Answer:
Yes
Step-by-step explanation:
This function is called a discrete function since the function isn't continuous like a line but consists of individual points.
Also, the points in the function don't share the same x-coordinate, so the function passes the vertical line test.
I don’t understand help
The coordinates of the new triangle are P' = (5, 3), K' = (3, 1) and Y' = (1, 4)
How to determine the coordinates of the new triangle?The coordinates of the triangle in the figure are
P = (-5, -3)
K = (-3, -1)
Y = (-1, -4)
The transformation is given as 180 degrees rotation
The rule of this transformation is
(x, y) = (-x, -y)
When this is applied on the triangle, we have the coordinates of the new triangle to be
P' = (5, 3)
K' = (3, 1)
Y' = (1, 4)
Hence, the coordinates of the new triangle are P' = (5, 3), K' = (3, 1) and Y' = (1, 4)
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The function f(x) is given by the set of ordered pairs.
{(1,0), (–10,2), (0,6), (3,17), (–2,–1)}
Answer:
Question? where is a question...that is a statement
In a certain school, there were 180 students in year 7. 110 study french, 88 study german, 65 study indonesian, 40 study both french and german while 38 study german and german only. find the number of students who study all the three languages. also, find the number of students who study indonesian only
The number of students who study Indonesian only = 10
Total pupils= 110
Study French = 88
Study Indonesian = 65
Study French and German = 40
Study German and Indonesian = 38
Study French and Indonesian = 26
Study German only = 19
Students who study German only = G - F∩G - G∩I + F∩G∩I
19= 88-40-38 + F∩G∩I
F∩G∩I = 9
Students who study all three languages = 9
So the students who study only Indonesian = I - F∩I - G∩I + F∩G∩I
= 65- 38-26+ 9
= 10
Therefore the number of students studying Indonesian only = 10.
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The complete question is:
In a certain school, there are 180 pupils in Year 7. One hundred and
ten pupils study French, 88 study German and 65 study Indonesian.
Forty pupils study both French and German, 38 study German and
Indonesian, and 26 study both French and Indonesian, while 19 study
German only. Find the number of pupils who study Indonesian only.
a 65g book is 15cm x 5cm x 3c. Find the density
PLEASE HELP
Answer:
Density=13g/45cm cubed
Step-by-step explanation:
D=M/V
D=65g/225cmcubed
D=13g/45cm cubed
11/20 in simplest form
Answer:
11/20
Step-by-step explanation:
this fraction is simplified as much as possible and no longer can be simplified. 11/20 is in its simplest form
hope this helps!
Rename the fraction as a decimal.
1/50 =
-
Answer:
0.02
Step-by-step explanation:
Arianys wants to ride her bicyle 55.5 miles this week. she has already ridden 19 miles. if she rides 5 more days, which equation could be used to determine, m, the average number of miles she would have to ride to meet her goal?
Answer:4.6 miles for 5 days
Step-by-step explanation:
37 - 14 = 23
23 divided by 5 = 4.6
Answer:4.6 miles
Step-by-step explanation: she has already ridden 14 miles so 5 mroe days is 4.6 miles
The sum of three lengths of a fence ranges from 31 to 40 inches. two side lengths are 9 and 12 inches. if the length of the third side is x inches, write and solve a compound inequality to show the possible lengths of the third side. 31 ≤ x ≤ 40 22 ≤ x ≤ 28 10 ≤ x ≤ 19 9 ≤ x ≤ 12
If two side lengths of a fence are 9 and 12 inches and the sum of the three lengths ranges from 31 to 40 inches, then the length of the third side, x, can be presented by the compound inequality 10 < x < 19.
Inequality refers to the relationship between two non-equal expressions. It can be denoted by > for greater than, < for less than, >/= for greater than and equal to, and </= for less than and equal to.
Given that the sum of the three lengths of a fence ranges from 31 to 40 inches, the inequality can be written as:
31 < sum < 40
If two side lengths are 9 and 12 inches, and let x be the third length, the inequality becomes:
31 < 9 + 12 + x < 40
31 < 21 + x < 40
Subtracting 21 at all sides,
31 - 21 < 21 + x - 21 < 40 - 21
10 < x < 19
Hence, the compound inequality to show the length of the third side can be written as 10 < x < 19.
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a light is suspended at a height h above the floor. the illumination, i, at a point p is inversely proportional to the square of the distance, r, from the point p to the light and directly proportional to the cosine of the angle theta. assume k is the constant of proportionality. which of the following can be used to represent the illumination at point p? i
The light must be at a height of 7.07m from the floor for the maximum illumination at P.
