yes, actually it is possible. The mathematical expression f(x)=exp or ex denotes the exponential function.
What is meant exponential function?The mathematical expression f(x)=exp or ex denotes the exponential function. The word, unless specifically stated differently, normally refers to the positive-valued function of a real variable, though it can be extended to the complex numbers or adapted to other mathematical objects like matrices or Lie algebras. When the input variable x appears as an exponent in the formula f(x) = axe, an exponential function is indicated. The exponential curve is influenced by both the exponential function and the value of x.
One of the key mathematical operations is the exponential function (though it would have to admit that the linear function ranks even higher in importance). We allow the exponent to be the independent variable to create an exponential function. The formula f(x)=2x is a straightforward example.
Hence, yes, actually it is possible.
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Another one please anyone available to help?!
The prime factors of 80 are 2, 2, 2, 2, and 5, then its decomposition is:
80 = 2*2*2*2*5 = 2⁴*5
How to express a number as a product of its prime factors?
To do this, we start with our number, which in this case is 80, and we start dividing it by prime numbers.
The first prime number is 2, taking the quotient:
80/2 = 40
So 2 is a factor.
Now we try to divide again by 2:
40/2 = 20
Now we can divide by 2 again:
20/2 = 10
And again:
10/2 = 5
And 5 is another prime number, so now we only can divide by 5:
5/5 = 1
So, we divided by 2 four times and by 5 one time, then the decomposition in prime factors is:
80 = 2*2*2*2*5 = 2⁴*5
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Plane P contains lines a and b. Line c intersects plane P at point J.
Lines a and bare parallel, lines a and care skew, and lines band care not skew.
Draw a figure based upon this description.
Step-by-step explanation:
you cant make things in brainly
-9(-4)-6 find the value of expression
Answer:
30
Step-by-step explanation:
-9 × -4 = 36 (the two negatives cancel each other out)
36 - 6 = 30
The box-and-whisker plot below represents some data set. What is the value of the second quartile?
The median is at 55. Therefore, the second quartile of the data set is: 55.
What is the Second Quartile of a Data?50% of any given data set lies below the second quartile. Thus, the second quartile can be described as the median of a data set.
In a box-and-whisker plot, the median is the mark at where the vertical line divides the box of the box-and-whisker plot.
In the box-and-whisker plot given, the median is at 55. Therefore, the second quartile of the data set is: 55.
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Find the missing term(s) of each arithmetic sequence. -4.6,□ ,-5.2, . . .
The missing term of the sequence is - 4.9.
Here the sequence is -4.6, __, -5.2....
An arithmetic sequence is a sequence of numbers such that the difference between the consecutive terms is constant.
Here the sequence is in an arithmetic sequence, as there is a common difference between them.
The nth term of the sequence has a formula
[tex]a_{n}[/tex] = a + (n - 1) d
Here we know the 3rd term of the sequence so that we can find the common difference between them
[tex]a_{3}[/tex] = -4.6 +(3-1)d
-5.2 = -4.6 + 2d
0.6 = 2d
d = 0.3
So here the common difference is 0.3.
Now we have to find the 2nd term of the sequence,
[tex]a_{2}[/tex] = -4.6 + ( 2-1) 0.3
= -4.6 + 0.3
= - 4.9
Therefore the second term of the sequence is -4.9.
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Identify each sequence as arithmetic, geometric, or neither. Then find the next two terms. -5,10,-20,40, . . . . . . .
It is a geometric sequence since it has a common ratio. The next two terms are -80, 160
Let a sequence be:
a(1), a(2), a(3), a(4), a(5), ...
To determine whether the sequence is an arithmetic sequence, or a geometric sequence, or neither, we need to check how its consecutive terms relate to each other.
They have a common difference.The given sequence is:
-5,10,-20,40, . . .
Let us check whether they have a common difference:a(2) - a(1) = 10 - (-5) = 15
a(4) - a(3) = 40 - (-20) = 60
So they don't have a common difference.
Let us check whether they have a common ratioa(4)/a(3) = 40/(-20) = -2
a(3)/a(2) = -20/(10) = -2
a(2)/a(1) = 10/(-5) = -2
So they have a common ratio, i.e. r = -2.
Therefore, we can conclude that -5,10,-20,40, . . is a geometric sequence.
In a geometric sequence, the next term is equal to the previous term times the ratio.
We already have: -5,10,-20,40, ...
Hence:
Next term after 40 = 40 . (-2) = -80
Next term after -80 = -80 . (-2) = 160
Thus, the next two terms are -80, 160
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Between 11 P.M. and 8:20 A.M., the water level in a swimming pool decreased by 4/9 in . Assuming that the water level decreased at a constant rate, how much did the water level drop each hour?
That means that each hour it drops about 0.0625 inches
Divide the decrease in water level by the length of the time interval.
decrease = 7/12 inches ≅ 0.583 inches
Time interval: From 11 pm to 8:20 am you have 9:20 hours = (9 + 20/60) hours ≅ 9.33 hours
So the water drops at a rate of about
0.583/9.33 inches/hour ≅ 0.0625 inches/hour
Therefore, each hour it drops about 0.0625 inches.
The rate constant, or the specific rate constant, is the proportionality constant in the equation that expresses the relationship between the rate of a chemical reaction and the concentrations of the reacting substances.The rate constant is a proportionality factor in the rate law of chemical kinetics that relates the molar concentration of reactants to reaction rate. It is also known as the reaction rate constant or reaction rate coefficient and is indicated in an equation by the letter k.
Rate constant is dependent on the temperature. For zero-order reaction, rate constant's unit is mol L - 1 s - 1 . For first-order reaction, rate constant's unit is . For second-order reaction, rate constant's unit is mol - 1 L s - 1 .
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I need help I don’t get it
Answer:
Step-by-step explanation:
Perimeter = 2(l + w)
Area = l x w
l = 6 - 3 = 3 (Difference in x cords from A to B)
w = 5 - (-1) = 6 (Difference in y cords from A to C)
Perimeter = 2(3 + 6) = 18 units
Area = 3 x 6 = 18 square units
An item sold for $500. three years later it was only worth $10. how much is the annual depreciation rate
The annual depreciation rate is $163.33.
Depreciation rate is calculated using the formula
Annual Depreciation Rate =(Total Depreciable Cost)/(time) ..where time is in years.
In the given Question
The original cost of item = $500
Cost of item after 3 years = $10
Total Depreciable Cost = (original cost of item) -(Cost of item after 3 years)
=500-10
=$490
So,
Annual Depreciation Amount = (Total Depreciable Cost)/(time)
Annual Depreciation Amount =490/3=163.33
Hence, the item cost would depreciate $163.33 per year.
which means every year the amount will depreciate by $163.33
Therefore, the annual depreciation rate is $163.33 .
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Determine the solutions of the equation: absolute value of the quantity one fourth times x plus 7 end quantity minus 3 equals 24. x = −136 and x = 136 x = −136 and x = 80 x = −112 and x = 80 x = −80 and x = 80
The solutions are x = 80 and x = -136
Given equation is [tex]|\frac{x}{4}+7|-3=24[/tex].
We need to solve for x.
Absolute value function is given by, [tex]|x| = \left \{ {{x\ if\ x\geq 0} \atop {-x\ if\ x < 0}} \right.[/tex]
So the equation may have two solutions.
We use the property of absolute value to solve [tex]|\frac{x}{4}+7|-3=24[/tex]
⇒ [tex](\frac{x}{4}+7)-3=24[/tex] and [tex]-(\frac{x}{4}+7)-3=24[/tex]
⇒ [tex](\frac{x}{4}+7)=27[/tex] and [tex](\frac{x}{4}+7)=-27[/tex]
⇒ [tex]\frac{x}{4}=20[/tex] and [tex]\frac{x}{4}=-34[/tex]
⇒ x = 80 and x = -136
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Answer:
The solutions are x = 80 and x = -136
Step-by-step explanation:
ALGEBRA Which equation is equivalent to 7 x-3(2-5 x)=8 x ?
F 2 x-6=8
G 22 x-6=8 x
H -8 x-6=8 x
J 22 x+6=8 x
According to this the given equation the correct option is G. 22x - 6 = 8x
What precisely is algebra?Algebra is a field of mathematics that aids in the depiction of issues or situations using mathematical expressions. To construct a meaningful mathematical expression, variables such as x, y, and z are combined with mathematical operations such as addition, subtraction, multiplication, and division.
What is the primary goal of algebra?Algebra is a generalized version of arithmetic in which variables stand in for nonspecific numbers. Its objective seems to be to solve algebraic equations including equation systems.
According to given data:The equation is = 7x-3(2-5x)=8x
Now simplifying the equation:
7x-3(2-5x)=8x
7x - 6 + 15x = 8x
22x - 6 = 8x
According to this the correct option is G. 22x - 6 = 8x
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17. The depth d of an aquarium tank for dolphins must be within a 5 feet margin of 50/feet deep. Write the absolute
value inequality to represent this situation.
The absolute value inequality to represent this situation is |d - 50| <= 5
How to write the absolute value inequality to represent this situation?The given parameters are
Margin = 5 feet
Depth = 50 feet
The absolute value inequality to represent this situation is
|d - Depth| <= Margin
So, we have:
|d - 50| <= 5
Hence, the absolute value inequality to represent this situation is |d - 50| <= 5
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Write the equation of the line through each point. Use slope-intercept form.
(-3,1) ; perpendicular to y = -(2/5)x-4
The equation of the line in slope-intercept form passing through point (-3 , 1) and perpendicular to y = -(2/5)x - 4 is y = (5/2)x + 17/2
The equation of a line can be expressed in three different forms: standard form, slope-intercept form, and point-slope form.
The slope-intercept form of the equation of a line is given by the formula
y = mx + b
where m is the slope of the line
b is the y- intercept
If the line is perpendicular to y = -(2/5)x - 4, then their slopes are negative reciprocal of one another.
y = -(2/5)x - 4 : m = -2/5
m = 5/2
Substitute the values of the slope and the point to solve for the y-intercept, b.
y = mx + b
1 = 5/2(-3) + b
b = 17/2
Write the equation of the line by plugging in the value of the slope and y-intercept.
y = mx + b
y = (5/2)x + 17/2
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I need help with 43 please
Answer:
6y ≤ 10
Step-by-step explanation:
6 times a number y= 6y
less than or equal to = ≤
10 = 10
so...
6y ≤ 10
Answer:
6y = 10
Step-by-step explanation:
Determine whether each sequence is geometric. If so, find the common ratio. 1,2,3,4, . . . . .
The given sequence is not geometric.
What is a geometric progression?A geometric progression, sometimes referred to as a geometric sequence in mathematics, is a series of non-zero numbers where each term following the first is obtained by multiplying the preceding one by a constant, non-zero value known as the common ratio.
Given: 1, 2, 3, 4, ....
Here, 2/1 ≠ 3/2 ≠ 4/3
Since, the none of the ratio of the consequent and the previous term is not equal, the sequence does not satisfy the required condition and hence, is not geometric.
Hence, The given sequence is not geometric.
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[ Brainliest ]
On a coordinate plane, the ___ is the place where the x-axis and y-axis intersect.
answer should be origin
Namid bought 20 raffle tickets. If a total of 500 raffle tickets were sold, what is the probability that Namid will not win the raffle?
According to the question, Namid bought [tex]20[/tex] raffle tickets. And the total number of raffles sold was [tex]500[/tex].
Now. to calculate the probability in which Namid will not win the raffle:
[tex]P(Win) = \frac{P(E)}{n(E)} = \frac{20}{500} = \frac{1}{25}[/tex]
[tex]P(No Win) = 1-P(Win) = 1 - \frac{1}{25} = \frac{24}{25} = 96%[/tex]
Therefore, the probability that Namid will not win the raffle is [tex]96[/tex] percentage.
What is Probability?
The term probability means the study of the occurrence or the outcomes of the event. It is the measurement of the events that occurred during events. And many uncertain events cannot be measured.
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1) -7+5= 2) 7+5 3) 7+ (-5) 4) 2+9 5) 2+(-9) adicion de numeros enteros 6) -2+9 7) 8+(-8) 8) -5+5 9) -3+(-3) 10) -5+(-5) sustraccion de numeros enteros 1) 7- (-5) 2) -7- (-5) 3) 7- (+5) 4) 2- (-9) 5) -5- (-10) 6) 5-5 7) -8- (+20) 8) -3- (-3) 9) -5- (+12) 10) 8- (+10) porfi
The results of the expressions given are:
Part 1:
1) -2
2) 12
3) 2
4) 11
5) -7
6) 7
7) 0
8) 0
9) - 6
10) - 10
Part 2:
1) 12
2) - 2
3) 2
4) 11
5) 5
6) 0
7) - 28
8) 0
9) - 17
10) -2
We solve the equations respecting the level of hierarchy:
First the operations in parentheses, then brackets and finally braces.Of the arithmetic operations, first the multiplication and divisions and then the additions and subtractions.Two like signs add the values and keep the common sign.Two unlike signs subtract the values and use the highest value sign.Part 1:
1) -7+5= -2
2) 7+5 = 12
3) 7+ (-5) = 7 - 5 = 2
4) 2+9 = 11
5) 2+(-9) = 2 - 9 = -7
6) -2+9 = 7
7) 8+(-8) = 8 - 8 = 0
8) -5+5 = 0
9) -3+(-3) = - 3 - 3 = - 6
10) -5+(-5) = - 5 - 5 = - 10
Part 2:
1) 7- (-5) = 7 + 5 = 12
2) -7- (-5) = - 7 + 5 = - 2
3) 7- (+5) = 7 - 5 = 2
4) 2- (-9) = 2 + 9 = 11
5) -5- (-10) = - 5 + 10 = 5
6) 5-5 = 0
7) -8- (+20) = - 8 - 20 = - 28
8) -3- (-3) = - 3 + 3 = 0
9) -5- (+12) = - 5 - 12 = - 17
10) 8- (+10) = 8 - 10 = -2
What are algebraic operations?We can say that they are the set of numbers and symbols that are related by the different mathematical operation signs such as addition, subtraction, multiplication, division among others.
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Find the distance between the pair of points. Round to the nearest tenth.
W(2,0) and X(8,6)
Distance between the pair of points W(2,0) and X(8,6) is equal to
8.5 units(nearest tenth).
As given in the question,
Given points are W(2,0) and X(8,6)
Distance between the pairs of points = [tex]\sqrt{(y_{2}-y_{1})^{2}+(x_{2}-x_{1})^{2} }[/tex]
= [tex]\sqrt{(6-0)^{2}+(8-2)^{2} }[/tex]
= [tex]\sqrt{36 +36}[/tex]
=[tex]\sqrt{72}[/tex]
= [tex]8.5[/tex] units (nearest tenth)
Therefore, distance between the pair of points W(2,0) and X(8,6) is equal to 8.5 units (nearest tenth).
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At a swim meet, the order of the divers is randomly selected. If there are 12 divers, what is the probability that Danielle, Nora, and Li will dive first, second, and third, respectively?
The probability that Danielle, Nora, and Li will dive first, second, and third, respectively is 1/1320.
Since we are provided that in the meet, the orders of the drivers are randomly selected so, the total number of drivers is: 12
let A be the event in that Danielle was the first to dive.
B be the event that Nora been the second to dive.
and C is the event that Li has been the third to dive into.
P(A), probability of Danielle to dive first = 1/12
P(B), probability of Nora to dive second = 1/11
and P(C), probability of Li to dive in third = 1/10
So, the total probability that Danielle, Nora, and Li will dive first, second, and third, respectively = P(A) x P(B) x P(C)
= 1/12 x 1/11 x 1/10
= 1/ 1320
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What type of errors do you think scientist make with measurements?
Ready?
Answer:
The errors that may occur in the measurement of a physical quantity can be classified into six types: constant error, systematic error, random error, absolute error, relative error and percentage error.
Step-by-step explanation:
Hope this will be helpful for you.
-4(m+3)=24
SHOW YOUR WORK
Answer:
Answer: M=-9
Step-by-step explanation:
[tex]\frac{-4(m+3)}{-4} =\frac{24}{-4} M + 3 = -6 (Subtract -3 from 3 and -6) M = -9[/tex]
State whether the sentence is true or false. If false, replace the underlined word or number to make a true sentence.
If p || q , then ∠2 and ∠8 are supplementary .
The statement "If p || q , then ∠2 and ∠8 are supplementary" is false because " If p || q , then ∠2 and ∠8 are congruent"
Given,
The statement "If p || q , then ∠2 and ∠8 are supplementary"
In the figure
p is parallel to q.
∠2 and ∠8 are lie on the opposite sides of the transversal and both are nonadjacent exterior angle
So, ∠2 and ∠8 are alternate exterior angles
If p || q , then ∠2 and ∠8 are congruent.
Hence, The statement "If p || q , then ∠2 and ∠8 are supplementary" is false because " If p || q , then ∠2 and ∠8 are congruent"
The complete question is :
State whether the sentence is true or false. If false, replace the underlined word or number to make a true sentence.
If p || q , then ∠2 and ∠8 are supplementary .
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Write each equation in slope-intercept form. -4 x+3 y=1
The slope - intercept form of the equation -4 x+3 y=1 is y = 4/3x + 1/3.
How do we find slope - intercept form?Calculate the slope (m). Keep in mind that the slope is determined by dividing the change in y by the change in x. (rise over run).Find the y-value of the y-intercept by solving (b).In the formula y=mx+b, swap out m and b with their respective values.The equation given is -
-4 x+3 y=1
As we know the slope - intercept form is -
y = mx + c
-4 x+3 y=1
Dividing the equation with 3
⇒ -4/3x + y = 1/3
Now, rearranging the equation
y = 4/3x + 1/3
where slope = 4/3
y - intercept = 1/3
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Identify the location of point P under translation (x+3, y+1) .
A. (0,6)
B. (0,3)
C. (2,-4)
D. (2,4)
The location of point P under the translation is (2, 4)
How to identify the location of point P under the translation?The complete question is added as an attachment
The location of point P is
P = (-1, 3)
The translation is given as:
(x+3, y+1)
So, we have
P' =(-1 + 3, 3 + 1)
Evaluate
P' = (2, 4)
Hence, the location of point P under the translation is (2, 4)
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Use your results from Exercises 1-6 to determine whether the given measures define 0 , 1,2, or infinitely many acute triangles. Justify your answers.
a=10, b=10, m
An unlimited number of acute triangles can be formed from two sides without an angle measurement, such as a = 10 m and b = 10 m.
As an illustration -
If our side lengths are 10m and 10m, and our angle value goes from 0 to 90 degrees, how many different acute triangles can we create?
Construct a triangle with sides of 10 and 10 metres, an angle of 45 degrees, and a third side that can be extended to the desired length. You have built a triangle.
By changing the third side's length and angle, we can make a whole different triangle that is identical to this one.
Never forget to choose the side lengths and angles. There is a suggestion that you might decide to take a different step. The same angles can be used to make an unlimited number of different triangles.
As a result, with a single angle and a single side length, we can create an endless number of triangles.
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Match each expression with its translation.
1. 4 d
2. y-4
3. 4+x
4. 4÷n
NEXT ESTION
udentAssignment/index?eh-1005519587#
ASK FOR HELP
four divided by a number
four added to a number
the product of a number and four
the difference between a number
and four
Answer:
Step-by-step explanation:
division is ÷
addition is +
product is the word for the answer of multiplying numbers together
difference is the word for the answer of subtracting numbers
in this problem, any variable is called a number.
4 d : this is the product. you can write 4 x d, but a shortcut is to exclude the multiplication
y - 4 : this is subtraction, so the difference
4 + x : this is addition
4 ÷ n : this is division
Determine whether each set of numbers can be the measures of the sides of a triangle. If so, classify the triangle as acute, obtuse, or right. Justify your answer.
15,20,24
The following set of numbers 15, 20, and 24 can be the measures of the sides of an acute triangle.
A triangle is a polygon with three sides and three vertices.
To know if a set of number is a valid measure of the sides of a triangle, it must follow the Triangle Inequality Theorem which states that the sum of any two sides must be greater than the third side, such that a + b > c, a + c > b, and b + c > a.
let a = 15, b = 20, and c = 24
a + b > c 15 + 20 > 24 35 > 24 True
a + c > b 15 + 24 > 20 39 > 20 True
b + c > a 20 + 24 > 15 44 > 15 True
To know what type of triangle based on the length of its side:
1. Take the sum of the squares of the two smaller sides.
15^2 + 20^2 = 625
2. Compare it to the square of the largest side.
24^2 = 576
625 > 576
If the sum of the squares of the 2 is larger than the square of the 3rd, it is an acute triangle.
if they are equal, it is a right triangle
if they are smaller, then it is an obtuse triangle.
Hence, 15, 20, and 24 can be the measure of the sides of an acute triangle.
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Select the reason that best supports statement 7
Answer:
C because ur adding
what's the pattern? 7,11,19,35
The pattern of each number changes.. they are all factors of 4, the 4 turns into 8, than the 4 or 8 turns into 16.
7+4=11
11+8=19
19+16=35
[4×2=8, 8×2=16]
