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A(-4, 0) and B(4, 0)
Explanation:A parabola is symmetrical about the y-axis, if the vertex is of the form (0, y). The y-axis is the line of symmetry. That is, the point x = 0.
If the parabola is symmetric about the y-axis, points A and B should fall on opposite sides of the y-axis.
For the parabola to be symmetric about the y-axis, the possible points to move A and B to are A(-4, 0) and B(4, 0)
Related Questions
I don't understand how to do this (this is a practice assessment)
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Math | English | Art | Total
Boys 13 25 11 49
Girls 7 20 6 33
Total 20 45 17 82
1) Let's set a table, based on the given information:
• Since there are 20 students enrolled in Math let's place it into the Total, 20 -13 = 7
,• 82 students altogether.
,• 11 boys are in Art , 17 altogethe then 17 -11 = 6 girls
,• 20+6+7 = 20+13 = 33 girls altogether.
,• 82 -33 =49 13 +x +11 = 49 x = 49 -24=25
,• And lastly English: 20 +25 = 45
2) That's our table:
Math | English | Art | Total
Boys 13 25 11 49
Girls 7 20 6 33
Total 20 45 17 82
HeyI need help with this, having trouble solvingIt is from my ACT prep guide
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We will determine the height of the building as follows:
First, we determine the height above her window, that is:
[tex]\tan (56)=\frac{h_u}{150ft}\Rightarrow h_u=(150ft)\tan (56)[/tex][tex]\Rightarrow h_u=222.3841453\ldots ft[/tex]Now, we calculate the height below her window:
[tex]\tan (32)=\frac{h_l}{150ft}\Rightarrow h_l=(150ft)\tan (32)[/tex][tex]\Rightarrow h_l=93.73040279\ldots ft[/tex]Then, we will have that:
[tex]h_T=h_l+h_l\Rightarrow h_T=150(\tan (56)+\tan (32))[/tex][tex]\Rightarrow h_T=316.1145581\ldots ft\Rightarrow h_T\approx316.1ft[/tex]So, the height of the building is approximately 316.1 ft tall.
Why might you use a different power of 10 instead of leaving bothnumbers in scientific notation?
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Why might you use a different power of 10 instead of leaving both
numbers in scientific notation?
Because scintific notation is a simplification for large or small numbers, so a big number with a lot of zeros can be writen by a power of 10 multiplied by a number. But we cannot make substractions using this, because the powers ten represents very different values, for instance
[tex]\begin{gathered} 1\times10^1=10 \\ 1\times10^2=100 \end{gathered}[/tex][tex]1\times10^2-1\times10^1=100-10=90,[/tex]But if they have the same power, we can use the distibutive law to make the substraction
[tex]1\times10^2-1\times10^1=10\times10^1-1\times10^1=(10-1)\times10^1=9\times10^1^{}[/tex]which is the same thing. No matter the power of 10, if the power is the same you can use the same argument I've made before.
Tori is writing an essay for her English class. She already has 235 words, andon average writes 175 words every hour. The essay needs to be at least 1,600words. How many more hours should she plan to work on it? Write and solvean inequality for the situation.
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Let be "h" the number of hours Tori should plan to work on it.
You know that she writes an average of 175 per hour. This can be represented with this expresion:
[tex]175h[/tex]You also know that there must be at least 1,600 words in the essay for her English class. Since she has 235 words written, you can set up the following inequality:
[tex]235+175h\ge1,600[/tex]The symbol used in the inequality means "Greater than or equal to".
In order to solve it, you can follow these steps:
1. Subtract 235 from both sides of the inequality:
[tex]\begin{gathered} 235+175h-(235)\ge1,600-(235) \\ 175h\ge1,365 \end{gathered}[/tex]2. Divide both sides of the inequality by 175:
[tex]\begin{gathered} \frac{175h}{175}\ge\frac{1,365}{175} \\ \\ h\ge7.8 \end{gathered}[/tex]The answer is:
[tex]7.8\text{ }hours[/tex]On a recent survey, students were asked if they ice skate, snowboard, or ski. The Venn diagram below shows the results of the survey
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The number of students who took the survey was 47 (option B).
