pleas help
How does the graph of g(x) = (x − 4)3 + 5 compare to the parent function f(x) = x3?

g(x) is shifted 4 units to the right and 5 units up.
g(x) is shifted 5 units to the right and 4 units up.
g(x) is shifted 4 units to the left and 5 units up.
g(x) is shifted 5 units to the right and 4 units down.

Answer:

Please see below.

Step-by-step explanation:

I will be using * to express multiplication, and ^ to express squares.

A) Can you find the area of the shape?

Yes, we can.

We can simply multiply 5x - 3 by 2x, as seen below.

(2x)(5x - 3)

2x * 5x = 10x^2

2x * -3 = -6x

Area = 10x^2 - 6x

B) Can you find the perimeter of the shape?

Yes.

Because a rectangle has two sets of equal sides, we can merely multiply the two given measurements by two and add them together to find the perimeter.

2x * 2 = 4x

2(5x - 3) = 10x - 6

4x + 10x - 6 = 14x - 6

Perimeter = 14x - 6

C) If x = 2, what is the area of the shape?

We can just plug in 2 wherever our x shows up.

5x - 3 = 5 * 2 - 3 = 10 - 3 = 7

2x = 2 * 2 = 4

7 x 4 = 28

We can also use our previous formula from A.

10x^2 - 6x

10 * 2^2 - 6 * 2

10 * 4 - 12

40 - 12

28

Our area if 28 if x = 2

Please let me know if any of these are incorrect.

Answer:

3x²y (2x²-3y²+ 4y)

Step-by-step explanation:

Factor the expression 6x^4y-9x²y³+12x²y².

First, check if there is a GCF. The GCF is 3x²y.

3x²y (2x²-3y²+ 4y).

This equation cannot be factored further. Therefore, the answer is
3x²y (2x²-3y²+ 4y).

Hope this helps!

Answer:

3x²y(-3y²+4y+2)

Step-by-step explanation:

6x⁴y-9x²y³+12x²y²

solution:

first common

3x²y(2x²-3y²+4y)

3x²y(-3y²+4y+2)

Answer:

or, x= 22 - 4

Step-by-step explanation:

or, x = 18

therefore x = 18

Answer:

6+ 45 = 500 #!_ djdjbdkeknf

Let it be x

ATQ

\( \\ \sf \longmapsto \: 3x - (6) = 45 \\ \\ \sf \longmapsto \:3x = 45+6 \\ \\ \sf \longmapsto \:3 x = 51 \\ \\ \sf \longmapsto \: x = \dfrac{51}{3} \\ \sf \longmapsto \: x=17\)

Answer:

47x 8y 3

Step-by-step explanation:

To know if the classmate’s family is actually wealthy, one will need to know their assets and their debt.

In financial accounting, an asset means a resource that is owned or controlled by a business or an economic entity. An asset is anything that can be used to produce positive economic value.

Assets represent the value of ownership that can be converted into cash and the examples of personal financial assets include cash and bank accounts, real estate, personal property like furniture and vehicles, and investments such as stocks, mutual funds, and retirement plans.

In this case, through the assets, one will be able to know that they're wealthy. The debt is an obligation that requires one party, the debtor, to pay money or other agreed-upon value to another party, the creditor. This is the money that they owe.

The asset should more than the debt.

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The Fourier transform G(f) of the convolution g(t) = g1(t) * g2(t), where g1(t) is the triangle function and g2(t) is the unit rectangle function, is given by G(f) = (4/T) * sinc^3(fT/2), where T is the width of the triangle function.

To find the Fourier transform G(f) of the convolution g(t) = g1(t) * g2(t), where g1(t) is the triangle function and g2(t) is the unit rectangle function, we can use the properties of the Fourier transform.

The Fourier transform of g1(t) is given by:

G1(f) = (2/T)² * sinc²(fT/2)

where T is the width of the triangle function.

The Fourier transform of g2(t) is given by:

G2(f) = T * sinc(fT)

where T is the width of the rectangle function.

