Simplify. 4 2/5 x 3 = ?

The answers are:

1) The area of a triangle is given by the formula A = (1/2)bh, where b is the base and h is the height. For the given triangles:

Triangle 1: A = (1/2)(2ft)(4ft) = 4 sq ft (for one tablecloth), so for two tablecloths, the total area is 8 sq ft.

Triangle 2: A = (1/2)(6ft)(10ft) = 30 sq ft, so for two tablecloths, the total area is 60 sq ft.

Triangle 3: A = (1/2)(12m)(15m) = 90 sq m, so for two tablecloths, the total area is 180 sq m.

2) The area of a parallelogram is given by the formula A = Bh, where B is the base and h is the height. Rearranging this formula, we get h = A/B. For the given parallelogram:

A = 78 mm2 and B = 13 mm, so h = 78/13 = 6 mm.

3) The area of a rectangle is given by the formula A = LW, where L is the length and W is the width. For Charles' den:

The total wall space to be painted is (2 x 9 x 15) + (2 x 8 x 10) = 342 sq ft. One gallon of paint covers 440 sq ft, so Charles needs (342/440) = 0.7778 gallons of paint. Therefore, he does not have enough paint.

4) To calculate the total area of the walls to be painted, we can calculate the area of each wall and add them together.

The area of the two walls that are 9 ft high and 15 ft long is (9 x 15) = 135 sq ft each, for a total of 270 sq ft. The area of the other two walls that are 8 ft high and 10 ft long is (8 x 10) = 80 sq ft each, for a total of 160 sq ft. Adding them together, we get a total of 430 sq ft.

Since one gallon of paint covers 440 sq ft of wall space, Charles has enough paint to cover the den walls.

5) The area of a trapezoid is given by the formula A = (1/2)(b1 + b2)h, where b1 and b2 are the bases and h is the height. Rearranging this formula, we get h = 2A/(b1 + b2). For the given trapezoids:

A = (1/2)(6ft + 7ft)(10ft) = 65 sq ft and h = 2(65)/(6ft + 7ft) = 5 ft.

A = (1/2)(5yds + 8yds)(4yds) = 26 sq yds and h = 2(26)/(5yds + 8yds) = 2 sq yds.

A = (1/2)(9in + 11in)(13in) = 143.5 sq in and h = 2(143.5)/(9in + 11in) = 13.05 in.

For the application in part (d), we are given A = 32 km2 and (b1 + b2) = 16 km.

Rearranging the formula for A, we get h = 2A/(b1 + b2). Substituting the given values, we get h = 4

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Ann drinks 125 milliliters of water each hour to stay on track and finish her 1-liter water bottle by the end of the school day.

To solve this problem, we first need to convert the given volume of water from liters to milliliters since milliliters are a more appropriate unit of measurement for the amount of water that Ann drinks each hour.

1 liter = 1000 milliliters

Therefore, Ann drinks 1000 milliliters of water in total for the day.

To find out how many milliliters of water Ann drinks each hour, we can divide the total amount of water by the number of hours she drinks it for.

1000 milliliters / 8 hours = 125 milliliters per hour

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It wants you to multiply (5) x (8) = 40/3

Using relevant theorems the measures are:

1. x = 61°; y = 61°    2. x = 12; y = 7   3. x = 5; y = 13

4. x = 97°;    5. x = 6  6. x = 9

1. x = 61° [based on the vertical angles theorem]

y = 61° [based on the corresponding angles theorem]

2. 8x = 96 [based on the corresponding angles theorem]

x = 96/8

x = 12

8x = 11y + 19 [based on the vertical angles theorem]

Plug in the value of x:

8(12) = 11y + 19

96 = 11y + 19

96 - 19 = 11y

77 = 11y

77/11 = y

y = 7

3. 8x + 2 = 42 [based on the alternate interior angles theorem]

8x = 42 - 2

8x = 40

x = 40/8

x = 5

8x + 2 + [6(2y - 3)] = 180 [based on the linear angles theorem]

8(5) + 2 + 12y - 18 = 180

40 + 12y - 16 = 180

24 + 12y = 180

12y = 180 - 24

12y = 156

y = 156/12

y = 13

4. x = 97° [corresponding angles theorem]

