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Troyanec [42]
3 years ago
8

In order to create the negation of conditional statement "If p then q", it needs to be changed to read

Mathematics
2 answers:
d1i1m1o1n [39]3 years ago
6 0
C is your answer because it is more resinous
sleet_krkn [62]3 years ago
6 0

Answer:

D. "If p, then not q"

Step-by-step explanation:

The conditional statement is in the form of  "if p, then q"

And negation of a conditional statement means the sentence is equivalent to "p and not q."

By definition, p → q is false if, and only if, its hypothesis, p, is true and its conclusion, q, is false. So, basically it is not q.

So, answer is : D. "If p, then not q"

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Which point gives the vertex of ƒ(x) = –x2 + 4x – 3?
Dmitriy789 [7]

Answer:

The vertex is (2,1)

Step-by-step explanation:

ƒ(x) = –x^2 + 4x – 3

Factor out the negative

   = -(x^2 -4x+3)

 Factor

What 2 numbers multiply to +3 and add to -4

-3*-1 = 3

-3+-1 = -4

f(x) =  -( x-3)(x-1)

Find the zeros

0 = -( x-3)(x-1)

0 = x-3   0 = x-1

x=3            x=1

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3 years ago
How do I solve this equation
Anestetic [448]
-x - y = 8
2x - y = -1

Ok, we are going to solve this in 2 parts.  First we have to solve for one of the variables in one of the equation in terms of the other variable.  I like to take the easiest equation first and try to avoid fractions, so let's use the first equation and solve for x.

-x - y = 8      add y to each side
-x = 8 + y      divide by -1
x = -8 - y

So now we have a value for x in terms of y that we can use to substitute into the other equation.  In the other equation we are going to put -8 - y in place of the x.

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-16 - 2y - y = -1      combine like terms
-16 - 3y = -1            add 16 to both sides
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y = -5

Now we have a value for y.  We need to plug it into either of the original equations then solve for x.  I usually choose the most simple equation.

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-x + 5 = 8                subtract 5 from each side
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x = -3

So our solution set is

(-3, -5)

That is the point on the grid where the 2 equations are equal, so that is the place where they intersect.

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