To find the Fourier transform G(f) of the convolution g(t) = g1(t) * g2(t), we need to multiply the Fourier transforms of g1(t) and g2(t):

G(f) = G1(f) * G2(f)

Substituting the expressions for G1(f) and G2(f):

G(f) = [(2/T)²* sinc²(fT/2)] * [T * sinc(fT)]

Simplifying the expression:

G(f) = (4/T) * sinc³(fT/2)

Therefore, the Fourier transform of the convolution g(t) = g1(t) * g2(t) is G(f) = (4/T) * sinc³fT/2).

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Answer: The biggest named number that we know is googolplex, ten to the googol power, or (10)^(10^100). That's written as a one followed by googol zeroes.

Explanation:  The largest known prime number (as of August 2020) is 282,589,933 − 1, a number which has 24,862,048 digits when written in base 10. It was found via a computer volunteered by Patrick Laroche of the Great Internet Mersenne Prime Search (GIMPS) in 2018.

Hope this helps^^

dy/dx = (1/(e^(x^2)+1)) * (e^(x^2) * 2x) + e*cos(x)

This is the derivative of the given function y with respect to x.

We want to find the derivative dy/dx of the function y = ln(e^(x^2)+1) + e*sin(x). To do this, we will apply the rules of differentiation.

First, we'll differentiate the function term-by-term. For the natural logarithm function, the derivative is (1/u) * du/dx, where u is the function inside the natural logarithm. In our case, u = e^(x^2) + 1.

The derivative of e^(x^2) is found by applying the chain rule, which gives us (e^(x^2) * 2x). The derivative of 1 is 0. Therefore, the derivative of u is (e^(x^2) * 2x). Now we can find the derivative of ln(u):

d[ln(u)]/dx = (1/(e^(x^2)+1)) * (e^(x^2) * 2x)

Next, we will differentiate e*sin(x). The derivative of e*sin(x) is found by applying the product rule. The derivative of e is e, and the derivative of sin(x) is cos(x). Applying the product rule, we have:

d[e*sin(x)]/dx = e*cos(x) + e*sin(x) * 0 = e*cos(x)

Now, adding the derivatives of both terms, we get:

dy/dx = (1/(e^(x^2)+1)) * (e^(x^2) * 2x) + e*cos(x)

This is the derivative of the given function y with respect to x.

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Answer:

Hi!!

Step-by-step explanation:

7 = chewing gum

6 = mints

2 = chocolate

Answer:

number of packs of chewing gum is 7

number of mints  is 6

number of chocolate bars is 2

Step-by-step explanation:

number of packs of chewing gum → x,  cost 6¢

number of mints → y = x-1 =3z,  cost  3¢

number of chocolate bars → z = y/3 = (x-1)/3, cost 10¢

put in equation 6x + 3y +10z = 80 plug in term of x

6x +3(x-1) +10((x-1)/3) =80 multiply each side by 3

18x +9(x-1) +10(x-1) =240 distribute

18x+9x-9+10x-10 =240 combine like terms

37x-19 = 240 add 19 in each side

37x =259

x = 7

plug into y = x-1 = 7-1 = 6 so y=6

and  z = y/3 =6/3 =2 so z = 2

The component of a linear programming model that is NOT listed is "Decision variables."

A linear programming model consists of several components that work together to optimize a given objective while considering various constraints. The components of a linear programming model include:

Constraints: These are the limitations or restrictions that define the feasible set of solutions. Constraints restrict the values that decision variables can take.

Objective Function: This function represents the goal or objective of the linear programming problem. It is either minimized or maximized based on specific criteria.

Feasible Region: Also known as the feasible set or feasible solution space, this refers to the collection of all points that satisfy each constraint in the linear programming problem. It represents the set of possible solutions that meet all the given constraints.

However, "Decision variables" is not a component of a linear programming model but rather the unknowns or variables that we want to determine in order to optimize the objective function.

Decision variables are not a component of a linear programming model. The components of a linear programming model include constraints, objective function, and feasible region. The feasible region refers to the collection of all points that satisfy each constraint in the linear programming problem.

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When a triangle is dilated with respect to the origin by a scale factor of 0.5, the resulting triangle is half the size of the original. Therefore, the perimeter of the resulting triangle would be half of the original perimeter. In this case, the perimeter of the resulting triangle would be 15 units.