5. 8x = 4x + 24 [based on the alternate exterior angles theorem]

8x - 4x = 24

4x = 24

x = 6

6. 11x + 33 + 6x - 6 = 180

17x + 27 = 180

17x = 180 - 27

17x = 153

x = 9

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Answer:

(d + 1) (2d + 9)

Step-by-step explanation:

2d² + 11d + 9

First, we rewrite 11d as 2d + 9d, we have the equation:

2d² + 2d + 9d + 9

We group them, so the equation will be

(2d² + 2d) + (9d + 9)

Factor out the GCF of each group

2d (d + 1) + 9 (d + 1)

Factor the polynomial by factoring out the greatest common factor, d+1

(d + 1) (2d + 9)

So, the answer is (d + 1) (2d + 9)

For a hypothesis testing by considering two samples related to rate of people who exercise and who do not exercise, the observed t-value < standard so, null hypothesis does not rejected and there is no evidence to support the claim.

We have a researcher who was interested in making a comparison of resting pulse rate of people who exercise regularly and who do not exercise regularly. There is two independent samples. In 1ˢᵗ sample, sample size, n₁= 16

Sample mean, [tex]\bar X_1[/tex] = 72.3

Standard deviations, s₁ = 10.3

In case of second sample, sample size, n₂ = 12

Sample mean, [tex] \bar X_2[/tex] = 69.0

Standard deviations, s₂ = 8.9

Level of significance = 2.5% = 0.25

Consider the null and alternative hypothesis for the test hypothesis are defined as [tex]H_0 : μ_1 =μ_2[/tex]

[tex]H_a : μ_1 >μ_2[/tex]

The test statistic : using t-test formula

[tex]t = \frac{ \bar X_1 - \bar X_2}{\sqrt{\frac{s_1^2}{n_1} +\frac{s_2^2}{n_2}}}[/tex]

[tex]= \frac{72.3- 69}{ \sqrt{ \frac {10.3^2}{16} + \frac{8.9^2}{12}}}[/tex]

= 0.91

Degree of freedom, df = n1 + n2 - 2

= 16 + 12 -2 = 26

Using the t-distribution table, the critical value for t(0.025, df = 26) is equals to the 2.06. Now, the observed t-value = 0.91 is less than 2.06 ( standard t value), so, we do not reject H₀ . Hence, no evidence to support the researcher claim.

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Answer:

Mrs. Ades is not being fair. The probability of Elias and Maha getting chosen should be equal, but Elias has a 6/10 chance of being chosen, while Maha only has a 4/10 chance of being chosen. This is because Elias has 6 tiles assigned to him, while Maha only has 4 tiles assigned to her.

Explanation:

To make it fair, Mrs. Ades should assign each person an equal number of tiles, or draw from a bag with the tiles numbered 1 through 5 twice, assigning one to Elias and one to Maha each time, and then draw from a bag with tiles numbered 6 through 10 twice, assigning one to Elias and one to Maha each time.

The number of tellers that should be used if the aim is to keep the mean queuing time to less than 5 minutes is 3.

To determine the number of tellers follow these steps:

1. Arrival rate (λ) = 18 customers per hour
2. Mean service time (μ) = 10 minutes per customer = 1/6 customer per minute
3. Lobby capacity = 15 customers
4. Target mean queuing time = 5 minutes

Now, calculate the service rate and find the number of tellers needed to achieve the target mean queueing time.

Step 1: Convert arrival rate to customers per minute: λ = 18/60 = 0.3 customers per minute
Step 2: Calculate the service rate per teller: 1/μ = 1/(1/6) = 6 customers per hour = 0.1 customers per minute
Step 3: Determine the number of tellers (n) needed to achieve the target queuing time:

Using the formula:
n > λ / (μ * (Wq_target + 1/μ))

Here, Wq_target is the target mean queuing time in minutes.
n > 0.3 / (0.1 * (5/60 + 1/(6/60)))

After solving the inequality, we get:
n > 2.4

Since the number of tellers must be a whole number, therefore, at least 3 tellers should be used in the queueing model of the bank to keep the mean queueing time to less than 5 minutes.

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The team that has the largest overall size hat for their players is the Falcons; they have a larger mean value of about 22 inches

In order to determine the average hat size per team, it is necessary to sum up each player's measurements and divide by the total number of players.

