Consider f(x) equals log2 x below
Graph G(x) =-log2(x-3)

The translation of the coordinate points on the graph by linear displacement in comparison of original points ( x , y ) get translated to     ( x + h,  y + k ) where h ∈R , k ∈R.

As given in the question,

Let us consider original coordinate point on a given graph be ( x ,y ).

Translation represents the change in the linear displacement or the location without changing the shape and size.

Shift of the point may be horizontally or vertically.

Let 'h' and 'k' be the horizontal and vertical shift.

If the horizontal shift is right then it is represented by x + h

If the horizontal shift is left then it is represented by x - h

If the vertical shift is up then it is represented by y +k

If the vertical shift is down then it is represented by y - k.

Therefore, the translation of the coordinate points on a given graph represented by original points ( x , y ) get translated to ( x + h,  y + k ) where h ∈R , k ∈R.

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It is not possible to find the height of an isosceles triangle when only the base is given. To find the height, you would need to know at least one other side length, in addition to the base.

The height of an isosceles triangle can be found using the Pythagorean Theorem, which states that the square of the hypotenuse (the longest side of the triangle) is equal to the sum of the squares of the two shorter sides. To use the Pythagorean Theorem, you must first know the length of at least two sides of the triangle. Since only the base is given, it is not possible to calculate the height of the isosceles triangle. In order to find the height, you would need to know either the length of the other two sides, or the angle of one of the two equal sides. Once you have this information, you can use the Pythagorean Theorem to calculate the height of the triangle.

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Factor -20 x-5 y, where x+y=4 and x+y=5. Our prime numbers become much, much harder to factor as we add a few extra digits.

When you factor in mathematics, you divide a large number into smaller ones that, when multiplied together, give you the original number. Factorization is the division of an amount into its factors or divisors. The factorization of the integer 12, for instance, might be 3 times 4 or something similar. [tex]N = X^{a} * Y^{b} * Z^{c}[/tex] is used to represent the general factorization formula. In this instance, X, Y, and Z stand for a number's factors. Get a polynomial's GCF (Greatest Common Factor).

GCFs of polynomials should be factored out. By grouping the terms, factor a polynomial with four terms. trinomial of the form, and factor it. The size of our goods and the size of the data we use to check mean that each check takes an average amount of time longer. It is clear from this that factoring the product becomes significantly more difficult when we add a few digits to our prime integers.

Therefore the correct answer is option A)5(4x+y)

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Answer:

N > -2/21

Step-by-step explanation:

Move -4/7 to the other side

n - 4/7 > - 2/3

n > - 2/3 + 4/7

Find a common denominator

n > - 14/21 + 12/21

Add

n > - 2/21

Answer:

Parallelogram formula- 1/2 x base xheight

Step-by-step explanation:

Answer: Probably negative 69

AC = 25 units is the length of AD.

The Geometric Mean (Altitude) Theorem (9.7) The hypotenuse of a right triangle is split into two pieces by the height from the right angle. The geometric mean of the lengths of the two hypotenuse segments determines how long the altitude is.

Length of BC = 10 units

Length of DC = 4 units

We will use geometric mean theorem in the given right triangle to get the length of side AC.

[tex]hypotenuse/leg=leg/projection\\AC/BC=BC/DC\\x/10=10/4\\x=25[/tex]

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Therefore , the solution of the given problem of equation comes out to be 1.39500 profit and 2.-400 loss.

A formula for connecting two statements using the equal sign (=) to denote equivalence is known as a mathematical equation. A mathematical equation in algebra is a statement that proves the equality of two mathematical expressions. For instance, the formula 3x + 5 = 14 places an equal sign between the variables 3x + 5 and 14. The mathematical relationship between the two sentences on either side of a letter is established. Most of the time, the symbol serves as both the one and only variable. for instance, 2x – 4 = 2.

Here,

For C no of cars

=> Profit = total earning in a month - Expense in a month

=> (25-6)C - (23500-6000)

=> P = 19C-17500

If 3000 cars serviced then,

=> Profit = 19(3000)-17500

=> Profit = 39500

If no of cars received in particular month is 900 then profit or loss

=>Profit = 19(900)-17500

=> Profit = -400

That is loss.

Therefore , the solution of the given problem of equation comes out to be 1.39500 profit and 2.-400 loss.

