Awnsers A. The graph of h(x) is the graph of f(x) vertically compressed by a factor of 6.B. The graph of h(x) is the graph of f(x) shifted 1/6 unit right.C. The graph of h(x) is the graph of f(x) horizontally compressed by a factor of 6.D. The graph of h(x) is the graph of f(x) horizontally stretched by a factor of 6.

Answer:

y=2x+5

Step-by-step explanation:

start with by stating your formula: y=MX +C

m= Y2-Y1÷X2-X1

m=-1-7÷-3-1

m=-8÷-4

m=2

Using A's coordinates

7=2(1)+c

7=2+c

7-2=c

5=c

therefore y=2x+5

Answer:

77.14L

Step-by-step explanation:

20.3x3.8=77.14L

Answer:

D. 1/h+5

Step-by-step explanation:

f(x)=1/3+h+2

F(x)=1/h+5

By using the concept of dilation factor, length of BC obtained is 3 units

What is dilation factor?

Dilation is a transformation which changes the size of a figure by a certain factor.

That factor is called the scale factor

In the figure, A'B'C'D' is the image of ABCD under dilation with a scale factor of 3

A'B'C'D' is the dilated figure

Length of B'C' = 9 units

Length of BC = \(9 \div 3\) = 3 units

To learn more about dilation factor, refer to the link-

https://brainly.com/question/3457976

#SPJ9

Complete Question

The figure has been attached here

Answer:

y=  3/4

Step-by-step explanation:

Answer:

y=3/4

Step-by-step explanation:

4/3y=1

divide both sides by 4/3

1 divided by 4/3 is 3/4 so:

y=3/4

Answer:

direct proof, proof by contradiction, proof by induction

Step-by-step explanation:

there u go mate

Answer:

your answer is -2

Step-by-step explanation:

x- x/3+2=0

or. (3x -x +6)/3 =0

or. 3x-x+6 =0

or. 2x+6=0

or. 2x= -6

or. x = -6/2

or. x = -2

Answer:

here is the full question

Step-by-step explanation:

Using Pascal's triangle and the difference quotient formula, we expand (x + h)^2 and simplify the expression to (2hx + h^2) / h. As h approaches 0, the term h becomes negligible, and we are left with 2x, which represents the derivative of x^2.

To use Pascal's triangle to find x^2 using the difference quotient formula, we can follow these steps:

1. Write the second row of Pascal's triangle: 1, 1.

2. Use the coefficients in the row as the binomial coefficients for (x + h)^2. In this case, we have (1x + 1h)^2.

3. Expand (x + h)^2 using the binomial theorem: x^2 + 2hx + h^2.

4. Apply the difference quotient formula: f(x + h) - f(x) / h.

5. Substitute the expanded expression into the formula: [(x + h)^2 - x^2] / h.

6. Simplify the numerator: (x^2 + 2hx + h^2 - x^2) / h.

7. Cancel out the x^2 terms in the numerator: (2hx + h^2) / h.

8. Divide both terms in the numerator by h: 2x + h.

9. As h approaches 0, the term h becomes negligible, and we are left with the derivative of x^2, which is 2x.

For more such questions on triangle

https://brainly.com/question/28470545

#SPJ8

Answer:

35

Step-by-step explanation:

if not correct I'm very very sorry I tried my best for this</3

Answer:

$1.70 per share

Step-by-step explanation:

37.90-36.20=1.70

Answer:

Step-by-step explanation:

Answer:13

Step-by-step explanation:

Answer:

The sum does not exist, but if you are in a senior math class, it could be - infinity.

Step-by-step explanation:

If the sum does not have an endpoint (and it looks like it does not), then the sum really does not exist.

Consider this question.

Does the sum stop at 0 as in

50 + 40 + 32  + 24 + 16  + 8 + 0

But why not - 8 or - 16 or ...

So it is not that the sum does not exit. It is that we do not know where that stop is. Depending on your grade level, you could answer - infinity, but I doubt that is the expected answer.

The distance between points P and Q is √73

First, remember that the distance between two points whose coordinates are (a, b) and (c, d) is given by:

distance = √( (a - c)² + (b - d)²)

Here we can see that the coordinates of the two shown points are:

P = (-3, 2)

Q = (5, -1)

Replacing that in the distance formula we will get:

distance = √( (-3 - 5)² + (2 + 1)²)

distance = √( (-8)² + (3)²)

distance = √73

So the correct option is the third one.

Learn more about distance at:

https://brainly.com/question/7243416

#SPJ1

Given: The equation x² = 5x + 4

We have to draw the the graph for the given equation.