How to identify the number of students who took the survey?To identify the number of students who took the survey, we must look at the number of students in each of the Venn diagram spaces. In this case, the number of students who practice each sport are:
Ice Skate: 7 students.Snowboarding: 10 students.Ski: 13 students.Ice Skate and Snowboard: 4 students.Ski and Snowboard: 8 students.Ice Skate and Ski: 2 students.Ice Skate, Snowboard and Ski: 3 students.To know the number of students who took the survey, we must add the number of students in each space as shown below:
7 + 10 + 13 + 4 + 8 + 2 + 3 = 47According to the above, the correct answer is option B, since 47 students took the survey.
Note: This question is incomplete because there is some information missing. Here is the complete information:
Question:
How many students took the survey?
Options
A.32
b.47
c.53
D.56
Learn more about Venn diagram in: https://brainly.com/question/1605100
#SPJ1
umm i need help on my math reducing fractions Im new to them and i dont understand it at all, Btw im in 5th grade not middle school it wont let me change it
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since the smallest number is 2, and 2 can go into itself and 2 also can go into 10, that is the largest common number
[tex]\frac{2}{10}\div\text{ }\frac{2}{2}[/tex][tex]\begin{gathered} 2\text{ divided by 2 = 1} \\ 10\text{ divided by 2 =5} \end{gathered}[/tex]We can not make the number go any smaller since any number divied by one will equal itself
so that means
[tex]\frac{2}{10}\text{ reduced is }\frac{1}{5}[/tex]Solve the problem.
3) During the last four months of a recent year, Annie's Natural Food Store reported the following sale: 3)
September
$3087
October
$2891
$2377
November
December
$4224
How much more were the sales in December than the sales in November?
A) $1847
B) $6501
C) $6601
D) $1747
What’s the answer?
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Answer:
The answer will be A) 1847
The country of Scotstats requires the people in their country to have license tags on their car such that the first 3 characters are English letters but no letter may repeat. The last 3 characters must each be a number 0-9 and again no numbers can be repeated. How many license tags are possible?
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Answer
11,232,000 possible license tags.
Explanation
The licenses have space for 6 characters.
We need to note that there are 26 alphabets and 10 numbers to pick from.
So, for the first character, any of the 26 alphabets can take this spot.
For the second character, 25 alphabets are now available for that space. (Since repetition is not allowed)
For the third character, 24 alphabets are available for that.
For the fourth character, any of the 10 numbers can take up that spot.
For the fifth character, only 9 numbers can take this spot now. (No repetition rule too)
For the sixth character, 8 numbers can take that spot.
So, mathematically, the number of license tags possible will be
26 × 25 × 24 × 10 × 9 × 8 = 11,232,000 possible license tags
Hope this Helps!!!
Find the value of 4v-8 given that 11v-8 = 3.Simplify your answer as much as possible.
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Given that 11v - 8 = 3
add 8 to both sides
11v = 3 + 8
11v = 11
Divide both sides by 11
v = 1
to simplify 4v - 8
= 4 (1) - 8
= 4 - 8
= -4
-4
Explanation
Write the following linear equation in function notation. Y = 2x + 5a.) f(y) = 2x+ 5b.) f = 2x + 5c.)f(x) = 2x + 5d.)It is already written in function notation
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Answer
Option C is correct.
The function notation
Explanation
The distance to your grandparent's house is 259 miles, and the distance to Atlanta is 555 miles. If it took 7 hours to drive to your grandparent's house, how long would you estimate the drive to Atlanta to take?
