In interval notation, this can be written as (0, 6), which corresponds to option A.
To determine over which interval of the domain the function is negative, we need to examine the behavior of the linear function between the x-axis intercept and the y-axis intercept.
Given that the linear function intersects the y-axis at (0, 4) and the x-axis at (6, 0), we can calculate the slope of the line using the formula:Slope = (change in y) / (change in x) = (0 - 4) / (6 - 0) = -4 / 6 = -2/3
Since the slope of the line is negative, we know that the function is decreasing as x increases. Therefore, the function is negative over the interval of the domain where x is greater than 0 and less than 6, excluding the endpoints.O
For more such questions on interval
https://brainly.com/question/20309162
#SPJ8
Point on a graph of function f(x)=2(×-4)^-1 and x=2
someone please tell me what is the equation of the blue line
Answer:
y = - 1/2 x + 2
Step-by-step explanation:
Main concepts:
1. Slope intercept form of Equation for a line
2. ordered pairs
3. Finding the y-intercept
4. Finding slope
5. Finding the equation for our line
1. Slope intercept form of Equation for a line
For any non-vertical line, the equation can be written in "slope-intercept" form: [tex]y=mx+b[/tex] where b is the y-coordinate of the y-intercept of the line, m is the "slope" of the line, and x & y are the (x,y) coordinates of any point you choose on the line.
2. ordered pairs
Any point on the coordinate system (whether on the line or not) is defined by an (x,y) coordinate pair. All points are measured starting from the origin (0,0).
The "x-coordinate" is the distance to the left or right of the origin, and the "y-coordinate" is the distance above or below the origin.
3. Finding the y-intercept
The y-intercept of a line is the place where the line crosses the "y-axis" (the vertical axis). Notice that the blue line crosses the y-axis at a height of 2, so the y-intercept is (0,2), and [tex]b=2[/tex]
4. Finding slope
The slope of any non-vertical line can be found from two known points [tex](x_1,y_1)\text{ and }(x_2,y_2)[/tex] using the following formula:
[tex]m=\dfrac{y_2-y_1}{x_2-x_1}[/tex]
Both to minimize error to to work with "nicer" numbers, try to choose points that are crossing through the intersection of grid lines (but any two points will work). Two points that are fairly easy to identify on this line are (0,2) and (4,0). (these two points are the y-intercept that we already identified, and the place where the blue line crosses the horizontal axis -- called the x-intercept).
Substituting into the formula:
[tex]m=\dfrac{(0)-(2)}{(4)-(0)}[/tex]
[tex]m=\dfrac{-2}{4}[/tex]
[tex]m=-\frac{1}{2}[/tex]
5. Finding the equation for our line
Knowing both the y-intercept and the slope, we can now substitute the values into the equation and get the equation for this line:
[tex]y=- \frac{1}{2}x+2[/tex]
I am struggling bad help please
Answer:
Step-by-step explanation:
What is the position of A on the number line below?
Write your answer as a fraction or mixed number.
The position of A on the number line is
What is number line?Number lines are the horizontal straight lines in which the integers are placed in equal intervals. All the numbers in a sequence can be represented in a number line.
As seen of the number line above , it is numbered in the sequence, 1,.. 2,...3 and the intervals are indicated.
Between 0 and 1 there are 5 lines, these means that each line will be 4/5
If 1 line is 4/5 , therefore ;
4 lines will be 4 × 4/5
= 16/5 = 3 1/2
Therefore the position of A on the number line is 3 1/2
learn more about number lines from
https://brainly.com/question/24644930
#SPJ1
Identify the Focus, directrix, and axis of symmetry of the
parabola modeled by 3x² - 6y = 0
thanks :)
From this parabola, we are able to identify that:
The focus lies at (h, k + p). In this case, the center is at (0, + 1/2) = (0, 1/2).The directrix could be an even line found at y = k - p. In this case, the directrix is y = - 1/2 = -1/2.The axis of symmetry is the vertical line passing through the center and directrix. In this case, the hub of symmetry is x = 0.How to identify the focus, directrix, and axis of the symmetry of the parabolaTo distinguish the focus, directrix, and axis of symmetry of the parabola modeled by the condition 3x² - 6y = 0, ready to revamp the condition in standard shape, which is (x - h)² = 4p(y - k).
Comparing this standard frame with the given condition, we have:
3x² - 6y =
Isolating the condition by 3, we get:
x² - 2y =
Presently, we are able to rework it within the standard frame by completing the square:
(x - 0)² = 2(y - 0)
(x - 0)² = 2y
Subsequently, the focus is (0, 1/2), the directrix is y = -1/2, and the axis of symmetry is x = for the parabola modeled by the condition 3x² - 6y = 0.
Learn more about parabola here:
https://brainly.com/question/4061870
#SPJ1
la 1) Juan está dando un paseo en su bicicleta por un sendero a la orilla de la playa, en donde se encuentra un faro histórico. Para llegar a este existen 2 rutas. La primera, desde donde se encuentra Juan, es de 200 yardas de distancia y la segunda es de 400 yardas. El ángulo desde el faro hacia ambas rutas es de 30°. ¿Cuál es la distancia entre ambas rutas?
La distancia entre ambas rutas es de 100yardas.Para encontrar la distancia entre ambas rutas, podemos utilizar las propiedades de los triángulos y la trigonometría.
Dado que el ángulo desde el faro hacia ambas rutas es de 30 °, podemos utilizar la función trigonométrica del seno para determinar la distancia entre las rutas. El seno de un ángulo se define como la relación entre el lado opuesto al ángulo y la hipotenusa de un triángulo rectángulo.
En este caso, el lado opuesto al ángulo de 30 ° es la distancia entre las rutas, y la hipotenusa es la distancia desde Juan hasta el faro. Tenemos dos triángulos rectángulos, uno para cada ruta.
Para la primera ruta de 200 yardas sen( 30 °) = distancia entre las rutas 200 distancia entre las rutas = sen( 30 °) * 200 Para la segunda ruta de 400 yardas sen( 30 °) = distancia entre las rutas 400 distancia entre las rutas = sen( 30 °) * 400
Simplificando las expresiones, tenemos distancia entre las rutas = (1/2) * 200 = 100 yardas distancia entre las rutas = (1/2) * 400 = 200 yardas.
For more such questions on Trigonometría:
https://brainly.com/question/21280811
#SPJ8
QUESTION TWO
A. Use Excel to prepare an appropriate type of chart (bar, line, pie, scatter) to display
the U.S. petroleum import data. You may modify the default colors, fonts, etc., as you
judge appropriate to make your display effective. (15 pts)
B. What type of chart did you choose, and why did you choose this chart? (5 pts.)
USE DATA FOR QUESTION 2 to SOLVE ANSWER
URGENT
1) The chart for the above data is attached accordingly.
2) The type of chart chosen is a line chart. This is because it is able to display the undulations in each of the data given.
What is a line chart?A line chart is a graphical depiction of an asset's historical price activity in which a sequence of data points are connected by a continuous line.
This is the most basic sort of chart used in finance, and it generally merely shows the closing prices of a securities over time.
Line charts may be used for any timescale, however they are most commonly used for tracking day-to-day price fluctuations.
Learn more about line chart:
https://brainly.com/question/26233943
#SPJ1
Which of the following is true for congruent triangles ABC and DEF?
Any transformation will map one triangle onto the other
AB = EF
Only a reflection will map one onto the other
The transformation mapping triangle ABC into triangle DEF is given as follows:
A. reflection.
What are transformations on the graph of a function?Examples of transformations are given as follows:
A translation is defined as lateral or vertical movements.A reflection is either over one of the axis on the graph or over a line.A rotation is over a degree measure, either clockwise or counterclockwise.For a dilation, the coordinates of the vertices of the original figure are multiplied by the scale factor, which can either enlarge or reduce the figure.For this problem, the biggest change is in the orientation of the figure, hence the figure was a reflection.
