In Exercises 17–20, describe how to transform the graph of
f into the graph of g

Answer:

31 3/4 %

Step-by-step explanation:

There are 100 squares so each square is a percent.  There at 31 full squares colored and it looks like 3/4 of 1 square.

Answer:

It's the third choice.

Step-by-step explanation:

IF y varies inversely as x then y = k/x   where k is a constant,

and k = xy    

For the 3rd choice

-1 * -2/7 = 2/7

4 * 1/14 = 2/7 and

6 * 1/21 = 2/7

so, this is inverse variation.

Answer: 8 is actually the constant of proportionality, since it is the number that stays the same regardless of the change in x and y.  

Step-by-step explanation:

Let's say you want to know how many pounds of meat a male lion would eat in a month in order to purchase for the zoo the correct amount of food needed.   Let's assume the month was 30 days.  we know that 8 is the amount of food per day (that number will not change because it is a constant.  

so 30 x 8 = 240 which is what y is for the 30 days.  

if you needed two weeks, 14 days.  14 x 8 = 112 pounds for the 14 days.  

So you see 8 stays the same for each scenario, so it is the constant that is used for all values of x to find y.  

Answer:

0.00007

Step-by-step explanation:

Answer:

0.7001

Step-by-step explanation:

Answer:(2I3O-9247)

Step-by-step explanation:

Answer:

The Area of the trapezium is \(60cm^2\)

Step-by-step explanation:

Given,

Height (h)= 8cm

Sum of the parallel sides (a+b)= 15cm

Area of trapezium = \(1/2*h*(a+b)\)

                              =\(1/2*8*15\)

                              =\(4*15\)

Area of trapezium=60cm^2

Answer: Area = 60 cm²

Step-by-step explanation:

To find the area of a trapezium we use the formula

Area of trapezium = 1/2 (sum of parallel sides) × height

∴ Area = 1/2 ×15 cm × 8 cm

           = 60 cm²

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The implications of Constructivist approach in teaching mathematics is that it helps the students to develop a better way to comprehend the content of what they are being taught.

A constructive approach of teaching mathematics believes that students construct knowledge rather than just passively take in information.

A constructive approach of teaching also believes that students integrate new knowledge with existing knowledge to create a deeper understanding of the mathematics being taught to them.

Therefore, constructive approach of teaching can help the students to comprehend the content of what they are being taught.

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The required coefficients are:4, -1, -11, and 7.

Coefficients refer to the numerical values that are assigned to variables in mathematical equations, models, or formulas. They indicate the relative importance or contribution of each variable in the equation. Coefficients are used to determine the relationship between variables and are often estimated through statistical analysis or optimization techniques.

In algebraic equations, coefficients are the numbers multiplied by variables. For example, in the equation 2x + 3y = 5, the coefficients are 2 and 3.

In statistical models, such as linear regression, coefficients represent the slopes or weights assigned to the predictor variables. These coefficients indicate how much the response variable is expected to change for a unit change in the corresponding predictor variable, assuming all other variables are held constant.

We need to consider the polynomial:

(4mn^2n - 2mn + 6) + (6mn^2 - 1) - (mn^2 - 2 + 9mn)

To combine the like terms and find the coefficients of each term, we can write the polynomial in the following form:

4mn^2n - 2mn + 6 + 6mn^2 - 1 - mn^2 + 2 - 9mn

Taking the coefficients of the terms with "mn^2"4mn^2n - mn^2

Taking the coefficients of the terms with "mn"-2mn - 9mn = -11mn

Taking the coefficients of the constant terms6 + 2 - 1 = 7

Therefore, the required coefficients are:4, -1, -11, and 7.

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Answer:

60

Step-by-step explanation:

The answer of this question is 60 degree

Armed force and other for Henderson high school is greater than

Johnson High School.

The mode for each school is college.

Options F and G are the correct answer.

We have,

The number of students in Henderson High School.

Work = 96

College = 114

Armed forced = 48

Other = 42

The number of students in Johnson High School.

Work = 30

College = 40

Armed forced = 15

Other = 15

From the information,

The number of students in Work for Henderson High School is greater than Johnson High School.