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Answer:
15 Hours
Step-by-step explanation:
259miles = 7 hours
555miles = x
Cross Multiply
259x = 555×7
259x = 3885
Divide Both sides by 259
x = 3885 ÷ 259
x = 15 hours
It would take the driver 15 hours to get to Atlanta
Question 10 of 12, Step 1 of 29/14CorrectConsider the following quadratic equation:3.x2 - 13x + 2 = -2Step 1 of 2: Using the standard form ax2 + bx + c = 0 of the given quadratic equation, factor theleft hand side of the equation into two linear factors.AnswerKeypadKeyboard Shortcuts= 0
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Solution
- The question would like us to solve the quadratic equation:
[tex]3x^2-13x+2=-2[/tex]- The solution to this equation is given below:
[tex]\begin{gathered} 3x^2-13x+2=-2 \\ \text{Add 2 to both sides} \\ 3x^2-13x+4=0 \\ \\ \text{ We can rewrite the x-term as follows:} \\ -13x=-12x-x \\ \\ 3x^2-12x-x+4=0 \\ Let\text{ us factorize} \\ \\ 3x(x-4)-1(x-4)=0 \\ (x-4)\text{ is common } \\ \\ (x-4)(3x-1)=0 \end{gathered}[/tex]- Thus, the linear factors are
[tex]undefined[/tex]need help with math
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O GRAPHS AND FUNCTIONSFinding inputs and outputs of a two-step function that models a...
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Given the function:
[tex]A(t)=256-16t[/tex]Where A is the amount of money (in dollars) Diane has left in her account after t trips on the toll roads.
(a)
After 8 trips on the toll roads (t = 8):
[tex]\begin{gathered} A(8)=256-16(8)=256-128 \\ \\ \therefore A(8)=\$128 \end{gathered}[/tex](b)
If her account is empty:
[tex]\begin{gathered} A(t)=0 \\ \\ \Rightarrow256-16t=0 \end{gathered}[/tex]Solving the equation for t:
[tex]\begin{gathered} 256=16t \\ \\ \therefore t=16\text{ trips} \end{gathered}[/tex]Evaluating functions I don’t understand this one and I can’t find it no where else
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The function given is
[tex]f(x)=4x[/tex]We are to find the inverse of the function
let f(x) =y
[tex]y=4x[/tex]Then, we make x the subject of the formula from here
[tex]\begin{gathered} y=4x \\ x=\frac{y}{4} \\ x=\frac{1}{4}y \end{gathered}[/tex]Then The inverse of the function becomes
[tex]f(x)=\frac{1}{4}x[/tex]Therefore the fourth option is correct
Pat bought a washer/dryer for $900 and made 24 payments of $46.23. Howmuch did she pay in interest?a. $1,109.52b. $900c. $92.40d. $209.52
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Given that:
Cost of the washer/dryer = $900
Number of payments made = 24
Amount paid in each payment = $46.23
Total amount she paid
[tex]\begin{gathered} =\text{Amount paid in each payment}\cdot Number\text{ of payments} \\ =46.23\cdot24 \\ =1109.52 \end{gathered}[/tex]Interest paid = Total amount paid - Cost of the washer/dryer
[tex]\begin{gathered} =1109.52-900 \\ =209.52 \end{gathered}[/tex]Option d is correct.
Help I need a example for graphing two variable inequalities
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Solution:
To graph, a linear inequality in two variables (say, x and y ), first get y alone on one side. Then consider the related equation obtained by changing the inequality sign to an equals sign. The graph of this equation is a line.
If the inequality is strict ( < or > ), graph a dashed line. If the inequality is not strict ( ≤ and ≥ ), graph a solid line.
For example,
Consider the linear inequality in two variables below
[tex]y\leq4x-8[/tex]Step 1:
Put x=0 and find y
[tex]\begin{gathered} y=4x-8 \\ y=4(0)-8 \\ y=0-8 \\ y=-8 \\ (0,-8) \end{gathered}[/tex]Step 2:
Put y=0 and find x
[tex]\begin{gathered} y=4x-8 \\ 0=4x-8 \\ 4x=8 \\ \frac{4x}{4}=\frac{8}{4} \\ x=2 \\ (2,0) \end{gathered}[/tex]Hence,
We are going to use the coordinates below to graph the inequality using a solid line because
The inequality sign used is greater than or equal to
[tex](0,-8),(2,0)[/tex]Hence,
The graph of the inequality will be
Solve the system of two linear inequalities graphically.Graph the solution set of the second linear inequality?