More can be learned about transformations in a figure at https://brainly.com/question/28687396
#SPJ1
I’LL GIVE BRAINLIEST, A HEART, AND 5 STARS TO WHOEVER ANSWERS FIRST
(Please answer ALL questions and show how you got the answer!)
Group B has a lower range of salsa students and Group A shows more variability in the ages of salsa students.
To determine which group has a lower range of salsa students, we need to calculate the range for each group.
The range is obtained by finding the difference between the maximum and minimum values.
Group A:
Minimum age: 5 years
Maximum age: 29 years
Range for Group A: 29 - 5 = 24 years
Group B:
Minimum age: 7 years
Maximum age: 21 years
Range for Group B: 21 - 7 = 14 years
Comparing the ranges, we find that Group B has a lower range of salsa students.
To determine which group shows more variability in the ages of salsa students, we can compare the ranges, as calculated above.
A larger range indicates greater variability.
From the previous calculations, we found that Group A has a range of 24 years, while Group B has a range of 14 years.
To learn more on Range click:
https://brainly.com/question/29204101
#SPJ1
A specimen of 100 mm length along the stroke of a shaper is machined with 15° rake angle tool. Determine the shear plane angle and chip thickness if uncut chip thickness is 1.5 mm and chip length obtained is 40 mm.
The shear plane angle is approximately 84.3°, and the chip thickness is approximately 15.1 mm.
What is the shear plane angle?To determine the shear plane angle and chip thickness in the given scenario, we can use the following formulas:
Shear Plane Angle (α):
tan(α) = tan(β - φ)
where β is the inclination angle of the machined surface (rake angle) and φ is the friction angle.
Chip Thickness (t):
t = tc / cos(α)
where tc is the uncut chip thickness.
Given:
Uncut chip thickness (tc) = 1.5 mm
Chip length (lc) = 40 mm
Length of the specimen (L) = 100 mm
Rake angle (β) = 15°
First, we need to calculate the shear plane angle (α):
tan(α) = tan(β - φ)
Since the friction angle (φ) is not given, we will assume a typical value of 5°.
tan(α) = tan(15° - 5°)
tan(α) = tan(10°)
α ≈ 84.3° (rounded to two decimal places)
Next, we can calculate the chip thickness (t):
t = tc / cos(α)
t = 1.5 mm / cos(84.3°)
t ≈ 15.1 mm (rounded to two decimal places)
Learn more on shear plane angle here;
https://brainly.com/question/14881618
#SPJ1
Remove the largest possible common factor. Check your answer by multiplication.
The greatest common factor of 25x⁵ - 15x² - 20x is 5x.
How to find the greatest common factor of a polynomial?The greatest common factor (GCF) of a set of numbers is the largest factor \that all the numbers share.
In other words, the greatest common factor (GCF) of a set of whole numbers or polynomial is the largest positive integer that divides evenly into all numbers with zero .
Therefore, let's find the greatest common factor of 25x⁵ - 15x² - 20x.
Hence,
25x⁵ - 15x² - 20x = 5x(5x⁴ - 3x - 4x)
Therefore, the greatest common factor is 5x.
learn more on greatest common factor here: https://brainly.com/question/29584814
#SPJ1
How to Graph -2x^2+12x-17
The graph of equation is shown in figure.
We have to given that,
The equation is,
⇒ y = - 2x² + 12x - 17
Now, We have the given equation is a quadratic equation.
Hence, We can simplify as,
⇒ y = - 2x² + 12x - 17
⇒ y = - 2 (x² + 6x) - 17
⇒ y = - 2 (x² - 6x + 3² - 3²) - 17
⇒ y = - 2 (x - 3)² + 18 - 17
⇒ y = - 2 (x - 3)² + 1
Hence, This represent the equation of parabola with vertex (3, 1).