Dilation is a transformation that changes the size of a figure while maintaining its shape. When a triangle is dilated by a scale factor of 0.5 with respect to the origin, all its sides are reduced by half.

Given that the original perimeter of the triangle is 30 units, we can determine the perimeter of the resulting triangle by multiplying the original perimeter by the scale factor of 0.5.

Perimeter of the resulting triangle = 30 units * 0.5 = 15 units

Therefore, the perimeter of the resulting triangle, after dilation with a scale factor of 0.5, is 15 units, making option C the correct answer.

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Yes, the two rectangles are similar, because rectangle 2 is a dilation of rectangle 1.

We know that rectangle 1 has dimensions L and W.

And rectangle 2 is made by multiplying the dimensions of rectangle 1 by a factor k > 0.

Then, rectangle 2 is just a dilation of rectangle 1, this means that in fact, the two rectangles are similar by definition.

Then:

Dimensions of rectangle 1:

For rectangle 2:

Above we can see that the perimeter of rectangle 2 is k times the perimeter of rectangle 1, and the area of rectangle 2 is k squared times the area of the rectangle 1.

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To find the probability of picking one red candle followed by another red candle without replacement, we need to consider the total number of possible outcomes and the number of favorable outcomes. So the probability of picking one red candle followed by another red candle without replacement is 1/6.

First, let's determine the total number of possible outcomes. Alfred draws one candle from the pack, leaving 3 candles. Then, he draws another candle from the remaining 3 candles. The total number of possible outcomes is the product of the number of choices at each step, which is 4 choices for the first draw and 3 choices for the second draw, resulting in a total of 4 * 3 = 12 possible outcomes. Next, let's determine the number of favorable outcomes. To have a favorable outcome, Alfred needs to draw a red candle on both draws. Since there are 2 red candles in the pack, the number of favorable outcomes is 2 * 1 = 2.Finally, we can calculate the probability by dividing the number of favorable outcomes by the total number of possible outcomes. Therefore, the probability of picking one red candle followed by another red candle is 2/12 = 1/6.Equation used: Probability = Number of favorable outcomes / Total number of possible outcomes.

In conclusion, the probability of picking one red candle followed by another red candle without replacement is 1/6.

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The probability that a student's score is less than 81 points on the reading ability test is 0.9772. We would expect approximately 489 students to earn a score less than 81 points if 500 students took the reading ability test. The probability of randomly selecting 35 students (all from the same class) that have a sample mean reading ability test score between 66 and 68 is approximately 0.2190.

To find the probability that a student's score is less than 81 points, we need to standardize the score using the z-score formula:

z = (x - μ) / σ

where x is the student's score, μ is the mean score, and σ is the standard deviation. Plugging in the values, we get:

z = (81 - 65) / 8 = 2.00

Using a standard normal distribution table or calculator, we can find the probability of a z-score less than 2.00 to be approximately 0.9772. Therefore, the probability that a student's score is less than 81 points is 0.9772.

Since the distribution is normal, we can use the normal distribution to estimate the number of students who would earn a score less than 81. We can standardize the score of 81 using the z-score formula as above and use the standardized score to find the area under the normal distribution curve. Specifically, the area under the curve to the left of the standardized score represents the proportion of students who scored less than 81. We can then multiply this proportion by the total number of students (500) to estimate the number of students who would score less than 81.

z = (81 - 65) / 8 = 2.00

P(z < 2.00) = 0.9772

Number of students with score < 81 = 0.9772 x 500 = 489

Therefore, we would expect approximately 489 students to earn a score less than 81 points.

The distribution of the sample mean reading ability test scores is also normal with mean μ = 65 and standard deviation σ / sqrt(n) = 8 / sqrt(35) ≈ 1.35, where n is the sample size (number of students in the sample). To find the probability that the sample mean score is between 66 and 68, we can standardize using the z-score formula:

z1 = (66 - 65) / (8 / sqrt(35)) ≈ 0.70

z2 = (68 - 65) / (8 / sqrt(35)) ≈ 2.08

Using a standard normal distribution table or calculator, we can find the probability that a z-score is between 0.70 and 2.08 to be approximately 0.2190. Therefore, the probability of randomly selecting 35 students (all from the same class) that have a sample mean reading ability test score between 66 and 68 is approximately 0.2190.

