which parent function is represented by the graph?

Which Parent Function Is Represented By The Graph?

Answers

Answer 1

Answer:

y=x

Step-by-step explanation:


Related Questions

Which number best represents the slope of the graphed line?

A. -5
B. -1/5
C. 1/5
D. 5

Answers

Answer:

A. -5

Step-by-step explanation:

First of all this is a line that shows a negative slope.

Secondly, the formula for slope is rise/ run.

5 is your rise and 1 is your run, therefore: -5/1

And this can be reduced to :  -5

Help anyone can help me do this question,I will mark brainlest.​

Answers

Answer:

[tex]344 {cm}^{2} [/tex]

Step-by-step explanation:

[tex]area \: of \: the \: square \\ = 40cm \times 40cm \\ = 1600 {cm}^{3} \\ [/tex]

[tex]area \: of \: the \: circle \\ = \pi {r}^{2} \\ = 3.14 \times {(20)}^{2} \\ = 3.14 \times 400 \\ = 1256 {cm}^{2} \\ [/tex]

[tex]area \: of \: shaded \: region \\ = 1600 {cm}^{2} - 1256 {cm}^{2} \\ = 344 {cm}^{2} \\ [/tex]

what is 2,034,627 rounded to the nearest ten thousand

Answers

Answer:

rounded to the nearest ten thousand

2,034,627

2,030,000

Find the values of p and q for which the system of the linear equation has
infinite number of solutions
2x -3y = 7
(p +q) x -(p+ q- 3) y =4p+q

unwanted ans will be reported

Answers

If it has infinite solutions

[tex]\boxed{\sf \dfrac{a_1}{a_2}=\dfrac{b_1}{b_2}=\dfrac{c_1}{c_2}}[/tex]

[tex]\\ \sf\longmapsto \dfrac{2}{p+q}=\dfrac{3}{p+q-3}[/tex]

[tex]\\ \sf\longmapsto 2(p+q-3)=3(p+q)[/tex]

[tex]\\ \sf\longmapsto 2p+2q-6=3p+3q[/tex]

[tex]\\ \sf\longmapsto 2p-3p+2q-3q=6[/tex]

[tex]\\ \sf\longmapsto -p-q=6[/tex]

[tex]\\ \sf\longmapsto p+q=-6[/tex]

[tex]\\ \sf\longmapsto p=-6-q[/tex]

Take p as 1

.q=-6-1=-7

how do i convert y = 6x into y = mx + b form?​

Answers

Answer:

it already is in that form

y = 6x

technically Y = 6x + 0 could be the answer...

but in math we tend to not rite "obvious"  information

to reduce clutter and confusion

+1[tex]x^{1}[/tex] is technically correct but we drop the + sign for positive numbers

and also drop the exponent if it is a 1 ... similarly

+1[tex]x^{1}[/tex] + 0 + 0 + 0  would also be silly and we don't write the zeros

+1[tex]x^{1}[/tex] + 0 + 0 + 0 = x

Step-by-step explanation:

Factorize:
6 + 13mn + 7m² n²
explanation​

Answers

Answer:

1(6+13mn+7m^2n^2)

Step-by-step explanation:

The coefficients and variables in this equation have a common factor of 1, therefore the equation will go back to it's original state if you use 1 as the common factor.

I hope this helps and sorry if am wrong

What is x in the diagram below?

Answers

Answer:

3rd option, 2√10

Step-by-step explanation:

x²=4×10

or, x=√(4×10)

or, x=2√10

Answer: C, 2√10

Step-by-step explanation:

Solve the inequality 8 + n > 4.

Answers

Answer:

n>-4

Step-by-step explanation:

8+n>4

n>4-8

n>-4

Answer:

-4

Step-by-step explanation

Subtract 8 from 4 to get -4.

N = -4

God Bless.

Please help me to solve this two questions​

Answers

Answer:

c.8,625grams of flour

4a. X=12

Y=30

Z=60

Step-by-step explanation:

For c. , You have to convert the mixed numbers to fractions.

2¾ cups of flour= 2×4=8

8+3=11

Answer: 11/4 (11 over 4)

You multiply the 2 (whole number) by the 4 (bottom number) and then you get *8*

You then take the 8 (which was your answer) and add 3. This will give you 11

You take the 4 and use it as your denominator (bottom number) for the 11. So no need to find a denominator, because you just use the 4

For the fruit cake, she uses *1½* cups of flour more than carrot cake

Calculation:

1½ converted to an improper fraction= 1×2=2

2+1=3

Answer: 3/2 (3 over 2)

"Customer orders *3* carrot cakes and *4* fruit cakes

How many cups of flour are required to bake for the cakes ordered by the customer?"

