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The domain of the function f(x) = 3x3 is {2, 5}. What is the function’s range?
The range of the function f(x) = 3x3 when its domain is {2, 5} is

The system of equation can be used to find the root of the equation is y= x³-4x² +2x and y=0 , y=4x² and y= x³+2x

An equation is a mathematical statement that is made up of two expressions connected by an equal sign.

y=-4x²

y= x³+2x

By equating the above equation we have

-4x²=x³+2x

Now, y= x³-4x² +2x

and y=0

By equating the above equation we have

x³-4x² +2x=0

y=4x²

y= -x³-2x

By equating the above equation we have

4x²=-x³-2x

Lastly,

y=4x²

y= x³+2x

By equating the above equation we have

4x²=x³+2x

Hence, the equation can be used is y= x³-4x² +2x and y=0 ,

y=4x² and y= x³+2x

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The probability of bringing an apple is 0.20

The distribution of the fruits is given as:

The probability of bringing an apple is:

P(Apple) = Apple/Total

This gives

P(Apple) = 3/(3 + 2 + 4 + 5 + 1)

Evaluate

P(Apple) = 0.20

Hence, the probability of bringing an apple is 0.20

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Answer:

A

Step-by-step explanation:

guessing

He should evaluate the function f(x)=−1/3 x+4 for x=3  , Option D is the correct answer.

Interpolation is when the line of best fit is used to determine the value of a point that is within the range of plotted points.

It is given to find the value at Day 3 which lies in the range of the points used for plotting

The line for best fit is

f(x) = (-1/3)x +4

At x = 3

f(3) = (-1/3) * 3 +4

f(3) = -1+4 = 3

Therefore He should evaluate the function f(x)=−1/3 x+4 for x=3

Option D is the correct answer.

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We have following associations:

In this question we need to fill the blanks of a given proof by understanding and taking advantage of the most important axioms and theorems of Euclidean geometry and real algebra. In this case, a linear pair is the combination of two angles whose sum equals 180°, and those angles are always supplementary.

Thus, we have following associations:

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Answer:

difference-of-squares

Step-by-step explanation:

The ratio of rise to run between points B and C is the same as the slope of line AB

An equation is an expression that shows the relationship between two or more numbers and variables.

Slope of a line = ratio of rise to run = rise / run

Hence:

The ratio of rise to run between points B and C is the same as the slope of line AB

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If the plane flying in direction of 40° north of east at a speed of  350 mph and wind is blowing at 40 mph in the direction 30° south of east. then the drift angle will be 5.9 °.

Let's assume east as x axis and north as y axis.

Breaking velocity of plane into components

350 cos40°  î + 350 sin40°  ĵ

(350 × 0.76604)  î + (350 × 0.64278)  ĵ

268  î + 225  ĵ

Breaking velocity of wind into components

40 cos30°  î - 40 sin30°  ĵ

(40 × 0.86602)  î - (40 × 0.5)  ĵ

34.64  î - 20  ĵ

Now adding velocity of wind to velocity of plane as

The resultant velocity of the plane =  initial velocity of plane + velocity of wind

( 268 + 34.64 )  î + ( 225 - 20 ) ĵ

302.64  î + 205  ĵ

So the final velocity of plane will be 302.64  î + 205  ĵ

Lets assume the angle of final velocity from east be θ

So Tan θ = perpendicular / base

So Tan θ = 205 / 302.64

Tan θ = 0.677

θ = Tan⁻¹(0.677)

θ = 34.12 °

As we know,

Drift angle is the difference of initial and final angle of the object measured from same reference.

Drift angle=| Initial angle of plane from east - final angle of plane from east |

Drift angle= | 40 - 34.12 |

Drift angle= 5.87 ° ≈ 5.9 °

So we used the concepts of vectors to solve the above question, first we find out the the final angle of plane from east and then takes the difference of initial and final angle from east to find the drift angle and that we got as 5.9 °.

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Answer:

9

Step-by-step explanation:

2 + 1 + 4 + 3 + 5 + 7 + 4 + 2 + 2 + 1 + x = 40

x = 40 - (2 + 1 + 4 + 3 + 5 + 7 + 4 + 2 + 2 + 1)

x = 40 - (3 + 7 + 12 + 6 + 3)

x = 40 - (10 + 18 + 3)

x = 40 - 31

x = 9

Answer:

This would shift the equation to the right by 5

Step-by-step explanation:

Answer: -6

Step-by-step explanation:

The equation to describe the relationship between t, the time, and d, the distance is t = 1.43d

It is defined as the relationship between two variables when the first variable increases, the second variable also increases according to the constant factor.

As we know,

time(t) = speed(s)×distance(d)

Speed is constant:

t ∝ d

t = kd

k = t/d = 10/7 = 15/10.5 = 20/14 = 1.428 ≈ 1.43

The equation is:

t = 1.43d

Thus, the equation to describe the relationship between t, the time, and d, the distance is t = 1.43d

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Answer:

d=0.7t

Step-by-step explanation:

the other dude is wrong

The equation can be used to solve for x, the time in hours that Yi spent walking before meeting her friend would be D; 4x + 5(0.7 – x) = 3.

A system of equations is two or more equations that can be solved to get a unique solution. the power of the equation must be in one degree.

Total distance covered = 3 miles.

The first part walked at the rate of 4 miles per hour.

Let us consider x hours was walked in the first part.

Total distance covered in x hours at the rate of 4 miles per hour will be 4x.

Now, the Second walk rate with meeting with friend will be 5 miles per hour.

The Total time is taken = 0.7 hours.

Therefore, time is taken in the second walk only = (0.7 - x) hours.

Distance covered in second walk = 5 (0.7 - x).

Total distance covered = distance covered in the first part + distance covered in the second part.

4x + 5 (0.7 - x) = 3 miles.

Hence, correct option is D; 4x + 5(0.7 – x) = 3.

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Answer:

its d

Step-by-step explanation:

Answer:

Abbly non of them your question is wrwon

Answer:

i don't know

Step-by-step explanation:

i

Answer:

[tex]\huge\boxed{\sf BC = 19.4 \ cm}[/tex]

Step-by-step explanation:

θ = 71°

Adjacent = AB = 6.3 cm

Hypotenuse = BC = ?

We will use the trigonometric ratio of cos.

[tex]\displaystyle cos \theta = \frac{Adjacent}{Hypotenuse} \\\\cos \ 71 = \frac{6.3}{BC} \\\\0.33 = \frac{6.3}{BC} \\\\BC =\frac{6.3}{0.33} \\\\\boxed{BC = 19.4 \ cm}\\\\\rule[225]{225}{2}[/tex]

Visual representation is preferable for working for its attractive charts, graphs etc.

The advantages of the numerical values :

1. Numerical values are present in numerical methods. Numerical methods are easier to calculate with the help of mathematical operations like addition, subtraction, multiplication, division & others.

2. No analytical solution is present in numerical methods, only the numerical values are there. So, this is an advantage of numerical values.

The advantages of the visual representations

1. Visual representation gives us an easier way of understanding.

2. Visual representation makes something more interesting to read or solve.

3. Visual representation is best to arrange quantitative datas by using charts, graphs, attractive colors etc.

Which is preferable for working and why?

Visual representation is preferable for working. Because it is more easier way to solve something. The gained interest from visual representation also help to solve something quicker.

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Answer:

I myself prefer visual representation because to me it helps to see things visually and  for understanding and working with charts and graphs.

Numerical methods make equations easier to calculate because they give us help of mathematical operations like in addition, subtraction, multiplication, division & others.

Visual representations give us easier ways of understanding and makes something more interesting to read or solve by simply looking at the visual.

Step-by-step explanation:

Answer:

It's very simple: divide the 40 m² area by area of 1 one sphere

[tex] \frac{40 \: m {}^{2} }{3.41 \times 15m {}^{2} } = 565[/tex]

[tex]\quad \huge \quad \quad \boxed{ \tt \:Answer }[/tex]

[tex]\qquad \tt \rightarrow \:Domain = [-3, 1)[/tex]

[tex]\qquad \tt \rightarrow \:Range = [-5 , 4][/tex]

____________________________________

[tex] \large \tt Solution \: : [/tex]

Domain = All possible values of x for which f(x) is defined

[ generally the extension of function in x - direction ]

Range = All possible values of f(x)

[ generally the extension of function in y - direction ]

[tex] \large\textsf{For the given graph : } [/tex]

[tex]\qquad \tt \rightarrow \: domain = [ -3, 1)[/tex]

[tex]\qquad \tt \rightarrow \: range= [ -5,4][/tex]

Answered by : ❝ AǫᴜᴀWɪᴢ ❞

Answer: 23.476 = 20+3+0.4+0.07+0.006

Step-by-step explanation:

I think you were supposed to write down the choices but I will guess the answer is this one:

23.476 = 20+3+0.4+0.07+0.006

Hope I helped!

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Answer:  [tex]\textsf{y = 4x - 12}[/tex]

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Given: [tex]\textsf{Slope = 4, Point = (2, -4)}[/tex]

Find:  [tex]\textsf{The equation in slope-intercept form}[/tex]

Solution: We need to plug in the values into point-slope form and after simplifying, distributing, and solving for y we will have our equation in slope-intercept form.

