The ordered pairs (x, y) define the relation Q.
{(4, 5), (-3,2), (5,5), (, - 3)}
Is Q a function?

answer:

the equation would be

200 + ( 50 * x ) = total cost

x is variable for the number of months  

but lets use the number 2 ( 2 months ) for example

200 + ( 50 * 2 ) =

using pemdas we solve what is in the parentheses first

50 * 2

= 100

then just add the following numbers since they are the only ones left over in the problem

100 + 200

= 300

now we know that in 2 months and if you chose this cell phone plan, you will have to spend 300 dollars even!

hope this helps you and if you ever need anymore help or just not understanding this topic then please feel free to ask me! :)

and just in cause you dont know what pemdas stands for,

parentheses, exponents, multiplication/division ( always start from left to right ), addition/subtraction ( and again always start from left to right )

Answer:

In English, we would call these terms the “Greatest Common Denominator” and the “Least Common Multiple”. It looks like in Italian at least, MCM stands for “Minimo Comune Multiplo” (aka Least Common Multiple) and MCD stands for “Maximo Comune Divisor” (aka Greatest Common Denominator).

Step-by-step explanation:

I hope it works

Answer: Make the ramp longer

making the ramp shorter and making the ramp steeper would be the same, and backing up wouldn't really help

Pickle should make the ramp longer in order to be successful.

Option A is the correct answer.

The ramp refers to a sloped surface that connects a lower level to a higher level.

We have,

- A longer ramp will provide a more gradual slope, which will make it easier for the cart to move up the ramp.

- If the ramp is too short,

The slope will be too steep and it will be difficult to push the cart up.

- Making the ramp steeper will also make it more difficult to push the cart up.

- Starting with a running start may provide some initial momentum, but it will not address the underlying problem of the ramp being too short.

Thus,

Pickle should make the ramp longer in order to be successful.

Learn more about the ramp here:

https://brainly.com/question/12023500

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Answer:

Question not Understood

Step-by-step explanation:

I am not understanding the question. Are they Gaining 4 lemons by selling 20? Did they buy 24 lemons, and sell 20 then keep the 4? please elaborate

The slope of the curve is positive between the times t=0\text{ s}t=0 st, equals, 0, start a text, space, s, end text, and t=2 \text{ s}t=2 st, equals, 2, start a text, space, s, end text since the slope is directed upward. This means the acceleration is positive.

The slope of the curve is negative between t=2 \text{ s}t=2 st, equals, 2, start a text, space, s, end text, and t=8 \text{ s}t=8 st, equals, 8, start a text, space, s, end text since the slope is directed downward. This means the acceleration is negative.

At t=2\text{ s}t=2 st, equals, 2, start a text, space, s, end text, the slope is zero since the tangent line is horizontal. This means the acceleration is zero at that moment.

Concept check: Is the object whose motion is described by the graph above speeding up or slowing down at time t=4\text{ s}t=4 st, equals, 4, start a text, space, s, end text?

[Show me the answer.]

What does the area under a velocity graph represent?

The area under a velocity graph represents the displacement of the object. To see why to consider the following graph of motion that shows an object maintaining a constant velocity of 6 meters per second for a time of 5 seconds.

To find the displacement during this time interval, we could use this formula

\Delta x=v\Delta t=(6\text{ m/s})(5\text{ s})=30\text{ m}Δx=vΔt=(6 m/s)(5 s)=30 mdelta, x, equals, v, delta, t, equals, left parenthesis, 6, start text, space, m, slash, s, end text, right parenthesis, left parenthesis, 5, start text, space, s, end text, right parenthesis, equals, 30, start text, space, m, end text

which gives a displacement of 30\text{ m}30 m30, start text, space, m, end text.

Now we're going to show that this was equivalent to finding the area under the curve. Consider the rectangle of the area made by the graph as seen below.

The area of this rectangle can be found by multiplying the height of the rectangle, 6 m/s, times its width, 5 s, which would give

\text{ area}=\text{height} \times \text{width} = 6\text{ m/s} \times 5\text{ s}=30\text{ m} area=height×width=6 m/s×5 s=30 mstart text, space, a, r, e, a, end text, equals, start text, h, e, i, g, h, t, end text, times, start text, w, i, d, t, h, end text, equals, 6, start text, space, m, slash, s, end text, times, 5, start text, space, s, end text, equals, 30, start text, space, m, end text

This is the same answer we got before for the displacement. The area under a velocity curve, regardless of the shape, will equal the displacement during that time interval. [Why is this still true when velocity isn't constant?]

\text{area under curve}=\text{displacement}area under curve=displacementstart text, a, r, e, a, space, u, n, d, e, r, space, c, u, r, v, e, end text, equals, start text, d, i, s, p, l, a, c, e, m, e, n, t, end text

[Wait, aren't areas always positive? What if the curve lies below the time axis?]

What do solved examples involving velocity vs. time graphs look like?

Example 1: Windsurfing speed change

A windsurfer is traveling along a straight line, and her motion is given by the velocity graph below.

Select all of the following statements that are true about the speed and acceleration of the windsurfer.

(A) Speed is increasing.

(B) Acceleration is increasing.

(C) Speed is decreasing.

(D) Acceleration is decreasing.

Options A, speed increasing, and D, acceleration decreasing, are both true.

The slope of a velocity graph is the acceleration. Since the slope of the curve is decreasing and becoming less steep this means that the acceleration is also decreasing.

It might seem counterintuitive, but the windsurfer is speeding up for this entire graph. The value of the graph, which represents the velocity, is increasing for the entire motion shown, but the amount of increase per second is getting smaller. For the first 4.5 seconds, the speed increased from 0 m/s to about 5 m/s, but for the second 4.5 seconds, the speed increased from 5 m/s to only about 7 m/s.

Example 2: Go-kart acceleration

The motion of a go-kart is shown by the velocity vs. time graph below.

A. What was the acceleration of the go-kart at time t=4\text{ s}t=4 st, equals, 4, start a text, space, s, end text?

B. What was the displacement of the go-kart between t=0\text{ s}t=0 st, equals, 0, start text, space, s, end text and t=7\text{ s}t=7 st, equals, 7, start text, space, s, end text?

A. Finding the acceleration of the go-kart at t=4\text{ s}t=4 st, equals, 4, start a text, space, s, end text

We can find the acceleration at t=4\text{ s}t=4 st, equals, 4, start a text, space, s, end text by finding the slope of the velocity graph at t=4\text{ s}t=4 st, equals, 4, start a text, space, s, end text.

\text{slope}=\dfrac{\text{rise}}{\text{run}}slope=  

run

ok, b)

you can times anything inside bracket by 8. so, 8r -40  + 12

You can simplify to 8r - 28.

d)

You can rearrange it to 6a + 12a -12/3 -15/3

= 18a - 27/3

Answer:

5w^2

Step-by-step explanation:

Answer:

5w^2

Step-by-step explanation:

Answer:

The answer is 0.47

Msmsmsmaka

Answer:

0.47

Step-by-step explanation:

47/100

hope it helps thank you

Answer:

90

Step-by-step explanation:

Divide 72 by 4 you get 18 which is how many Ling baked with one scoop of flour. Then just add 18 to 72 and you get 90

Answer:

$540.

Step-by-step explanation:

Aprrox some wire cost $15. And 21 x 15= 315. And 15 x 15= 225, so you add and you should have $540.

Answer:

Step-by-step explanation:

Square Root of 85

Answer:

it's cosine

Step-by-step explanation:

cos45° = x/17

Answer:

Younger: 12.78 per item

Older: 9.67 per item

Step-by-step explanation:

Well, if all the shirts and shorts were the same price divide the total price and total amount of items they bought.

Younger Brother:

8 shirts + 10 shorts = 18 items for $230

$230 ÷ 18 items = about 12.78 per item (it comes out to a lot of number so I estimated it the nearest hundredth)

Older Brother:

8 shirts + 4 shorts = 12 items

$116 ÷ 12 items = about 9.67 per item (estimated again)

Answer:

It is given that,

Sin 37° = 0.602

Cos 37° = 0.790

Tan 37° = 0.754

To find:

The length of side LN.

Solution:

In a right angle triangle,

[tex]\sin\theta =\dfrac{Perpendicular}{Base}[/tex]

Using this in triangle LMN, we get

[tex]\sin (37^\circ) =\dfrac{LM}{LN}[/tex]

[tex]0.602=\dfrac{6}{LN}[/tex]

[tex]0.602LN=6[/tex]

Divide both sides by 0.602.

[tex]LN=\dfrac{6}{0.602}[/tex]

[tex]LN=9.966777[/tex]

[tex]LN\approx 9.97[/tex]

Therefore, the correct option is C.

Answer:

25 ft 3 in

Step-by-step explanation:

Mr foote deck is 12 ft 6 in wide

It's length is twice its width with additional 3 inches

Therefore the length can be calculated as follows

12 ft 6 in + 12ft 6 in + 3 in

= (12+12)ft (6+6)in + 3 in

= 24+1 3in

= 25 ft 3 in

Hence the length of the deck is 25 ft 3 in

Answer:

Step-by-step explanation:

Remark

All you need is 2 points that you can rely on as being accurate.

(2,0) should certainly be one of them. I would pick (-1,3) as the other but it is less certain.

Givens

y2 =3

y1 = 0

x2 = -1

x1 = - 2

Formula

m = (y2 - y1)/(x2 - x1)

Solution

m = (3 - 0) / (-1 - - 2)

m = (3 )/ (-1 + 2)

m = 3/1

m = 3

Answer:

$797.30 or B on egunty :

)

Answer:

The answer is B.$797.30 on Edge 2021

Answer:

5

Step-by-step explanation:

Plug in each number into the equation to its corresponding variable

So 9+6/3

Add the top numbers 9+6=15

now you have 15/3

Simplify 15/3

5

Answer: 288

Step-by-step explanation: 360/5 is 72 so multiply the 6th graders times 72 and you get 288

Answer:

The moon has moved past the full moon and is moving toward the third quarter.

Step-by-step explanation:

Answer:

length of arc YPX=πrtheta /180

given radius =8m

= π(8)(360-90)/180=π(8)(270)/180=12πm

Answer:

1st pic:

x = 49

top angle = 45

bottom angle = 108

far right angle = 27 degrees

2nd pic:

angle 1 = 88 degrees

angle 2 = 57 degrees

angle 3 = 35 degrees

angle 4 = 145 degrees

Step-by-step explanation:

1st pic:

you can find the far right angle by taking 153 and subtracting it from 180:

⇒ 180 - 153 = 27 degrees

you can find x by the following equation ⇒ x - 4 + 2x + 10 + 27 = 180

combine like terms ⇒ 3x + 33 = 180

subtract 33 from each side ⇒ 3x + 33 - 33 = 180 - 33 ⇒ 3x = 147

divide 3 on each side: ⇒ [tex]\frac{3x}{3} = \frac{147}{3}[/tex]

x = 49

to find the top and bottom angles, substitute 49 for x:

top angle : x - 4

49 - 4 = 45 degrees

bottom angle: 2x + 10

2 x 49 + 10 = 108 degrees

2nd pic:

angle 1:

⇒ 180 - 92 = 88 degrees

angle 2:

⇒ 180 - 123 = 57 degrees

angle 3:

⇒ 180 - (88 + 57) = 35 degrees

angle 4:

⇒ 180 - 35 = 145 dgerees

The possible outcomes of the game, in terms of first place, second place, and third place, are:

Mohsin, Yusuf, Luke

Mohsin, Luke, Yusuf

Yusuf, Mohsin, Luke

Yusuf, Luke, Mohsin

Luke, Mohsin, Yusuf

Luke, Yusuf, Mohsin

To list all the possible outcomes of the game, we need to consider the different permutations of the three players: Mohsin, Yusuf, and Luke. Since there are three players, there are a total of 3! (3 factorial) possible outcomes, which is equal to 3 x 2 x 1 = 6.

Using the table format, we can list the possible outcomes as follows:

Outcome 1: Mohsin, Yusuf, Luke

Outcome 2: Mohsin, Luke, Yusuf

Outcome 3: Yusuf, Mohsin, Luke

Outcome 4: Yusuf, Luke, Mohsin

Outcome 5: Luke, Mohsin, Yusuf

Outcome 6: Luke, Yusuf, Mohsin

Each outcome represents a different arrangement of the players in the first, second, and third places.

As a result, the following players might finish first, second, and third in the game: Mohsin, Yusuf, and Luke

Luke, Mohsin, and Yusuf

Luke, Yusuf, and Mohsin

Mohsin, Luke, and Yusuf

Yusuf, Mohsin, and Luke

Mohsin, Yusuf, and Luke

These outcomes represent all the different ways in which the players can finish the game.

for such more question on permutations

https://brainly.com/question/28065038

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Answer:

-15 is the next number in the sequence