11/4÷3= 8,25grams

3/2÷4= 0,375grams

8,25+0,375=8,625grams in total

*Feel free to correct me as I might be wrong!*

Phil’s age is 7 years more than times Peter’s age. Also, 4 times Phil’s age is 2 years less than twice Peter’s age. If x is Peter’s age in years, identify the equation that represents this situation and identify the solution to the equation.

Answers

Answer:

2x-4(x+7)=2

Step-by-step explanation:

Peter's age:x.... twice age:2x

Phil's age:x+7...4times age:4(x+7)

Difference if ages is 2

Hence; 2x-4(x+7)=2

Answer:

Answer

4.9/5

38

loitzl9006

Ambitious

54 answers

6.5K people helped

Answer:

x=25

Step-by-step explanation:

we know that "x" is Peter's age

assume that "y" is Phil's age

In the sentence "Phil's age is 7 years more than 1/5 times than Peter's age" are two things: "Phil's age": y and "1/5 times Peter's age": 1/5 x

create equation with these two things

y = 1/5 x

including "7 years more"

many people make a lot of errors with it, they dont know: y+7 = 1/5 x or y=1/5 x + 7 ?

in order to avoid mistakes

read the sentence and point, which: y or 1/5 x is greater and smaller

"Phil's age is 7 years more than ..."

so y is greater, and 1/5 x smaller

y = 1/5 x

greater = smaller

we must add 7 to smaller number to make an equality

greater = smaller + 7

y = 1/5 x + 7

Second sentence:

"4 times Phil's age is 2 years less than twice Peter's age."

Two things: "4 times Phil's age": 4y and "twice Peter's age": 2x

4y = 2x

read the sentence once again

"4 times Phil's age is 2 years less than (...)" , so 4y - smaller, 2x - greater

4y = 2x

smaller = greater

including "2 years less" we add 2 to a smaller number

smaller + 2 = greater

4y + 2 = 2x

Substitute y=1/5 x + 7 to the equation 4y+2 = 2x

Step-by-step explanation:

If f(x) = 2x ^ 2 + 3 and g(x) = x ^ 2 - 7 , find (f - g)(x) .

Answers

Answer:

x^2 + 10

Step-by-step explanation:

f(x) = 2x ^ 2 + 3

g(x) = x ^ 2 - 7

(f - g)(x) =2x ^ 2 + 3 - (x ^ 2 - 7 )

Distribute the minus sign

             =2x ^ 2 + 3 - x ^ 2 + 7

Combine like terms

            = x^2 + 10

Mrs. Helton is making gift bags as prizes for her math classes.  She has 30 little bags of Hershey Kisses and 15 Blow Pops.  What is the greatest number of gift bags she can make if all gift bags are the same, and she does not want any left over?​

Answers

Answer:

3

Step-by-step explanation:

I LOVE CANDY hope it helps 45/3 is hte gretaets factor the answer is 3.. i think

Answer:

45 gift bags.

Step-by-step explanation:

take 30 and divide it by 15. your answer is 2. 2 hk bags and 1 blow pop is equal to 3. so you would multiply 3 by 15 to get your conclusion

The curved part of this figure is a semicircle.

What is the best approximation for the area of this figure?

18+24.25π units²

18+12.125π units²

36+24.25π units²

36+12.125π units²

Answers

Answer:

carna estralia con frema es 36+12.125tt ernits es answeana

Step-by-step explanation:

Answer:

18+12.125π units²

1. Find the ratio of of 25cm and 1m .
2. Find the product of (a + 4)(a − 4).

Answers

Answer:

1..

solution....

here given

25cm

1m=100cm

now,

25/100=1/4

1:4

2....

(a+4)(a-4)

a^2-4^2

a^2-16

Step-by-step explanation:

hope it will help you

Rationalize the denominator and simplify:
a) (√3 - √2)/( √3+√2)
b) (5+2√3)/(7+4√3)
c) (1+√2)/(3 - 2√2)

Answers

Answer:

A) (√3-√2)/(√3+√2)

Step-by-step explanation:

i think so

find the missing side of the triangle.​

Answers

Answer:

x = 17

Step-by-step explanation:

x ^2 = 8^2+ 15^2

√x^2 =√64+225

x=17

Answer:

17cm.

Step-by-step explaination:

The given triangle is a right angled triangle.

Using Pythagorean Theorem,

a² + b² = c²

Putting the given values in the equation;

(15)² + (8)² = c²

225 + 64 = c²

289 = c²

17² = c² (square root of 289 = 17)

17 = c

c = 17

Therefore, the missing side of the triangle is equal to 17 cm.

In a math class of 28 students, 14 boys and 14 are girls. On a unit test, 5 boys and 9 girls made an A grade. A student is chosen at random from the class. What is the probability of choosing a girl or an A student?

A. 0.82

B. 0.68

C. 0.14

D. 0.50

Answers

Answer:

The probability of choosing a girl is 1/2.