Thus, The graph of equation is shown in figure.
Learn more about parabola visit:
https://brainly.com/question/29635857
#SPJ1
QUESTION FOUR
A. Use Excel to prepare an appropriate type of chart (bar, line, pie, scatter) to display
the U.S. energy consumption data. You may modify the default colors, fonts, etc., as
you judge appropriate to make your display effective. (15 pts)
B. What type of chart did you choose, and why did you choose this chart? (5 pts.)
pts.).
3. Explain why you chose each chart; be as thorough as you can on why the selected cha
the type of data (Part B- 5 pts)
4. Note: there may be more than one type of chart that is appropriate. You only need to c
however, if you like, you may also create a second chart for the same question (optiona
URGENT
The most appropriate chart to depict US energy consumption would be a pie chart since a pie chart helps to see the composition of different proportions representing total consumption.
How to explain the chartsChart A is not appropriate because a line graph is used to depict information to analyze changes over time or over a period. However, to show the energy consumption, the line graph is not an accurate depiction since the type of energy source is a categorical variable.
Chart B is also appropriate because it is a column graph and such type of graphs are used to represent categorical variables. The US energy consumption can be represented well through a column graph as it well depicts the highest consumption source and the lowest consumption source.
Yes more than one kind of display would therefore be acceptable as we can use to show the information through both a pie chart and a column graph.
Learn more about chart on
https://brainly.com/question/23969670
#SPJ1
What’s the square root of √125
Answer: [tex]5\sqrt 5[/tex]
Step-by-step explanation:
Sol [tex]\sqrt 125[/tex] = [tex]\sqrt{25.5}[/tex]
= [tex]\sqrt{25}[/tex] x [tex]\sqrt{5}[/tex]
[tex]5 \sqrt{5}[/tex]
The figure below shows part of a circle, with central angle as marked. What part of
the full circle does the figure represent? Express your answer as a fraction in simple
terms.
150°
The part of the circle represented by an angle of 150º is given as follows:
5/12.
How to obtain the part of the circle?The part of the circle represented by an angle of 150º is obtained applying the proportions in the context of the problem.
The angle measure representing the entire circle is given as follows:
360º.
The central angle for the circle in this problem is given as follows:
150º.
Hence the part of the circle represented by an angle of 150º is given as follows:
150/360 = 15/36 = 5/12.
More can be learned about proportions at https://brainly.com/question/24372153
#SPJ1
Lucia has $10.00 less than her sister. Lucia has n-10 dollars.
Lucia's sister has n - 10 dollars.
To solve this problem
We can create an equation to depict the relationship between Lucia's and her sister's financial situations if Lucia has n–10 dollars and her sister has $10.00 more.
Assume that Lucia's sister has $x. We can write the equation using the information provided:
n - 10 = x
According to this formula, Lucia's wealth (n-10) is equivalent to her sister's wealth (x). We may find the quantity for Lucia's sister by rearranging the equation as follows:
x = n - 10
Therefore, Lucia's sister has n - 10 dollars.
Learn more about equation here : brainly.com/question/2972832
#SPJ1
How many cubes with edges 1/4 cm. will fit a rectangular prism with length = 7cm, width = 5 cm and height = 6cm? Show your work.
Answer:
here is your answer
Step-by-step explanation:
To find out how many cubes with edges of 1/4 cm will fit inside a rectangular prism with dimensions of length = 7 cm, width = 5 cm, and height = 6 cm, we need to calculate the volume of the rectangular prism and the volume of the individual cube.