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Answer:

you have to do the square root of the numbers given and minus so the answer you get that's the radical form(simplest)

Answer:

its right!

Step-by-step explanation:

25 trucks in 5 h

25/5 = 5 trucks an hour

Answer:

density

Step-by-step explanation:

the number of population distributed in a certain area, that is generally in km², is the density.

It can be calculated with the following data: Number of population/km²

Extra information: it obviously is an approximated value, because in certain areas it can be much higher (metropolis, for example, generally have a very high population density, meanwhile in the countryside it can be much lower). Generally, it varies from area to area.

The number of individuals in a population divided by the area that the population takes up is known as the density of the population.

Population density refers to the number of individuals in a population per unit of area. It is a measure of how crowded or dispersed a population is within a given area.

Population density is calculated by dividing the total population of an area by the total land area or water area of that region. The resulting number is often expressed in individuals per square kilometer or square mile, depending on the units of measurement used.

Population density is an important ecological concept because it can affect the ability of a population to survive and thrive within a given area. Populations that are too dense may experience competition for resources, disease outbreaks, and other negative effects.

On the other hand, populations that are too dispersed may have trouble finding mates and maintaining genetic diversity. Population density can also be used to track changes in populations over time, and to inform conservation and management efforts.

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To find the inverse of a relation, we switch the x and y values in each point.

So the inverse would be {(4, -3), (0, -1), (0, 6).

where's the equation so that I can solve the answer

Answer:

The TV would cost $1,080.

Step-by-step explanation:

The discount would be $120. So $1,200 - $120 = $1,080.

To solve the problem, we need to use the concept of work done. The work done in the problem is the painting of the room. We know that the time taken by Collen to paint the room is 12 hours. The time taken by Rebecca to paint the same room is 20 hours.

Let x be the time taken by both of them working together to paint the same room.  The formula used to solve this problem is based on the concept of work done. Work done = Rate x TimeTo solve the problem, we need to follow these steps;Step 1: Calculate the work rate for Collen and Rebecca. We know that Collen can paint the room in 12 hours. Therefore, his rate is 1/12. Rebecca can paint the same room in 20 hours. Therefore, her rate is 1/20.  Step 2: Find the rate of work done by both of them working together.

We can find this rate by adding the individual rates. That is, 1/12 + 1/20 = 2/60 + 3/60 = 5/60 or 1/12. Thus, the rate of work done by both of them working together is 1/12.  Step 3: Find the time taken for both of them to paint the room working together. We know that the work done is the same. That is, the room has to be painted completely. Therefore, the work done is 1. We can find the time taken by both of them to complete the work by using the formula Work done = Rate x Time. Therefore, 1 = 1/12 x T or T = 12. Thus, it will take 12 hours for both Collen and Rebecca to paint the room if they are working together. Therefore, the final answer is 12 hours.

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The derivative of a function represents the rate of change of the function with respect to its variable. This rate of change is described as the slope of the tangent line to the curve of the function at a specific point. The derivative of the cosine function can be found by applying the limit definition of the derivative to the cosine function.

\(f(x) = cos(x) then f'(x) = -sin(x)\).

Let's proceed with the proof.  Definition of the Derivative: The derivative of a function f(x) at x is defined as the limit as h approaches zero of the difference quotient \(f(x + h) - f(x) / h\) if this limit exists. Using this definition, we can find the derivative of the cosine function as follows:

\(f(x) = cos(x) f(x + h) = cos(x + h)\)

Now, we can substitute these expressions into the difference quotient: \(f'(x) = lim h→0 [cos(x + h) - cos(x)] / h\)

We can then simplify the expression by using the trigonometric identity for the difference of two angles:

\(cos(a - b) = cos(a)cos(b) + sin(a)sin(b)\)

Applying this identity to the numerator of the difference quotient, we obtain:

\(f'(x) = lim h→0 [cos(x)cos(h) - sin(x)sin(h) - cos(x)] / h\)

We can then factor out a cos(x) term from the numerator:

\(f'(x) = lim h→0 [cos(x)(cos(h) - 1) - sin(x)sin(h)] / h\)

We can then apply the limit laws to separate the limit into two limits:

\(f'(x) = lim h→0 cos(x) [lim h→0 (cos(h) - 1) / h] - lim h→0 sin(x) [lim h→0 sin(h) / h]\)

The first limit can be evaluated using L'Hopital's rule:

\(lim h→0 (cos(h) - 1) / h = lim h→0 -sin(h) / 1 = 0\)

Therefore, the first limit becomes zero:

\(f'(x) = lim h→0 - sin(x) [lim h→0 sin(h) / h]\)

Applying L'Hopital's rule to the second limit, we obtain:

\(lim h→0 sin(h) / h = lim h→0 cos(h) / 1 = 1\)

Therefore, the second limit becomes 1:

\(f'(x) = -sin(x)\)

Thus, we have proved that if \(f(x) = cos(x), then f'(x) = -sin(x)\).

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Answer:

f(b)=75%b

hope it helped :)

Answer:

n < -10

Step-by-step explanation:

In order to get the variable n by itself subtract 7 from both sides across the inequality

n + 7 < -3

  -7     -7

n   <  -10

Answer: We want to find the value of p for which the quadratic equation -x² + 8x + p = 0 has equal roots.

For a quadratic equation ax² + bx + c = 0 to have equal roots, the discriminant b² - 4ac must be equal to 0.

In this case, the quadratic equation is -x² + 8x + p = 0, so we have a = -1, b = 8, and c = p.

Therefore, we have:

b² - 4ac = 8² - 4(-1)(p)

        = 64 + 4p

For the equation to have equal roots, the discriminant must be equal to 0, so:

64 + 4p = 0

4p = -64

p = -16

So, the value of p for which the quadratic equation -x² + 8x + p = 0 has equal roots is -16.

Step-by-step explanation:

To find the class limits for a frequency distribution with a class width of 46 and the first lower class limit of 70, we can determine the upper class limits for each class.

Given:

Class width = 46

First lower class limit = 70

To find the upper class limits, we add the class width to each lower class limit.

First class:

Lower class limit = 70

Upper class limit = Lower class limit + Class width = 70 + 46 = 116

Second class:

Lower class limit = 116 (previous class's upper class limit)

Upper class limit = Lower class limit + Class width = 116 + 46 = 162

Third class:

Lower class limit = 162 (previous class's upper class limit)

Upper class limit = Lower class limit + Class width = 162 + 46 = 208

And so on...

Using this pattern, we can determine the class limits for the remaining classes:

Class 1: 70 - 116

Class 2: 116 - 162

Class 3: 162 - 208

Class 4: 208 - 254

Class 5: 254 - 300

Class 6: 300 - 346

Class 7: 346 - 392

Therefore, the class limits for the frequency distribution with 7 classes are as follows:

Class 1: 70 - 116

Class 2: 116 - 162

Class 3: 162 - 208

Class 4: 208 - 254

Class 5: 254 - 300

Class 6: 300 - 346

Class 7: 346 - 392

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Answer: The answer is C Have a good day

Step-by-step explanation:

Answer:

The bike will travel approximately 1,272 inches or 106 feet.  

Step-by-step explanation:

The diameter of a circle (wheel) can be used to find the circumference, which is the total perimeter around the wheel.  The formula used to find circumference is:  C = dπ, where 'd' is the diameter and π = 3.14.  In this case C = 27 x 3.14 ≈ 84.78 inches.  Since this measurement represents the perimeter of wheel, we would need to multiply this number by 15 in order to find the total distance after 15 complete rotations of the wheel:  84.78 x 15 ≈ 1,272 inches.  1,272 inches is a large measurement, so we can easily convert this to feet by dividing by the number of inches per foot, or 12:  1272/12 = 106 feet.

Hope this answer helps you :)

Have a great day

Mark brainliest