triangle is always 180°)

(2) m∠1=180°-129°=51°(sum of two interior angles on the same side is equal to the exterior angle)

(3) m∠1= 152°-115°=37°

(4) m∠1=88°m∠2=42° m∠3=113°

An angle is a geometric figure formed by two rays that share a common endpoint, called the vertex. The measure of an angle is typically expressed in degrees or radians, and it describes the amount of rotation needed to bring one of the rays into coincidence with the other.

A triangle is a closed two-dimensional shape with three straight sides and three angles.

(1) m∠1=45°(sum of 3 angles of a triangle is always 180°)

(2) m∠1=180°-129°=51°(sum of two interior angles on the same side is equal to the exterior angle)

(3) m∠1= 152°-115°=37°(sum of two interior angles on the same side is equal to the exterior angle)

(4) m∠1=88°(sum of 3 angles of a triangle is always 180°),m∠2=42°(vertically opposite angle theorem), m∠3=113°(sum of 3 angles of a triangle is always 180°)

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Equations are used to solve different types of problems in mathematics and in the real world.The five types of equation are 2x = 8,2y/2 = 8/2, (1/2)x + 2 = 3,3(x+4)= 21,0.4x + 1.2 = 2.6.

What is Equations Portfolio?

Equations are an essential part of mathematics and have various applications in real-world problems. In this portfolio, we will cover different types of equations and solve them step by step. This portfolio will cover one-step equations, equations with fractions, equations with the distributive property, and equations with decimals.

One-step equations are equations that can be solved in one step. For example, if we have the equation 2x = 8, we can solve it by dividing both sides by 2. Let's solve two one-step equations,

3x = 15

Dividing both sides by 3

3x/3 = 15/3

x = 5

Again,

2y = 8

Dividing both sides by 2

2y/2 = 8/2

y = 4

Equations with fractions are equations that contain fractions. To solve these equations, we need to clear the fractions by multiplying both sides of the equation by the least common multiple (LCM) of the denominators. Let's solve two equations with fractions:

(1/2)x + 2 = 3

Subtracting 2 from both sides

(1/2)x = 1

Multiplying both sides by 2 (LCM of 1/2)

(1/2)x × 2 = 1 × 2

x = 2

(2/3)y - 1 = 3

Adding 1 to both sides

(2/3)y = 4

Multiplying both sides by 3 (LCM of 2/3)

(2/3)y × 3 = 4 × 3

y = 6

Equations with distributive property are equations that involve distributing a number or a variable to the terms inside the parentheses. Let's solve an equation with the distributive property,

3(x + 4) = 21

Distributing 3 to (x + 4)

3x + 12 = 21

Subtracting 12 from both sides

3x = 9

Dividing both sides by 3

x = 3

Equations with decimals are equations that contain decimal numbers. To solve these equations, we need to clear the decimals by multiplying both sides of the equation by a power of 10. Let's solve an equation with decimals,

0.4x + 1.2 = 2.6

Subtracting 1.2 from both sides

0.4x = 1.4

Multiplying both sides by 10 (power of 10 for one decimal place)

0.4x × 10 = 1.4 × 10

4x = 14

Dividing both sides by 4

x = 3.5

Now let's solve a real-world problem using an equation,

Sarah has $500 in her bank account. She wants to buy a dress for $120 and save the rest of the money. How much money will Sarah save?

Let x be the amount of money Sarah saves.

Total money = $500

Money spent on the dress = $120

Money saved = Total money - Money spent on the dress

x = 500 - 120

x = 380

Therefore, Sarah will save $380.

In conclusion, equations are used to solve different types of problems in mathematics and in the real world.

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The five types of equation are  2x = 8,2y/2 = 8/2,(1/2)x + 2 = 3,3(x + 4) = 21,0.4x + 1.2 = 2.6.

Equations are an essential part of mathematics and have various applications in real-world problems. In this portfolio, we will cover different types of equations and solve them step by step. This portfolio will cover one-step equations, equations with fractions, equations with the distributive property, and equations with decimals.

