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Ray Of Light [21]
3 years ago
9

Can somone help me 5 - 4x= -15​

Mathematics
2 answers:
Neko [114]3 years ago
6 0

Answer:

x = 5

Step-by-step explanation:

5 - 4x = -15

-5          -5

-4x = -20

----    ------

-4        -4

x = 5

UkoKoshka [18]3 years ago
6 0
X = 5

4 x 5 = 20
5-20= -15
Therefore the answer is X = 5
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Identify the corresponding please help
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Answer:

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Step-by-step explanation:

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HELP WITH PROBABILITY PWEASEEE <br> (4 questions)
Aliun [14]

a. {1,2,3,4,5,6}

b. {A,B,C,D,E,F,G,H,I,J,K,L,M,N,O,P,Q,R,S,T,U,V,W,X,Y,Z}

c. {HH,HT,TH,TT}

d. {1T,2T,3T,4T,5T,6T,1H,2H,3H,4H,5H,6H}

Step-by-step explanation:

We will write the sample space of all options one by one.

a. Rolling a 6 sided die

As the die has six sides numbered from 1 to six then the sample space will be:

S1 =  {1,2,3,4,5,6}

b. Guessing the first initial of a student's name:

As the English language has 26 alphabets, the first initial can be any alphabet so the sample space will be all letters:

S2 =  {A,B,C,D,E,F,G,H,I,J,K,L,M,N,O,P,Q,R,S,T,U,V,W,X,Y,Z}

c. Tossing two coins

As two coins are tossed, the outcomes will be a combination of two outcomes

S3= {HH,HT,TH,TT}

d. Rolling a 6 sided die and tossing a coin

As the die is rolled and then a coin is tossed. The die's coin will either combine with heads or tails

So,

S4 = {1T,2T,3T,4T,5T,6T,1H,2H,3H,4H,5H,6H}

Hence,

a. {1,2,3,4,5,6}

b. {A,B,C,D,E,F,G,H,I,J,K,L,M,N,O,P,Q,R,S,T,U,V,W,X,Y,Z}

c. {HH,HT,TH,TT}

d. {1T,2T,3T,4T,5T,6T,1H,2H,3H,4H,5H,6H}

Keywords: Sample Space, Probability

Learn more about sample space at:

  • brainly.com/question/11007026
  • brainly.com/question/11207748

#LearnwithBrainly

8 0
4 years ago
Please help with the attached question. Thanks
Mademuasel [1]

Answer:

Choice A) F(x) = 3\sqrt{x + 1}.

Step-by-step explanation:

What are the changes that would bring G(x) to F(x)?

  • Translate G(x) to the left by 1 unit, and
  • Stretch G(x) vertically (by a factor greater than 1.)

G(x) = \sqrt{x}. The choices of F(x) listed here are related to G(x):

  • Choice A) F(x) = 3\;G(x+1);
  • Choice B) F(x) = 3\;G(x-1);
  • Choice C) F(x) = -3\;G(x+1);
  • Choice D) F(x) = -3\;G(x-1).

The expression in the braces (for example x as in G(x)) is the independent variable.

To shift a function on a cartesian plane to the left by a units, add a to its independent variable. Think about how (x-a), which is to the left of x, will yield the same function value.

Conversely, to shift a function on a cartesian plane to the right by a units, subtract a from its independent variable.

For example, G(x+1) is 1 unit to the left of G(x). Conversely, G(x-1) is 1 unit to the right of G(x). The new function is to the left of G(x). Meaning that F(x) should should add 1 to (rather than subtract 1 from) the independent variable of G(x). That rules out choice B) and D).

  • Multiplying a function by a number that is greater than one will stretch its graph vertically.
  • Multiplying a function by a number that is between zero and one will compress its graph vertically.
  • Multiplying a function by a number that is between -1 and zero will flip its graph about the x-axis. Doing so will also compress the graph vertically.
  • Multiplying a function by a number that is less than -1 will flip its graph about the x-axis. Doing so will also stretch the graph vertically.

The graph of G(x) is stretched vertically. However, similarly to the graph of this graph G(x), the graph of F(x) increases as x increases. In other words, the graph of G(x) isn't flipped about the x-axis. G(x) should have been multiplied by a number that is greater than one. That rules out choice C) and D).

Overall, only choice A) meets the requirements.

Since the plot in the question also came with a couple of gridlines, see if the points (x, y)'s that are on the graph of F(x) fit into the expression y = F(x) = 3\sqrt{x - 1}.

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If Claudia jumped 10,000 ft. to sea level, then the answer would be -10,000. The reason is if she is going down then it would be negative.
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