Consider the given equation,

x^2 - 5x - 4 = 0  

The vertex of the parabola of the form f(x) = ax^2 + bx + c   is given by x = -b/2a

Here,

a= 1

b= -5

c= -4

vertex = x = 5/2= 2.5

Also, the y coordinate at x = 2.5 is,

y = (2.5)^2 -5(2.5)-4

y = -10.25

Thus the vertex of parabola is (2.5 , -10.25)

y - intercept is the point where x = 0

put x = 0 in given equation

f(x) = 0 - 0 -4

f(x) = -4

hence y intercept is at (0, -4).

Now, we calculate x- intercept

x- intercept is where y is equal to 0.

Put f(x) = 0

We have,

x^2 - 5x - 4 = 0

by using quadratic formula,

x = -b ±√b² - 4ac/2a

x=5 ±√-5² - 4 (1)(-4)/2

x= 5±√41/2.

Hence with the obtained values the graph of the equation is obtained.

Learn more about Parabola,

https://brainly.com/question/29267743

#SPJ1

The length of the curve defined by from the point (-3, 2136) and (3, 2238), by use of distance formula is approximately 102.17 units.

The formula for the distance between two points (x1, y1) and (x2, y2) is given by:

\(d = \sqrt{((x2 - x1)^2 + (y2 - y1)^2)\)

In this case, we have:

x1 = -3, y1 = 2136

x2 = 3, y2 = 2238

Substituting these values into the formula, we get:

\(d = \sqrt{((3 - (-3))^2 + (2238 - 2136)^2)\)

\(= \sqrt{(6^2 + 102^2)\)

= \(\sqrt{(10440)\)

≈ 102.17

Therefore, the length of the curve defined by the points (-3, 2136) and (3, 2238) is approximately 102.17 units.

To more about distance formula:

https://brainly.com/question/28956738

#SPJ4

_____The given question is incorrect, the correct question is given below:

To find the length of the curve defined by from the point (-3,2136) to the point (3,2238), you'd have to compute by using distance formula.

Answer:

The relationship between the cost/mass is $2.25/kg.

Step-by-step explanation:

You first need to divide $4.50 / 2, to know what a single kilogram mass costs.

$4.50 / 2 = $2.25

Now that you have this unit rate $2.25, You can multiply/add it.

$4.50 + $2.25 is $6.75, + another $2.25 = $9.00, and so on.

There is a 60% probability that a randomly selected student from the class scored either an A or B in Biostatistics.

To calculate the probability that a randomly selected student scored either an A or B in Biostatistics, we need to consider the number of students who scored A and B and divide it by the total number of students in the class.

Given that there are 25 students in the class, 5 of them scored an A and 10 scored a B. To calculate the probability, we add the number of students who scored A (5) to the number of students who scored B (10):

Number of students who scored A or B = Number of students who scored A + Number of students who scored B = 5 + 10 = 15.

Therefore, the probability that a randomly selected student scored A or B

in Biostatistics is:

Probability = Number of students who scored A or B / Total number of students = 15 / 25 = 0.6 or 60%.

for more such questions on probability

https://brainly.com/question/25839839

#SPJ8

Answer:

its d kkkkkkkkkkkkkkkkkkkkkk

Answer:

B. making an inference.

Step-by-step explanation:

The drama teacher's decision to add another performance time on Saturday is a result of making an inference based on the information that 80% of last year's sold-out plays occurred during weekend performances. By observing this pattern, the drama teacher infers that adding another performance on Saturday will likely attract a larger audience and increase the chances of having a sold-out show.

Answer:

0.20 and 0.36

Step-by-step explanation:

y(t) = 2 sin (4π t) + 5 cos (4π t)

We wish to convert this to:

y = A sin(ωt + φ)

We know that ω = 4π.  We also know the following:

5 = A sin φ

2 = A cos φ

Divide the first equation by the second equation:

5/2 = tan φ

φ = tan⁻¹(5/2)

Now, square the two equations and add them together.

5² + 2² = (A sin φ)² + (A cos φ)²

29 = A²

A = √29

The equation of the wave is therefore:

y = √29 sin(4π t + tan⁻¹(5/2))

The maximum negative position is -√29.  And half of that is -½√29.

