The domain of the function is the input values for which the function exists. For the function above, the domain exists on all real values. Hence the domain of the function will be D = [tex]\{-\infty, \infty\}[/tex]
The range of the function is the output values for which the function exists. For the function above, the range also exists on all real values. Hence the range of the function will be R = [tex]\{-\infty, \infty\}[/tex]
The number N thought by Samantha divided by5 is expressed as;
[tex]\dfrac{N}{5}[/tex]
If the result is added to 4 and stored as R, then;
[tex]R = \dfrac{N}{5}+4[/tex]
This gives the required result
The domain of the function is the input values for which the function exists. For the function above, the domain exists on all real values. Hence the domain of the function will be D = [tex]\{-\infty, \infty\}[/tex]
The range of the function is the output values for which the function exists. For the function above, the range also exists on all real values. Hence the range of the function will be R = [tex]\{-\infty, \infty\}[/tex]
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which is the graph of g(x) = sqrt x-16
Answer:
Step-by-step explanation:
I am not sure if you are asking for the graph of
√(x-16) that has a x intercept at (16,0)
or
√ x -16 that has a y intercept at (0, -16)
Whats different for the functions
If AC=10 inches and CB=5 inches what is AB
If AC=10 inches and CB=5 inches what is AB...
now, AB= AC+CB
= 10+ 5
=15 inches......
hope it helps you.have a nice day/ night...........
Answer:
It depends on the positions of the points.
Step-by-step explanation:
Since there is no figure, we cannot tell what the correct answer is since there is more than one possibility.
Here is one valid possibility.
10 5
<----------------+--------------------------+------------+--------------------->
A C B
Here we have point C between points A and B. Then according to the definition of a point between two points, we have AB = AC + CB.
AB = AC + CB
AB = 10 + 5
AB = 15
Here is another equally valid possibility.
<----------- AC = 10----------------->
5
<----------------+--------------------------+------------+--------------------->
A B C
Here we have AC = 10 and CB = 5, but we have point B between points A and C. According to the definition of a point in between two points, we have AC = AB + CB
10 = AB + 5
AB = 5
AB may be 10 or 5 depending on the order of the points on the number line. That makes the problem ambiguous without a figure.
What is the number when 4is subtracted from the Sum of 4 and 7 multiplied by one-fourth of 20?
Answer:
one fourth of 20 = 5
(4+7)-4*5
11-4*5
11-20
-9
If you roll a number cube 96 times, how many times would you expect to roll a prime number?
We can expect to roll a prime number 48 times.
Theoretically, when you roll a number cube all the possible numbers have the same probability, 1/6.
We know that the numbers in a number cube are {1, 2, 3, 4, 5, 6}
Of these, the primes are: 2, 3, and 5.
So half of the outcomes of a number cube are primes.
This means that, in every single roll, the probability of getting a prime number is 1/2. (1/6 + 1/6 + 1/6 = 3/6 = 1/2)
Then for 96 rolls, we should expect to see in half of these a prime number as an outcome.
This means that we should expect to roll a prime number 96/2 = 48 times.
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You should expect to roll a prime number 64 times.
To determine, if you roll a number cube 96 times, how many times would you expect to roll a prime number, the following calculation must be performed, knowing that the prime numbers are those that can only be divided by 1 or by themselves:
A cube has 6 sides. Therefore, the numbers in the cube will be 1, 2, 3, 4, 5 and 6. Of these numbers, only 4 and 6 are not prime, since 4 is divisible by 2 and 6 is divisible by 2 and 3.
Therefore, 4/6 numbers are prime, that is, 66.66% of the numbers in the cube.
Therefore, if you roll a number cube 96 times, since 96 x 4/6 equals 64, you should expect to roll a prime number 64 times.
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help me
I need help please
Answer:
hhghhhhhhhhh
Step-by-step explanation:
yyyyjuiynrjdjf
Find the length of the segment indicated. Round to the nearest tenth if necessary.