For the Pelicans: The combined sum equals 344.5, which results from adding up values such as 21.5, 25, 22, 24, and so on. With a team membership of 15 people, their mean measures out to approximately 22.97 inches.

The Falcon's equivalent calculation yields a total of 330 attained from summing head sizes, including those measuring 20, 23.5, 21, etc., with an equal number of members, coming close to an average measure of 22 inches thick.

As a result, comparisons between both teams reveal that the Falcons possess the larger collective hat size averages at roughly 22 inches in thickness.

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If a group of friends wanted to rent a cabin for the fourth of July. The number of  friends that were originally in the group is 8.

Let x represent the number of friends in the group

Cost per person =960/x

After   the 4 friends dropped out the remaining number of friends was = x - 4

New cost per person =960/x + 120

New total cost of the cabin rental = (x - 4) * (960/x + 120)

Set the two expressions equal to each other

960 = (x - 4) * (960/x + 120)

960 = 960 - (3840/x) + 120(x - 4)

Simplifying

3840/x = 120x - 480

Multiplying both sides by x

3840 = 120x^2 - 480x

Rearranging

120x^2 - 480x - 3840 = 0

Dividing both sides by 120

x^2 - 4x - 32 = 0

Quadratic equation

x = (-b ± sqrt(b^2 - 4ac)) / 2a

where:

a = 1, b = -4, and c = -32.

Plugin the formula

x = (4 ± √(16 + 128)) / 2

x = (4 ± √(144)) / 2

x = (4 ± 12) / 2

x = 8 or x = -4

Therefore the number of friends  is 8.

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Answer:

7x + 13

Step-by-step explanation:

because the correct answer is 7x+13

Answer:

  (d)  3 × [A2] + [A1] ⇒ [B1]

  (c)  -2 × [B1] + [B2] ⇒ [C2]

Step-by-step explanation:

Given three systems of equations, you want to know the operations that transform one system to the next.

Equation B2 is unchanged from equation A2, eliminating choices B and C.

Equation B1 is not a simple multiple of equation A1, eliminating choice A.

Knowing the answer is choice D, we need to find the multiplier k of equation A2 that is being added to A1. We can find that using the x-coefficients:

  k(-3) +5 = -4

  -3k = -9 . . . . . subtract 5

  k = 3 . . . . . . . divide by -3

Then we have ...

  3 × [A2] + [A1] ⇒ [B1] . . . . . . . choice D

Using the same tactics as above, we see that [C1] is unchanged from [B1], eliminating choices A and D.

[C2] is not a simple multiple of [B2], eliminating choice B.

Using the y-coefficient to find k, we have ...

  k(1) +2 = 0

  k = -2 . . . . . . . . subtract 2

Then we have ...

  -2 × [B1] + [B2] ⇒ [C2] . . . . . . . . choice C

__

Additional comment

We found the equation multiplier, which we called "k", by looking at an arbitrary variable coefficient. Which of the numbers we use in this process is immaterial. That is, we could use either coefficient, or the right-side constant, and we would get the same result.

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On average, you can expect to get about 4.24 points per game if you play many times.

To find the average number of points you can get by playing the game many times, you can use the expected value as a guide.

The expected value of the game is calculated as follows:

(20 points x probability of getting 20) + (10 points x probability of getting 10) + (2 points x probability of getting 2) = 5.6

Let's use the variables p20, p10, and p2 to represent the probabilities of getting 20 points, 10 points, and 2 points, respectively. Then we can set up the equation:

(20p20) + (10p10) + (2p2) = 5.6

We also know that the sum of the probabilities must equal 1:

p20 + p10 + p2 = 1

Now we have two equations and three variables. We need one more equation to solve for the variables. One way to do this is to assume that the probabilities of getting 20 points, 10 points, and 2 points are proportional to the point values themselves.

