Which recursive definition produces an arithmetic sequence where g(5) = 8 and g(10) = 10?

Answer:

6 8 8 8 89 9 8 8 66 4 4 4 57 8c8 7 54

Answer:

y=4 and x=0

Step-by-step explanation:

4(5y-20)+3y=12

20y-80+3y=12

23y-80=12

23y=92

y=4

Substitute y as 4 to get x.

Answer:

y=4

x=0

Step-by-step explanation:

4x + 3y = 12

X - 5y =-20

Multiply second equation by 4

4x + 3y = 12

4x - 20y = - 80

Subtract

23y = 92

y = 92/23

y =4

Put the value in first equation

4x + 12 =12

So 4x = 0

Therefore x= 0

Answer:

I think its 3 or 3.75 you can check

Step-by-step explanation:

Answer:

144

Step-by-step explanation:

Answer:

90 180 270

Step-by-step explanation:

Answer: C

Step-by-step explanation:

Answer:

$8,400=amount of loan

Step-by-step explanation:

Key:

P=Money borrowed

T=5 years (time passed)

R=0.025 (interest rate)

I=$1050 (interest charged)

Formula: I=P*R*T

Work:

1,050=P*0.025*5

1,050=P*0.125

1,050/0.125=8,400

Check

8,400*0.025*5=1,050

(thank you 7th grade math last year haha)

Answer: 123456789

Step-by-step explanation:

We need to write a 9-digit number using the digits 1, 2, 3, 4, 5, 6, 7, 8, and 9.

(where we can use each digit only one time)

We want the value of this 9-digit to be the smallest as possible, then:

The largest single value digit (9), needs to be in the smallest value place (in the units place)

The second larger digit (8), must be in the second smallest value place (in the tens)

And so on, then the 9-digit number will be something like:

123456789

Any other permutation will be larger than this number.

Answer:

a. 6276

b. 5590

c. 23128

d. 17325

e. 15090

f. 40419

g. 10496

h. 15000

i. 15648

99% sure

Answer:

Okay and? im confused there is no dot plot or question here...

Step-by-step explanation:

Answer:

H. Team B has a greater range in player heights than Team A has.

Step-by-step explanation:

just did the quiz

Understanding:

The total number of students is 40. 8.20% of them were absent, which means the rest were present, or in other words, (100-8.20)% were present or 91.8%. We can find the actual number of present students by multiplying the percentage of present students by the total number of students.

Solution:

Present Percentage = 91.8% or [tex]\frac{91.8}{100}[/tex]

Present Students = [tex](\frac{91.8}{100})(40)=36.72[/tex], since we are dealing with people we have to round it, so the present students are actually 37.

1 peal 0 banana

eeeeeeeeeeeeee

Answer:

-60%

Step-by-step explanation:

The formula for percent change is [ x2-x1/x1 ].

10-16/10

-6/10 or -0.6

~Multiply by 100%

-0.6 * 100% = -60%

Best of Luck!

Answer:

Please check the complete explanation below.

Step-by-step explanation:

We know that the slope-intercept form of the line equation

[tex]y = mx+b[/tex]

where m is the slope and b is the y-intercept

                                       ANALYZING TABLE 1

Part A)

Given table 1

x           0            1              2            3

y           1             3              5            7

From table 1, the y-intercept can be determined by setting  x=0 and checking the corresponding y-value.

so at x = 0, y = 1

Thus, the y-intercept is (0, 1).

From the graph, it is clear that the line W has a y-intercept (0, 1).

Therefore, table 1 represents the line W.

Part B)

Taking two points (0, 1) and (1, 3) to find the slope using the formula

m = (y₂-y₁) / (x₂-x₁)

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

now substituting m = 2, and b = 1 in the slope-intercept form

y = mx+b

y = 2x+1

Thus, table 1 represents the line W with the equation line y = 2x+1

                                  ANALYZING TABLE 2

Part A)

Given table 2

x           0            1              2            3

y           0             3             6            9

From table 2, the y-intercept can be determined by setting  x=0 and checking the corresponding y-value.

so at x = 0, y = 0

Thus, the y-intercept (0, 0).

From the graph, it is clear that line F has a y-intercept (0, 0).

Therefore, table 2 represents the line F.

Part B)

Taking two points (0, 0) and (1, 3) to find the slope using the formula

m = (y₂-y₁) / (x₂-x₁)

m = 3-0 / 1-0 = 3/1 = 3

now substituting m = 3, and b = 0 in the slope-intercept form

y = mx+b

y = 3x+0

y = 3x

Thus, table 2 represents the line F with the equation y = 3x

                                    ANALYZING TABLE 3

Part A)

Given table 1

x           0            1              2            3

y           2             3             4            5

From table 3, the y-intercept can be determined by setting  x=0 and checking the corresponding y-value.

so at x = 0, y = 0

Thus, the y-intercept (0, 2).

From the graph, it is clear that line N has a y-intercept (0, 2).

Therefore, table 3 represents line N.

Part B)

Taking two points (0, 2) and (1, 3) to find the slope using the formula

m = (y₂-y₁) / (x₂-x₁)

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

now substituting m = 1, and b = 2 in the slope-intercept form

y = mx+b

y = (1)x+2

y = x+2

Thus, table 2 represents the line N with the equation y = x+2

Answer: 1. Well, for one they both have a 'radicand' and you can arrange both of them in a fraction form.