One-step equations are equations that can be solved in one step. For example, if we have the equation 2x = 8, we can solve it by dividing both sides by 2. Let's solve two one-step equations,

3x = 15

Dividing both sides by 3

3x/3 = 15/3

x = 5

Again,

2y = 8

Dividing both sides by 2

2y/2 = 8/2

y = 4

Equations with fractions are equations that contain fractions. To solve these equations, we need to clear the fractions by multiplying both sides of the equation by the least common multiple (LCM) of the denominators. Let's solve two equations with fractions:

(1/2)x + 2 = 3

Subtracting 2 from both sides

(1/2)x = 1

Multiplying both sides by 2 (LCM of 1/2)

(1/2)x × 2 = 1 × 2

x = 2

(2/3)y - 1 = 3

Adding 1 to both sides

(2/3)y = 4

Multiplying both sides by 3 (LCM of 2/3)

(2/3)y × 3 = 4 × 3

y = 6

Equations with distributive property are equations that involve distributing a number or a variable to the terms inside the parentheses. Let's solve an equation with the distributive property,

3(x + 4) = 21

Distributing 3 to (x + 4)

3x + 12 = 21

Subtracting 12 from both sides

3x = 9

Dividing both sides by 3

x = 3

Equations with decimals are equations that contain decimal numbers. To solve these equations, we need to clear the decimals by multiplying both sides of the equation by a power of 10. Let's solve an equation with decimals,

0.4x + 1.2 = 2.6

Subtracting 1.2 from both sides

0.4x = 1.4

Multiplying both sides by 10 (power of 10 for one decimal place)

0.4x × 10 = 1.4 × 10

4x = 14

Dividing both sides by 4

x = 3.5

Now let's solve a real-world problem using an equation,

Sarah has $500 in her bank account. She wants to buy a dress for $120 and save the rest of the money. How much money will Sarah save?

Let x be the amount of money Sarah saves.

Total money = $500

Money spent on the dress = $120

Money saved = Total money - Money spent on the dress

x = 500 - 120

x = 380

Therefore, Sarah will save $380.

In conclusion, equations are used to solve different types of problems in mathematics and in the real world.

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* Kendra and her family used:

** 4 liters of fuel on day 1

*** 3 liters of fuel on day 2

**** 2 liters of fuel on day 3

***** 4 liters of fuel on day 4

So in total they used:

4 + 3 + 2 + 4 = 13 liters of fuel

Therefore, the amount of fuel they used in all is:

13 liters

Out of a group of ten men & eight women, there are 1320 possible ways to form a committee of two men and one woman.

Numbers are mathematical units of measurement and labelling. It is a sign or collection of symbols that are used to represent a quantity, usually a real or integer number.

Out of a group of ten men & eight women, there are 1320 possible ways to form a committee of two men and one woman. The idea of combination can be used to arrive to this number.

Calculating the number of possible combinations of a given number of things is done mathematically using the concept of combination. C(n,r) = n! / (r! (n - r)!), where n is the total number of items and r is the number of things to be picked at a time, is the formula used to compute it. In this instance, r is the number of persons to be picked, which is 3, and n is the total number of people to be chosen from the group, which is 18, consisting of 10 males and 8 women.

As a result, there are a total of 10 ways for men and 8 ways for women to form a committee of two men and one woman C(18,3) = 18! / (3! (18 - 3)!) = 18! / (3! 15!) = 1320.

Thus, there are 1320 different methods to create a committee of two men and one woman out of a group of ten men and eight women.

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the answer is (D) XY = 11 mm, YZ = 12 mm, XZ = 28 mm would NOT form a triangle with vertices X, Y, and Z.

How to solve the question?

To determine whether a triangle can be formed using the given side lengths, we need to apply the Triangle Inequality Theorem, which states that the sum of any two sides of a triangle must be greater than the third side.

Let's check each option:

A. XY = 11 mm, YZ = 12 mm, XZ = 18 mm

To form a triangle, we need to check whether the sum of any two sides is greater than the third side. Let's check:

XY + YZ = 11 mm + 12 mm = 23 mm > XZ = 18 mm

YZ + XZ = 12 mm + 18 mm = 30 mm > XY = 11 mm

XY + XZ = 11 mm + 18 mm = 29 mm > YZ = 12 mm

All the combinations are greater than the third side, so a triangle can be formed with these side lengths.

B. XY = 16 mm, YZ = 12 mm, XZ = 23 mm

Let's check whether the sum of any two sides is greater than the third side:

XY + YZ = 16 mm + 12 mm = 28 mm > XZ = 23 mm

YZ + XZ = 12 mm + 23 mm = 35 mm > XY = 16 mm

XY + XZ = 16 mm + 23 mm = 39 mm > YZ = 12 mm

Again, all the combinations are greater than the third side, so a triangle can be formed with these side lengths.

C. XY = 16 mm, YZ = 17 mm, XZ = 18 mm

Let's check whether the sum of any two sides is greater than the third side:

XY + YZ = 16 mm + 17 mm = 33 mm > XZ = 18 mm

YZ + XZ = 17 mm + 18 mm = 35 mm > XY = 16 mm

XY + XZ = 16 mm + 18 mm = 34 mm > YZ = 17 mm

All the combinations are greater than the third side, so a triangle can be formed with these side lengths.

D. XY = 11 mm, YZ = 12 mm, XZ = 28 mm

Let's check whether the sum of any two sides is greater than the third side:

XY + YZ = 11 mm + 12 mm = 23 mm < XZ = 28 mm

YZ + XZ = 12 mm + 28 mm = 40 mm > XY = 11 mm

XY + XZ = 11 mm + 28 mm = 39 mm > YZ = 12 mm

The first combination is less than the third side, so a triangle cannot be formed with these side lengths.

Therefore, the answer is (D) XY = 11 mm, YZ = 12 mm, XZ = 28 mm would NOT form a triangle with vertices X, Y, and Z.

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The correct statement about scale factor is the radius of the larger can will be 8 inches. (option c).

Let's first consider the dimensions of the small can of tomato paste. We are given that it has a radius of 2 inches and a height of 4 inches. Therefore, its volume can be calculated using the formula for the volume of a cylinder, which is V = πr²h, where V is the volume, r is the radius, and h is the height. Substituting the given values, we get:

V_small = π(2²)(4) = 16π cubic inches

Using these dimensions, we can calculate the volume of the larger can using the same formula:

V_large = π(6²)(12) = 432π cubic inches

Now, let's compare the volumes of the small and large cans. We have:

V_large = 432π cubic inches > 16π cubic inches = V_small

Therefore, we can conclude that the volume of the larger can is greater than the volume of the smaller can. But is it three times greater? Let's compare:

V_large = 432π cubic inches 3

V_small = 3(16π) cubic inches = 48π cubic inches

We see that 432π cubic inches is not equal to 48π cubic inches, so option b) is not correct.

Finally, let's consider the radius of the larger can. We found earlier that it is 6 inches, which is greater than the radius of the smaller can, but it is not 8 inches. Therefore, option c) is correct.

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Complete Question:

A small can of tomato paste has a radius of 2 inches and a height of 4 inches. Suppose the larger, commercial-size can has dimensions that are related by a scale factor of 3. Which of these true?

a) The radius of the larger can will be 5 inches.

b) The volume of the larger can will be 3 times the volume of the smaller can

c) The radius of the larger can will be 8 inches.

d) The volume of the larger can is 3 times the volume of smaller can

The product of two terms gives the walkway's area around the garden: 15x+13.5.

A rectangle is a four-sided polygon with two pairs of parallel and congruent sides, and four right angles. The opposite sides of a rectangle are equal in length and parallel to each other, while the adjacent sides are perpendicular to each other.

Area of garden = 4(4.5x + 3.5) = 18x+14

The combined area of the garden and the walkway = 5.5​(6x+5​) =33x+27.5

The area of the walkway (Aw) around the garden is the result of subtracting the total area minus the inner area:

Aw=combined area -Area of garden

=33x+27.5-18x-14

=15x+13.5

Thus, we can say that the area of the walkway around the garden is the sum of two terms: 15x+13.5.

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The current in the circuit when the resistance is 12 ohms is 40 amps.

What is fraction?

A fraction is a mathematical term that represents a part of a whole or a ratio between two quantities.

We can use the inverse proportionality formula to solve this problem, which states that:

current (in amps) x resistance (in ohms) = constant

Let's call this constant "k". We can use the information given in the problem to find k:

24 amps x 20 ohms = k

k = 480

Now we can use this constant to find the current when the resistance is 12 ohms:

current x 12 ohms = 480

current = 480 / 12

current = 40 amps

Therefore, the current in the circuit when the resistance is 12 ohms is 40 amps.