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According to the second inequality, y is greater than or equal to -2, which means that the graph will have a solid line, the first step is to pick solid choice.
The boundary line is y=2, we know this by replacing the inequality sign by an equal sign. Two points one this line are (-1,2) and (2,2). We know it because it is an horizontal line that represents a constant function, it means that all the values of y will be 2 (boundary line).
As the equal sign is greater than or equal to, the region that must be shaded is the one above the boundary line.
i invest $250 in a simple account that earns 10% annually. After 6 years, how much money have i earned? Hint round to the nearest cent.
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We have to use the simple interest formula
[tex]A=P(1+rt)[/tex]Where P = 250; r = 0.10 (10%); t = 6. Replacing these values, we have
[tex]A=250(1+0.10\cdot6)=250(1+0.6)=250(1.6)=400[/tex]Hence, after 6 years, you have $400.
If we subtract this amount from the investment, we get the profits.
[tex]400-250=150[/tex]Hence, the earnings are $150.Question 11 > Alvin can go upstream at a rate of 25 miles per hour and downstream at a rate of 35 miles per hour. One day while Alvin was on the river, he received a call telling him he needs to turn around and come home. So he turned around and went back to his starting point. If his entire trip took 12 hours, how far did he travel on the river? Alvin traveled miles. (Roundtrip) Question Help: Message instructor Submit Question
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Given Data:
The upstream speed is, 25 miles/hr.
The downstream speed is, 35 miles/hr.
The total time is, 12 hr.
Let d be the distance traveled. He can travel 25 miles/ hr in upstream, so the time taken will be,
[tex]t=\frac{d}{25}[/tex]He can travel 35 miles/ hr in upstream, so the time taken will be,
[tex]t^{\prime}=\frac{d}{35}[/tex]Total time is, 12 hr. So we have,
[tex]\begin{gathered} 12=\frac{d}{25}+\frac{d}{35} \\ 12=\frac{d}{5\times5}+\frac{d}{7\times5} \\ 12=\frac{1}{5}(\frac{d}{7}+\frac{d}{5}) \\ 12\times5=\frac{d}{7}+\frac{d}{5} \\ 60\times35=5d+7d \\ 2100=12d \\ d=\frac{2100}{12}=175 \end{gathered}[/tex]Therefore the total distance is, 350 mile
Hello,May I please request for help on the word problem number 37, please?
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As the last stand-up comic of the evening is granted. The combination of schedules is made with the other 5 performers.
To find how many ways you can order 5 performers you multiply 5x4x3x2x1 (or factorial 5: 5!)
[tex]5!=5\times4\times3\times2\times1=120[/tex]Then, there are 120 different ways to schedule the appearancesSimplify -(x+ 5) + 3x completely.A. -4x+ 5OOB. 2x + 5C. 2x - 5D. -4x - 5
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-(x+ 5) + 3x
Distributing the -1:
(-1)*x + (-1)*5 + 3x
-x - 5 + 3x
Combining similar terms:
(-x + 3x) - 5
2x - 5
if(f) (x)= x/2 - 2 and (g) (x) = 2x^2 + x - 3 find (f+g) (x)|| how do i add functions when the number is a fraction? ||
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Solution
Given
[tex]\begin{gathered} f(x)=\frac{x}{2}-2 \\ \\ g(x)=2x^2+x-3 \\ \\ (f+g)(x)=f(x)+g(x)=\frac{x}{2}-2+2x^2+x-3=2x^2+\frac{3x}{2}-5 \end{gathered}[/tex]is it a function? X (-2, -1, 0, 1, 2 ) Y (-7, -2, 1, -2, -7 )
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To be a function, it is nesessary that the values of x correspond to a unique value of y (a value of x cannot correspond to 2 different values of y). The same value of y can correspond to two or more values of x
As in the given data each value of x has just one value of y. Then, it is a function.
in a class the ratio of the boy to the girls is 7:8 what part of the whole class are girls
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Is x = -2 the linear equation that matches this table of ordered pairs?Explain why or why not.Xy-2 7-2 1-2 -5(x, y)(-2,7)(-2, 1)(-2,-5)
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Answer:
All the points given (-2,7) (-2,1) (-2,-5) have the x-coordinate of -2, then those points lie in the x=-2, so it matches the table.