Answer:
x=5
Step-by-step explanation:
x is the length of the line segment from the center to the boderline of circle. So x=5
Alice stand at point A and looks at the top of a 17.8 m tree TB, such that her line of sight makes an angle 38° with the horizontal. The height of her eye level is 1.5 m. Find the horizontal distance AB between Alice and the tree.
Answer:
Step-by-step explanation:
let the horizontal distance be x
(17.8-1.5)/x = tan 38
or x = 16.3/tan38
or x = 20.863
Find the slope of the line that passes through (26, 15) and (1, 86).
Answer:
-71/25
Step-by-step explanation:
We can use the slope formula when given two points
m = (y2-y1)/(x2-x1)
m = (86-15)/(1 -26)
= 71/-25
= -71/25
Answer:
[tex]\displaystyle m = \frac{-71}{25}[/tex]
General Formulas and Concepts:
Pre-Algebra
Order of Operations: BPEMDAS
Brackets Parenthesis Exponents Multiplication Division Addition Subtraction Left to RightAlgebra I
Coordinates (x, y)Slope Formula: [tex]\displaystyle m = \frac{y_2 - y_1}{x_2 - x_1}[/tex]Step-by-step explanation:
Step 1: Define
Identify
Point (26, 15)
Point (1, 86)
Step 2: Find slope m
Simply plug in the 2 coordinates into the slope formula to find slope m
Substitute in points [Slope Formula]: [tex]\displaystyle m = \frac{86 - 15}{1 - 26}[/tex]Subtract: [tex]\displaystyle m = \frac{71}{-25}[/tex]5+a2+ab-9c if a=5 b=4c=0
5+a2+ab-9c
let's just substitute a with 5, b with 4 and c with 0
5+5*2+5*4-9*0
= 5+10+20+0
= 35
x^2 + 2*x*1/x+ 1/x^2
Answer:
the land of seven is a person that has a unique and the world
As gamers progress through a video game, they earn a higher rank. In an online gaming network, gamers can see what fraction of the way they
are to the next rank. The line plot displays the fraction of the way to the next rank for all the gamers in the network. What fraction of gamers
have bof the way to go to the next rank?
Gamers Progress to Next Rank
Number
of
Gamers
Fraction of Progress to Next Level
A
A.
c.)
Question isn't well formatted, a picture if the question is attached below.
Answer:
1 / 4
Step-by-step explanation:
From the plot, each dot represent a gamer ; therefore, the total number of gamers will be counting all the dots ;
Total number of gamers = 24
Fraction of gamers that have 7 / 8 of the way to go ;
This means that they have 7/8 of the way left to proceed to next level ;
The fraction is : 1 - 7/8 = 1 /8
This means the number of of people whose progress are on 1/8 ; this is 6
Hence, fraction of gamers that have 7/8 of the way to go :
6 / 24 = 1 / 4
Blanca runs 8 laps around the track each day to train for an endurance race. She times each lap to practice her pacing for the race. The table shows the lap times, in seconds, for three days of practice.
A 3-column table with 8 rows. The first column is labeled day 1 lap times (seconds) with entries 83, 92, 91, 89, 94, 93, 88, 84. The second column is labeled day 2 lap times (seconds) with entries 87, 90, 92, 91, 92, 95, 90, 85. The third column is labeled day 3 lap times (seconds) with entries 85, 86, 91, 93, 91, 89, 88, 84.
Which histogram represents Blanca’s lap times for the three days of practice?
A graph shows lap time (seconds) labeled 82 to 98 on the horizontal axis and number of laps on the vertical axis. 1 lap was 82 to 84 seconds. 4 laps were 84 to 86 seconds. 2 laps were 86 to 88 seconds. 4 laps were 88 to 90 seconds. 6 laps were 90 to 92 seconds. 5 laps were 92 to 94 seconds. 2 laps were 94 to 96 seconds. 0 laps were 96 to 98 laps.
A graph shows lap time (seconds) labeled 82 to 98 on the horizontal axis and number of laps on the vertical axis. 1 lap was 82 to 84 seconds. 3 laps were 84 to 86 seconds. 3 laps were 86 to 88 seconds. 5 laps were 88 to 90 seconds. 5 laps were 90 to 92 seconds. 3 laps were 92 to 94 seconds. 3 laps were 94 to 96 seconds. 1 lap was 96 to 98 seconds.