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keeping in mind that parallel lines have exactly the same slope, let's check for the slope of the equation above

[tex]5x+4y=16\implies 4y=-5x+16\implies y=\cfrac{-5x+16}{4} \\\\\\ y=\stackrel{\stackrel{m}{\downarrow }}{-\cfrac{5}{4}}x+4\qquad \impliedby \begin{array}{|c|ll} \cline{1-1} slope-intercept~form\\ \cline{1-1} \\ y=\underset{y-intercept}{\stackrel{slope\qquad }{\stackrel{\downarrow }{m}x+\underset{\uparrow }{b}}} \\\\ \cline{1-1} \end{array}[/tex]

so we're really looking for the equation of a line whose slope is -5/4 and it passes through (8 , -7)

[tex](\stackrel{x_1}{8}~,~\stackrel{y_1}{-7})\hspace{10em} \stackrel{slope}{m} ~=~ - \cfrac{5}{4} \\\\\\ \begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{(-7)}=\stackrel{m}{- \cfrac{5}{4}}(x-\stackrel{x_1}{8}) \implies y +7= -\cfrac{5}{4} (x -8) \\\\\\ y+7=-\cfrac{5}{4}x+10\implies {\Large \begin{array}{llll} y=-\cfrac{5}{4}x+3 \end{array}}[/tex]

The average speed of Luna I is 1.78 x 10^-3 kilometers/minute.

To find the average speed of Luna I, we need to divide the total distance traveled (3.8 x 10^5 kilometers) by the total time it took to travel that distance (2.16 x 10^4 minutes). The quotient of these two numbers is 1.78 x 10^-3 kilometers/minute.

It's the ratio of distance covered to the time taken to cover that distance. The unit of speed is distance/time, which in this case is kilometers/minute. The speed of Luna I is in scientific notation, which is a way to express very large or very small numbers in a more manageable form.

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Answer for the given problem,

a.  Percentage of 160 in number 40 is, 400%

b. The number for which 40 is 160% of that number is,  25

c.  The number which is 40% of 160 is, 64

The percentage is a mathematical term, which means a number or a ratio which is represented in fractions of 100. We use '%' symbol to represent the percentage.

Formula for percentage;

Percentage = (present quantity/whole quantity)×100

a.   present quantity = 160

     whole quantity  = 40

    Percentage = 400 %

b.  present quantity = 40

    Percentage = 160

    Whole quantity  = 25

c.   whole quantity  = 160

     Percentage = 40%

     Present quantity = 64

Hence, Answers are respectively,  400%,  25,  64

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The measure of convex arc upper Z is 243⁰ Option D

We should be aware that a convex angle is the angles that are irregular in nature

Assume that  the radius of the given circle is r.

The central angle of the lower arc ZWX = 41+180 = 221⁰

Note that then central angle of the upper arc ZWX = 360- 221⁰

This implies that the central angle of the upper arc ZWX = 360-221 = 139⁰

Recall that Lenght of arc = A/360 *2*π*r

Where A is the angle made by the radii, r= radius of the circle

Arc length of upper ZWX:

Arc length of upper ZWX = 139π/180*r

Arc length of upper ZWX = 139πr/180

The lenght is (139*22)/ 180*7

= 3058/2360

= 245⁰

In conclusion the measure of the convex upper is 245⁰

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Distance between them and their destination after 3.7 hours since entering the freeway is 608 miles and the distance between them and their destination after 2.3 hours since entering the freeway is 692 miles.

We know that the relationship between speed, distance, and time is given as,

Speed = distance/time

Speed = 60 miles an hour

Time = 3 hours

We know that Don and Ana are travelling at a constant speed and they are travelling for 3 hours.

Distance = speed × time

Distance = 60 × 3

Distance = 180 miles

Thus, the distance travelled by them in 3 hours is 180 miles.

We know that Don and Ana are travelling on the freeway for the past 3 hours and they are still 650 miles away, therefore,

Total Distance from their destination

= Distance travelled by them in 3 hours + 650 miles

= 180 miles + 650 miles

= 830 miles

Thus, the distance travelled by then is 830 miles.

Now, the distance between them and their destination after 3.7 hours since entering the freeway,

Distance travelled by them = speed x 3.7 = 60 x 3.7 = 222 miles

Distance between them and the destination

= Total Distance from their destination - Distance travelled by them

= 830 miles - 222 miles

= 608 miles

Therefore, they are 608 miles far from their destination.