Volume of the rectangular prism:
Volume = length × width × height
Volume = 7 cm × 5 cm × 6 cm
Volume = 210 cm³
Volume of the cube:
Volume = edge length³
Volume = (1/4 cm)³
Volume = 1/64 cm³
To determine how many cubes can fit inside the rectangular prism, we divide the volume of the rectangular prism by the volume of the cube:
Number of cubes = Volume of rectangular prism / Volume of cube
Number of cubes = 210 cm³ / (1/64 cm³)
Dividing by a fraction is equivalent to multiplying by its reciprocal:
Number of cubes = 210 cm³ * (64 cm³/1)
Number of cubes = 13440 cm³
Therefore, the rectangular prism can accommodate 13,440 cubes with edges of 1/4 cm.
we can look at this as, hmmm we have a 7x5x6 rectangular prism, whose volume is (7)(5)(6) = 210 cm³. We also have a tiny cube with all sides being ¼, meaning its volume is (¼)(¼)(¼), how many times does that volume go into the larger rectangular prism?
[tex]\stackrel{ \textit{\LARGE volumes} }{\stackrel{ \textit{rectangular prism} }{(7)(5)(6)\implies 210}\hspace{5em}\stackrel{ \textit{tiny cube} }{\left( \cfrac{1}{4} \right)\left( \cfrac{1}{4} \right)\left( \cfrac{1}{4} \right)\implies \cfrac{1}{64}}} \\\\[-0.35em] ~\dotfill\\\\ \textit{how many times does }\frac{1}{64}\textit{ go into }210?\hspace{2em}\cfrac{210}{~~ \frac{ 1 }{ 64 } ~~}\implies 210\cdot 64\implies \text{\LARGE 13440}[/tex]
the line with a slope of 9/7 & containing a midpoint of the segment whose end points are (2, -3) & (-6, 5)
Answer:Therefore, the equation of the line with a slope of 9/7 and containing the midpoint of the line segment with endpoints (2, -3) and (-6, 5) is:
y = (9/7)x + 25/7.
Step-by-step explanation:Step 1: Find the midpoint of the line segment.
The midpoint formula is given by:
Midpoint = ((x1 + x2) / 2, (y1 + y2) / 2)
Given the endpoints of the line segment as (2, -3) and (-6, 5), we can find the midpoint as follows:
Midpoint = ((2 + (-6)) / 2, (-3 + 5) / 2)
Midpoint = (-4 / 2, 2 / 2)
Midpoint = (-2, 1)
So, the midpoint of the line segment is (-2, 1).
Step 2: Write the equation of the line using the slope-intercept form.
The slope-intercept form of a line is given by:
y = mx + b
where m is the slope and b is the y-intercept.
Given the slope as 9/7, we have:
y = (9/7)x + b
Step 3: Substitute the coordinates of the midpoint to find the value of b.
Using the coordinates of the midpoint (-2, 1), we can substitute these values into the equation:
1 = (9/7)(-2) + b
1 = -18/7 + b
To find the value of b, we can solve this equation:
1 + 18/7 = b
25/7 = b
Step 4: Write the final equation of the line.
Using the value of b, the equation becomes:
y = (9/7)x + 25/7
HELPP BUISNESS MATH
Loan comparison
Loan 1 would require more money over the time of the loan.
Does more time mean that you pay back more money on a loan at a given interest rate?When you borrow money, the lender assesses interest as compensation for letting you use their resources. The principal, or the amount borrowed initially, and the length of time it takes to repay the loan are used to compute interest. Interest must accumulate over a longer length of time the longer the repayment duration.
The number of interest accrual periods rises as a result of extending the payback period, which raises the total amount of interest paid. The total interest paid over a longer term will be larger than over a shorter period even if the interest rate stays the same.
Learn more about interest rate:https://brainly.com/question/28272078
#SPJ1
Please answer the problem in the picture below.
Answer:
D
Step-by-step explanation:
given 2 similar triangles
with ratio of sides/ perimeter = a : b , then
ratios of areas = a² : b²
given areas in ratio is 25 : 16 , then
ratio of perimeters is [tex]\sqrt{25}[/tex] : [tex]\sqrt{16}[/tex] = 5 : 4
let x be the perimeter of Δ FIL , then by proportion
[tex]\frac{ratio}{perimeter}[/tex] is [tex]\frac{4}{x}[/tex] = [tex]\frac{5}{10}[/tex] = [tex]\frac{1}{2}[/tex] ( cross- multiply )
x = 4 × 2 = 8
perimeter of Δ FIL = 8 cm
A restaurant manager just installed a new dishwasher. She claims that 18% of customers who
have received a drink this week complained that the cup looked dirty.