A graph shows lap time (seconds) labeled 82 to 98 on the horizontal axis and number of laps on the vertical axis. 1 lap was 82 to 84 seconds. 3 laps were 84 to 86 seconds. 3 laps were 86 to 88 seconds. 4 laps were 88 to 90 seconds. 6 laps were 90 to 92 seconds. 4 laps were 92 to 94 seconds. 2 laps were 94 to 96 seconds. 1 lap was 96 to 98 laps.
A graph shows lap time (seconds) labeled 82 to 98 on the horizontal axis and number of laps on the vertical axis. 1 lap was 82 to 84 seconds. 4 laps were 84 to 86 seconds. 2 laps were 86 to 88 seconds. 4 laps were 88 to 90 seconds. 6 laps were 90 to 92 seconds. 3 laps were 92 to 94 seconds. 4 laps were 94 to 96 seconds. 0 laps were 96 to 98 laps.
Answer:
A graph shows lap time (seconds) labeled 82 to 98 on the horizontal axis and the number of laps on the vertical axis. 1 lap was 82 to 84 seconds. 4 laps were 84 to 86 seconds. 2 laps were 86 to 88 seconds. 4 laps were 88 to 90 seconds. 6 laps were 90 to 92 seconds. 5 laps were 92 to 94 seconds. 2 laps were 94 to 96 seconds. 0 laps were 96 to 98 seconds
Step-by-step explanation:
The given table is presented as follows;
[tex]\begin{array}{ccc}Day \ 1 \ lap \ times \ (seconds)&Day \ 2 \ lap \ times \ (seconds)&Day \ 3 \ lap \ times \ (seconds)\\83&87&85\\92&90&86\\91&92&91\\89&91&93\\94&92&91\\93&95&89\\88&90&88\\84&85&84\end{array}[/tex]The number of laps in the range 82 to 84 seconds = 1
The number of laps in the range 84 to 86 seconds = 4
The number of laps in the range 86 to 88 seconds = 2
The number of laps in the range 88 to 90 seconds = 4
The number of laps in the range 90 to 92 seconds = 6
The number of laps in the range 92 to 94 seconds = 5
The number of laps in the range 94 to 96 seconds = 2
The number of laps in the range 96 to 98 seconds = 0
Therefore, the histogram that represents Blanca's lap times for the three days of practice is described as follows;
A graph shows lap time (seconds) labeled 82 to 98 on the horizontal axis and the number of laps on the vertical axis. 1 lap was 82 to 84 seconds. 4 laps were 84 to 86 seconds. 2 laps were 86 to 88 seconds. 4 laps were 88 to 90 seconds. 6 laps were 90 to 92 seconds. 5 laps were 92 to 94 seconds. 2 laps were 94 to 96 seconds. 0 laps were 96 to 98 seconds
Answer: A.
Step-by-step explanation: On Edge!
HELP ME !!!!!!
instruction given the quadrilateral ABCD inscribed in the circle, find x and y
The opposite angles in a cyclic quadrilateral are supplementary. i.e., the sum of the opposite angles is equal to 180˚
So using theorem we find that
∠A+∠C = 180
x + 108 = 180
x = 180 - 108
x = 72
∠B+∠D = 180
88 + y = 180
y = 180 - 88
y = 92
Answered by Gauthmath must click thanks and mark brainliest
The required value of angle x and angle y is 72 and 92 respectively.
Given that,
A figure of the circle has been shown,
A quadrilateral is inscribed in the circle,
Angles in the quadrilateral are given as
∠A = x, ∠B = 82, ∠C = 108 and ∠y
The value of angles x and y is to be determined.
A quadrilateral is an irregular four-sided shape as given in the picture in question.
Since quadrilateral has a property that describes that the sum of opposite angle of the quadrilateral is 180°,
Here in the given quadrilateral sum of angle A + C and angle B + D is equal to 180.
