Question
Figure PQRS has the vertices P (14, 3), Q (12, 4), R (11, 3), and S (13, 2). Find co-ordinates of its image ABCD after the translation (x, y) → (x + 2, y - 5).
Hint:
Change every coordinate using the given notation.
The correct answer is: S (13 , 2) → D (13 + 2 , 2 – 5) = D (15 , - 3)
It is given that PQRS → ABCD after the translation (x, y) → (x + 2, y - 5).
Acc. to the order P (14 , 3) → A (14 + 2 , 3 – 5) = A ( 16 , - 2)
Q (12 , 4) → B (12 + 2 , 4 – 5) = B ( 14 , - 1)
R (11 , 3) → C (11 + 2 , 3 – 5) = C ( 13 , - 2)
S (13 , 2) → D (13 + 2 , 2 – 5) = D (15 , - 3)
Related Questions to study
△ ABC ≅△ PQR
AB = 10 ft, BC = 6 ft, AC = 6 ft
PQ = 2y, QR = x + 2, RS = 2x − 2
Find the values of x and y.
△ ABC ≅△ PQR
AB = 10 ft, BC = 6 ft, AC = 6 ft
PQ = 2y, QR = x + 2, RS = 2x − 2
Find the values of x and y.
In the equation above, what is the value of s when t= -1 ?
Note:
Instead of adding 1 on both sides, we can also understand the concept by taking _1 of the left hand side on the right hand side and then the sign changes to +1 . Similarly, instead of dividing by 2, we can understand it by saying that we take 2 from the left hand side to the right hand side, and here it becomes division.
Thus, addition becomes subtraction and vice-versa when taken from left hand side to right hand side or the opposite way; and multiplication becomes division and vice-versa. Be careful, 0 is never taken in the denominator.
In the equation above, what is the value of s when t= -1 ?
Note:
Instead of adding 1 on both sides, we can also understand the concept by taking _1 of the left hand side on the right hand side and then the sign changes to +1 . Similarly, instead of dividing by 2, we can understand it by saying that we take 2 from the left hand side to the right hand side, and here it becomes division.
Thus, addition becomes subtraction and vice-versa when taken from left hand side to right hand side or the opposite way; and multiplication becomes division and vice-versa. Be careful, 0 is never taken in the denominator.
A field in the form of a parallelogram has sides 28 m and 15 m and one of the diagonal is 41 m. Find the area of the parallelogram.
A field in the form of a parallelogram has sides 28 m and 15 m and one of the diagonal is 41 m. Find the area of the parallelogram.
Find the area of a quadrilateral whose sides are 9 cm, 40 cm, 28cm and 15 cm and the angle between the first two sides is a right angle
Find the area of a quadrilateral whose sides are 9 cm, 40 cm, 28cm and 15 cm and the angle between the first two sides is a right angle
Write a congruence statement for the triangles. Identify all pairs of congruent corresponding
parts.
Write a congruence statement for the triangles. Identify all pairs of congruent corresponding
parts.
Which of the following is an equivalent form of the expression?
Note:
Another way to solve this problem is to expand or simplify the expression given in the question. Then we expand the expressions given in the options and check which one of them is equal to the one given in question.
We need to be careful while simplifying the expressions
Which of the following is an equivalent form of the expression?
Note:
Another way to solve this problem is to expand or simplify the expression given in the question. Then we expand the expressions given in the options and check which one of them is equal to the one given in question.
We need to be careful while simplifying the expressions
Write a congruence statement for the triangles. Identify all pairs of congruent corresponding
parts.
Write a congruence statement for the triangles. Identify all pairs of congruent corresponding
parts.
A group of students were allotted a quadrilateral patch in the school campus to make a garden. They cleared up the patch and decided to grow medicinal plants. Find the area of the patch, if the dimensions are as given in the figure.
A group of students were allotted a quadrilateral patch in the school campus to make a garden. They cleared up the patch and decided to grow medicinal plants. Find the area of the patch, if the dimensions are as given in the figure.
The equation above can be used to model the population, in thousands, of a certain city t years after 2000. According to the model, the population is predicted to increase by 0.5% every n months. What is the value of n?
Note:
We need to understand what each quantity given in the equation
represents. For example, the population in year 2000 is 2,15,000. After 3 tears, that is, in year 2003, the population becomes 
thousand which is 216075.
The equation above can be used to model the population, in thousands, of a certain city t years after 2000. According to the model, the population is predicted to increase by 0.5% every n months. What is the value of n?
Note:
We need to understand what each quantity given in the equation
represents. For example, the population in year 2000 is 2,15,000. After 3 tears, that is, in year 2003, the population becomes thousand which is 216075.