2. Graph is increasing, there's an asymptotic value, the domain is all real numbers, the range is y > 0. If you add a constant, you are shifting it vertically, which means it's y-intercept will change by the magnitude of the constant.

3. Linear functions are a straight line with one definite slope. Exponential functions are basically curves with their slopes, not constantly, but changing. As you increase your x-values, the linear functions lacks behind, and the exponential one becomes very large.

4. I really don't know how to explain this, it's kind of confusing.

5. You can use the slope formula: (y2-y1)/(x2-x1). Plug in values, you get:

(12-8)/(4-2). This can be simplified to 4/2 or just 2. That's his average rate of change: 2 balls per day.

6. An arithmetic sequence adds on a specific value every time. For example: {1, 3, 5, 7...}

A Geometric sequence increases every time by a common ratio. For example: {2, 6, 18, 54...}

6. If it's relative to time, then you have a parametric equation dealing with time. Just like that, you can see that 1 variable changes with respect to the other, and that implies parametricity.

Step-by-step explanation:

9514 1404 393

Answer:

  [tex]x^{a/b}=\sqrt[b]{x^a}=(\sqrt[b]{x})^a[/tex]

Step-by-step explanation:

The denominator of the fractional exponent becomes the index of the root. The exponent numerator is left as the power of the base. The exponent can be inside or outside the radical.

  [tex]x^{a/b}=\sqrt[b]{x^a}=(\sqrt[b]{x})^a[/tex]

Answer:

i think its c i could be wrong but just go with your gut felling

Step-by-step explanation:

Answer:

a = 6, b = 8

Step-by-step explanation:

given (2,1)

2a - 1b = 4

-1a + 2b = 10

this gives us:

a + b = 14

solve for a

a = 14 - b

plug into first equations

2(14-b) - b = 4

28 - 2b - b = 4

28 - 3b = 4

24 = 3b

b = 8

now plug b back into your equation for a, and you get:

a = 14 - 8

a = 6

Answer: D is 0.93

Step-by-step explanation:

(3/4 x 1/8 = 0.93 ) We are looking for 0.93.

4/3 x 1/8 = 0. 16

4/3 × 8 = 10.6

3/4 × 1/8 0.93

In order to have 4 kg, he must have 20/5 kg. Each bag is 2/5 kg, so 2/5 times 10 is 20/5 or 4kg. Therefore, he bought 10 bags of tangerines for the school party.

Answer:

$6.15 for 1 pizza.

Step-by-step explanation:

The answer is 6.15 because 36.90 divided by 6 is 6.15.

P.S Can I have brainliest?

Answer:

Ethan sold more

Step-by-step explanation:

2/3 and 1/4

Simplify to 8/12 and 4/12

8/12 is more

Answer:

25l+20d=x and x ≤ 2000 needs to be part of the system.

Step-by-step explanation:

Given that:

Amount charged per lawn = $25

Number of lawns = l

Amount charged per driveway = $20

Number of driveways = d

Amount saved by Jamison = x

[tex]25l+20d=x[/tex]

Amount given by parents = upto $2000

It means the parents will not give more money than $2000, therefore, we will use less than equal to inequality

x ≤ 2000

Hence,

25l+20d=x and x ≤ 2000 needs to be part of the system.

Answer:

B

Step-by-step explanation:

$65×6%=$3.90

$3.90+$65=$68.90

m I right

Answer:

x=8

Step-by-step explanation:

Answer:

The family will travel at least 4 days.

Step-by-step explanation:

The inequality would look like this:

350d ≤ 1400

it's ≤ because the problem said that they had to travel AT LEAST a distance of 1400.

To solve the inequality, use inverse operations.

350d ÷ 350 ≤ 1400 ÷ 350

d ≤ 4

the family will travel at least 4 days.

I hope this helped and if it did I would appreciate it if you marked me Brainliest. Thank you and have a nice day!

Answer:

29 1/2-7 3/4 is 21.75

Then 21.75-1/2 is 21.25

Step-by-step explanation:

There is [tex]15\frac{1}{4}[/tex]c of gumbo soup left after Kingston's family ate and he shared some with his neighbor.

A fraction is written in the form of p/q, where q ≠ 0.

Fractions are of two types they are proper fractions in which the numerator is smaller than the denominator and improper fractions where the numerator is greater than the denominator.

Given, Kingston made a pot of [tex]29\frac{1}{2}[/tex] of gumbo soup.

His family ate some of the gumbo for lunch. this changed the amount of the pot by [tex]-7\frac{3}{4}[/tex].

So, Reaming gumbo soup is ([tex]29\frac{1}{2} - 7\frac{3}{4}[/tex]).

= (59/2 - 31/4).

= (118 - 31)/4.

= 87/4c of gumbo soup.

Then he gave some gumbo to his neighbors. This changed the amount in the pot by -6 1/2c.

= (87/4 - 13/2)c.

= (87 - 26)/4c.

= 61/4.

= [tex]15\frac{1}{4}[/tex]c of gumbo soup.

learn more about fractions here :

https://brainly.com/question/10354322

#SPJ2

Answer:

Jada travels faster at a speed of 45mph

Step-by-step explanation:

Jada travels faster at a speed of 45mph

When you divide the overall miles from the time it takes you get the miles per hour.

Jada: 135/3= 45

Andre: 228/6= 38

Jada travels at 45mph as Andre travels at 38mph.

Hope this helps!

Answer:

45

Step-by-step explanation:

Answer:

21 meters

Step-by-step explanation:

Answer:

17

Step-by-step explanation: