graph f and h , write h in terms of f, describe the transformation from the graph of f to the graph of h .

the equation :

f(x) = x; h(x) = x + 1

20.945649350649 c = 9 dry pt, Four pints equal nine cups. The metric system uses the litre and millilitre as the units of capacity. By dividing by 11000, we may convert millilitres into litres.

In the United States, ounces, cups, pints, quarts, and gallons are the commonly used measurement units for capacity or volume. Cups, pints, quarts, and gallons are some of the volume or capacity measuring units used in the United States. 8 fluid ounces are the equivalent of 1 cup. There are 2 cups in a pint. 1 quart equals 2 pints.

The solution is clear cut and simple to remember when dealing with liquids. Eight fluid ounces make up one cup, which is the unit of measurement for liquids. Every liquid has this property. The solution is clear cut and simple to remember when dealing with liquids. Eight fluid ounces make up one cup, which is the unit of measurement for liquids. For all liquids, this is true. 4 pints are equal to 9 cups.

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An equation which has one (1) solution include the following: D. |W| = 0.

In Mathematics, an absolute value function can be defined as a type of function that is composed of an algebraic expression, which is placed within absolute value symbols and measures the distance of a point on the x-coordinate to the x-origin (0) of a cartesian coordinate (graph).

Mathematically, an absolute value function can be represented by this mathematical expression:

|x| = x, x ≥ 0.

|x| = x, x < 0.

Generally speaking, an equation or absolute value function would have exactly one (1) solution when there is only one (1) value for the variable (W) that makes the equation to be true as shown below:

|W| = 0

W = ±0

W = 0

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For the given graph, the domain and range of the relation equals [-4, 6].

A collection of ordered pairs having one item from each set makes up a relation between two sets. If the ordered pair (x,y) is present in the relation and the objects x and y come from different sets, then the objects are said to be connected. One kind of relation is a function.

In other words, the ordered pair collection, where the ordered pair is made up of an object from each set, is used to define the relationship between the two sets. As an illustration, consider the set notation symbols (-2, 1), (4, 3), and (7, -3) with curly brackets.

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the true statements for 8u + 5 + 3v are:

1.) 8u+3v+5 is written as a sum of three terms.

4.)5 is a constant.

The word "constant" in mathematics has several different connotations. When used as a noun, it can have either of the following two meanings: Non-variance (i.e., not changing in relation to some other value) or Variance.

an unchanging number or other non-changing mathematical object that is fixed and well-defined. Sometimes, to distinguish between these two meanings, the terms mathematical constant or physical constant are used.

a function with a constant value (i.e., a constant function).

These constants are frequently represented by a variable that is independent of the main variable or variables in question.

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The percent markup of the supplied statement is equal to 50% after the problem is solved.

There isn't a predetermined "optimal" markup percentage, however most companies set their markup at 50%. A 50% markup, also referred to as "keystone," denotes a price that is 50% greater than the cost of the commodity or service.

The gross profit of a unit is determined by subtracting its cost to produce or acquire for resale from its sales price to determine the markup percentage. The markup percentage is computed as (12 - 8) / 8 and equals 50% if an item is priced at $12 but costs the manufacturer $8 to produce.

Cost price of game=$25

Selling price of game=$37.50

Profit =  selling price - cost price

Profit =  37.50 - 25

Profit / markup percentage = (profit /cost price ) * 100

= (12.50/25) * 100

= 50%

The percent markup of the supplied statement is equal to 50% after the problem is solved.

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(20, 2,200) and (5, 3,000) are the viable solutions of the given inequality.

A relationship between two expressions or values that are not equal to each other is called 'inequality.

Given that the side of the square must be equal to the width of the rectangle, x feet.

The length of the rectangle must be 50 feet longer than its width

The field the farmer wants to build the two fenced sections in has an area of y square feet.

The difference of the area of this field and the area of the fenced, square section needs to be at least 1,000 square feet

the sum of the fenced areas must be less than the area of the field.

y≥x²+1000

y>2x²+50x

(20, 2,200) and (5, 3,000) are the viable solutions

Hence, (20, 2,200) and (5, 3,000) are the viable solutions of the given inequality.

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Answer: 630

Step-by-step explanation:

Evaluate 9du when d=10 and u=7

⇒9du

input the values of d and u

⇒9 (10)(7)

⇒9 × 10 × 7

⇒630 answer.

hope that helps...

Answer:

630

Step-by-step explanation:

as the problem shows that the variable for d = 10, and u = 7.

it asked to solve 9du (or 9 × d × u )

we can plug in the numbers into the variables:

9 × 10 × 7

9 × 10 = 90 × 7 = 630

The trigonometric ratios for the angle x in the triangle are given as follows:

The three trigonometric ratios are defined as follows:

In the right triangle in this problem, we have that d represents the hypotenuse, while the sides relative to angle x are given as follows:

These sides are used along with the definitions of each ratio to give the three trigonometric ratios of angle x.

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Therefore the solution of the given question of equation comes out to be the object will hit the ground after 6 seconds.

Two variables that are equal—one on each side of a "equals" sign—are represented mathematically by an equation. Equations can be used to solve problems in daily life. To tackle challenges in real life, we frequently seek pre algebra assistance. The very foundation of mathematics is pre-algebra.

Here,

Given : -4.9t² + 2.94t + 25.48

Then,

To find the When does the object strike the ground :

We get :

=> -4.9t² + 2.94t + 25.48 = 0

Using discriminant formula

We find the value of t:

=> t = -19.6 ±[tex]\sqrt{19.6^{2} - 4 (-4.9)(25.48)}[/tex] /  2(-4.9)

=> t =-2 or 6

So we neglect -2

So solution for t = 6 seconds

Therefore the solution of the given question of equation comes out to be the object will hit the ground after 6 seconds.

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-2

Step-by-step explanation:

12x＝x+26

-13x＝26

x＝-2

The point shown on the graph is

(4, -5, 6)

An ordered triplet of lines (the axes) that are pair-wise perpendicular and pass through the same point (the origin) make up a Cartesian coordinate system for a three-dimensional space.

Each axis also has an orientation, and the length of all three axes is equal.

In ordered triplet, the order of the axis is (x, y, z)

z is vertical up positive and down negative

y is horizontal right is positive and left is negative

x is the axis pointing to us which is positive pointing away is negative

Using this information, to trace the point shows that the point marked by a dot is  (4, -5, 6).

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An equation is y = -4x/3 + 10.

A graph of the equation is shown in the image attached below.

In order to write and graphically solve an equation that model this situation, we would assign variables to the number of pound of peaches and number of pounds of apples respectively, and then translate the word problem into algebraic equation as follows:

Next, we would translate the word problem into an algebraic equation as follows;

$2/pound × Pounds of peaches = 2x.

$1.50/pound × pounds of apples = 1.50y

Combining the two expressions above, we have the following:

2x + 1.50y = 15

Making y the subject of formula, we have:

1.50y = 15 - 2x

y = (15 - 2x)/1.50

y = -4x/3 + 10

Therefore, an equation in slope-intercept form that relates the variables is y = -4x/3 + 10.

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Answer:

wouldn't it be 1/25 black??

Answer: Both Rick and Jenny could be correct because we do not know what "x" is.

Step-by-step explanation:

The purpose of the variable "x" is to substitute it for an unknown number. Since we do not know what "x" is we can not solve the equation. We can only add like terms.

I hope this helps :)

J''(-6, 3) , K''(-10, 2) , and L''(-5, 1) those exists the vertices after the transformations.

[tex](x_1,y_1), (x_2,y_2),[/tex] and [tex](x_3,y_3)[/tex] are the coordinates of a triangle's vertices [tex](x_3,y_3)[/tex]. The line connecting the first two is divided in the proportion l:k, and the line connecting this point of division to the opposing angular point is divided in the proportion m:k+l.

When you write coordinates as (x, y), it means to write the x-axis point first and then the y-axis point. Some kids might be instructed to remember this by saying "along the corridor, up the stairs," which means they should follow the x axis first and then the y axis.

First do the first transformation, the translation.

J (6, -1 + 4), K (10, -2 + 4), and L (5, -3 + 4).

After adding, we get J'(6, 3) , K'(10, 2) , and L'(5, 1).

We Utilize those new coordinates to do the reflection in the y axis.

J''(6(-1), 3) , K''(10(-1), 2) , and L''(5(-1), 1).

