A mirror is placed 35 feet from the base of a waterfall by a hiker. The hiker walks backwards until they are 7.5 feet from the mirror. Determine how tall the waterfall is if the hiker is 6 feet tall.

45 ft
38 ft
28 ft
24 ft

To write a function from a table of values, you can use the data in the table to determine the pattern or relationship between the input (x) and output (y) values. Once you have identified this pattern or relationship, you can use mathematical notation to express it as a function in the form of y = f(x).

For example, if you have a table of values that shows a linear relationship between x and y, you can use the slope-intercept form of a linear equation (y = mx + b) to write the function. You can use the values in the table to find the slope (m) and the y-intercept (b) and then plug them into the equation to get the function.

You may also use the interpolation method to estimate a function from a table of values with a non-linear relation.

It's helpful to plot the data points on a graph to help identify the pattern or relationship, and to check that the function you've written correctly represents the data in the table.

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Complete question is: How do you write a function from a table of values?

Answer:

wrong - $32.547

right - $325.47

Step-by-step explanation:

Basically, if the number in the tens place (145) is 5 or higher the nearest would be the next ten or hundred up, if lower than 5 it goes back down.

Rounding cents is basically the same. as rounding Example:

$14.345

(This is not a vaild amount of money because once you reach a hundred cents you have another dollar. So you will move the decimal point over to the left.)

$143.45

More examples:

incorrect - $23.8678

correct - $2386.78

incorrect - $89.264

correct - $892.64

Rounding is something like rounding to the nearest ten or hundred here's an example:

14 to the nearest ten is 10

16 to the nearest ten is 20

284 to the nearest hundred is 300

104 to the nearest hundred is 100

(Hope this helps. Sorry if this confused you further)

When writing a piecewise function from a graph, the domain of each rule is determined by the x-values of the graph.

A piecewise function is a function that is defined by different rules for different ranges of the input (x-values). Each rule corresponds to a different interval of the domain.

To determine the domain of each rule when writing a piecewise function from a graph, you can use the following steps:

Identify the intervals of the x-axis where the graph changes behavior.

Write the domain of the function for each interval.

Write the rule for each interval of the domain.

For example, if a graph has a behavior change at x = 1, x = 3, and x = 5, then the domain of the function can be written as:

f(x) = {

y1, x < 1

y2, 1 ≤ x < 3

y3, 3 ≤ x < 5

y4, x ≥ 5

}

The domain for each rule is the interval of x-values between the changes in behavior. In this example, the first rule applies to x values less than 1, the second rule applies to x values between 1 and 3, the third rule applies to x values between 3 and 5, and the fourth rule applies to x values greater than or equal to 5.

Here, note that when writing a piecewise function, it is important to make sure that there are no gaps or overlaps in the domain of the function and that the x-values where the graph changes behavior are included in the domain of at least one of the rules.

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Answer: For the first 30 hours, Andrew will earn 4 (30) = $120. For each additional hour beyond 30 that Andrew works, he will earn 5 (h - 30). Therefore, the function that gives Andrew's total wages when he works more than 30 hours is

Step-by-step explanation: For the first 30 hours, Andrew will earn 4(30) = $120.  For each additional hour beyond 30 that Andrew works, he will earn 5(h - 30).  Therefore, the function that gives Andrew's total wages when he works more than 30 hours is:

w = 120 + 5(h - 30).

So, if he works 35 hours, he will earn:

120 + 5(35 - 30) = 120 + 5(5) = 120 + 25 = $145.

If he works 42 hours, he will earn:

120 + 5(42 - 30) = 120 + 5(12) = 120 + 60 = $180.

I hope this helps!

The additive inverse of 4 is -4. This means that when 4 is paired with -4, the two numbers cancel each other out and the result is 0.