The population of a town is decreasing at a rate of 1% per year. In 2000there were 1300 people. Create a function to find the populationin 2008.
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Given that;
The population of a town is decreasing at a rate of 1% per year.
[tex]\text{Rate r = 1\% = 0.01}[/tex]In 2000 there were 1300 people.
[tex]P_o=1300[/tex]To find the population in 2008;
[tex]P_8[/tex]The time taken is;
[tex]\begin{gathered} t=2008-2000 \\ t=8\text{ years} \end{gathered}[/tex]We can calculate the population of the town in 2008 by applying the formula;
[tex]P_8=P_o(1-r)^t[/tex]Substituting, the given values;
[tex]\begin{gathered} P_t=1300(1-0.01)^t \\ P_t=1300(0.99)^t \end{gathered}[/tex]Above is a functon for calculating the population of the town at time t years after 2000.
The population of the town in the year 2008 is;
[tex]\begin{gathered} P_8=1300(0.99)^8 \\ P_8=1,199.568 \\ P_8\approx1,200 \end{gathered}[/tex]Therefore, the population of the town in 2008 is approximately 1,200 people.
We can also write the equation as;
[tex]y=1300(0.99)^8[/tex]Where y is the population of the town in year 2008.
Problem solving.When two expressions are not equivalent, you can use an inequality symbol to show their relationship. Do you ever use an inequality symbol when two expressions are equivalent? Use an example in your explanation.
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Explanation
When two expressions are not equivalent, you can use an inequality symbol
[tex]\begin{gathered} \leq\Rightarrow less\text{ or equal } \\ \ge\Rightarrow greater\text{ or equal } \\ >\Rightarrow greater\text{ than } \\ <\Rightarrow smaller\text{ than} \end{gathered}[/tex]
now, when comparing two expressions that are equivalent , WE CAN NOT USE an inequality simbol, instead of we need to use The equals sign or equal sign formerly known as the equality sign
[tex]=[/tex]for example
[tex]3x+19x=30x-8x[/tex]the = symbold indicates that both sides have the same value ( rigth and left)
I hope this helps you
simplify the following expression using the distributive property and combining like terms:3(y-4) -5(y+8)
Answers
3(y-4) - 5(y+8)
3y - 12 - 5y - 40
-2y - 52
Tyrone randomly interviewed 55 8th graders at the Westwood Mall Saturday afternoon to determine their reason for going to the mall. Based on the results of his survey, he made the following claim:Two out of four middle school students visit the mall to go shopping.Explain why this claim is misleading.a. Tyrone only interviewed students in the food court.b. Tyrone did not survey enough 8th graders to draw a valid conclusion.c. Tyrone did not use a random sample of 8th graders.d. Since Tyrone surveyed only 8th graders, his sample is not representative of all middle school students.
Answers
Tyrone randomly interviewed 55 8th graders at the Westwood Mall Saturday afternoon to determine their reason for going to the mall.
Based on the results he made the following claim.
"Two out of four middle school students visit the mall to go shopping".
Let us analyze each of the given options.
a. Tyrone only interviewed students in the food court.
There is no evidence that suggests the interview was conducted at the food court so this is not the correct answer.
b. Tyrone did not survey enough 8th graders to draw a valid conclusion
He interviewed 55 8th graders which are more than enough students so this is not misleading.
c. Tyrone did not use a random sample of 8th graders
It is given in the question that he used a random sample so this is not misleading.
d. Since Tyrone surveyed only 8th graders, his sample is not representative of all middle school students.
If you notice closely, Tyrone interviewed only 8th graders whereas the claim was about all middle school students.
So this is clearly misleading, 8th graders do not represent all middle school students.
Therefore, option d is correct.