After multiplying, we get J''(-6, 3) , K''(-10, 2) , and L''(-5, 1).

Those exists the vertices after the transformations.

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J''(-6, 3) , K''(-10, 2) , and L''(-5, 1) those exists the vertices after the transformations.

[tex](x_{1}, y_{1}), (x_{2}, y_{2}) and (x_{3}, y_{3})[/tex]  are the coordinates of a triangle's vertices . The line connecting the first two is divided in the proportion l:k, and the line connecting this point of division to the opposing angular point is divided in the proportion m:k+l.

When you write coordinates as (x, y), it means to write the x-axis point first and then the y-axis point. Some kids might be instructed to remember this by saying "along the corridor, up the stairs," which means they should follow the x axis first and then the y axis.

First do the first transformation, the translation.

J (6, -1 + 4), K (10, -2 + 4), and L (5, -3 + 4).

After adding, we get J'(6, 3) , K'(10, 2) , and L'(5, 1).

We Utilize those new coordinates to do the reflection in the y axis.

J''(6(-1), 3) , K''(10(-1), 2) , and L''(5(-1), 1).

After multiplying, we get J''(-6, 3) , K''(-10, 2) , and L''(-5, 1).

Those exists the vertices after the transformations.

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Answer:

Here is an example. Check out the uploaded image.

Step-by-step explanation:

Draw Points   XY  using a Straight Line

Draw a bisector in the middle of the line

Repeat Procedure for lines XZ  and YZ

Where the two lines meet is the Center

Extend the compass from the center to any point and complete the circle.

Option D, x + y = -2 is the equation in standard form passing through the (-1,-1) and parallel to y = -x - 5.

The process of expressing a specific element in mathematics in the most typical way is known as standard form. Every element of mathematics, including big and small numbers, equations and lines, is designated in a standard form.

A standard form is a way of expressing a certain mathematical idea, such as an equation, number, or expression, in a way that adheres to a set of rules. The standard form is used to clearly represent extremely large or extremely small numbers.

To write an equation in standard form passing through the (-1,-1) and parallel to y = - x - 5, we need to find y-intercept form first

We know that parallel lines have same slope, so

y - y1 = m(x - x1)

y -(-1) = -1(x -(-1)

y + 1 = -x - 1

y = -x - 2

y + x = -2

Thus, Option D, x + y = -2 is the equation in standard form passing through the (-1,-1) and parallel to y = -x - 5.

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Answer:

  see below

Step-by-step explanation:

You want the ingredient quantities for several different multiples of the basic recipe.

To fill the table, consider what the column heading is as a multiple of the recipe for 12 people. Use that multiplier for the rest of the numbers in the column.

  [tex]\begin{array}{ccccc}\text{12 people}&\times2&\times3&\times\dfrac{1}{3}&\times\dfrac{1}{2\vphantom{g_g}}\\\cline{1-5}1\text{ cup}&2&3&\dfrac{1\vphantom{b^b}}{3\vphantom{g_g}}&\dfrac{1}{2}\\3\text{ cups}&6&9&1&1\dfrac{1}{2}\\2\text{ cups}&4&6&\dfrac{2}{3\vphantom{_g}}&1\\\dfrac{1}{2}\text{ cup}&1&1\dfrac{1}{2}&\dfrac{1}{6}&\dfrac{1\vphantom{^b}}{4\vphantom{_g}}\\1\dfrac{\vphantom{^b}1}{3}&2\dfrac{2}{3}&4&\dfrac{4}{9}&\dfrac{2}{3}\end{array}[/tex]

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The initial amount that was invested in the account was $49.

We know that we can be able to obtain the principal by the use of the formula for the simple interest and by that formula we would now have that;

I = PRT/100

I = interest

P = principal

R = rate

T = time

Then we are going to have that;

R = 2.7

P = ?

I = 6.62

T = 5

Then;

6.62 = P * 2.7 * 5/100

6.62 * 100 =  P * 2.7 * 5

P = 6.62 * 100/2.7 * 5

P = 662/13.5

P = 49

Thus we have but in at the beginning about $49

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The expression which could be used to determine the product of -4 and 3 and one-fourth as required is; negative 4) (3) + (negative 4) (one-fourth).

As evident in the task content; the expression which could be used to determine the product of; -4 and 3 and one-fourth is required to be determined.

