Describe how the graph of y=x^2 would be shifted to produce a graph of y=2x^2+12x+3=0?

Hello from MrBillDoesMath!

Answer:

pi/2, - 3pi/2

Discussion:

The solutions of sin(t) = 1 are   (pi/2) + 2*pi*n, where n = 0, -1,1, -2,2,-3,3,   etc.

In particular, sin(pi/2) = 1 ( n = 0)  and sin(-3pi/2) -1 ( n = -1) and those argument values lie in the interval [-2pi, 2pi]

Regards,  

MrB

 P.S.  I'll be on vacation from Friday, Dec 22 to Jan 2, 2019. Have a Great New Year!

Final answer:

The value of t on the interval [-2π,2π] for which sin(t)=1 is only at t=π/2, since this is where the sine function reaches its maximum value within the given range.

Explanation:

The question asks: For what values of t on the interval [-2π,2π] is sin(t)=1? To answer this, we must understand when the sine function reaches its maximum value of 1. In the unit circle, θ represents the angle in radians from the positive x-axis. The sine function reaches its maximum value of 1 at an angle of θ=π/2 radians. Therefore, within the interval [-2π,2π], sin(t)=1 only at t=π/2. However, the function is periodic with a period of 2π, meaning it repeats every 2π intervals. Even though the question's range allows for multiple cycles of sine's period, only π/2 falls within those bounds with the value of sin(t) exactly equal to 1.

Answer:

1) ASA 2) In explanation 3) I cant see all of the problem

Step-by-step explanation:

For Number 1 you need one more thing to prove that the triangles are congruent. You could see that there is a pair of vertical angles and vertical angles are congruent so you could use that. Angle DEA is congruent to Angle CEB. When there is a side in between two congruent angles, that is ASA.

For Number 2 it really is almost the same as number 1. First you write the given, then you write that angle DEA is congruent to angle CEB and the reason for that is that vertical angles are congruent. Lastly, you say that triangle ADE is congruent to triangle CBE.

Answer:

x = 4

Step-by-step explanation:

3x = 48

Divide both sides by 3

x = 16

Then do 16/4 since 4 of the sides equal the same amount

x = 4

Answer:

(d) 810.34

Step-by-step explanation:

The explicit formula used for calculating the account's balance is given by:

A= P(1+R)^T

where: A= Amount (account's balance)

P= Principal  (700)

R= Rate (5%)

T= Time   (3 years) [since, the balance is calculated in the beginning of the  forth year]

A= P(1+R)^T

A = 700(1+0.05)^3

  = 700(1.05)^3

  = 700*1.157

  = 810.34

Answer:

A: There is no solution

Step-by-step explanation:

This is not a very likable question.

Y=3x-4

9x-3y=14

Put the y value from the first equation into the second.

9x - 3(3x - 4) = 14               Remove the brackets

9x - 9x + 12 = 14               Combine like terms on the left

12 = 14                                 When you get this kind of conclusion, that means there is no solution. I'll graph these two for you.

Blue: y =3x - 4

Green: 9x - 3y = 14

They never touch they never meet: they are parallel. They don't give a solution.

Use the Pythagorean theorem:

[tex]x^2+4^2=10^2[/tex]

[tex]x^2+16=100[/tex]        subtract 16 from both sides

[tex]x^2=84\to x=\sqrt{84}\\\\x=\sqrt{4\cdot21}\\\\x=\sqrt4\cdot\sqrt{21}\\\\\boxed{2\sqrt{21}}[/tex]

let's firstly convert the mixed fractions to improper fractions.

now, 1¼ dozen of cupcakes.... well, let's keep in mind that a dozen has 12 units, so 1¼ dozen is then 12(1¼) cupcakes total.