And, Distance between them and their destination after 2.3 hours since entering the freeway,

Distance travelled by them = speed x 2.3 = 60 x 2.3 = 138 miles

Distance between them and the destination

= Total Distance from their destination - Distance travelled by them

= 830 miles - 138 miles

= 692 miles

Therefore, they are 692 miles far from their destination.

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The value of the length will be 17920cm.

Ratio in Mathematics simply demonstrates how many times one number can be able to fit into another number. It should be noted that ratios contrast two numbers by dividing them. In this case, A/B will be the formula if one is comparing one variable (A) to another variable (B).

Since the length breadth and height of a cuboid are in the ratio 7:5:2 its volume is 35840cm³.

The value of the length will be:

= 7 / (7 +5+2) × 35840

= 7/14 × 35840

= 17920cm

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the length breadth and height of a cuboid are in the ratio 7:5:2 its volume is 35840cm³. Find the value of the length

Answer:

=4.5

Step-by-step explanation:

the rule is

positive - negative  changes to positive + positive so

3- (-1.5) changes to 3 + 1.5 which equals 4.5

The answers to all the subparts are shown:

(1) The numerator is simply added. The denominator is copied.

(2) Yes, it has; yet, we include them since that is what needs to be done.

In a fraction, the number above the line is the numerator.

For instance, the numerator of the fraction 3/5 is 3.

A fraction's numerator displays the number of pieces that make up the whole while the denominator, or a number of equal parts, is displayed below the line.

So, we have the equation:

2x² + x/2x - 2 + x - 4/ 2x - 2

Now, answering questions taking the above-given equation into consideration:

(1) The numerator is simply added. The denominator is copied.

(2) Yes, it has; yet, we include them since that is what needs to be done.

(3) We complete the square, but we can also use the straightforward factoring approach.

(4)  We eliminate or simply cancel the factors in the numerator that are also present in the denominator to simplify the sum.

Therefore, the answer to all the subparts are shown:

(1) The numerator is simply added. The denominator is copied.

(2) Yes, it has; yet, we include them since that is what needs to be done.

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The polynomials which, when added to the polynomial 3x²+3x-1, is equivalent to the following expressions: 1, 2x²-3, and x+5 include the following below:

This is referred to as algebraic expressions that consist of variables and coefficients.

For 1; it is calculated as:

3x²+3x-1 + P = 1.

P = 2 - 3x² -3x.

For 2x²-3, it is calculated as:

3x²+3x-1 + P = 2x²-3

P = -2 -x² -3x

For x +5; it is calculated as:

3x²+3x-1 + P = x +5

P = 6 -2x -3x².

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The full question is:

Find a polynomial which, when added to the polynomial 3x^2+3x-1, is equivalent to the following expressions: 1, 2x^2-3, and x+5

We found that translations have the following three properties: line segments are taken to line segments of the same length;

angles are taken to angles of the same measure; and. lines are taken to lines and parallel lines are taken to parallel lines.

Properties of Translations

- Distance Where the lengths of the segments stay the same.

-Angle Measures These remain the same.

-Parallelism Where the parallel lines will stay parallel.

-Collinearity The points will stay on the same line.

-Orientation The order of the letters will stay the same.

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The domain and range of f(x) = |x| is

Domain: all real numbers

range: positive real numbers

The distance of a number from a number line's origin is referred to as the absolute value of that number. Its representation is |x|, which establishes the size of any integer 'x'.

Any integer's absolute value, regardless of its sign, will be one of the real numbers, whether it is positive or negative. The modulus of x, which is represented by two vertical lines |x|, is a mathematical concept.

Without taking direction into account, absolute value describes how far away from zero a certain number is on the number line. A number can never have a negative absolute value.

Since absolute value can be zero the range is all positive numbers

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The answer choice which represents a number line for the intersection of the given intervals is; (4, ∞).

The answer choice which represents a number line for the union of the given intervals is; (-3, ∞).

It follows from the task content that the number line which represents the intersection and union of both intervals given is to be determined.

Since the given intervals are; (-3, ∞) and (4, ∞)

It follows that the intersection of both intervals is the interval; (4, ∞).