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Answer: This triangle is isoscele

Step-by-step explanation:

The value of x for the intersecting chords is derived to be 1.9 and the segment FS is equal to 18

The property of intersecting chords states that in a circle, if two chords intersect, the product of the lengths of the segments of one chord is equal to the product of the lengths of the segments of the other chord.

UF × FS = VF × FT

8(10x - 1) = 9 × 16

80x - 8 = 144

80x = 144 + 8 {collect like terms}

80x = 152

x = 152/80 {divide through by 80}

x = 1.9

FS = 10(1.9) - 1 = 18

Therefore, the value of x for the intersecting chords is derived to be 1.9 and the segment FS is equal to 18

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The two column proof is written as follows

Statement                                                           Reason

MA = XR                                           given (opposite sides of rectangle)

MK = AR                                           given (opposite sides of rectangle)

arc MA = arc RK                               Equal chords have equal arcs

arc MK = arc AK                               Equal chords have equal arcs

An arc is a portion of the circumference of a circle, and a chord is a line segment that connects two points on the circumference.

If two chords in a circle are equal in length, then they will cut off equal arcs on the circumference. This is because the arcs that the chords cut off are subtended by the same central angle.

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trigonometry, the branch of mathematics concerned with specific functions of angles and their application to calculations. There are six functions of an angle commonly used in trigonometry. Their names and abbreviations are sine (sin), cosine (cos), tangent (tan), cotangent (cot), secant (sec), and cosecant (csc)

Rounding to the nearest hundredth, the arc length of one slice is approximately 53.67 feet.

Arc length is the distance along the curved line or arc of a circle, measured in linear units such as centimeters, feet, or meters. It is calculated as the product of the radius of the circle and the angle subtended by the arc at the center of the circle, expressed in radians.

Here,

Since the circle is divided into eight equal slices, each slice is 360/8 = 45 degrees. The arc length of one slice can be calculated using the formula:

Arc length = (angle/360) x 2πr

where angle is the central angle in degrees, r is the radius of the circle, and π is the constant pi.

In this case, the diameter of the circle is 137 feet, so the radius is half of that, or 68.5 feet.

Substituting the given values into the formula, we get:

Arc length = (45/360) x 2 x 3.14 x 68.5

Arc length = 0.125 x 2 x 3.14 x 68.5

Arc length = 0.785 x 68.5

Arc length = 53.67 feet

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Answer:

The comparison that is not correct is:

C. -8 > -6

This is not correct because -8 is actually less than -6. Therefore, the correct comparison would be -8 < -6.

The other comparisons are correct:

A. 1 > -9 (true, because 1 is greater than -9)

B. 3 < 6 (true, because 3 is less than 6)

D. -3 < 4 (true, because -3 is less than 4)

Answer:

1

Step-by-step explanation:

First of all we use the "law of sines"

to get the measure/length we need the opposing angle of it of the side, now in this case the missing side is x

and its opposing angle is missing so using common sense, the sum of angles in the triangle is 180°

180°=70°+51°+ x

x = 180°-121°

=59°

Using law of sines:

(sides are represented by small letters/capital letters are the angles)

a/sinA= b/sinB= c/sinC

We have one given side which is "9"

so,

9/sin70= x/sin59

doing the criss-cross method,

9×sin59=sin70×x

9×sin59/sin70=x

x=8.2 (answer 1)

I hope this was helpful <3

Answer:

135.07 mm2

Step-by-step explanation:

height = 10.39 mm

area = 135.07 mm2

The area of the garden which is same as the shape of an octagon would be = 101.2in².

To calculate the area of an octagon the formula that can be used is given below;

Area of an octagon = (number of sides × length of one side × apothem)/2

For an octagon = 8 sides

apothem = 5.5in

Length of one side = 4.6in

Area = 8×4.6×5.5/2

= 202.4/2

= 101.2in²

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The total amount of money received by each child after splitting $9 among 15 children is equal to $0.60.

Total number of children is equal to 15

Total amount of money distributed among 15 children = $9

To find out how much each child receives,

We can divide the total amount of money by the number of children.

In this case, there are 15 children and $9 to split.

So, the amount of money each child receives is equal to,

(Total amount of money )/ ( total number of children )

= $9 ÷ 15

= $0.60

Therefore, amount of money received by each child in the group of 15 children is equal to $0.60.

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a) Classroom:

Perimeter = 2(length + breadth) = 2(10m + 8m) = 36m

Area = length x breadth = 10m x 8m = 80m^2

Volume = length x breadth x height = 10m x 8m x 3m = 240m^3

b) Box:

Perimeter = 2(length + breadth) = 2(40cm + 25cm) = 130cm

Area = 2(length x breadth + length x height + breadth x height) = 2(40cm x 25cm + 40cm x 30cm + 25cm x 30cm) = 41500cm^2

Volume = length x breadth x height = 40cm x 25cm x 30cm = 30000cm^3

c) Cabinet:

Perimeter = 2(length + breadth) = 2(80cm + 70cm) = 300cm

Area = 2(length x breadth + length x height + breadth x height) = 2(80cm x 70cm + 80cm x 2m + 70cm x 2m) = 12640cm^2

Volume = length x breadth x height = 80cm x 70cm x 2m = 112000cm^3

Note: It's important to use consistent units in calculations. In this case, I converted the dimensions to a common unit (meters or centimeters) before performing the calculations.

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Answer:

y int: (0, -23)

Step-by-step explanation:

first you find the slope by taking two points and substituting it in rise over run ([tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex])

I used 25-13/-72+54 which eventually simplified to -2/3

You then use point slope form and plug in one pair of points

I used (-36,1) since it seemed the easiest

y-1=[tex]\frac{-2}{3}[/tex](x+36)   point slope form: [tex]y-y_{1}=m(x-x_{1} )[/tex]

y-1= [tex]\frac{-2}{3} x-\frac{72}{3}[/tex]

y-1=[tex]\frac{-2}{3} x-24[/tex]

y=[tex]\frac{-2}{3} x-23[/tex]

the number without the variable is always y int regardless of the numbers in the equation

therefore, the y int is (0,-23)

Answer:

48 ounces

Step-by-step explanation:

12*4= 48

Answer:

To write the equation of the line that passes through the points (2, 7) and (0, -5), we can use the slope-intercept form of a linear equation, which is:

y = mx + b

Where m is the slope of the line, and b is the y-intercept.

First, we can find the slope of the line by using the formula:

m = (y2 - y1) / (x2 - x1)

Where (x1, y1) = (2, 7) and (x2, y2) = (0, -5)

m = (-5 - 7) / (0 - 2)

m = -12 / -2

m = 6

So the slope of the line is 6.

Next, we can use the point-slope form of a linear equation to find the equation of the line:

y - y1 = m(x - x1)

Where (x1, y1) = (2, 7)

y - 7 = 6(x - 2)

Simplifying this equation, we get:

y - 7 = 6x - 12

y = 6x - 5

So the equation of the line that passes through the points (2, 7) and (0, -5) is y = 6x - 5.

The company should use the adjusted R² approach to select variables for their recommendation system, as it will better account for the influence of multiple variables and help create a more accurate model for predicting subscriber's movie ratings.

To build a successful movie recommendation system for the online media streaming company, it's important to consider the appropriate statistical approach for selecting variables.

In this case, the company should use the adjusted R² approach instead of the p-value approach.

The adjusted R² approach is more suitable for this scenario because it measures the proportion of variance in the dependent variable (subscriber's ratings) that is predictable from the independent variables (movie and subscriber data).

Adjusted R² takes into account the number of variables and adjusts for overfitting, which is important when dealing with a large dataset, like the one the streaming company has.

It helps in identifying the most influential factors and creating a model that better predicts movie ratings.
On the other hand, the p-value approach focuses on the statistical significance of individual variables, which might lead to including variables that are significant but not necessarily the best predictors for movie ratings.

This could result in a less accurate recommendation system.

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Translate the solid circle 2 units to the left and 2 units down and dilate the solid circle by a scale factor of 2. and the circles are similar

(a) To move the solid circle exactly onto the dashed circle, we need to perform the following transformations:

Therefore, the blank spaces should be filled as follows:

Translate the solid circle 2 units to the left and 2 units down.

Dilate the solid circle by a scale factor of 2.

(b) Yes, the original solid circle and the dashed circle are not similar, because they have different radii.

This is because all circles are similar

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Answer:

The Correct answer is sinA/3.2=sin110°/4.6