Plug in the values

Distribute and simplify

Subtract 4 from both sides

Using the information that was provided in the problem statement we were able to determine that the equation in slope-intercept form was y = 4x - 12.

Answer:

y = 4x - 12

Step-by-step explanation:

Given:

slope of 4, and point (2, -4)

Here, we're being asked to write the equation in Slope-Intercept Form. As we have been given the slope and a point on the line, we can use the Point-Slope Form to be able to find that equation.

First, know the two forms:

⇒ Point-Slope Form: y - y₁ = m(x - x₁)

where: m is the slope, and (x₁, y₁) is the given point

⇒ Slope-Intercept Form: y = mx + b

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

Now, substitute the given values into the Point-Slope Form:

⇒ y - y₁ = m(x - x₁)

⇒ y - (-4) = 4(x - 2) [simplify]

⇒ y + 4 = 4x - 8

Change to the Slope-Intercept Form:

⇒ y + 4 = 4x - 8 [subtract 4 from both sides]

⇒ y + 4 - 4 = 4x - 8 - 4

⇒ y = 4x - 12

Therefore, the equation of the line in slope-intercept form is: y = 4x - 12

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Answer:

(-25, 25)

Step-by-step explanation:

let me know if you want an explanation!

Answer:

Draw a line segment from (-7, -2) to (3, 8)

See the diagram below.

You do not have to draw the blue dashed line. It's there to show how the points reflect over.

=========================================================

Explanation:

The inverse will have us swap x and y. The point (x,y) becomes (y,x)

The endpoint (-2, -7) becomes (-7, -2)

Also (8,3) moves to (3, 8)

Visually, these points are being reflected over the line y = x to form the inverse. We only need to worry about the endpoints because 2 points is the minimum needed to form a straight line.

Check out the diagram below. The red segment is the inverse. The blue dashed line is the line y = x. You don't have to plot this line as it's just a visual tool to see what's going on. Your teacher likely will only want the red segment.

Since the original segment is parallel to y = x, the inverse is also parallel to the mirror line. All three lines are parallel.  

Mixtures D and E have a ratio of 5:12 and will create the same shade of pink. Options D and E are correct.

A ratio is an ordered pair of integers a and b expressed as a/b, with b never equaling 0. A percentage is a mathematical expression in which two ratios are specified to be equal.

Given data;

red wax  = 12 ml

white wax = 5 ml

A red wax: white wax = 5:12

B. red wax: white wax=4:1

C red wax white wax = 13: 6

D. red wax: white wax=12:5

E. red wax white wax=12:5

Hence, mixtures D and E have a ratio of 5:12 and will create the same shade of pink.

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A function assigns the values. The input value that produces the same output value for the two functions is 1.

A function assigns the value of each element of one set to the other specific element of another set.

For the given tables the x is the input while f(x) and g(x) are the outputs of the respective functions. Therefore, the input for which the two given functions will return the same output is 1.

Hence, the input value that produces the same output value for the two functions is 1.

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Answer: No. The intervals defined by the margin or error overlap

Step-by-step explanation:

If we think about it, with the worst margins, 55% could be 48% and then the 45% would be 52%, showing there is no clear yes or no and it is possible that the intervals could overlap

Answer:

the answer is (3,4) is the solution to line A but not to line b

Answer:

b = 4

Step-by-step explanation:

the equation of a parabola in vertex form is

y = a(x - h)² + k

where (h, k ) are the coordinates of the vertex and a is a multiplier

here ( h, k ) = (2, 5 ) , then

y = a(x - 2)² + 5

to find a substitute any point on the parabola into the equation

using (0, 1 ) then

1 = a(0 - 2)² + 5 ( subtract 5 from both sides )

- 4= a(- 2)²= 4a ( divide both sides by 4 )

- 1 = a

then

y = - ( x - 2)² + 5

   = - (x² - 4x + 4) + 5

    = - x² + 4x - 4 + 5

    = - x² + 4x + 1 ← in the form ax² + bx + c

with b = 4

The statement best describes Cheryl's computer is option C. Cheryl accelerated to 65 mph, drove at a constant speed for 5.5 minutes, and then decelerated to 45 mph.  

A graph contains data of which input maps to which output.

Analysis of this leads to the relations which were used to make it.

If we know that the function crosses the x-axis at some point, then for some polynomial functions, we have those as roots of the polynomial.

Let's assume the graph of Cheryl's commute was like the one below.

We can see that she started at 0 mph.  

One minute later, she was up to 65 mph, so she had accelerated (increased her speed).

At 6.5 min (5.5 min later) her speed was still 65 mph therefore, she was driving at a constant speed.

Over the next 2.5 min, her speed dropped to 45 mph, therefore she was decelerating.

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