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3 years ago

1. The parameter "a": Compare the graphs of several different exponential growth functions in

Mathematics

1 answer:

Helga [31]3 years ago

6 0

Answer:

See explanation

Step-by-step explanation:

Required

The significance of "a" in exponential function

An exponential function is represented as:

$y = ab^x$

In the above equation, parameter "a" is the initial value of the function

In other words, the value of the function when x = 0

Take for instance;

$y = 2*4^x$

$a = 2$ because when $x = 0$

$y = 2 * 4^0$

$y = 2 * 1$

$y = 2$

Another significance of parameter a is that; it is the y-intercept of the geometric function.

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URGENT! 40 POINTS! PLEASE HELP!

umka2103 [35]

Answer:

(a) $8 x(5 x-6)=40 x^{2}-48 x$

Step-by-step explanation:

(a) To find verify the answer we need to multiplying the equation $8 x(5 x-6)$

$8 x(5 x-6)=40 x^{2}-48 x$

Thus, this statement is true.

(b) To find verify the answer we need to multiplying the equation $-4 x\left(2 x^{2}+1\right)$

$-4 x\left(2 x^{2}+1\right)=-8 x^{3}-4 x$

Hence, the given statement is false.

$\begin{aligned}(x-3)(5 x-6) &=5 x^{2}-6 x-15 x+18 \\&=5 x^{2}-21 x+18\end{aligned}$

Hence, the given statement is true.

(d) To find verify the answer we need to multiplying the equation $(2 x+3)\left(x^{2}+3 x-5\right)$

$\begin{aligned}=(2 x+3)\left(x^{2}+3 x-5\right) &=2 x^{3}+6 x^{2}-10 x+3 x^{2}+9 x-15 \\&=2 x^{3}+9 x^{2}-x-15\end{aligned}$

Hence, the given statement is false.

4 0

3 years ago

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What is the solution to the system? 1. x-y + 2 z = -7<br> 2. y + z =1<br> 3. x-2 y - 3 z = 0

kvv77 [185]

You'd find this problem easier to understand and do if you'd please list the defining equations vertically and line up variables:

1. x - 1y + 2 z = -7

2. y + 1z = 1

3. x - 2 y - 3 z = 0 Now eliminate the line numbers:

x - 1y + 2 z = -7

1y + 1 z = 1

x - 2 y - 3 z = 0

Let's use the elimination method to eliminate variable z: Seeing that z = 1 - y, we transform the first equation into 1x - 1y + 2(1-y) = -7

and the third into x - 2y - 3(1-y) = 0.

Simplifying 1x - 1y + 2(1-y) = -7

and x - 2y - 3(1-y) = 0,

we get

1x - 2y - 3 + 3y) = 0 and 1x - 1y + 2 - 2y = -7

which in turn simplify to

1x + y = 3 and 1x - 3y = -9

Having eliminated the variable z, we now focus on eliminating x. Mult. the 1st equation by -1, obtaining -1x - 1y = -3. Add this result to 1x - 3y = -9:

0 - 4y = -12, which tells us that y = 3. Subbing 3 for y in 1x + 1y = 3 tells us that x = 0.

All we have left to determine is the vaue of z.

Borrowing Equation 3, from above, we get x - 2 y - 3 z = 0, and into this equation we substitute x = 0 and y = 3: 0 -2(3) - 3z = 0.

Thus, -3z = 6, and z = -2.

The solution set is (0, 3, -2). You should check this by substitution.

3 0

4 years ago

∆ABC transforms to produce ∆A'B'C'. Which transformation did NOT take place?

never [62]

Answer: The answer is (D) Reflection across the line y = -x.

Step-by-step explanation: In figure given in the question, we can see two triangles, ΔABC and ΔA'B'C' where the second triangle is the result of transformation from the first one.

(A) If we rotate ΔABC 180° counterclockwise about the origin, then the image will coincide with ΔA'B'C'. So, this transformation can take place here.

(B) If we reflect ΔABC across the origin, then also the image will coincide with ΔA'B'C' and so this transformation can also take place.

(C) If we rotate ΔABC through 180° clockwise about the origin, the we will see the image will be same as ΔA'B'C'. Hence, this transformation can also take place.