Also, the interval which represents the union of both intervals is; (-3, ∞).

Hence, the image which represents both scenarios is attached.

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The graph of the inverse variation equation is called a rectangular hyperbola.

A form of proportionality called inverse variation occurs when one number falls as the other rises or the other way around. This suggests that if one number rises while the other decreases, the magnitude or absolute value of the first quantity will decrease, resulting in a constant product. The constant of proportionality is another name for this item.

An inverse variation is a relationship between two variables in which the product is constant; as a result, while one of the variables changes, the other changes correspondingly to maintain the same value of the product. This connection has the form of a hyperbola.

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An indirect proof is an argument that begins with the assumption that a conclusion is false, then uses logical reasoning to show that the assumption leads to a contradiction.

a fact or assertion that contradicts what someone else said or that differs from another fact or assertion to the point where one of them must be incorrect.

A situation or set of ideas that contradict one another is called a contradiction. A contradiction would be saying out loud that you support the environment while never remembering to empty the recycling. A statement that contains opposing ideas is frequently referred to as a "contradiction in terms."

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The description for the problem involving the linear function is given as follows:

The time it will take to make a total of 20 parts is of 6 minutes.

The slope-intercept definition of a linear function is given as follows:

y = mx + b.

In which:

In this problem, the function is defined as follows:

y = 2x + 8.

In which the variables are given as follows:

Hence the time needed to make 20 pieces is given as follows:

20 = 2x + 8

2x = 12

x = 12/2

x = 6 minutes.

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Oscar Wilde mocks upper-class Victorian society in "The Importance of Being Earnest" by using the literary devices of irony and hyperbole to a humorous effect.

Oscar Wilde wrote a play titled The Importance of Being Earnest, A Trivial Comedy for Serious People.

It is a farcical farce that was first presented on February 14, 1895, at the St James's Theatre in London.

The characters maintain false personae to avoid onerous social duties.

The play's main themes, which are based on late Victorian London social customs, are the triviality with which it treats institutions as important as marriage and the satire that results.

In "The Importance of Being Earnest," Oscar Wilde employs the literary devices of irony and hyperbole to hilarious effect as he criticizes upper-class Victorian society.

Therefore, Oscar Wilde mocks upper-class Victorian society in "The Importance of Being Earnest" by using the literary devices of irony and hyperbole to humorous effect.

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Answer:

Depending of the figure that you are trying to find perimeter on, you just add up all the sides of that figure.

Answer:

The perimeter is the distance around a figure.

Step-by-step explanation:

For example, if I have a square where each side is 5 inches.  The perimeter would be 20 inches.  5 + 5+ 5 + 5, a square has four sides and each side length is 5 inches.

Answer:

Intial money=Rs 3300

final money=3300-(70×5)-(2×125)-2500

=3300-350-250-2500

=3300-3100=RS 200

Now,

share of each of them= 200/2=Rs100

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The measure of ∠S is 59.4° for trignometric identities

What are trigonometric identities?

There are three commonly used trigonometric identities.

Sin x = 1/ cosec x

Cos x = 1/ sec x

Tan x = 1/ cot x or sin x / cos x

Cot x = cos x / sin x

We have,

ΔSTU:

s = 50 inches

t = 58 inches

u = 630 inches

Applying the cosines rule on ΔSTU.

s² = t² + u² - 2 x t x u x cos S

cos S = (t² + u² - s²) / 2tu

cos S = (58² + 27² - 50²) / (2 x 58  x 27)

cos S = (3364 + 729 - 2500) / 3132

cos S = 0.5086.

∠S = (0.5086)

∠S = 59.4°

Thus,

∠s angle value is  59.4°.

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Answer: −2<x<0

Step-by-step explanation: 2<x+4<4 2+−4<x+4+−4<4+−4 −2<x<0

Logarithms are used for a variety of purposes in mathematics, science, engineering, and other fields. Some common uses of logarithms are mentioned below:

A function in mathematics from a set X to a set Y allocates precisely one element of Y to each element of X. The sets X and Y are collectively referred to as the function's domain and codomain, respectively.

The mathematical expression f(x)=exp or ex denotes the exponential function. The word, unless specifically stated differently, normally refers to the positive-valued function of a real variable, however it can be extended to the complex numbers or adapted to other mathematical objects like matrices or Lie algebras.

They are used for:

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