⇒
∠A + ∠C = 180
∠A + 108 = 180
∠A = 72°
Similarly
∠B + ∠D = 180
88 + ∠D = 180
∠D = 92
Thus, the required value of angle x and angle y is 72 and 92 respectively.
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#SPJ5
Which graph shows the solution set
Answer:
D
Step-by-step explanation:
Answer:
It's D on there
Step-by-step explanation:
please help, it is similar to angles. halpp
Answer:
Step-by-step explanation:
Because those 2 lines are parallel, then 2x + 10 and 2x - 30 are same side interior and are supplementary. Therefore,
2x + 10 + 2x - 30 = 180 and
4x - 20 = 180 and
4x = 200 so
x = 50
Answer:
x = 50
Step-by-step explanation:
Two Parallel lines and an transversal.
Given angles are co - interior angles and they are supplementary.
2x + 10 + 2x - 30 = 180
2x + 2x + 10 -30 = 180 {Combine like terms}
4x - 20 = 180
4x = 180 + 20 (Add 20 to both sides}
4x = 200 {Divide both sides by 4}
x = 200/4
x = 50
Find the intersection of the following sets: Set A : {1, 5, 10, 14, 22} Set B : {5, 14, 20, 22, 27}
Answer:
Step-by-step explanation:
Intersection means that the sets have terms in common
(5, 14, 22) are the common terms.
Answer:
A ∩ B = { 5,14,22}
Step-by-step explanation:
Intersection is where the two sets meet, or what they both have in common
Set A : {1, 5, 10, 14, 22} Set B : {5, 14, 20, 22, 27}
Set A intersect B has 5 , 14 and 22 in common
A ∩ B = { 5,14,22}
Asap I really need help. Is the answer 1.54??!! Please help.
equivalent expression: 3 + 4(2z - 1)
Answer:
8z - 1
Step-by-step explanation:
Given
3 + 4(2z - 1) ← multiply each term in the parenthesis by 4
= 3 + 8z - 4 ← collect like terms
= 8z - 1
Answer:
-1 + 8z
Step-by-step explanation:
First use the distributive property of multiplication (Just multiply 4 with all numbers in the parenthesis):
3 + 4(2z - 1)
3 + 8z - 4
Group like terms:
3 + 8z - 4
-1 + 8z
The answer is -1 + 8z
Hope this helped.
A line with slope 3 intersects a line with slope 5 at the point (10, 15). What is the distance between the x-intercepts of these two lines?
The distance between the intercepts of both lines is 2 units
The equation of a line in slope intercept form is:
[tex]y = mx + b[/tex]
Where:
[tex]m \to[/tex] slope
[tex]b \to[/tex] y intercept
For the first line, we have:
[tex]m_1 = 3[/tex] ---- the slope
So, the equation of the first line is:
[tex]y = 3x + b_1[/tex]
For the second line, we have:
[tex]m_2 = 5[/tex] --- the slope
So, the equation of the second line is:
[tex]y = 5x + b_2[/tex]
Both lines intersect at (10,15) means that (10,15) is a common solution to the equation of both lines
i.e.