How Distance is that?
Distance is the sum of an object's movements, regardless of direction. Distance can be defined as the amount of space an object has covered, regardless of its starting or ending position.Let I be the illumination at P then according to given conditions,
I = k cosθ/r²
Where k is constant of proportionality: since
r² = h² + 10²
cosθ = [tex]\frac{h}{\sqrt{h^{2} + 10^{2} } }[/tex]
then
I = k [tex]\frac{h}{( h^{2} + 100)^{3/2} }[/tex]
on differentiating
[tex]\frac{dI}{dh} = k \frac{h^{2} + 100)^{3/2} - 3h^{2 ( h^{2} + 100)^{1/2} } }{( h^{2} + 100)^{3} }[/tex]
[tex]= k \frac{( 100 - 2h^{2}) }{( h^{2} + 100)^{5/2} }[/tex]
[tex]\frac{dI}{dh} = 0[/tex]
gives
that is
h = √50 = 7.07
now
[tex]\frac{d^{2I} }{dh^{2} } = k \frac{( 6h^{3} - 900h }{( h^{2} +100)^{7/2} }[/tex]
for h = 7.07
[tex]\frac{d^{2}I }{dh^{2} } = - 10267.6[/tex]
then by second derivative test,I has a maximum ath=7.07
Hence the light must be at a height of 7.07m from the floor for the maximum illumination at P.
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here are points A and B Plot the points for each dilation described
Answer:
No one can answer this
Step-by-step explanation:
You need to add a picture or something because we need more information. This could be a graph, a number line, etc.
Answer:
(Image 1)
d(A,C)=10d(C,B)=8
d(A,B)=d(A,C)+d(C,B)=10+8=18
(Image 2)
AB=AC−BC
=10−8=2
Step-by-step explanation:
what is the unit rate for 1/4 kilometer in 1/3 hours
Answer: 0.75km
Step-by-step explanation:
Which of the following values is less than −|62|?
Answer:
-63, -90, -1924. -|63|, etc
Step-by-step explanation:
EASY PLEASE HELP I NEED ANSWER TO SEVEN
Answer: a, 9x10^9, largest number 900000000
Answer: greatest is A.
Step-by-step explanation:
Use the following information to find x. Write the value of the variable.
B is between A and C;
AB=3x+6;
BC=15x – 2; and
AB≅BC .
Answer:
2/3
Step-by-step explanation:
[tex]AB \cong BC \implies AB=BC \\ \\ 3x+6=15x-2 \\ \\ 6=12x-2 \\ \\ 8=12x \\ \\ x=\frac{2}{3}[/tex]
4. Calculate the area of the triangle.
20 mm
11 mm
On a coordinate plane, a parabola with equation f (x) = squared minus 4 x + 2 opens up. It goes through (0, 2), has a vertex at (2, negative 2), and goes through (4, 2).
Consider the function shown. How can you restrict the domain so that f(x) has an inverse? What is the equation of the inverse function?
x > –2; f Superscript negative 1 Baseline (x) = 2 minus StartRoot x + 4 EndRoot
x > –2; f Superscript negative 1 Baseline (x) = 2 + StartRoot x + 2 EndRoot
x > 2; f Superscript negative 1 Baseline (x) = 2 minus StartRoot x + 4 EndRoot
x > 2; f Superscript negative 1 Baseline (x) = 2 + StartRoot x + 2 EndRoot
The domain at which the function f(x) = x² - 4•x + 2, and the inverse of the function, f(x), is given by the option;
x > 2; [tex] f^{-1}(x) = 2 + \sqrt{x + 2} [/tex]How can the inverse function and the domain of the inverse function be found?The given function is f(x) = x² - 4•x + 2.
The points through which the parabola passes are;
(0, 2)(2, -2), which is the vertex(4, 2)The inverse of the function is found as follows;
f(x) = x² - 4•x + 2
The standard form of a quadratic equation is f(x) = a•(x - h)² + k
Where;
(h, k) = The coordinates of the vertex
a = The coefficient of x²
Comparing, we have;
(h, k) = (2, -2)
a = 1
Which gives;
f(x) = x² - 4•x + 2 = (x - 2)² - 2
f(x) = (x - 2)² - 2
Let f(x) = y
y = (x - 2)² - 2
y + 2 = (x - 2)²
x - 2 = √(y + 2)
x = √(y + 2) + 2 = 2 + √(y + 2)
x = 2 + √(y + 2)
Therefore, f(x) has an inverse when y > -2, which gives;
The domain where f(x) has an inverse is x > 2, given that the expression, 2 + √(y + 2), is always positive.
The inverse of the function is obtained by changing x to [tex] f^{-1}(x) [/tex] and y to x in the equation, x = 2 + √(y + 2), to give;
[tex] f^{-1}(x) = \mathbf{2 + \sqrt{x + 2}} [/tex]The correct option is therefore;
x > 2, f superscript negative 1 Baseline (x) = 2 + StartRoot x + 2 EndRoot
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Answer:
Its D.x > 2; f Superscript negative 1 Baseline (x) = 2 + StartRoot x + 2 EndRoot
Step-by-step explanation:
CAN SOMEONE HELP ME ASAP PLEASE I WOULD REALLY APPRECIATE!!!
Answer:
See explanation
Step-by-step explanation:
a. f(x)=|x|
b. |x|==> -|x| ==> f(x) has been flipped over the y-axis.
-|x| ==> -2|x| ==> Then, f(x) doubled by 2, scale factor of 2
-2|x| ==> -2|x|-3 ==> Finally, f(x) became g(x) when it translated 3 units down
c. Use the transformations in part b to graph
someone please help me with this! i am very confused so explain too :) thank you
Answer: 14/15
Step-by-step explanation:
[tex]9x=10x-x[/tex]
Divide both parts of the equation by 9:
[tex]\displaystyle\\x=\frac{10x-x}{9}\\\\x=0,9333333...\\\\Hence,\\\\x=\frac{10*0,933333...-0,9333333...}{9} \\\\x=\frac{9,333333...-0,933333...}{9} \\\\x=\frac{8,4}{9} \\\\x=\frac{8,4*10}{9*10} \\\\ x=\frac{84}{90}\\\\x=\frac{14*6}{15*6} \\\\ x=\frac{14}{15}[/tex]
8 Simplify: 7x² + 4x-x²
[tex] \: \Large \mathbb{SOLUTION:}[/tex]
[tex] \: \: \rm{ {7x}^{2} + 4x - {x}^{2}}[/tex]
[tex] \: \: \text{Reorder and gather like terms}[/tex]
[tex] \: \: \rm{( {7x}^{2} - {x}^{2} ) + 4x}[/tex]
[tex] \: \: \text{Collect coeffiecients of like terms}[/tex]
[tex] \: \: \rm{(7 - 1) {x}^{2} + 4x}[/tex]
[tex] \: \: \text{Calculate the sum or difference}[/tex]
[tex] \: \: \rm{ \underline{ \underline{ {6x}^{2} + 4x}}}[/tex]
[tex] \rm{6x {}^{2} + 4x}[/tex]
Solution:Collect like terms
[tex] \red{7x {}^{2} } + 4x \red{ - x {}^{2} }[/tex]
[tex] \red{6x {}^{2} } + 4x [/tex]
100(mod5) simplify it
Answer:
0
Step-by-step explanation:
Evaluate 40-15/t for t=5 step by step
Answer:
37
Step-by-step explanation:
Evaluate 40-15/t for t=5 step by step
first, remember PEMDAS
substitute in 5 for t
40-15/5
since division (D) comes before subtraction (S) in PEMDAS, we divide first
15/5 is 3
we are left with
40-3
if we subtract, we are left with
37
Answer:
37
Step-by-step explanation:
PEMDAS
Parenthesis
Exponents
Multiply
Divide
Add
Subtract
^
This is the order you should complete your problem in...
Need answers now...................
Answer:
[tex]\sqrt{17}[/tex]
A middle school took all of its 6th grade students on a field trip to see a ballet at a theater that has 1700 seats. The students filled 442 of the seats in the theater. What percentage of the seats in the theater were filled by the 6th graders on the trip?
Answer:
26%
Step-by-step explanation:
Number of seats by 6th graders / Number of seats in total × 100% = Percentage of seats by 6th graders
442/1700 × 100% = 26%
Hope this helps! ^^
Two boats are traveling in a canal in opposite directions, where x represents the distance, in feet, between the boats. the equation 2(x 1) = 2x 2 models the paths of the boats. solve for x.
Answer: Hi The Answer is 3 (the third one)
Step-by-step explanation: Am not sure if this is correct am taking the test right now
Answer:
all real numbers
Step-by-step explanation:
Florida
Identify a counterexample for the following statement:
"If a number is a perfect square, then it can't end with a 1."
Answer:
81
Step-by-step explanation:
81 is a perfect square, and also ends with 1.
A student club started a fundraising effort to support animal rescue organizations. The club sent an information flyer home to the n students in the school. It says, "We welcome donations of any amount, including any change you could spare!" Their goal is to raise T dollars, and to donate to a cat shelter and a dog shelter.
Match each quantity to an expression, an equation, or an inequality that describes it.
The dollar amount the club would have if every student at the school donated a quarter to the cause.
The dollar amount the school will raise is given by the expression 0.25n, where n is the number of students.
A combination of terms through addition, subtraction, multiplication, division, and other operations is known as an algebraic expression (or variable expression).
A connection that compares two numbers or other mathematical expressions inequitably is known as an inequality in mathematics.
The dollar amount the club would have if they reached one-fourth of their goal= [tex]\frac{1}{4} T[/tex]The dollar amount the club would have if every student at the school donated a quarter to the cause =[tex]\frac{1}{4} n[/tex]The dollar amount the club could donate to the cat shelter if they reached their goal and gave a quarter of the total donation to a dog shelter= [tex]\frac{3}{4} T[/tex]Therefore the dollar amount the school will raise is given by the expression 0.25n or [tex]\frac{1}{4} n[/tex] , where n is the number of students.
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Peyton needs to order some new supplies for the restaurant where she works. The restaurant needs at least 732 forks. There are currently 287 forks. If each sentence on sale contains 10 forks right and solve an inequality which can be used to determine X, The number of sets of forks Peyton could buy for the restaurant to have enough forks
Peyton needs to buy at least 45 sets for the restaurant to have enough forks.
Let the number of sets of forks be represented by 'x'. according to the question there are 10 forks in each set.
Since there are currently 287 forks available in the restaurant, and the restaurant needs at least 732 forks.
The inequality used to represent the given scenario is given by:
10x + 287 ≥ 732
10x ≥ 445
x ≥ 44.5
As Peyton cannot buy 44.5 sets of forks so we round it off to 45.
Therefore, he requires 45 sets in total.
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A line is perpendicular to y = -x-2
and intersects the point (-5, 10).
What is the equation of this
perpendicular line?
y = x + [?]
The equation of the perpendicular line is y = x + 15.
How to determine the equation of the perpendicular line
In this problem we need to determine the equation of the line perpendicular to another line, that intersects at the point (x, y) = (- 5, 10). The explicit form of the equation of the line is defined by the following first order polynomial:
y = m · x + b
Where:
m - Slopeb - y-Interceptx - Independent variabley - Dependent variableThe first line has a slope - 1 and the slope of the second line is:
m' = - 1 / m
m' = 1
Then, the intercept of the second line is:
b = y - m · x
b = 10 - (- 5)
b = 15
The equation of the perpendicular line is y = x + 15.
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The equation for line c can be written as y= – 3/7x+4. Perpendicular to line c is line d, which passes through the point (2,4). What is the equation of line d?
Answer: [tex]\text{y} = \frac{7}{3}\text{x}-\frac{2}{3}[/tex]
This is the same as writing y = (7/3)x - 2/3
=======================================================
Explanation:
The given equation is in y = mx+b form
m = -3/7 = slope
b = 4 = y intercept
Flip the fraction for the slope to get -7/3, and flip the sign from negative to positive to get 7/3
The original slope is -3/7 and the perpendicular slope is 7/3. These two slopes multiply to -1.
We want the perpendicular line to go through [tex](\text{x}_1,\text{y}_1) = (2,4)\\\\[/tex]
We'll use the point-slope form to get...
[tex]\text{y} - \text{y}_1 = \text{m}(\text{x}-\text{x}_1)\\\\\text{y} - 4 = \frac{7}{3}(\text{x}-2)\\\\\text{y} - 4 = \frac{7}{3}\text{x}+\frac{7}{3}(-2)\\\\\text{y} - 4 = \frac{7}{3}\text{x}-\frac{14}{3}\\\\\text{y} = \frac{7}{3}\text{x}-\frac{14}{3}+ 4 \\\\\text{y} = \frac{7}{3}\text{x}-\frac{14}{3}+ \frac{12}{3} \\\\\text{y} = \frac{7}{3}\text{x}+\frac{-14+12}{3} \\\\\text{y} = \frac{7}{3}\text{x}-\frac{2}{3} \\\\[/tex]
This equation has a slope of 7/3 and y intercept of -2/3.
what is an equation of the line shown on the graph in the point-slope form, using the point(1,-1)