The probability of choosing an A student who is a BOY is 5/28.

1/2 = 14/28, and 14/28 + 5/28 = 19/28. This can be simplified to 0.68

Thus, the answer is B. 0.68

Let me know if this helps!

The required probability of choosing a girl or an A student is 0.82. Option A   is correct.

Given that,
In a math class of 28 students, 14 boys and 14 are girls. On a unit test, 5 boys and 9 girls made an A grade.
A student is chosen at random from the class. What is the probability of choosing a girl or an A student is to be determined.

What is probability?

Probability can be defined as the ratio of favorable outcomes to the total number of events.


Total sample space = 28
Number of girls = 14
Number of boys = 14
Number of girls A grade student  = 9

probability of a girl = 14/28 = 0.5
probability of A grader girl  = 9 / 28 = 0.32
Now the probability of choosing a girl or an A grader girl student,
= 0.32 + 0.5
= 0.82

Thus, the required probability of choosing a girl or an A student is 0.82. Option A  is correct.

Learn more about probability here:

brainly.com/question/14290572

#SPJ5


HELP!
11. When you multiply two decimals less than 1, how does the product compare to the factors?
Illustrate with an example.
the ctarting line there are water stations every

Answers

Answer:

When multiplying a number by a decimal less than one, the product will be smaller than the number being multiplied. This is because we are finding a fractional amount of a quantity. For example, 0.1 x 0.8 = 0.08, because the question is asking us to find one tenth of eight tenths.

Answer:

It will always be less than both.

Step-by-step explanation:

Multiplying by something smaller than 1 will always make the result smaller, so taking something like

0.8⋅0.5 means that we are taking half of 0.8

OR 45 of 0.5 (same thing)

either way it makes it smaller, which means we will get something smaller than both.

Rick spent 3/5 of his money on books. He spent another 2/7 of his money on stationary. What fraction of his money had he left?

Answers

Answer:

He has 4/35 of with money left

Step-by-step explanation:

1 - 3/5 - 2/7 = 4/35

This basically answers the question

PLS HELP ME ON TTHIS QUESTION I WILL MARK YOU AS BRAINLIEST IF YOU KNOW THE ANSWER PLS GIVE ME A STEP BY STEP EXPLANATION WHILE YOU ANSWER THE QUESTION!!
Which of the following is not a step in creating a box plot?
A. Order the data
B. Find the values for the five-number summary
C. Create a number line
D. Add all of the numbers in the data set and divide by the number of data items in the set

Answers

9514 1404 393

Answer:

  D (compute the mean)

Step-by-step explanation:

A box plot is a visual representation of the 5-number summary of a set of data. It is plotted against a number line.

The 5-number summary of the data set is most easily determined from an ordered set of the data, so ordering the data is usually the first step. Since the 5-number summary is plotted against a number line, the next steps are finding the 5-number summary, and creating a suitable number line.

__

The business of adding the data and dividing by the number of data items is a description of computing the mean of the data. That value is not part of the 5-number summary, and is not needed in the creation of the box plot.

please help me please i will give brainliest

Answers

Answer:

I think It would be A

Step-by-step explanation:

Answer:

i think its A

Step-by-step explanation:

(if its not im sorry :( )

Jerry sold 320 tickets for the school play. He sold x adults tickets for $8 each and y child tickets for $5 each. He sold $1900 worth of tickets. Write a system of equations to model the situation.

What is the equation?

Answers

Answer:

x + y = 320

8x + 5y = 1900

Step-by-step explanation:

The equation x + y = 320 represents how 320 tickets were sold in total, from combining the adult and child tickets sold.

Since adult tickets are $8 each, the money from adult ticket sales can be represented by 8x.

The money from child ticket sales can be represented by 5y.

The equation 8x + 5y = 1900 represents how $1900 worth of tickets were sold.

So, the system of equations for the situation is:

x + y = 320

8x + 5y = 1900

Answer:

y = 220

x = 100

Step-by-step explanation:

x + y = 320

8x + 5y = 1900

x = 320 - y

8(320 - y) + 5y = 1900

2560 - 8y + 5y = 1900

2560 -3y = 1900

-2560        -2560

-------------------------

   -3y = -660

   -----    -------

    -3        -3

      y = 220

x + 220 = 320

    -220   -220

----------------------

        x = 100

The question is
"Mia has a large bag of sweets, If i share the sweets equally among 1,2,3,4,5 or 6 people, there will always be 1 sweet left over"
with step by step pls :(

Answers

Answer:

61

or

421

Step-by-step explanation:

Find the L.C.M. of 2,3,4,5,6 and add 1.