[tex](x,y) = (10,15)[/tex]
Substitute these values in the first equation and solve for b
[tex]y = 3x + b_1[/tex]
[tex]15 = 3*10 + b_1[/tex]
[tex]15 = 30 + b_1[/tex]
[tex]b_1 = 15 - 30[/tex]
[tex]b_1 = -15[/tex]
So, the equation of the first line is
[tex]y = 3x - 15[/tex]
Repeat the same process for the second line
[tex]y = 5x + b_2[/tex]
[tex]15 = 5*10 + b_2[/tex]
[tex]15 = 50 + b_2[/tex]
[tex]b_2 = 15 - 50[/tex]
[tex]b_2 = -35[/tex]
So, the equation of the second line is
[tex]y =5x - 35[/tex]
The x intercept is when [tex]y =0[/tex]
So, we substitute 0 for y and solve for x in the equations of both lines
For line 1
[tex]y = 3x - 15[/tex]
[tex]0 = 3x - 15[/tex]
[tex]3x= 15[/tex] ---- Collect like terms
[tex]x = 5[/tex] --- Divide both sides by 3
The x intercept of line 1 is 5
For line 2
[tex]y =5x - 35[/tex]
[tex]0 = 5x - 35[/tex]
[tex]5x = 35[/tex] --- Collect like terms
[tex]x = 7[/tex] -- Divide both sides by 5
The x intercept of line 2 is 7
The distance (d) between both is the difference in the intercepts:
[tex]d = 7 - 5[/tex]
[tex]d = 2[/tex]
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given a geomatric progression 2,6,18,54... find the smallest value of n such that the nth term is greater than 100000
Answer:
hello,
Step-by-step explanation:
[tex]u_1=2=2*3^0\\u_2=6=2*3^1\\u_3=18=2*3^2\\u_4=54=2*3^3\\\\....\\u_n=2*3^{n-1}\geq 100000\\\\3^{n-1}\geq 50000\\\\(n-1)*ln(3)\geq ln(50000)\\\\n-1\geq 9,848586...\\\\n\geq 10.848586....\\\\\boxed{n=11}\\[/tex]
helppppppppppppppppppppppppppp
Answer:
28° because this is an isosceles triangle, and isosceles triangles have congruent base angles.
Answer:
A or 28
Step-by-step explanation:
Cause if both of the sides is 6, than that means that its equal. So 28 on one side and 28 on the other.
(5.9)(1.102)
What’s does that mean
Answer:
brackets stand for multiplication therefore this means multiply 5.9 by 1.102..
I hope this helps and sorry if it's wrong
Daniel incorrectly solved the equations shown. Explain what he did wrong in each situation and then solve both equations correctly. 16x2 - 9 = 16
V16x2 - 19 - + 16
4x - 3 - +4
4x = +7
* = 14
(a)
IN
y3 - 1 = 7
= 8
(b)
y = 2
Step-by-step explanation:
the scanned description is very hard to understand.
so I think what happened :
16x² - 9 = 16
then the first error :
sqrt(16x²) - sqrt(9) = sqrt(16)
that is wrong, as you cannot split a + or - operation inside a sqrt function into + or - separate sqrt results of the parts.
so, correctly, the only possible transformation involving sqrt for both sides :
sqrt(16x² - 9) = sqrt(16)
but it would be even easier to clean up the various constant numbers with each other.
so,
16x² - 9 = 16
16x² = 25
and now we trashes the square root
sqrt(16x²) = sqrt(25)
4x = 5
x = 5/4 or x = -5/4
and I cannot see or understand for my life what the second equation was, as Daniel did something wrong, so I cannot deduct the original equation out of a supposedly wrong
y³ - 1 = 7
[tex]5x- \dfrac{ \sqrt{ 9 { x }^{ 2 } -6x+1 \phantom{\tiny{!}}} }{ 1-3x }[/tex]
Answer:
[tex]=5x+1[/tex] or [tex]=5x-1[/tex]
Step-by-step explanation:
One is given the following equation:
[tex]5x-\frac{\sqrt{9x^2-6x+1}}{1-3x}[/tex]
The problem asks one to simplify the expression, the first step in solving this equation is to factor the equation. Rewrite the numerator and denominator of the fraction as the product of two expressions. Remember the factoring patterns:
[tex](a-b)^2=a^2-2ab+b^2[/tex]
[tex]=5x-\frac{\sqrt{9x^2-6x+1}}{1-3x}[/tex]
[tex]=5x-\frac{\sqrt{(3x-1)^2}}{-(3x-1)}[/tex]
Now simplify the numerator. Remember, taking the square root of a squared value is the same as taking the absolute value of the expression,
[tex]=5x-\frac{\sqrt{(3x-1)^2}}{1-3x}[/tex]
[tex]=5x-\frac{|3x-1|}{-(3x-1)}[/tex]
Rewrite the expression without the absolute value sign in the numerator. Remember the general rule for removing the absolute value sign:
[tex]|a-b|\\=a -b[/tex] or [tex](-a-b) = b-a[/tex]
[tex]=5x-\frac{|3x-1|}{-(3x-1)}[/tex]
[tex]=5x-\frac{3x-1}{-(3x-1)}[/tex] or [tex]=5x-\frac{-(3x-1)}{-(3x-1)}[/tex]
Simplify both expressions, reduce by canceling out common terms in both the numerator and the denominator,
[tex]=5x-\frac{3x-1}{-(3x-1)}[/tex] or [tex]=5x-\frac{-(3x-1)}{-(3x-1)}[/tex]
[tex]=5x-(-1)[/tex] or [tex]=5x-(1)[/tex]
Simplify further by rewriting the expression without the parenthesis, remember to distribute the sign outside the parenthesis by the terms inside of the parenthesis; note that negative times negative equals positive.
