Answer:
B. 2x + 5, with the restriction x ≠ five over 2
Step-by-step explanation:
The given expression is the difference of squares, so factors as ...
the product of the quantity 2x plus 5 and the quantity 2x minus 5 over the quantity 2x minus 5
You will note that the numerator and denominator have a common factor:
the quantity 2x minus 5
Factoring that out gives ...
2x + 5, with the restriction x ≠ five over 2 (x is restricted from being a value that makes the denominator zero.)
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<em>Comment on the form of the answer</em>
Since you have written your math expressions using words instead of symbols, we assume you can read them more easily that way. So, we have provided the explanation in the form you can most easily understand. (Personally, I prefer math symbols. They are more compact and tend to be less ambiguous.)
<span>The y-intercept of is .
Of course, it is 3 less than , the y-intercept of .
Subtracting 3 does not change either the regions where the graph is increasing and decreasing, or the end behavior. It just translates the graph 3 units down.
It does not matter is the function is odd or even.
is the mirror image of stretched along the y-direction.
The y-intercept, the value of for , is</span><span>which is times the y-intercept of .</span><span>Because of the negative factor/mirror-like graph, the intervals where increases are the intervals where decreases, and vice versa.
The end behavior is similarly reversed.
If then .
If then .
If then .
The same goes for the other end, as tends to .
All of the above applies equally to any function, polynomial or not, odd, even, or neither odd not even.
Of course, if polynomial functions are understood to have a non-zero degree, never happens for a polynomial function.</span><span> </span>
Y<3x-3 = 17÷398 because it will help you fond the answer. for example. 398 is the answer because. it was around for a few thousand years ago do have fun kiddo
1/2 would work for the blank space
because as shown in the image you could relate it to a whole for each one and put it to 100 to figure out what the blank could be
the 0.20 can be converted to 1/5 so that way you can put everything into the 100 group
Answer:
Step-by-step explanation:
(-4,0) ; (-7, -14)
![d=\sqrt{(x_{2}-x_{1})^{2}+(y_{2}-y_{1})^{2}}\\\\ =\sqrt{(-7-[-4])^{2}+(-14-0)^{2}}\\\\ =\sqrt{(-7+4)^{2}+(-14)^{2}}\\\\=\sqrt{(-3)^{2}+(-14)^{2}}\\\\=\sqrt{9+196} \\\\=\sqrt{205} \\\\=14.3178](https://tex.z-dn.net/?f=d%3D%5Csqrt%7B%28x_%7B2%7D-x_%7B1%7D%29%5E%7B2%7D%2B%28y_%7B2%7D-y_%7B1%7D%29%5E%7B2%7D%7D%5C%5C%5C%5C%20%3D%5Csqrt%7B%28-7-%5B-4%5D%29%5E%7B2%7D%2B%28-14-0%29%5E%7B2%7D%7D%5C%5C%5C%5C%20%3D%5Csqrt%7B%28-7%2B4%29%5E%7B2%7D%2B%28-14%29%5E%7B2%7D%7D%5C%5C%5C%5C%3D%5Csqrt%7B%28-3%29%5E%7B2%7D%2B%28-14%29%5E%7B2%7D%7D%5C%5C%5C%5C%3D%5Csqrt%7B9%2B196%7D%20%5C%5C%5C%5C%3D%5Csqrt%7B205%7D%20%5C%5C%5C%5C%3D14.3178)