2| 2-3-4-5-6

-------------------  

2| 1-3-2-5-3

---------------------

3| 1-3-1-5-3

----------------------

5| 1-1-1-5-1

----------------------

 | 1-1-1-1-1-1

L.C.M.=2×2×3×5=60

reqd. number=60+1=61

if i distribute between 2,3,4,5,6 people then reqd number is 61

if Mia is also among those people or she gets also share

then the people are2,3,4,5,6 or 7

L.C.M. of 2,3,4,5,6,7=60×7=420

so reqd number is 420+1=421

The sum of a rational number and an irrational number is irrational.

Always true,sometimes true, never true

Answers

Answer:   Always true

=========================================================

Explanation:

We can prove this by contradiction.

Let's say

A = some rational numberB = some irrational numberC = some other rational number

and

A+B = C

We'll show that a contradiction happens based on this.

If A is rational, then A = p/q where p,q are two integers. The q cannot be zero.

If C is rational, then C = r/s for some other integers. We can't have s be zero.

Note the following

A+B = C

B = C - A

B = r/s - p/q

B = qr/qs - ps/qs

B = (qr - ps)/qs

B = (some integer)/(some other integer)

This shows B is rational. But this is where the contradiction happens: We stated earlier that B was irrational. A number cannot be both rational and irrational at the same time. The very definition "irrational" literally means "not rational".

In short, I've shown that if A+B = C such that A,C are rational, then B must be rational as well.

The template is

rational + rational = rational

Therefore, we've shown that if A is rational and B is irrational, then C cannot possibly be rational. C is irrational.

Another template is

rational + irrational = irrational

Choose the algebraic description that maps the image ΔABC onto ΔA′B′C′.

Question 2 options:

(x,y) → (x – 4,y)


(x,y) → (x,y + 4)


(x,y) → (x,y – 4)


(x,y) → (x + 4,y)

Answers

Answer:

(x , y )  -----> (x , y -4)

Step-by-step explanation:

There is no change in x-coordinate

Compare the y-coordinate of A(-4 , 7) and A'(-4 , 3)

7 + a = 3

    a = 3 - 7

   a = -4

y-coordinate of A' = y-coordinate of A  - 4

1-2. Roel earns P 8,000 per month as basic salary. In addition, he earned P 5,725.50 as commission and P 852.50 as overtime pay in January. How much did he earn that month?

3-4. A biscuit factory originally packaged 0.65kg of crackers. To increase profitability, the company reduced the weight by 0.035 kg with a more affordable price. What is the new weight per pack of crackers?

Answers

Answer:

a. he earn 14578.00 in that month.

determine the general term of this sequence -15:-11;-7;,,173

Answers

Answer:

UWUNOE BRO HUUZEM HIHUDHS

Step-by-step explanation:

SHOW YOUR STEPS PLEASE. SOMEONE PLEASE HELP ME I NEED THE ANSWER ASAP!!!

The cost, c(x), in dollars per hour of running a certain steamboat is modelled by the function c(x)=1.7x^2-13.6+166.4, where x is the speed in kilometres per hour. At what approximate speed should the boat travel to achieve minimum cost? what is the minimum cost?​

Answers

Answer:

x = 4

139.2

Step-by-step explanation:

Given the Cost function :

C(x) = 1.7x² - 13.6x + 166.4

To achieve minimum cost ;

dc/dx = 0

dc/dx = 2(1.7)x - 13.6

3.4x - 13.6 = 0

3.4x = 13.6

x = 13.6 / 3.4

x = 4

To achieve minimum cost, speed = 4 ;

Minimum cost will be :

C(x) = 1.7x² - 13.6x + 166.4

Put x = 4

C(4) = 1.7(4)² - 13.6(4) + 166.4

C(4) = 27.2 - 54.4 + 166.4 = 139.2

Minimum cost = 139.2

How is adding and subtracting radical expressions similar to adding and subtracting variables ?????

Answers

Answer: To add or subtract radicals, the indices and what is inside the radical (called the radicand) must be exactly the same. If the indices and radicands are the same, then add or subtract the terms in front of each like radical. If the indices or radicands are not the same, then you can not add or subtract the radicals.

Answer:

combining like terms. if the radicand is the you can combine the radical. this is the same as combining variables as long as the variable is the same if that makes sense

Step-by-step explanation:

so like you can add 7a and 3a because they have the same variable a. you can combined 2 root 2 and 4 root 2 because the radicand is same <3

HELP PLEASE !! REAL ANSWER ONLY

find the surface area of the cylinder round to the nearest tenth ​

Answers

Answer:

CSA is 12.57

TSA is 18.85 .. i dont know what the question is asking..

I will recommend you to use TSA

Answer:

19ft

Step-by-step explanation:

Formula for surface area of the cylinder=2πr(r+h)

We have,

h=2ft

d=2ft

r=d/2=2/2=1ft

Now,

2πr(r+h)=2π*1(1+2)=2π*1*3=6π=18.8495559215

Rounding to the nearest tenth,

We get Surface area of the cylinder=19 ft

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