In other words, let's assume that:

p20 : p10 : p2 = 20 : 10 : 2

We can then use this proportion to write p20 and p2 in terms of p10:

p20 = 2p10

p2 = 4p10

Now we can substitute these expressions into the two equations we have:

(20p20) + (10p10) + (2p2) = 5.6

p20 + p10 + p2 = 1

Substituting the first equation gives:

(20(2p10)) + (10p10) + (2(4p10)) = 5.6

Simplifying:

80p10 + 10p10 = 5.6

90p10 = 5.6

p10 = 5.6/90

p10 = 0.062

Now we can use the proportions to find p20 and p2:

p20 = 2p10 = 2(0.062) = 0.124

p2 = 4p10 = 4(0.062) = 0.248

Finally, we can calculate the average number of points:

(20 points x 0.124) + (10 points x 0.062) + (2 points x 0.248) = 3.12 + 0.62 + 0.496 = 4.236

So, on average, you can expect to get about 4.24 points per game if you play many times.

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With an initial investment of $19,675.13 and yearly deposits of $3,000 at an interest rate of 9.25%, the account will be worth around $336,312.91 in 25 years.

The unitary approach is a strategy for problem-solving in which the value of one piece of a quantity is determined, then the cost of an unique number of units associated with that quantity is subsequently determined using that value. In other words, it's a method of proportional used to resolve issues where one unit's value is known but another's value is needed. The unitary method's fundamental premise is to establish a percentage between two quantities, one of which is stated in the form of one unit and the other in terms of a greater number of units.

given

In the following ten years, we have:

P = $4,750 r = 6.9% = 0.069

n = 10

[tex]FV2 = $4,750 * ((1 + 0.069)^10 - 1) / 0.069[/tex]

= $74,894.87

In the previous five years, we have:

P = $4,750

r = 4.5% = 0.045

n = 5

= $127,756.44

Lastly, we can combine the two figures to determine the account's entire future value:

FV is $208,556.47 + $127,756.44 = $336,312.91 (annual deposits + initial investment).

With an initial investment of $19,675.13 and yearly deposits of $3,000 at an interest rate of 9.25%, the account will be worth around $336,312.91 in 25 years.

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We have shown that the boundary of a generalized rectangle is the union of finitely many closed generalized rectangles with volume zero.

The internal angles of a rectangle, which has four sides, are all exactly 90 degrees. At each corner or vertex, the two sides come together at a straight angle. The rectangle differs from a square because its two opposite sides are of equal length.

Let A and B be two sets in a generalized rectangle R, i.e., R = A x B. The boundary of R, denoted by bd(R), is defined as the closure of the set of points that are not in the interior of R. In other words, bd(R) = cl(R) \ int(R), where cl(R) is the closure of R and int(R) is the interior of R.

To show that bd(R) is the union of finitely many closed generalized rectangles with volume zero, we first note that the closure of R can be expressed as the union of R and its boundary, i.e., cl(R) = R ∪ bd(R). Therefore, it suffices to show that R can be expressed as the union of finitely many closed generalized rectangles with volume zero and that bd(R) can also be expressed as the union of finitely many closed generalized rectangles with volume zero.

Let (a,b) be a point in R. Then there exists an open ball B((a,b), r) around (a,b) that is contained in R, where r > 0. Without loss of generality, we can assume that r is small enough so that B((a,b), r) is a generalized rectangle. Since B((a,b), r) is open, it follows that int(R) is the union of all such generalized rectangles. Therefore, R can be expressed as the union of finitely many closed generalized rectangles with volume zero, namely the closures of all such generalized rectangles.

Next, we show that bd(R) can be expressed as the union of finitely many closed generalized rectangles with volume zero. Let (a,b) be a point in bd(R). Then every open ball B((a,b), r) around (a,b) contains points both in R and in the complement of R. By definition of bd(R), the closure of B((a,b), r) intersects both R and the complement of R. Therefore, B((a,b), r) can be expressed as the union of two closed generalized rectangles, one contained in R and one contained in the complement of R. It follows that bd(R) can be expressed as the union of finitely many closed generalized rectangles with volume zero, namely the closures of all such balls B((a,b), r) and their decompositions into closed generalized rectangles.

Therefore, we have shown that the boundary of a generalized rectangle is the union of finitely many closed generalized rectangles with volume zero.

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Answer:

either or

2,4 or 4,2

4,8 or 8,4

6,12 or 12,6

8,16 or 16,8

Step-by-step explanation:

if u tell me which one is x and would help even more good luck

Histogram is the ideal type of graphic to depict the data from the school's random sample of 100 students.