The additive inverse of a number is the opposite of that number. For example, the additive inverse of 4 is -4. This means that when two numbers are added together and one of them is 4 and the other is -4, the result will be 0. This is because the two numbers cancel each other out. The same is true for any number and its additive inverse. For example, 8 and -8 added together will also result in 0. Additive inverses are an important part of algebra and can be used to solve equations. By understanding the concept of additive inverses, you can easily manipulate equations and solve for unknowns. This is due to the fact that when two numbers are added together and one of them is the additive inverse of the other, the result will always be 0.

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Answer:

solutions for these simultaneous equations are x = 6 and y = x = 6, or x = 1 and y = x = 1

Step-by-step explanation:

To solve these simultaneous equations, we need to find the values of x and y that satisfy both equations.

Given:

y = x

y = x² - 6

We can substitute the first equation into the second:

x = x² - 6

we can subtract x from both sides to get:

0 = x² - 7x + 6

Then we can factor it:

(x-6)(x-1) = 0

Therefore x = 6 or x = 1

So the solutions for these simultaneous equations are x = 6 and y = x = 6, or x = 1 and y = x = 1

There are two solutions, (6,6) and (1,1)

Julia has lower rate than anna by 0.375 miles/ hour

A rate is a ratio that is used for comparing two different kinds of quantities which have different units. On the other hand, the unit rate illustrates how many units of quantity correspond to the single unit of another quantity. We say that when the denominator in rate is 1, it is called unit rate. In fact, unit rate is said to be the amount of something in each unit or per unit. Let us understand this using some examples:

40 miles/2 hours = 20 miles/hour, Unit rate is 20 miles per hour

160 words/4 minutes = 40 words/minutes, Unit rate is 40 minute per minute

To compare the unit rate of the two riders, we need to determine the number of miles per hour for each of them.

For Anna, the unit rate is 20 miles / 1 1/3 hour = 15 miles/hour.

For Julia, the unit rate is 246 miles / 16 hours = 15.375 miles/hour.

So, Julia has a lower unit rate than Anna by 0.375 miles/hour.

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The solution for f(-3) - 2 in the function when the function f(x) = 4 − (x + 3)⁵ is 2

From the question, we have the following equation that can be used in our computation:

f ( x ) = 4 − ( x + 3 )^5

To make the equation legible, we need to rewrite it

So, we have the following representation

f(x) = 4 − (x + 3)⁵

Also from the question, we have

f(-3) - 2

This means that the value of x is -3, and we calculate f(x) when x = -3

Substitute the known values in the above equation, so, we have the following representation

f(x) - 2 = 4 − (x + 3)⁵ - 2

So, we have the following equation

f(-3) - 2 = 4 − (-3 + 3)⁵ - 2

There are constants to add or subtract to both sides of the equation

However, there is no factor to multiply or divide from both sides of the equation

So, we have the following representation

f(-3) - 2 = 4 − (0)⁵ - 2

Solving further, we have

f(-3) - 2 = 4 - 2

Evaluate the difference

f(-3) - 2 = 2

Hence, the solution is 2

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Complete question

Given that f ( x ) = 4 − ( x + 3 )^5

Find f(-3) - 2

Hint: find f(-3) first and then subtract 2.

Therefore , the solution of  the given problem of percentage comes out to be percentage of b is 4301%.

In mathematics, a percentage is a number of ratio that is stated as a portion of 100. Also occasionally used are the abbreviations "pct.," "pct," with "pc." To denote it, though, the percent symbol "%" is frequently employed. The % amount has no dimensions. Because percentages contain a numerator of 100, they are effectively fractions. A number should be followed by the % sign (%) to show that it represents a percentage. For instance, someone would receive a 75% grade if you properly solved 75 out of 100 questions on a test. To determine percentages, divide the amount of money by the total, and then multiply the result by 100. The percentage is calculated by multiplying the ratio (value/total) by 100%.

Here,

a =2001/100 * (b+c)

and

b= 87/100*c

thus putting value of b in a

=>a = 2001/100*(87/100*c + c)

=> a= 2001/100 * 187/87 * b

=>a/b = 374187 / 8700 * 100 = 4301%

and

Now percentage of b is 4301%.

Therefore , the solution of  the given problem of percentage comes out to be percentage of b is 4301%.

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Using percentages we know that the savings bond will be worth $787.5 on Greg's 30th birthday.

In mathematics, a quantity or ratio known as A% stands for a percentage of 100.

There are several different ways to depict a dimensionless connection between two numbers, including ratios, fractions, and decimals.

To represent percentages, the symbol "%" is typically written after the number.

So, we know that:

The bond is $350.

The return is 125% when Greg turns 30.

Then, the amount after she turns 30 will be as follows:

350/100 * 125

437.5

Bonds value: 437.5 + 350 = $787.5

Therefore, using percentages we know that the savings bond will be worth $787.5 on Greg's 30th birthday.

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The most common way to convert a base-2 number to base-3 number is to convert a base-2 number to decimal or base-10 number first then convert base-10 number to base-3 number. You actually can directly convert it to base-3 number, but it is more complicated to do.

There is two ways to convert base-2 number to decimal or base-10 number, using positional notation methods and doubling methods. Positional notation methods are done as follow:

       1     -   0  -   1   -  1   -  0   -   1

       2⁵       2⁴    2³    2²    2¹      2⁰

After we get base 10, then convert base-10 number to base-3 number like this:

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The best method to apply in solving the given equation x² = 9 is the factorization method.

Factorisation is defined as the breaking or deterioration of an entity (for example a number, a matrix, or a polynomial) into a product of another entity, or factors, which when multiplied together give the original number or a matrix, etc.

In x² = 9, we need to remove the power of 2 in order to separate just x.

This implies finding the square root √x² which is equal to x.

However, there are 2 possible answers to any square root, a positive or a negative answer.

x = √9

x = ± 3

0r we can solve this equation by the splitting method.

Rearrange the equation

x² = 9

(x - 3)(x + 3) = 0

On solving, we get

x = +3 and x = -3

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Answer:

d) b+b+3c and 2b+3c

Step-by-step explanation:

b+b=2b

2b+3c=2b+3c

The Additive Inverse of 924 is -924

⇒ The number that, when added to 924, will result in a sum of zero is the additive inverse of 924. The formula to solve the issue where x is the additive inverse of 924 is as follows:

924 + x = 0

⇒ When we solve the preceding equation for x, we obtain x = -924. As a result, the answer to the question "What is the additive inverse of 924?" is -924.

∴Therefore Additive Inverse of 924 = -924

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The horizontal distance covered by the ball is 119.5 ft.

It is a polynomial with a degree of 2 or the maximum power of the variable is 2 in quadratic equations. It has two solutions as its maximum power is 2.

Given that the height of a kicked ball can be modeled by the quadratic function h = - 0 .01x² + 1.18x + 2. The horizontal distance traveled by the ball in feet is represented by x, and h is the height of the ball in feet.

The horizontal distance covered by the ball will be calculated as,

h = - 0 .01x² + 1.18x + 2

Equate h to zero and solve for the distance x,

- 0.01x² + 1.18x + 2 = 0

Use the quadratic formula,

[tex]x=\dfrac{-b\pm\sqrt{b^2-4ac}}{2a}[/tex]

[tex]x = \dfrac{-1.18\om\sqrt{(1.18^2)-(4\times(-0.01)\times2}}{2\times-0.01}[/tex]

[tex]x=\dfrac{-1.18\pm\sqrt{1.4+0.08}}{-0.02}[/tex]

x = ( -1.18 - 1.21 ) / 0.02

x = 119.5 ft

The horizontal distance will be 119.5 ft.

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We can see here that in order to restore stuff, here are some steps to take:

Restoration is the process of returning an object or structure to its original condition or a close approximation of it. This can include cleaning, repairing, and/or preserving items such as furniture, antiques, artwork, historic buildings, and more.

The goal of restoration is to preserve the integrity of the item and maintain its historical or sentimental value. This process can include various techniques such as carpentry, metalworking, painting, and conservation.

To still restore a stuff,

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The discount amount is $3.75 ($25 x 15% = $3.75).

1.Calculate the discount: Regular price x discount percentage = discount amount

2. Plug in the values: $25 x 15% = $3.75

3.The discount amount is $3.75.

The discount amount can be calculated by taking the regular price and multiplying it by the discount percentage. For example, if the regular price is $25, and the discount percentage is 15%, the discount amount can be calculated by multiplying the regular price by the discount percentage ($25 x 15% = $3.75). Therefore, the discount amount is $3.75. This calculation can be used to calculate the discount amount for any given regular price and discount percentage.

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Answer:

Number of soda = 186

Number of hot dog= 62

Step-by-step explanation:

Let us take number of sodas as x and number of hot dogs as y

Then

x + y = 248 [Equation 1]

and

3y = x

Hence,

3y -x = 0 [Equation 2]

By adding [Equation 1 & 2]

(+x -x) 3y + y = 248 + 0

4y = 248

4 4

y = 62

Substitute y= 62 in [Equation 1] to get

x + y = 248

x + 62 = 248

x = 248 - 62

x = 186

The probability of getting no more than 4 calls between eight and nine in the morning is 0.9473

This is a  Poisson distribution problem with a mean of 2.

In a Poisson distribution, the probability that X successes is given by:

P(X = x) = [e^(-λ) ×  λˣ] / x!

where x is the number of successes

e = 2.71828 is the Euler number

λ is the mean

The number of calls received by an office on Monday morning between 8:00 AM and 9:00 AM has a mean of 2 i.e.  λ  = 2

P(X ≤  4) = ([e⁻²× 2⁰]/0!) +  ([e⁻²× 2¹]/1!) +   ([e⁻²× 2²]/2!) +  ([e⁻²× 2³]/3!) +  ([e⁻²× 2⁴]/4!)

P(X ≤  4) = 0.9473

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The points that the cooking group leader did label are (0,15) and (30,0). Thus, the correct answer is C.

As your first step, find the function that best represents x and y:

Hence, the function is:

The group leader labeled (0,15) on the y-axis, which means that when the number of small jars is 0, the group can use 15 large jars. This means that 15 large jars can hold 240 oz of spaghetti sauce, which is true since:

The group leader also labeled (30,0) on the x-axis, which means that when the number of large jars is 0, the group can use 30 small jars. This means that 30 small jars can hold 240 oz of spaghetti sauce, which is true since:

The function that represents this line is 8x + 16y = 240, where x is the number of small jars and y is the number of large jars. The line passes through (0,15) and (30,0) as the two intercepts.

This question should be written as:

A cooking group made 240 oz of spaghetti sauce to sell at a county fair. The group can pour the sauce into small jars that hold 8 oz and large jars that hold 16 oz. The group leader made a sketch to show the line representing the different combinations of jar sizes the group can use. The x-axis represented the number of small jars and the y-axis represented the number of large jars. The group leader labeled only the intercepts. Which points did the group leader label?

The correct answer is C.

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A multiple of 10 cannot be equals to a prime number. Multiple of 10 is always equals to a composite number.

As given in the question,

Multiple of a given number 10 are equals to :

10 , 20 , 30, 40, 50, ........, so on.

Prime number are those numbers which have only two factors one and the number itself.

Number 10 itself is not a prime number.

Factors of 10 are equals to :

1, 2, 5, 10

More than two factors.

All the Multiples of 10 cannot be a prime number as they have more than two factors.

Multiple of 10 represents the composite number.

Therefore, multiple of 10 cannot be equals to a prime number they are composite number.

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Answer:

no real solutions

Step-by-step explanation:

the easiest method would be to graph the equation and see how many intersection points with the x-axis there are; that represents the  number of solutions

when we graph the equation we first want to add 3 to each side of the equation to get the following:

y = 2x²-8x+11

what we see is that the parabola does not intersect the x-axis at all; therefore, there are no 'real' roots or solutions

Answer:

Step-by-step explanation:

x =(4-√24)/4=1-1/2√ 6 = -0.225.

The triangle with sides 25cm, 5cm and 24cm is not a right triangle.

Now, According to the question:

Let us assume that :

ABC is a right triangle,

A = 25cm

B = 5 cm

C = 24 cm

We have to find if the given sides of a triangle form a right triangle.

By using Pythagoras theorem for a right triangle,

[tex]A^2 = B^2+C^2[/tex]

[tex](25)^2 = (5)^2 + (24)^2[/tex]

LHS:[tex](5)^2 + (24)^2[/tex]

= 25 + 576

= 601

RHS:[tex](25)^2[/tex]

= 625

LHS ≠ RHS

Since, the Pythagorean theorem does not apply, the given sides do not form a right triangle.

Therefore, the triangle with sides 25cm, 5cm and 24cm is not a right triangle.

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The percentage increse in value from 5 to 7 is 40 %

A percentage is a ratio or fraction where the full value is always 100. Sam, for instance, would have received 30 out of a possible 100 points if he had received 30% on his arithmetic test. In ratio form, it is expressed as 30:100 and in fraction form as 30/100.

Finding the percentage of a whole in terms of 100 is what percentage calculation refers to. A percentage can be found in one of two ways:

It should be noted that when the denominator is not a factor of 100, the second technique of percentage calculation is not applied. In these situations, we employ the unitary technique.

The initial value is 5

Final value = 7

Increse in value 7-5 = 2

Percentage increse is [tex]\frac{2}{5}* 100 = 40 \ \% \\[/tex]

The percentage increse in value from 5 to 7 is 40 %

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The point of intersection of a triangle's angle bisectors is known as the incentre.

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If the parent graph is made steeper or less steep (y = ½ x), the transformation is called a dilation.

And if the parent graph is changed so that it falls to the right instead of rising to the right (y = -x), the transformation is called a reflection.

If x is replaced by x/A in a formula and A>1, then the effect on the graph is to expand it by a factor of A in the x-direction (away from the y-axis). If A is between 0 and 1 then the effect on the graph is to contract by a factor of 1/A (towards the y-axis). We use the word "dilate'' to mean expand or contract.

f y is replaced by y/B in a formula and B>0, then the effect on the graph is to dilate it by a factor of B in the vertical direction. As before, this is an expansion or contraction depending on whether B is larger or smaller than one. Note that if we have a function y=f(x), replacing y by y/B is equivalent to multiplying the function on the right by B: y=Bf(x). The effect on the graph is to expand the picture away from the x-axis by a factor of B if B>1, to contract it toward the x-axis by a factor of 1/B if 0<B<1, and to dilate by |B| and then flip about the x-axis if B is negative.

When dilating a line, check if the center is on the line.  If the center lines on the line, the line remains the same.

The line whose equation is y = x + 3 is dilated by a scale factor of 2  centered at the origin. Write the equation of the line after the dilation.

M= 1 , b =3

0=0 +3

0 ≠ 3

center not on line

(0 ,3)→(0 ,6)        d2   y intercept

(1 ,4)→(2 ,8)        d2   y intercept

y = mx + b

y =x +6

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Answer: B (-9, -3, 0, 5, 7)

Step-by-step explanation:

In y = 10x the value of y is twice the value of x, and in y = x + 10 the value of y is 10 more than the value of x.

What is an Equations?

Equations are mathematical statements with two algebraic expressions on either side of an equals (=) sign. It illustrates the equality between the expressions written on the left and right sides. To determine the value of a variable representing an unknown quantity, equations can be solved. A statement is not an equation if there is no "equal to" symbol in it. It will be regarded as an expression.

y = 10x, we can say that the algebraic equation represents "the value of y is twice the value of x.

Also, for the equation y = x + 10, we can say "the value of y is two more than the value of x.

Hence, In y = 10x the value of y is twice the value of x, and in y = x + 10 the value of y is 10 more than the value of x.

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