If this pattern holds, and 3 more customers receive drinks this week, what is the probability
that exactly 3 of the customers will complain that their cup looks dirty?
Write your answer as a decimal rounded to the nearest thousandth.
The probability that exactly 3 customers out of 3 will complain that their cup looks dirty is 0.006 to the nearest thousandth.
What is the probability?The probability that exactly 3 of the customers will complain that their cup looks dirty is determined as follows:
Using the binomial distribution formula, the probability is calculated as:
P(X = k) = [tex]^{n}C_k * (p^{k}) * (1-p)^{(n-k)}[/tex]
Where:
P(X = k) is the probability of getting exactly k successes.n is the total number of trials.k is the number of desired successes.p is the probability of success in a single trial.[tex]^{n}C_k[/tex] represents the combination of n things taken k at a time.Substituting the values:
P(X = 3) = ³C₃ * (0.18³) * ((1-0.18)³⁻³
P(X = 3) = 0.18³
P(X = 3) = 0.006
Learn more about probabiility at: https://brainly.com/question/24756209
#SPJ1
For each equation, write the coordinates of the vertex of the graph that represents the equation.
1.3 = (x - 3)? + 5
2.y = (= + 7)? + 3
39= (¢ = 4)2
4.1=12-1
5.g= 2(2+ 1)2- 5
69=-2(+12-5
The coordinates of the vertex for each quadratic function are given as follows:
1. (3,5).
2. (-7,3).
3. (4,0).
4. (0,-1).
5. (-1,-5).
6. (-1,-5).
How to define the quadratic function given it's vertex?The quadratic function of vertex(h,k) is given by the rule presented as follows:
y = a(x - h)² + k
In which:
h is the x-coordinate of the vertex.k is the y-coordinate of the vertex.a is the leading coefficient.More can be learned about quadratic functions at https://brainly.com/question/1214333
#SPJ1
Can someone please help awnser these.
The answers are 4. a) 15.7 cm, b) 26.25 m, 5. a) 128.74 cm, b) 40.82 mm, c) 45 cm and 6. 777.28 cm
Given are the circles and the circular items we need to find their circumference,
Circumference of a circle = 2π × radius = Diameter × π
4. a) Circumference = 5 × 3.14 = 15.7 cm
b) Circumference = 8.36 × 3.14 = 26.25 m
5. a) Circumference = 41 × 3.14 = 128.74 cm
b) Circumference = 13 × 3.14 = 40.82 mm
c) Circumference = 14.3 × 3.14 = 45 cm
6.
The perimeter of the cloth = circumference of the circular ends plus length in the middle,
= 76 × 2 × 3.14 + 150 × 2
= 477.28 + 300
= 777.28 cm
Learn more about Circumference click;
https://brainly.com/question/28757341
#SPJ1
It represents the numerical value of a simple event of an experiment.
The significance of sample size in statistical experiments cannot be overstated. A larger Sample size enhances the reliability and generalizability of the results, reducing sampling errors and increasing statistical power.
Sample size is a critical aspect of statistical experiments that significantly impacts the reliability of the results. It represents the number of individuals, observations, or data points included in a study. Understanding the significance of sample size is essential for ensuring the validity and generalizability of statistical findings.
The size of the sample directly influences the precision and accuracy of the estimates or conclusions drawn from the data. A larger sample size generally leads to more reliable results by reducing sampling errors and increasing the representativeness of the population under study. With a larger sample, the estimates are likely to be closer to the true values, providing greater confidence in the findings.
When the sample size is small, the variability in the data may be magnified, making it challenging to draw accurate conclusions. Results obtained from a small sample may not adequately capture the diversity or complexity of the population, leading to biased or misleading findings. This is known as sampling error, where the sample does not fully reflect the characteristics of the larger population.
Moreover, the statistical power of an experiment is directly related to the sample size. Statistical power refers to the ability of a study to detect true effects or relationships between variables. A larger sample size increases the power of the analysis, allowing researchers to identify smaller, yet meaningful, differences or associations. In contrast, a small sample size may result in low statistical power, making it difficult to detect significant effects even if they exist.
It is important to note that sample size requirements can vary depending on the research design, objectives, and the anticipated effect size. Complex studies or analyses involving rare events or small effect sizes may require larger sample sizes to achieve sufficient power and precision.
In conclusion, the significance of sample size in statistical experiments cannot be overstated. A larger sample size enhances the reliability and generalizability of the results, reducing sampling errors and increasing statistical power. Researchers should carefully consider sample size calculations to ensure their studies yield robust and trustworthy conclusions.
To know more about Sample size.
https://brainly.com/question/30509642
#SPJ8
Calista was told that she had an average grade of an 82, but not told what she got on her 6th assignment. Calista knows that she got a 62, 88, 92, 74 and 78 on the other 5 assignments.
What was Calista's grade on her last assignment?
Calista's grade on her last assignment is 98.
To determine Calista's grade on her last assignment, we can calculate the average grade using the given information.
The sum of Calista's grades on the first five assignments is: 62 + 88 + 92 + 74 + 78 = 394.
Since the average grade is given as 82, we can find the total sum of all six assignments by multiplying the average grade by the number of assignments, which is 6: 82 * 6 = 492.
To find Calista's grade on her last assignment, we subtract the sum of her grades on the first five assignments from the total sum: 492 - 394 = 98.
To determine Calista's grade on her last assignment, we can calculate the average grade using the given information.
The sum of Calista's grades on the first five assignments is: 62 + 88 + 92 + 74 + 78 = 394.
Since the average grade is given as 82, we can find the total sum of all six assignments by multiplying the average grade by the number of assignments, which is 6: 82 * 6 = 492.
To find Calista's grade on her last assignment, we subtract the sum of her grades on the first five assignments from the total sum: 492 - 394 = 98.
For more such questions on grades
https://brainly.com/question/29163211
#SPJ8
What fraction is shown on the number line?
Answer:
3/4 there are 4 lines indicating the numbers and it is on the 3rd.
Which statement applies to the transformed function f(x)−4
?
The function is odd, and the graph would be shifted downward. option(2)
The statement "f(x) - 4" represents a transformation applied to the original function f(x). This transformation involves subtracting 4 from the values of the function f(x) for all x. In other words, it shifts the entire graph of f(x) downward by 4 units along the y-axis.
Specifically, each y-value of the original function f(x) is reduced by 4. For example, if the original function had a point (x, y), the transformed function f(x) - 4 would have the corresponding point (x, y - 4). This means that every point on the graph is shifted downward by 4 units.
This transformation affects the overall shape, position, and properties of the function. The new graph will have the same general shape as the original, but it will be translated downward. If there were any intercepts or turning points in the original function, they will also be shifted downward by 4 units.
The statement "f(x) - 4" represents a transformation applied to the original function f(x). This transformation involves subtracting 4 from the values of the function f(x) for all x. In other words, it shifts the entire graph of f(x) downward by 4 units along the y-axis.
Specifically, each y-value of the original function f(x) is reduced by 4. For example, if the original function had a point (x, y), the transformed function f(x) - 4 would have the corresponding point (x, y - 4). This means that every point on the graph is shifted downward by 4 units.