Now,

Henderson High School:

Armed force and other = 48 + 42 = 90

Mode = college

Johnson High School.

Armed force and other = 15 + 15 = 30

Mode = college

Thus,

Armed force and other for Henderson high school is greater than

Johnson High School.

The mode for each school is college.

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The results of factoring the polynomials are (x - 6)(x + 6), 3(x - 2)(x + 2), (x + 3)² and 4(x + 3)(x - 5)

First, we have

x² – 36

Applying the property of difference of squares, we have

(x - 6)(x + 6)

Next, we have

3x² - 12

Factor out 3

3(x² - 4)

Applying the property of difference of squares, we have

3(x - 2)(x + 2)

First, we have

x² + 6x + 9

Expand and factorize

x² + 6x + 9 = x² + 3x + 3x + 9 = (x + 3)²

Next, we have

4x² - 8x - 60

Expand and factorize

4x² - 8x - 60 = 4(x² - 2x - 15) = 4(x + 3)(x - 5)

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Answer:

D. 6.3

Step-by-step explanation:

Well you can make a triangle with the line PQ with it's height as 2 and base as 6.

Then you can use the Pythagorean Theorem to find the length of PQ.

a²+b²=c²

2²+6²=c²

4+36=c²

40=c²

c²=40

Square root both sides

c=\(\sqrt{40}\)

c≈6.3

Our answer is D. 6.3

Answer:

B) y - 2 = (-1/4)(x - 2)

Step-by-step explanation:

Start with the equation of the given line: y = 4x + 7.

Determine the slope of the given line, which is 4.

Since the perpendicular line has a negative reciprocal slope, the perpendicular line's slope is -1/4.

Use the point-slope form of a linear equation: y - y₁ = m(x - x₁), where (x₁, y₁) is the given point and m is the slope.

Substitute the values x₁ = 2 and y₁ = 2 into the point-slope equation: y - 2 = (-1/4)(x - 2).

Simplify by distributing -1/4 to (x - 2): y - 2 = (-1/4)x + 1/2.

Add 2 to both sides to isolate y: y = (-1/4)x + 1/2 + 2.

Simplify further: y = (-1/4)x + 5/2.

The equation in point-slope form for the line passing through (2, 2) and perpendicular to y = 4x + 7 is y - 2 = (-1/4)(x - 2), which matches option B.

Answer:

3zx-15z+12x-60

Step-by-step explanation:

first do parenthesis and distribute (z+4)(x-5) into zx-5z+4x-20

then distribute the 3 to get the answer

Answer:

\( slope (m) = 6 \)

Step-by-step explanation:

To get the slope of the line of the given table of values, all we need is just 2 coordinate pairs from the table. We can pick any two.

Let's use, (-1, 0), and (0, 6).

Apply the formula, \( \frac{y_2 - y_1}{x_2 - x_1} \), where,

\( (-1, 0) = (x_1, y_1) \)

\( (0, 6) = (x_2, y_2) \)

Thus:

\( m = \frac{6 - 0}{0 - (-1)} \)

\( m = \frac{6}{1} \)

\( slope (m) = 6 \)

Answer:

1. 2

2. 5

Step-by-step explanation:

1. write 5% as

\( \frac{5}{100} \)

Then,

\( \frac{5}{100} \: of \: \: 40 = \frac{5}{100} \times 40\)

Therefore, the answer is 2

If you are using a calculator, simply enter 5 divided by 100 times 40 which will give you 2 as the answer.

2. Write 20% as 20/100

\( \frac{20}{100} \: of \: 25 = \frac{20}{100} \times 25\)

Therefore, the answer is 5

If you are using a calculator, simply enter 20 divided by 100 times 25 which will give you 5 as the answer.

A is the correct option:) Three ways electrons can be transferred are conduction, friction, and polarization. In each case, the total charge remains the same. This is the law of conservation of charge. Conduction occurs when there is direct contact between materials that differ in their ability to give up or accept electrons.

Answer:

2.5

Step-by-step explanation:

good luck :)

Answer:

Step-by-step explanation:

ss

The result of the evaluation of each of the expression are as follows;

Recall that; √a × √a = a.

As evident in the task content; the results of the expressions are as follows;

a). √11 × √11 = 11.

b). √5 × √5 x √2 × √2 = 5 × 2 = 10.

c). √6 × √6 × √6 x = 6√6 x.

Ultimately, the results are as evaluated above.

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The function m(x) = 2tan(3x+4) is obtained by applying a sequence of transformations to the parent tangent function.

To determine the sequence of transformations, let's break down the given function:

1. Inside the tangent function, we have the expression (3x+4). This represents a horizontal compression and translation.

2. The coefficient 3 in front of x causes the function to compress horizontally by a factor of 1/3. This means that the period of the function is shortened to one-third of the parent tangent function's period.

3. The constant term 4 inside the parentheses shifts the function horizontally to the left by 4 units. So, the graph of the function is shifted to the left by 4 units.

4. Outside the tangent function, we have the coefficient 2. This represents a vertical stretch.

5. The coefficient 2 multiplies the output of the tangent function by 2, resulting in a vertical stretch. This means that the graph of the function is stretched vertically by a factor of 2.

In summary, the sequence of transformations applied to the parent tangent function to create the function m(x) = 2tan(3x+4) is a horizontal compression by a factor of 1/3, a horizontal shift to the left by 4 units, and a vertical stretch by a factor of 2.

Example:
Let's consider a point on the parent tangent function, such as (0,0), which lies on the x-axis.

After applying the transformations, the corresponding point on the function m(x) = 2tan(3x+4) would be:
(0,0) -> (0,0) (since there is no vertical shift in this case)

This example helps illustrate the effect of the transformations on the graph of the function.

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Answer:

3²×5

Step-by-step explanation:

Product of its prime numbers its more like having the number in its simplest form by factorising it

Answer:

the answer is

B. 145° 12' 0"

Answer:

c )

Step-by-step explanation:

To find equivalent inequalities, we are looking to isolate x on the left side.

a) x < 4 ✅

b) x -1 < 3 add 1 to both sides  x -1 +1 < 3 +1 result x < 4 ✅

c) x + 1 < 4 subtract 1 from both sides x + 1 -1 < 4 -1 result x < 3 ❌

d) x - 2 < 2 add 2 to both sides x - 2 +2 < 2+2 result x < 4 ✅

Answer:

\(p=\frac{15}{24}\)

Step-by-step explanation:

Answer:

55m is the magnitude of the average distance of the car during this time interval.

The correct option is D.

How is distance measured in physics?

The metre is the Si derived unit for distance (m). Long distances can be measured in kilometres, whereas little distances can be gauged in millimetres (cm) (km). For instance, you might measure the length in centimetres between the bottom and top of a piece of paper and the kilometres from your home and school.

What is Distance?

The total movement of an object, independent of direction, is its distance. No matter where an object starts or ends, distance can be defined as the amount of space it has covered.

Briefing:

The equation for the Total distance is mathematically given as

d=initial distance -final distance

d=90-35

d=55m

Step-by-step explanation:

27.5° will be the value of m∠C. Thus option A is correct.

A closed shape with both inner and exterior angles, a triangular is created by three lines. Because when measurements of the additional two angles are known, one can utilize the angle sum property to determine the measure of an undetermined interior angle. To calculate the third angle's measurement, add the first two angles together and reduce their combination from 180 degrees.

The information that is provided is with respect  to the triangle ΔABC

In which the value of the two triangles is given as m∠A = 28.7° and m∠B = 123.8°

To determine the third angle m∠C angle sum property will be used.

180 = m∠A + m∠B + m∠C

180 = 28.7° + 123.8° +  m∠C

180 = 152.5 +  m∠C

m∠C = 180 - 152.5

m∠C = 27.5°

The reaming angle will be 27.5°. Therefore, option A is the correct option.

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9514 1404 393

Answer:

  (a)  1

Step-by-step explanation:

For large variable magnitude, the value of a rational function approaches the ratio of the highest-degree terms of the numerator and denominator*. Here, that is ...

  x/x = 1

f(x) approaches 1 as x approaches infinity.

__

* The function approaches the line or curve defined by the quotient. (The remainder is ignored in this case.) Here, f(x) = 1 + 3/(x-3), so the quotient is the constant 1.