Answer: ar·ith·met·ic pro·gres·sion
/ˌeriTHˌmedik prəˈɡreSH(ə)n/
noun
a sequence of numbers in which each differs from the preceding by a constant quantity (e.g., 3, 6, 9, 12, etc.; 9, 7, 5, 3, etc.).
the relationship between numbers in an arithmetic progression.
"the numbers are in arithmetic progression"
Step-by-step explanation:
Answer: yes it can be a function since the numbers are all repretes also it has a constance
Step-by-step explanation
200 10
125 54
310 112
172 37
215 43
260 58
Given:
A student says that the graph of the equation 
is the same as the graph of 
, only translated upwards by 8 units.
To find:
Whether the student is correct or not.
Solution:
Initial equation is
Equation of after transformation is
Now,
...(i)
The translation is defined as
...(ii)
Where, a is horizontal shift and b is vertical shift.
If a>0, then the graph shifts a units left and if a<0, then the graph shifts a units right.
If b>0, then the graph shifts b units up and if b<0, then the graph shifts b units down.
From (i) and (ii), we get
Therefore, the graph of translated left by 8 units. Hence, the student is wrong.
Answer:
I don't know what the options are, but to solve t/8 = 2, you have to multiply by 8.
Hope this helps :)
Answer:
8. m=6
9. x=2; Alyssa is incorrect because she subtracted 8 from 16 when in reality she should have divided 16 by 8 to get 2. The real solution is 2 because 8 times 2 is equal to 16.
Step-by-step explanation:
Question 8:
2m-6=m
-2m -2m (subtract 2m from both sides)
<u>-6</u>=<u>-m</u>
- - (divide both sides by the negative)
m=6
Question 9:
<u>8x</u>=<u>16 </u> (divide both sides of the equation by 8)
8 8
x=2