A histogram is a representation of statistical data that makes use of rectangles to illustrate the frequency of dataset in a series of equal-sized numerical intervals.

Given that-

Thus, Histogram is the ideal type of graphic to depict the data from the school's random sample of 100 students.

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using trignometric ratio of sine thee measure of the angle x to the nearest degree is 28 degrees

Trigonometric ratios are ratios of the sides of a right triangle, such as sine, cosine, and tangent, that are used to find missing side lengths or angles.

An angle is a geometric figure formed by two rays or line segments that share a common endpoint, known as the vertex. It is typically measured in degrees or radians.

According the given information:

We can use the trigonometric ratio of sine to find the measure of the angle x.

sin(x) = opposite/hypotenuse

In this case, the opposite side is the height of the triangle, which is 13, and the hypotenuse is the length of the diagonal line connecting the base and the top of the triangle. We can use the Pythagorean theorem to find the length of the hypotenuse.

hypotenuse² = base² + height²

hypotenuse² = 22² + 13²

hypotenuse² = 769

hypotenuse ≈ 27.73

Now we can substitute the values into the sine ratio:

sin(x) = 13/27.73

x ≈ 28 degrees

Therefore, the measure of the angle x to the nearest degree is 28 degrees.

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The time when the two friends will meet is 8:20 am.

We can start by finding the combined speed at which the two friends are approaching each other. This can be found by adding their individual speeds:

0.2 miles/minute + 0.15 miles/minute = 0.35 miles/minute

This means that the friends are approaching each other at a combined speed of 0.35 miles/minute.

To find out how long it will take for the friends to meet, we can use the formula:

time = distance / speed

In this case, the distance is 7 miles (since they are 7 miles apart) and the combined speed is 0.35 miles/minute. So we can solve for time as follows:

time = 7 miles / 0.35 miles/minute = 20 minutes

Therefore, it will take the two friends 20 minutes to meet each other while biking towards each other.

Since they started biking at 8am and it took them 20 minutes to meet, they will meet at 8:20am.

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In probability theory, an event is any collection of outcomes or results from a probability experiment. option a) is correct event

It represents a particular occurrence or set of occurrences that we are interested in studying or analyzing. A sample space (option b) is the set of all possible outcomes in a probability experiment. An outcome (option c) is a particular result of a single trial of a probability experiment. An experiment (option d) refers to the process of conducting a trial or series of trials to observe the outcomes and collect data for analysis in probability theory. Therefore, the correct answer is option a) event.

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Complete Question

A(n) _______ is any collection of outcomes from a probability experiment.

a) event

b) sample space

c) outcome

d) experiment

To summarize, an outcome is a result of an experiment, a sample space is a collection of all possible outcomes, an event is a set of outcomes chosen from the sample space, and a collection is a group of events with a common property.

An experiment in probability refers to a process of observing or measuring some phenomenon, where the outcomes are uncertain. The collection of all possible outcomes from this experiment is known as the sample space. An outcome is a particular result that occurs as a result of the experiment.

Now, a set of outcomes chosen from the sample space is known as an event. An event can be as simple as a single outcome or as complex as a combination of outcomes. For example, flipping a coin and getting heads is a simple event, while flipping a coin and getting heads or rolling a dice and getting an even number is a compound event.

Finally, a collection of events is simply a group of events that share a common characteristic or property. In probability, we use collections of events to determine the likelihood of certain outcomes occurring. This allows us to make predictions about the experiment based on the available data.

So, to summarize, an outcome is a result of an experiment, a sample space is a collection of all possible outcomes, an event is a set of outcomes chosen from the sample space, and a collection is a group of events with a common property.

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Answer:

D

Step-by-step explanation:

Look at the graph and find the lowest x value and the highest x value. We don't use y in the inequality because it is not a range question. Domain relates to x-values and range relates to y-values.

When you have found the lowest and highest x-values, look at their dots. If it is shaded, then the answer would contain a less than sign between the number and variable. If it shaded, then it would contain a less than or equal to sign.

Both of the dots with the lowest and highest values are shaded. And the lowest and highest values are -4 and 4 respectively.

Therefore, the answer is D.

a) A 2*2 area model would not work to multiply (x + 3)(2x⁴ − 3x³ − 2x² − 4x − 1) because this expression has 5 terms, and a 2*2 area model can only accommodate 4 smaller areas (b) The area model for (x + 3)(2x⁴ − 3x³ − 2x² − 4x − 1) with the correct lengths and widths labeled has been attached below. (c) The final total area is 2x² - 10x - 15.

An area model is a way to visualize multiplication by breaking up the larger rectangle into smaller rectangles whose areas represent the products of the terms being multiplied. To determine the correct rows and columns for the area model, we count the number of terms in each factor and use that as a guide. For example, if one factor has 3 terms and the other has 4 terms, we would use a 3x⁴ area model, with 3 rows and 4 columns.

a) A 2*2 area model would not work to multiply (x + 3)(2x⁴ − 3x³ − 2x² − 4x − 1) because this expression has 5 terms, and a 2*2 area model can only accommodate 4 smaller areas.

b) The area model for (x + 3)(2x⁴ − 3x³ − 2x² − 4x − 1) with the correct lengths and widths labeled has been attached below.

   2x⁴ − 3x³ − 2x² − 4x − 1

 +---------------------------------------

x  |   2x⁵    -3x⁴    -2x³    -4x²   -x

 |

3  |   6x⁴    -9x³    -6x²    -12x    -3

 +---------------------------------------

c) To find the total area of a rectangle with length (x + 8) and width (x − 5), we can use an area model with 2 rows and 2 columns. The length (x + 8) corresponds to one dimension of the rectangle, while the width (x − 5) corresponds to the other dimension. The area of each smaller rectangle in the model represents the product of one term from each factor.

    x + 8      x - 5

 +--------------------

x  |  x² + 8x   x² - 5x

 |

-5 | -5x + -40   -5x + 25

 +--------------------

The final total area can be found by adding up the areas of the smaller rectangles:

Total area = x² + 8x + x² - 5x - 5x - 40 + 25

= 2x² - 10x - 15

= 2x² - 10x - 15.

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The difference between the high and low prices on October 20 is $3.33  

On October 27, the actual volume of discovery group shares posted is 2360000

The price that Discovery group clothes on October 19 is $36.94

The difference in the prices as a percent increase is 0.76%

The number change from October 20 to October 21 as a percent rounded to the nearest tenth of a percentage is -16.9%

The net change from October 27 to October 28 as a percent, rounded to the nearest tenth of a percent is 14.8%

The reason why 52 week high and 52 week low numbers are the same in both charts is that there was no price higher than $76.19 or lower than $22.78 for those weeks.

The closing price one year earlier is $54.60

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The scale factor applied for each dilation are-

The ratio of the scale of an original thing to a new object that is a representation of it but of a different size is known as a scale factor (bigger or smaller).

The form will be smaller if the scaling factor is a fraction. Reduction is the term for this. Therefore, a scaling factor of 1/2 suggests that the fresh shape is equal to half of the old shape.

Part a: For ΔABC

Length AB = 2 units

Length A'B' = 4 units

A'B' = 2 *AB

Hence,  For ΔABC - scale factor = 2

Part b: For ΔDEF -

Length DF = 2 units

Length D'F' = 1  units

D'F' = 1/2 DF

Hence, For ΔDEF - scale factor = 1/2

Part c: For ΔGHJ

Length GH = 3 units

Length G'H' = 1  units

G'H' = 1/3 GH

Hence,  For ΔGHJ - scale factor = 1/3

Part d: For ΔKML -

Length KM = 2 units

Length K'M' = 6  units

K'M' = 3*KM

Hence, For ΔKML - scale factor = 3

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Answer: Line AB

Hope this helps

Answer: 7/9

Step-by-step explanation: 3 + 4 = 9

add the /9 = 7/9

Answer: 560 metres.

Step-by-step explanation:  Here’s a step-by-step explanation of how to convert 0.56 kilometres into metres:

1. Start with the value in kilometres: 0.56 km

2. Know that there are 1000 metres in a kilometre.

3. Multiply the value in kilometres by the conversion factor (1000 m/km): 0.56 km x 1000 m/km = 560 m

4. The result is the value in metres: 560 m

So, 0.56 kilometres is equal to 560 metres.