[tex]=5x-(-1)[/tex] or [tex]=5x-(1)[/tex]
[tex]=5x+1[/tex] or [tex]=5x-1[/tex]
What table represents a linear function
Answer:
OPTION 1
Step-by-step explanation:
A function has exactly 1 output for every input option 1 is the only one where every x value corresponds to exactly 1 y-value.
Mahmoud earns $450 per week plus a 20% commission as a car salesman. He wants his
hourly salary to be at least $35.
The inequality that relates the number of hours to the weekly sales is:
[tex]450 + 0.20x \ge 35y[/tex]
The complete question implies that we define an inequality that represents the relationship between the number of hours worked in a week and the weekly sales
We make use of the following representation:
[tex]x \to[/tex] weekly sales from cars.
[tex]y \to[/tex] hours worked in a week
His weekly salary is then calculated as:
Salary (S) = Earnings per week + Commission * Sales from car
So, we have:
[tex]S = 450 + 20\% * x[/tex]
Express percentage as decimal
[tex]S = 450 + 0.20* x[/tex]
[tex]S = 450 + 0.20x[/tex]
Assume he works for y hours in a week.
His hourly rate is:
[tex]Hourly = \frac{S}{y}[/tex] --- i.e. weekly salary divided by number of hours
[tex]Hourly = \frac{450 + 0.20x}{y}[/tex]
For this rate to be at least [tex]\$35[/tex], the following condition must be true
[tex]Hourly \ge 35[/tex] --- i.e. is hourly rate must be greater than or equal 35
So, we have:
[tex]\frac{450 + 0.20x}{y} \ge 35[/tex]
Multiply both sides by y
[tex]450 + 0.20x \ge 35y[/tex]
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Which best describes the relationship between the line that
passes through the points (1, -6) and (3,-2) and the line that
passes through the points (4,8) and (6, 12)?
A. parallel
B. same line
C. neither perpendicular nor parallel
D. perpendicular
32 x square Y - 2 y cube
Answer:
207y
Step-by-step explanation:
If f(x) = 3x + 10x and g(x) = 2x - 4, find (f- g)(x).
O A. 15x-4
B. 3X + 8x+4
O c. 3* – 8x+4
D. 3% + 12x-4
Answer:
B. 3ˣ + 8x + 4
General Formulas and Concepts:
Pre-Algebra
Distributive PropertyAlgebra I
Terms/CoefficientsFunctionsFunction NotationStep-by-step explanation:
Step 1: Define
Identify
f(x) = 3ˣ + 10x
g(x) = 2x - 4
Step 2: Find
Substitute in function values: (f - g)(x) = 3ˣ + 10x - (2x - 4)[Distributive Property] Distribute negative: (f - g)(x) = 3ˣ + 10x - 2x + 4Combine like terms: (f - g)(x) = 3ˣ + 8x + 4Answer:
3^x+8x+4
Step-by-step explanation:
f(x) = 3^x + 10x
g(x) = 2x - 4
(f- g)(x)=3^x + 10x - (2x - 4)
Distribute the minus sign
(f- g)(x)=3^x + 10x - 2x + 4
Combine like terms
3^x+8x+4