[tex]\bf \stackrel{mixed}{1\frac{1}{4}}\implies \cfrac{1\cdot 4+1}{4}\implies \stackrel{improper}{\cfrac{5}{4}}~\hfill \stackrel{mixed}{1\frac{2}{3}}\implies \cfrac{1\cdot 3+2}{3}\implies \stackrel{improper}{\cfrac{5}{3}} \\\\[-0.35em] \rule{34em}{0.25pt}[/tex]

[tex]\bf \stackrel{\textit{how many cupcakes in }\frac{5}{4}\textit{ of a dozen?}}{12\cdot \cfrac{5}{4}\implies \cfrac{12}{4}\cdot 5\implies 15} \\\\[-0.35em] ~\dotfill\\\\ \begin{array}{ccll} cupcakes&\stackrel{cups}{flour}\\ \cline{1-2}\\ 15&\frac{5}{3}\\[1em] c&1 \end{array} \implies \cfrac{15}{c}=\cfrac{~~\frac{5}{3}~~}{1}\implies \cfrac{15}{c}=\cfrac{5}{3} \\\\\\ 45=5c\implies \cfrac{45}{5}=c\implies \boxed{9=c}[/tex]

In the given case, Rashida can make approximately 9 cupcakes with 1 cup of flour.

To determine how many cupcakes Rashida can make with the 1 cup of flour she has, we need to calculate the conversion factor between the given measurement of 1 2/3 cups of flour and the available 1 cup of flour.

The conversion factor is found by dividing the available amount by the required amount

(1 cup ÷ 1 2/3 cups).

We can simplify the fraction to obtain a decimal,

1 ÷ (5/3) = 3/5 ≈ 0.6.

So, Rashida can make approximately

0.6 × 1 1/4 dozen = 0.6 × 15 = 9 cupcakes.

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Answer:

- 1/5

Step-by-step explanation:

the answer is the one highlighted #1

but to do this you must first change the decimal to a fraction. Personally i use a decimal calculator.

then you go to where the 3 is on the Y axes. since its positive 3 it would be 3 up instead of down.

then you count over how ever many the X is. this is 1/2 so you go over 1 time then up 2 times.

Personally I like the triangle method where u plot the +3 then draw on the line 1 over then 3 up

if u need to find out what the plot line u can keep doing that all the way up and just reverse it when u go down.

Answer:

y = 32

Step-by-step explanation:

4 + y = 36

to work out y you need to make it by itself

so take the 4 to the other side

36 - 4 = y

so y equals 32

The correct answer is:

C: (-4, -5)

Hope it helps!

Answer:(-4,-5)

Step-by-step explanation:

It would be 7.

Here's why:

7 + - 6 = 1

1 = 1

It's a TRUE statement!

Hope this helps you!!!! :)

The integer value that makes the sentence true is 7, as in mathematics, adding a negative number 6 to a number, to yield 1, equates deducting 6 from that number to yield 1.

This is a mathematics problem involving the concept of integer addition. In mathematics, adding a negative number is equivalent to subtracting that number's absolute value. Therefore, to find the integer that makes the addition sentence true, you would need to identify the number that, when subtracted by 6, equals 1.

So, the equation can be rewritten as X - 6 = 1. If you add 6 on both sides of the equation to isolate the variable X on one side, the equation becomes X = 1 + 6. As a result, it is clear that the integer value X that would make the equation + -6 = 1 true is 7.

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Answer:

[tex]z_m=-\frac{1}{2}-\frac{1}{2}i[/tex]

Step-by-step explanation:

The given complex numbers are;

[tex]z_1=-8+3i[/tex]

and

[tex]z_2=7-4i[/tex].

The midpoint of any two complex numbers,

[tex]z_1=a_1+a_1i[/tex] and [tex]z_2=a_2+a_2i[/tex] is

is given by,

[tex]z_m=\frac{a_1+a_2}{2}+\frac{a_1+a_2}{2}i[/tex].

The midpoint of the complex numbers can be found by adding the corresponding real parts and imaginary parts and then dividing each by 2.

This is the same as;

[tex]z_m=\frac{z_1+z_2}{2}[/tex]

[tex]\Rightarrow z_m=\frac{-8+3i+7-4i}{2}[/tex]

[tex]\Rightarrow z_m=\frac{-8+7+3i-4i}{2}[/tex]

[tex]\Rightarrow z_m=\frac{-1-i}{2}[/tex]

[tex]\Rightarrow z_m=-\frac{1}{2}-\frac{i}{2}[/tex]

or

[tex]\Rightarrow z_m=-\frac{1}{2}-\frac{1}{2}i[/tex]

Answer: 6x² + 4xy + 2y

Step-by-step explanation:

Polynomials are written in the order of the highest degree to the lowest degree.

Answer:

the answer is D

Step-by-step explanation:

Answer:

D. 9

Step-by-step explanation:

After withdrawing $40 from a checking account with a balance of -$30, Selene's checking account balance becomes -$70.

Selene's checking account balance is initially at -$30. When she withdraws an additional $40, the balance goes further negative.

To find Selene's checking account balance after the withdrawal, we need to subtract the withdrawal amount from the initial balance. Her initial balance is -$30, and she withdrew $40 more.

To find the new balance, you subtract $40 from -$30.

Account Balance Calculation:

Therefore, Selene's checking account balance after the withdrawal is -$70.

Final answer:

After withdrawing an additional $40 from an initial balance of -$30, Selene's checking account balance is -$70.

Explanation:

Selene's checking account balance after the withdrawal can be determined by subtracting the amount withdrawn from her initial balance. She starts with a balance of -$30. After withdrawing an additional $40, the new balance can be calculated as follows:

Initial balance: -$30
Withdrawal: -$40
New balance: -$30 - $40 = -$70

Thus, Selene's checking account balance after the withdrawal is -$70.

Answer:

The answer is 2 times x.

Step-by-step explanation:

X is the number of students. If each of the student received 2 pencils then you multiply 2 by the number of students.

Answer:

The answer is 2 times x.

Step-by-step explanation:

X represents the number of students. If each of her student received 2 pencils, you would multiply 2 by the number of students.

Answer:

24p -35

Step-by-step explanation:

Simplify. Remember to follow PEMDAS. First, distribute 4 to all terms within the parenthesis

4(6p - 9) 4(6p) - (4)(9) = 24p - 36

Next, simplify. Add 1 to the constant

24p - 36 + 1

24p - 35

24p - 35 is your answer

~

Answer:

A) -7.888

Step-by-step explanation:

The answer is A because it is an never ending number, which means it is irrational

The following numbers is irrational D) √0.025, which is an irrational number.

To determine which of the given numbers is irrational, we need to understand what an irrational number is. An irrational number is a real number that cannot be expressed as a fraction (i.e., it cannot be written as a ratio of two integers). Irrational numbers have non-repeating, non-terminating decimal expansions.

Let's evaluate each of the given options:

A) -7.8: This is a rational number because it can be expressed as -78/10 or -39/5, which is a ratio of two integers.

B) √25: This is a rational number because it is equal to 5, which can be expressed as 5/1. It's a ratio of two integers.

C) 25.8125: This is a rational number because it can be expressed as 258125/10000, which is a ratio of two integers.

D) √0.025: This is an irrational number. To see why, we can simplify it. √0.025 is the same as √(25/1000), which simplifies to √(1/40). The square root of 1 is 1, and the square root of 40 is a non-repeating, non-terminating decimal, making √0.025 an irrational number.

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The other added polynomial is 6d^5-3c^3d^2+5c^2d^3-12CD^4+8.

To find the other polynomial, we need to subtract the given polynomial from the sum of the two polynomials. The sum of the two polynomials is 8d5-3c3d2+5c2d3-4CD4+9. The polynomial that is added is 2d5-c3d4+8CD4+1.

Subtracting the given polynomial from the sum, we get:

8d5-3c3d2+5c2d3-4CD4+9 - (2d5-c3d4+8CD4+1)

Simplifying the polynomial, we get:

6d5-3c3d2+5c2d3-12CD4+8

Answer:

x = 57.22754579  

Step-by-step explanation:

We know cos 63 = adjacent/ hypotenuse

                  cos 63 =  15 sqrt(3)/x

Multiply each side by x

x cos 63 =15 sqrt( 3 )

Divide each side by cos 63

x cos (63)/ cos (63) = 15 sqrt(3)/cos (63)

  x = 15 sqrt(3)/ cos 63

x = 57.22754579  

Answer:

The cost of one box of oranges = $3.3

Step-by-step explanation:

Let x be cost of one box of oranges and y be the cost of one box of grapefruit.

We have been given that Mrs. Whitten purchased 3 boxes of oranges and 2 boxes of grapefruit from a student for a total of $22.50. We can represent this information as:

[tex]3x+2y=22.50...(1)[/tex]  

Mr. Rutig purchased 1 box of oranges and four boxes of grapefruit, spending a total of $28.50. We can represent this information as:

[tex]x+4y=28.50...(2)[/tex]

We will solve our system of linear equations using substitution method.

From equation (1) we will get,

[tex]y=\frac{22.50-3x}{2}[/tex]

Substituting y's value in equation (2) we will get,

[tex]x+4*(\frac{22.50-3x}{2})=28.50[/tex]

[tex]x+2*(22.50-3x)=28.50[/tex]

Upon distributing 2 we will get,

[tex]x+45-6x=28.50[/tex]

[tex]x-6x=28.50-45[/tex]

[tex]-5x=-16.5[/tex]

[tex]x=\frac{-16.5}{-5}[/tex]

[tex]x=3.3[/tex]

Therefore, the cost of one box of oranges is $3.3.

Answer:

Step-by-step explanation:

Hammers and Wrenches

I have included the graph to the first one. C is the best answer, but I don't think it is quite correct, although it is true. The actual fact is that there is no y intercept as near as I can get. That's an unusual occurrence for this kind of graph. There is no other answer that will satisfy or rectify that condition. I think you are likely to answer C, but be careful. It could turn out to be another answer.

f(x) and g(x)

I agree with your answer

Answer:

Both set A and B.

Step-by-step explanation:

Set A: (-1, 0), (-2, 1), (4, 3), (3, 4)

Set B: (1, 4), (2, 3), (3, 2), (4, 1)

Set C: (2, 1), (3, 2), (2, 3), (1, 4)

In order for (x,y) to be a function, only one x get the value of y, but many x'es can get the value y.

Looking at the set A and B, and the definition above, we can say that they are functions.

What about set C? It is not a function, as x = 2 is equal 1 or 3, which does not meet the condition from the definition.

Final answer:

Both Set A and Set B are functions because each member of the domain in these sets maps to a unique value in the range. Set C is not a function because the same first element maps to different values in the range. Both set A and B are the answers.

Explanation:

To determine which set(s) represent a function, we need to ensure that each element of the domain maps to one and only one value in the range. By examining each set:

Set A: (-1, 0), (-2, 1), (4, 3), (3, 4): Every first element is unique, indicating a function.

Set B: (1, 4), (2, 3), (3, 2), (4, 1): Similarly, all first elements are unique, indicating a function.

Set C: (2, 1), (3, 2), (2, 3), (1, 4): The number 2 appears twice as a first element with different second elements, violating the definition of a function.

Therefore, both sets A and B represent functions since they each map every member of the domain to a unique member of the range, while set C does not.

The answer is b. Both Set A and Set B are functions.

Answer:

5 minutes to run 1 kilometer

Step-by-step explanation:

Alonzo takes 12 minutes to run 6 times around a 400-meter track.

6 times around a 400 m track

400 * 6 = 2400 meters

It take 12 minutes to run 2400 meters

2400 meters = 2400/1000 = 2.4km

distance = 2.4 km  and time = 12 minutes

Now we find our constant speed

[tex]Distance = speed * time[/tex]

2.4 = speed * 12

divide by 12 on both sides

speed = 0.2

so speed is 0.2 km per minute

Now we find out time when distance = 1km

Distance = speed * time

1 = 0.2 * t

divide by 0.2 on both sides

5 = t

So it take 5 minutes to run 1 kilometer

Answer:

x = 26.4      y= 17

Step-by-step explanation:

Set up proportions.

To find x:

Set 12 over x is equal to 10 over 22.

12 times 22 = 264

264 / 10  =x

x =  26.4

To find y:

Set y over 37.4 is equal to 10 over 22.

37.4 times 10 =  374

374 / 22

y = 17