Since the given expression is; -4 and 3 and one-fourth; we have that;

-4 × 3 ¼

However, since 3 ¼ can be written as; ( 3 + ¼ ), it follows that we have;

-4 × ( 3 + ¼ )

Ultimately, the resulting expression using the distributive property is;

( -4 ) ( 3 ) + ( -4 ) ( ¼ )

Therefore, the correct answer is; (negative 4) (3) + (negative 4) (one-fourth).

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Sodium has two radioactive cosmogenic isotopes (22Na, half-life = 2.605 years; 24Na, half-life = ~ 15 hours) that have been used as tracers in hydrologic studies.

Sodium-24, a radioactive isotope having a half life of 15 hours is used medically in blood studies and it decays by beta decay.

Na has received considerable attention in hydrologic research because it is a mobile element that participates in precipitation and dissolution reactions in ground water (clay formation, albitization of plagioclase). Their short half-lives (i.e. high decay rate) make their measurement relatively easy by common radioanalytical techniques.

Substantial concentrations of 22Na and 24Na have been measured in precipitation (Roedel, 1970; Perkins et al., 1970). However, no studies have as yet been published documenting the cosmogenic sodium systematics in ground or surface waters.

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Answer:

The graph of the equation "y - 1 = (x - 3)" is a straight line.

To graph this equation, we can start by rearranging the equation to get "y = x - 3 + 1". This simplifies to "y = x - 2".

This equation is in slope-intercept form, which means that the slope of the line is given by the coefficient of the x term, and the y-intercept (the point where the line crosses the y-axis) is given by the constant term. In this case, the slope is 1 and the y-intercept is (-2, 0).

To graph the line, we can start by plotting the y-intercept at the point (0, -2). Then, we can use the slope of 1 to find a second point on the line and draw a straight line through these two points. The graph of the equation "y = x - 2" is shown below:

[asy]

unitsize(1.5cm);

draw((-1.5,0)--(1.5,0));

draw((0,-2.5)--(0,2.5));

draw((-1.5,-2)--(1.5,2),dashed);

label("$x$", (1.5,0), E);

label("$y$", (0,2.5), N);

[/asy]

The graph of the equation "y - 1 = (x - 3)" is the same as the graph of the equation "y = x - 2", except that all the y-values on the graph are increased by 1. This means that the graph of the equation "y - 1 = (x - 3)" is obtained by shifting the graph of "y = x - 2" upward by 1 unit. The graph of the equation "y - 1 = (x - 3)" is shown below:

[asy]

unitsize(1.5cm);

draw((-1.5,0)--(1.5,0));

draw((0,-2.5)--(0,2.5));

draw((-1.5,-1)--(1.5,3),dashed);

label("$x$", (1.5,0), E);

label("$y$", (0,2.5), N);

[/asy]

The answer choices given in the question do not match the description of the graph of the equation "y - 1 = (x - 3)". "O" does not match the description of the graph, as it is not a graph of a straight line. "(-31)" and "10" do not match the description of the graph, as they are not graphs at all. "CO" does not match the description of the graph, as it is the graph of a circle, not a straight line. "8" does not match the description of the graph, as it is the graph of an exponential function, not a straight line. "fi" does not match the description of the graph, as it is not a graph of a function. "Q" does not match the description of the graph, as it is not a graph at all. "4." does not match the description of the graph, as it is not a graph of a function. "y" does not match the description of the graph, as it is not a graph at all.

Answer:

83°

Step-by-step explanation:

-4m+51-4m+42= 158°

-8m+94= 158

-8m= 64

m= -8

JMK= -4m+51

      = -4(-8)+51

      = 32=51

      = 83°

The fraction of the entire bulletin board decorated by each classmate is N/20.

Fraction is a mathematical expression which is made up of denominator and a numerator. So that fractions may generally be categorized into 3 types. These are: proper fraction, improper fraction, and mixed fraction.

Considering the given question, let the size of the bulletin board be represented by N.

The section of the bulletin board to be decorated = 1/5 * N

                                                                       = N/ 5

There are 4 classmates that has been selected to divide the section to be decorated equally among themselves. So.

Fraction of the board to be decorated by each student = (N/ 5)/ 4

                                                                             = 1/20 N

The fraction of the board to be decorated by each student is N/20.

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