Answer:
dude I would love to help but I don't speak taco bell I'm sorry :/
How do I find the function of a graph given?
Answer:
Explanation
Step-by-step explanation:
Well, to find a function of a given graph, you would need m, its slope, and b, its y-intercept. After you've done that, place the function in the format of f(x) or y = mx + b.
Find the slope using the formula y2-y1/x2-x1 or rise/run
Find the y-intercept by looking for the point that touched with the y-axis.
SOMEONE HELP ME ON THIS!!
Answer:
a) 8 ,18 year old students took part in the survey
b) 10
Select the correct answer. Simon used these steps to solve an equation: Step 1: -6(x + 7) = 2(x − 11) Step 2: -6x − 42 = 2x − 22 Step 3: -8x − 42 = -22 Step 4: -8x = 20 Which property did he use to get from step 3 to step 4? A. addition property of equality B. distributive property C. subtraction property of equality D. transitive property
From the steps Simon used in solving the equation, the property he applied to get to step 4 from step 3 is: A. addition property of equality.
What is the Addition Property of Equality?The addition property of equality states that to balance an equation, whatever value we add to one side of an equation must be added also from the other side of the equation.
In step 3, we have the following equation:
-8x - 42 = -22
Simon applied the addition property of equality by adding 42 to both sides of the equation to get -8x = 20 in step 4.
Thus:-8x - 42 + 42 = -22 + 42
-8x = 20
Therefore, from the steps Simon used in solving the equation, the property he applied to get to step 4 from step 3 is: A. addition property of equality.
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(b) Part B
How many solutions does the following the system of equations have?
Answer:
Its C.
Step-by-step explanation
:Took the test
Graph the linear equation 3x - 4y = 12
Classify the following triangle as acute, obtuse, or right.
D. None of these.
Equilateral is the only triangle that has all the sides that are equal to each other. Hope this helped you :)
Option D . None of these is the correct answer.
A racing track is shaped like an oval. Each time around
the track is 1.2 miles. The total distance for the
race is 480 miles.
What percentage is one lap around the track of
the total race?
(b) How many laps will it take to complete 75% of the
race?
Answer:
Percentage of one lap around the track of
the total race = 0.25%
It will take 300 laps to complete 75% of the race.
Step-by-step explanation:
1.2/480=0.0025
0.0025*100=0.25
480/100*75= 360
360/1.2=300
How do I find the inverse?
g(x) as given has no inverse because there are instances of two x values giving the same value of g(x). For instance,
x = -1 ⇒ g(-1) = 4 (-1 + 3)² - 8 = 8
x = -5 ⇒ g(-5) = 4 (-5 + 3)² - 8 = 8
Only a one-to-one function can have an inverse. g(x) is not one-to-one.
However, if we restrict the domain of g(x), we can find an inverse over that domain. Let [tex]g^{-1}(x)[/tex] be the inverse of g(x). Then by definition of inverse function,
[tex]g\left(g^{-1}(x)\right) = 4 \left(g^{-1}(x) + 3\right)^2 - 8 = x[/tex]
Solve for the inverse:
[tex]4 \left(g^{-1}(x) + 3\right)^2 - 8 = x[/tex]
[tex]4 \left(g^{-1}(x) + 3\right)^2 = x + 8[/tex]
[tex]\left(g^{-1}(x) + 3\right)^2 = \dfrac{x + 8}4[/tex]
[tex]\sqrt{\left(g^{-1}(x) + 3\right)^2} = \sqrt{\dfrac{x + 8}4}[/tex]
[tex]\left| g^{-1}(x) + 3 \right| = \dfrac{\sqrt{x+8}}2[/tex]
Recall the definition of absolute value:
[tex]|x| = \begin{cases}x & \text{if }x\ge0\\-x&\text{if }x<0\end{cases}[/tex]
This means there are two possible solutions for the inverse of g(x) :
• if [tex]g^{-1}(x) + 3 \ge 0[/tex], then
[tex]g^{-1}(x) + 3 = \dfrac{\sqrt{x+8}}2 \implies g^{-1}(x) = -3+\dfrac{\sqrt{x+8}}2[/tex]
• otherwise, if [tex]g^{-1}(x)+3<0[/tex], then
[tex]-\left(g^{-1}(x) + 3\right) = \dfrac{\sqrt{x+8}}2 \implies g^{-1}(x) = -3-\dfrac{\sqrt{x+8}}2[/tex]
Which we choose as the inverse depends on how we restrict the domain of g(x). For example:
Remember that the inverse must satisfy
[tex]g\left(g^{-1}(x)\right) = x[/tex]
In the first case above, [tex]g^{-1}(x) + 3 \ge 0[/tex], or [tex]g^{-1}(x) \ge -3[/tex]. This suggests that we could restrict the domain of g(x) to be [tex]x \ge -3[/tex].
Then as long as [tex]x \ge -3[/tex], the inverse is
[tex]g^{-1}(x) = -3+\dfrac{\sqrt{x+8}}2[/tex]
Which equation represents the line that has a slope of 1/2 and
contains the point (0, 3)?
A y = 1/3x + 1/2
B y = 3x + 1/2
C y = 3/2x
D y = 1/2x + 3
Answer:
Solution given:
slope(m)=½
passing through point (x',y')=(0,3)
now
equation of a line is:
y-y'=m(x-x')
y-3=½(x-0)
y=½x+3
D.y=½x+3 is a required equation of a line.
In a school day each student has to participate either in music or sport . Out of 350 students of the school 250 participated in sports and 145 in music then,
a. How many students have participated in both activities?
b. How many of them have participated in one activity only?
c. Represent the above information in a Venn Diagram.
Answer:
a. 45
b. 305
(left side) just sports, (middle) amount that did both, (right side) kids that just did music
Step-by-step explanation:
a. 250 + 145 = 395 395-350 = 45
b. 350-45= 305
ope this helps :)
What is the most precise and accurate definition of perpendicular lines?
A. two lines in a plane with opposite reciprocal slopes
B. two lines in a plane with opposite slopes
C. two lines in a plane with reciprocal slopes
D. two lines in a plane with the same slope
Answer:
A. two lines in a plane with opposite reciprocal slopes
Step-by-step explanation:
Because, if you flip a slope and change the sign, you get an opposite reciprocal to the original slope, thus, forming perpendicular lines.
When we first learn arithmetic, we focus on working with whole numbers. Then, we extend our understanding to fractions and negative numbers.
In algebra, we transfer these same skills to expressions involving variables. What elementary skills have you used so far in this course, and how have you extended them?
PLESE ANSWER AS FAST AS YOU CAN, IT MEANS ALOT!
Answer:
I don't think I can remember every skill I was taught through the years but in Kindergarten we used Number Sense so we could understand the meaning of more and less also there's estimation and PEMDAS. I've also learned how to round up so that the solution is at least around those numbers if the skill is to be applied.
hope that helps
Step-by-step explanation:
Which of the following is a solution of x2 + 2x + 4?
Answer:8x
Step-by-step explanation:
2++2=4 add x up 4 = 8x
Do you mean 2x for the first term or x^2? If the first term is 2X then the solution would be 4x+4. If the first term is not 2x but x^2 instead, then there is no solution for it
Can U solve it
plz explain fully !
Answer:
(9 ^ 3) x 0.04 (4/99)
Step-by-step explanation:
This seems overwhelming, but after simplifying, it will look much easier
Numerator (First Row)
First, we will combine like terms and simplify the top row
(9 ^ x + 1) x 8 - (9 ^ x - 1) x 81
(9 ^ x + 1) - (9 ^ x - 1) x (8 x 81)
(9 ^ 2x) x 648
Denominator (Second Row)
Next, we can combine like terms and simplify the second row
(9 ^ x) x 66 - (9 ^ x - 2) x 243
(9 ^ x) - (9 ^ x - 2) x (66 x 243)
(9 ^ 2x + 2) x 16,038
Simplify
Our expression is now
(9 ^ 2x) x 648
(9 ^ 2x + 2) x 16,038
We can simplify it as
(9 ^ 3) x 0.04 (4/99)
In a bag, the ratio of red to blue counters is 3:4.
If 3 red counters are removed the ratio of red to blue counters becomes 3:5.
How many blue counters are there in the bag?
Justin ate 9 out of the last 15 pretzels. What fraction of the pretzels was left ? Write the fraction in simplest form.
What principal will amount to 20,790 in 2 years at the simple interest of 5% per annum?
Answer:
18900
Step-by-step explanation:
I Can't Believe There Still Work It's Christmas Break
Fifteen cards numbered 1-15 are placed in a hat. What is the probability that the card has a multiple of 3 on it, given that the card picked is an odd
number? Express your answer as a fraction in simplest form.
The probability that the card has a multiple of 3 and an odd number is 20%.
How to find the card has a multiple of 3 on it, given that the card picked is an odd number?Given:
The number of cards: 15
Multiples of 3 and odd no are 3,9, and 15.
The number of cards Multiples of 3 and odd number = 3
Probability of getting a multiple of 3 cards = 3/15× 100
⇒ 20%
Probability means possibility. It is a branch of mathematics that deals with the occurrence of a random event. The value is expressed from zero to one.
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If -11 + N = -11, then N is the
a. additive identity
b. additive inverse
c. multiplicative inverse
d. multiplicative identity
Answer:
Step-by-step explanation:
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Solve the equation if 0°
Answer
(225-degree, 315 degree)
Step-by-step explanation:
Quadrilateral T'R'A'M os rotated °S -goo about the origin.
Answer:
ang hirap naman plss answee
At Tasty Dogs, 2 of the last 12 customers wanted mustard on their hot dogs. Considering this data, how many of the next 6 customers would you expect to want mustard?
Answer:
1
Step-by-step explanation:
Solve the system of equations - 2x + 2y = 2 and - x + 3y = –17 by
combining the equations.
Answer:
x=-10, y=-9. (-10, -9).
Step-by-step explanation:
-2x+2y=2
-x+3y=-17
----------------
-2x+2y=2
-2(-x+3y)=-2(-17)
-------------------------
-2x+2y=2
2x-6y=34
----------------
-4y=36
y=36/-4
y=-9
-x+3(-9)=-17
-x-27=-17
-x=-17+27
-x=10
x=-10
PLEASE HELP ME ASAP this is very important to me IT WILL RAISE MY GRADE and if you help me god bless you
Answer:
9
Step-by-step explanation:
The equation for a slope is y=mx+b, b being the y-intercept. Then, you can plug in the equation given and have 9 as your answer.
Answer:
the y intercept is 0
Step-by-step explanation:
i used a slope to help me find the y-intercept
Zero is a solution for which inequality?
4.1m > -16.4
4.1m > 16.4
-4.1m > 16.4
4.1m < -16.4
Since 0 is greater than -4 in the expression 4.1m >-16.4, hence zero is a solution to this inequality
Given the following inequality, we are to check which of them has zero as a solution.
For the expression
4.1m >-16.4
m > -16.4/4.1
m > -4
Since 0 is greater than -4, hence zero is a solution to this inequality
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PLZ HELP!!!!!!!!
Function 1 is defined by the equation y=-1/4r-5 Function 2 is defined by line p.shown on the following graph. Which function has a more negative slope?
A. Function 1
B. Function 2
C. The functions have the same slope.
Answer:
Function 1
Step-by-step explanation:
I got it correct on khan academy
The function defined on the graph by the equation y = (-1/4)r -5 and line p has slope which is represented by option C. The functions have same slope.
Let the two coordinate on the line p of the function 2 on the graph.
( x₁ , y₁ ) = (-4, -6)
(x₂ , y₂ ) = ( 4 ,-8 )
Slope of the line = ( y₂ - y₁ ) / ( x₂ - x₁ )
Substitute the value in the formula we get,
Slope of line p = ( -8 + 6 ) / ( 4 + 4 )
= -2/8
= -1/4
Slope of the function 1
y = -(1/4)r -5
When r = 8 ⇒ y = -7
r = -8 ⇒ y = -3
( x₁ , y₁ ) = (8, -7)
(x₂ , y₂ ) = ( -8 ,-3 )
Slope of the function 1 = ( -3 + 7 ) / ( -8 - 8 )
= 4/ -16
= -1/4
Therefore, slope of the both the function 1 and function 2 represented by line p are given by option C. the functions have same slope.
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DON'T SEND A LINK AND JUST ANSWER IT PLZ
Answer:
height = 10 , area = 240 units²
Step-by-step explanation:
The diagonal splits the rectangle into 2 right triangles.
Using Pythagoras' identity in the right triangle formed
with hypotenuse h = 26 and legs 24 and height x , then
x² = 26² - 24² = 676 - 576 = 100 ( take square root of both sides )
x = [tex]\sqrt{100}[/tex] = 10
Height = 10 units
area of rectangle = 24 × 10 = 240 units²
Which is not equivalent to 3/5
Answer: d.
15/24 is not an equivalent fraction of 3/5.
1. What is the exact distance from (-4,-2) to (4, 6)?
O 24 units
O 188 units
O V100 units
O V128 units
angelo's mother put $50 on a lunch card he spends the same amount each day for lunch. what is the constant rate of change for this function. choose two ordered pairs and write a ratio that can be used to find the slope or constant rate of change.
Given that Angelo spends the same amount everyday from the amount in
the lunch card, the function of the amount remaining is a linear function.
The constant rate of change of the function is; -5.25The two ordered pair used to find the constant rate of change are; (1, 44.75) and (2, 39.5)Reasons:
The amount Angelo's mother put on the lunch card = $50
A possible table of values to the question is presented as follows;
[tex]\begin{tabular}{r|c|c|c|c|}Days&0&1&2&3\\Money Remaining&&44.75&39.5&\end{array}\right][/tex]
Required:
The constant rate of the function that gives the amount remaining from the
amount Angelo's mother put on his lunch card.
Solution:
[tex]Slope \ or \ constant \ rate \ of \ change = \mathbf{\dfrac{y_{2}-y_{1}}{x_{2}-x_{1}}}[/tex]The two ordered pair that can be used to find the slope or constant rate of change are;
(x₁, y₁) = (1, 44.75), and (x₂, y₂) = (2, 39.5)
With the above two ordered pairs, we have the constant rate of change of the function given as follows;
[tex]Constant \ rate \ of \ change\ (The \ slope) =\dfrac{39.5-44.75}{2-1} = \mathbf{ -5.25}[/tex]
The constant rate of change for the function that gives the amount remaining in the lunch card is; -5.25
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