-½√29 = √29 sin(4π t + tan⁻¹(5/2))

-½ = sin(4π t + tan⁻¹(5/2))

7π/6 + 2kπ or 11π/6 + 2kπ = 4π t + tan⁻¹(5/2)

7 + 12k or 11 + 12k = 24t + 6 tan⁻¹(5/2) / π

t = (7 + 12k − 6 tan⁻¹(5/2) / π) / 24 or (11 + 12k − 6 tan⁻¹(5/2) / π) / 24

Trying different integer values of k, we find there are two possible values for t between 0 and 0.5, both when k = 0.

t = (7 − 6 tan⁻¹(5/2) / π) / 24 or (11 − 6 tan⁻¹(5/2) / π) / 24

t ≈ 0.20 or 0.36

This equation for y(t) can be expressed as follows:

\(\to \bold{y(t) = \sqrt{29} \cdot \sin(4\pi t +\ arc \tan(\frac{5}{2}))}\)

\(-\frac{1}{2}\) was its value of the given equation for angles \(\bold{\frac{7\pi}{6}} \ and \ \bold{\frac{11 \pi}{6}}\).

The weight will be midway between its equilibrium point and its maximum negative position if...

\(\to \bold{4\pi t +\arc \tan(\frac{5}{2}) = \frac{7\pi }{6}\ or\ \frac{11\pi}{6}}\\\\ \to \bold{t = \frac{(\frac{7\pi}{6} -\ arc \tan(\frac{5}{2}))}{(4\pi)} \approx 0.196946 \ seconds}\)

and

\(\to \bold{t = \frac{(\frac{11\pi}{6} - \ arc \tan(\frac{5}{2})) }{(4\pi)} \approx 0.363613 \ seconds}\)

The weight would be halfway from equilibrium towards the maximum negative position around–approximately \(\bold{0.20\ seconds \ and \ 0.36\ seconds}\), and that every half-second subsequently.

Therefore the final answer is "0.20 second and 0.36 second".

Learn more:

brainly.com/question/17107379

Answer: i think its c, hope this helps

Step-by-step explanation:

9514 1404 393

Answer:

  C.  $1.50

Step-by-step explanation:

The graph is a straight line through the origin, so the revenue is proportional to the number of tickets. The ratio of revenue to tickets will tell you the money raised for each ticket sold. Pick any point on the graph and divide the revenue value by the number of tickets.

The division can be easy if the number of tickets is 10. We see that the revenue for 10 tickets is $15, so the amount raised for each ticket is ...

  $15/10 = $1.50 . . . . raised per ticket sold

Answer:

13

Step-by-step explanation:

because...math

Given statement solution is :- Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

3.1 Activity: Procedural and Conceptual Understanding in Action

Content Area: Fractions

Problem: Comparing Fractions

Objective: Students will demonstrate both procedural and conceptual understanding of comparing fractions.

Activity Steps:

Begin by introducing the concept of fractions and reviewing the basic procedures for comparing fractions (e.g., finding a common denominator, cross-multiplying).

Provide students with a set of fraction comparison problems (e.g., 2/3 vs. 3/4, 5/8 vs. 7/12) and ask them to solve the problems using the traditional procedural approach.

After students have solved the problems procedurally, engage them in a group discussion to explore the underlying concepts and relationships between fractions. Ask questions such as:

What does it mean for one fraction to be greater than or less than another?

Can you explain why we need a common denominator when comparing fractions?

How can you visually represent and compare fractions to better understand their relative sizes?

Introduce visual aids, such as fraction bars or manipulatives, to help students visualize the fractions and compare them conceptually. Encourage students to reason and explain their thinking.

Have students revisit the fraction comparison problems and solve them again, this time using the conceptual understanding gained from the group discussion and visual aids.

Compare the students' procedural solutions with their conceptual solutions, and discuss the similarities and differences.

Conclude the activity by emphasizing the importance of both procedural and conceptual understanding in solving fraction comparison problems effectively.

By incorporating both procedural and conceptual approaches, this activity allows students to develop a deeper understanding of comparing fractions. The procedural approach provides them with the necessary steps to solve problems efficiently, while the conceptual approach helps them grasp the underlying principles and relationships involved in fraction comparison.

3.2 Example: Conceptual Knowledge vs. Procedural Knowledge

Conceptual knowledge refers to the understanding of underlying concepts, principles, and relationships within a domain, whereas procedural knowledge focuses on knowing the specific steps or procedures to perform a task without necessarily understanding the underlying concepts.

Example: Division of Fractions

Conceptual Knowledge: Understanding the concept of division as the inverse operation of multiplication, and recognizing that dividing fractions is equivalent to multiplying by the reciprocal of the divisor. This understanding allows for generalization and application of division concepts to various fractions.

Procedural Knowledge: Following the specific steps to divide fractions, such as "invert the divisor and multiply" or "keep-change-flip" method. This knowledge involves applying the procedure without necessarily grasping the underlying concept or reasoning behind it.

In this example, Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

For such more questions on Math Proficiency

https://brainly.com/question/16149651

#SPJ8