(D) Finally, if we reflect ΔABC across the line y = -x, the the image formed will be different from ΔA'B'C', in fact, it is ΔA'D'E', as shown in the attached figure. So, this transformation can not take place here.

Thus, the correct option is (D).

6 0

3 years ago

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What is the amniotic egg

Leto [7]

A shelled, water-retaining egg with four membranes that enables reptiles, birds, and egg-laying mammals to complete their life cycles on dry land.

5 0

3 years ago

Which expression could help you find the distance

Fynjy0 [20]

Answer:

2.5 Finding the Distance Between Two Numbers - Math 7 CCSS

FlexBooks® 2.0 > CK-12 Interactive Middle School Math 7 - Teacher's Edition > Finding the Distance Between Two Numbers - Math 7 CCSS

Last Modified: Sep 04, 2020

Common Core Standards

Focus Standards: 7.NS.A.1.c

Learning Objectives

Show that the distance between two rational numbers on the number line is the absolute values of their difference.

Solve problems involving finding the difference between two rational numbers in a real-world context.

Agenda

Warm-Up: Diving Deeper 10 min

Activity 1: Along the Street 20 min

Activity 2: Getting Around Washington DC 15 min

Review Questions 5 min

(Students do not see text in purple)

Now that subtraction has been introduced, it is applied to finding the distance between two points in this lesson. The distance between two points will first be introduced as counting units on a number line, but then formalized into a definition with subtraction and absolute value. Review with students that distance is always positive and the definition of absolute value before beginning.

Warm-Up: Diving Deeper

The distance between two points can be defined as the number of units between them. Typically, this means we subtract the values, but what if one point is negative and the other is positive?

Example

Fatima’s friend, Tyler, is more daring than she and when he jumps into the water to scuba dive, he starts from 4 feet above the water, at the back of the boat. After his first jump, he went 7 feet below the water. How many feet did he actually travel?

This interactive shows an application of how negative values are used; in this case, it is how deep a diver dives. Students will see a body of water, a diver on a cliff, boat and some fish. There are also two number lines; the horizontal line ranges from -20 to 5 and the vertical line ranges 5 feet to -20 feet. The horizontal line has a red point that students can click and drag to make the diver dive. While the student moves the point in the negative direction the father down the diver will go. The arrow on the vertical line will travel down with the diver showing the student how many feet down the diver is.

TRY IT

Inline Questions: Students see inline questions here. The questions are formative and have detailed instructional feedback. The questions and correct answers are printed below for your convenience as an instructor.

Which expression tells us the total distance Tyler travels to return to 5 feet above the water from a depth of 15 feet?

|-15 - 5|

|5 -15|

|5 - (-15)|

|-15 - (-5)|

Which expression can we use to find the total distance Tyler traveled?

|4 - (-7)|

4 - 7

|4 - 7|

-7 - 4

If Tyler started 5 feet above the water, jumped, then went 8 feet below the water, which of the following represent the total distance traveled?

|5 - (-8)|

|-8 - (-5)|

|5 - 8|

|-8 - 5|

Tyler is 7 feet below the water's surface and dives another 8 feet down. How can we determine how far below the water's surface he is now?

|-7 - (-8)|

|7 - 8|

|-7 - 8|

|8 - 7|

It is important to remember that when finding the total distance between two points on a number line, you may need to find the absolute value of those distances separately, depending on what the question is asking for.

Emphasize to students that when finding the total distance between two points on a number line, they need to use absolute value. As is the case with #3, you may need to draw a picture showing them that he starts at -7 feet down and goes down another -8 feet. His total distance from the surface is |-7| + |-8| or |-7 - 8|.

Activity 1: Along the Street

Jason lives on the same street as his school, the movie theater, his friend's house and the store. They are all different distances away from his house. Treat Jason's house as the origin, and determine the distance he needs to travel.

This interactive is another application of how negative numbers may be used to show distance traveled. On the number lines there are five places Jason can travel: Jason’s house is the starting point and located at zero. The school is located at -8, the movies are at -5, his friend’s house is at 4 and the store is at 7. Students can move the red point along the number line to the different locations. Above the number line students can see the distance the location is from the starting point (Jason’s house).

TRY IT

Step-by-step explanation:

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3 years ago

Read 2 more answers