This transformation affects the overall shape, position, and properties of the function. The new graph will have the same general shape as the original, but it will be translated downward. If there were any intercepts or turning points in the original function, they will also be shifted downward by 4 units. Option(2)
For more such questions on graph
https://brainly.com/question/19040584
#SPJ8
what is the product of (7x^2-3)(8x^2-7x+5)
Product of [tex](7x^2 - 3)(8x^2 - 7x + 5)[/tex]is the polynomial [tex]56x^4 - 49x^3 + 11x^2 + 21x - 15[/tex]. This polynomial represents a fourth-degree equation with coefficients 56, -49, 11, 21, and -15. The result is a polynomial expression that cannot be simplified further without additional information or context.
The product of (7x^2 - 3)(8x^2 - 7x + 5) is found by multiplying each term of the first expression by each term of the second expression and combining like terms. Let's perform the multiplication:
[tex](7x^2 - 3)(8x^2 - 7x + 5) expands to 7x^2 \times 8x^2 + 7x^2 \times (-7x) + 7x^2 \times 5 - 3 \times 8x^2 - 3 \times (-7x) - 3 \times 5.[/tex]
Simplifying each term, we have:
[tex]56x^4 - 49x^3 + 35x^2 - 24x^2 + 21x - 15[/tex].
Combining like terms, the final product is:
[tex]56x^4 - 49x^3 + 11x^2 + 21x - 15[/tex]
For more such questions on polynomial
https://brainly.com/question/4142886
#SPJ8
Hi can someone please help me solve the following system of inequalities and state the coordinates in the solution setz
The graph of the system of the inequalities is attached.
To graph the inequalities y < -x - 4 and y ≥ (3/5)x + 4, we can start by graphing the corresponding equations and then shade the appropriate regions based on the inequality signs.
Let's begin with the equation y = -x - 4:
Choose a range of x-values to plot.
For simplicity, let's use x-values from -10 to 10.
Substitute different x-values into the equation to find corresponding y-values.
For example:
When x = -10, y = -(-10) - 4 = 10 - 4 = 6.
When x = 0, y = -(0) - 4 = -4.
When x = 10, y = -(10) - 4 = -10 - 4 = -14.
Plot these points on the coordinate plane and draw a straight line passing through them.
This line represents the equation y = -x - 4.
Next, let's graph the equation y = (3/5)x + 4:
Again, choose a range of x-values to plot. Let's use the same range of -10 to 10.
Substitute different x-values into the equation to find corresponding y-values. For example:
When x = -10, y = (3/5)(-10) + 4 = -6 + 4 = -2.
When x = 0, y = (3/5)(0) + 4 = 0 + 4 = 4.
When x = 10, y = (3/5)(10) + 4 = 6 + 4 = 10.
Plot these points on the coordinate plane and draw a straight line passing through them.
This line represents the equation y = (3/5)x + 4.
Now, let's shade the regions based on the inequalities:
For y < -x - 4, we need to shade the region below the line y = -x - 4.
For y ≥ (3/5)x + 4, we need to shade the region above or on the line y = (3/5)x + 4.
Hence, the region where the shaded regions overlap represents the solution to both inequalities.
Learn more about system of inequalities click;
https://brainly.com/question/29785389
#SPJ1
Find the radius and diameter of each of the circles .
Answer:
Step-by-step explanation:
Diameter of the Circle refer to a line passing through the centre and meets the circumference at opposite ends. And it twice as long as Radius.
1) Radius is given 3yd
so, diameter is double of radius 2*3=6yd
Radius= 3yd
Diameter=6yd
2) Diameter is given 92 in
so, radius is half of diameter 92/2= 46 inch
Radius= 46 in
Diameter= 92 in
3) Radius is given 23 ft
so, diameter is double of radius 23*2 = 46 ft
Radius = 23 ft
Diameter = 46 ft
4) Diameter is given 36 in
so, radius is half of diameter 36/2 = 18 in
Radius = 18 in
Diameter = 36 in
5) Radius is given 19 ft
so, diameter is double of radius 19*2 = 38 ft
Radius = 19 ft
Diameter = 38 ft
6) Diameter is given 12yd
so, radius is half of diameter 12/2 = 6yd
Radius = 6yd
Diameter = 12yd
