Which of the following values are in the range of the function graphed below? Check all that apply​

Answer:

Sequences 1,2, and 4 are arithmetic.

Step-by-step explanation:

Each term in sequence 1 gets added by 8.

Each term in sequence 2 gets added by 5.

Each term in sequence 4 gets added by 6.

Answer:

FDG=NMP

Step-by-step explanation:

You can see below that the bases DG and MP are equal, and one of the saides DF and NM are equal, and D=P, so the triangles are the same, you can also see the triangles are isosceles, so they are the same since NM=FD=FG=NP and FD=NM is shown in the picture

Answer:

339 units

Step-by-step explanation:

You simply multiply the perimeter of the original rectangle by three to get the perimeter of the new rectangle.

Answer:

y = -x+3

Step-by-step explanation:

Slope intercept form of a line is

y = mx+b where m is the slope and b is the y intercept

y = -1x +b

Using the point for x and y we can calculate b

-2 = -1(5)+b

-2 = -5+b

Add 5 to each side

-2+5 = b

3 = b

y = -x+3

Answer:

3.56

Step-by-step explanation:

Brainly wants me to write more but that's the answer

Answer:

(55/38,-16/19)

Step-by-step explanation:

4x -5y = 10

2x + 7y = -3

4x -5y = 10

-4x -14y = 6

-19y = 16

y = -16/19

2x  -112/19 = -57/19

x = 55/38

Answer:

x = 105.41

Step-by-step explanation:

24•log(3x) = 60

Divide by 24

log (3x) = 60/24

log (3x) = 5/2

Raise each side to the power of 10

10 ^ log (3x) = 10^5/2

3x= 10 ^5/2

Divide by 3

3x/3 = 1/3   * 10 ^ 5/2

x = 1/3 (100 sqrt(10))

x=105.40925

To two decimal places

x = 105.41

Answer:

50 Candy

Step-by-step explanation:

We know that 2/5 of the bag is 60 candy. By taking this information we can conclude that 1/5 of the bag is 30 candy. We know that 1/5 of the bag is 30, so 30 times 5 is 150 candy.

Now that we have found out that there is 150 candy total we can know divde 150 by 3 to find out how much candy is in 1/3 of the bag.

150/3 = 50 Candy

1/3 of the bag represent 50 candy.

Answer:

the answer will be

184.31

Answer: its not b or d that leaves a and c its

Answer:

it might be c its def not a for i got it wrong when i chose a

Step-by-step explanation:

dont get mad if im wrong i.d.k if i am right or wrong so im gonna say c?

Answer:

-5.82

Possible by long devison and the rule that if there is one negitive then the answer is negitive

a school has 2500 pupils. when 52 boys and 1/9 of the girls are absent, the number of the boys present is equal to the number of girls. how many pupils does the school have ?

Let the number of boys be x

Data :

Total pupils = 2500

Absent no. of boys and girls = 52 and 1/9

Now,

Remaining no of pupils = 2500 - 52 ➝ 2448

Hence, the no. of girls absent = 1/9 of 2448 ➝ 272

Therefore,

Total no. of pupils absent = 52 + 272 ➝ 324

No. of pupils present = 2500 - 324 ➝ 2176

Henceforth, 2176 pupils are present

Answer:

I doubt it is not going to be a great

Step-by-step explanation:

the same time as a child support of the year old girl I don't know what you think about it is not going to

Answer: The non solutions of the inequality are A and D.

Step-by-step explanation:

Answer:

1/81

Step-by-step explanation:

Answer: [tex]\Large \boldsymbol{} (x-y-z+1)(x+y-z-1)[/tex]

Step-by-step explanation:

[tex]\Large \boldsymbol{} 1) \ {(a-b)^2=a^2+2ab+b^2 } \\\\2) \ {a^2-b^2=(a-b)(a+b)} \\\\\\ x^2-y^2+z^2-2xz+2y-1= \\\\\underbrace{x^2-2xz+z^2}_{(x-z)^2} -\underbrace{(y^2-2y+1)}_{(y-1)^2}= \\\\\\ (x-z)^2-(y-1)^2 =(x-y-z+1)(x+y-z-1)[/tex]

Answer:

The slope is (1/4)

Step-by-step explanation:

Slope is calculated for the points (5,6) and (1,5). Slope is (6-5)/(5-1)=1/4

Answer: m = 10/3

Step-by-step explanation:

(0.3, 1) (0.6, 2)

(2-1)/(0.6-0.3)=

1/0.3 = 10/3

Answer:

s(2) = 17 cm

Step-by-step explanation:

We are told that the velocity function is;

v(t) = 6t² + 4t − 5 cm/sec

Integral of velocity gives distance.

Thus;

s(t) = ∫v(t) = ∫6t² + 4t − 5

s(t) = 2t³ + 2t² - 5t + c

We are told that s(0)=3 cm

Thus;

s(0) = 2(0)³ + 2(0)² - 5(0) + c = 3

Thus; c = 3

Thus;

s(t) = 2t³ + 2t² - 5t + 3

At t = 2 secs

s(2) = 2(2)³ + 2(2)² - 5(2) + 3

s(2) = 17 cm

Answer:

28.3

Step-by-step explanation:

tan = opposite/adjacent

tan (58) = 1,600335

opposite = tan * adjacent  

opposite = 1,600335 * 15 = 24,005018

For the Pytagorean theorem

x = √24,005018^2 + 15^2 = 28,306199 = 28.3

Let x be the number of cow.

Number of hens=180-x.

Since cows have 4 legs and hens 2,

So, 4x+2(180-x)=420.

or, 4x+360–2x=420

or, 2x=420–360

or, 2x=60

or,x=30.

So, number of cows is 30.

Step-by-step explanation:

Hope this helps you^_^ Please mark as the brainliest.

Answer:

x = 2

y = 2

Step-by-step explanation:

since it is an equal pair,

x+1 = 3

or, x = 3 - 1

x = 2

y + 2 = 4

or, y = 4 - 2

y = 2

Answer:

i think yes!!!

Step-by-step explanation:

Answer:

Yes

Step-by-step explanation:

Yes, you did this correctly.

By subtracting the volume of the cylinder from the volume of the rectangular solid, you accurately acquired the volume of the remaining figure.

And yes, your calculations are correct.

Answer:

a₁₀₀ = 697

Step-by-step explanation:

The nth term of an arithmetic sequence is

[tex]a_{n}[/tex] = a₁ + (n - 1)d

where a₁ is the first term and d the common difference

Here a₁ = 4 and d = a₂ - a₁ = 11 - 4 = 7 , then

a₁₀₀ = 4 + (99 × 7) = 4 + 693 = 697

An Step-by-step explanation: There are 56 stamps in total, and Amber used 26. So, she used 26/56. We need know which fraction has now. so she have 30/56 (becauase 56-26= 30). And by simplify, she have now 15/28 (if you simplify by 2)

Answer: To add or subtract radicals, the indices and what is inside the radical (called the radicand) must be exactly the same. If the indices and radicands are the same, then add or subtract the terms in front of each like radical. If the indices or radicands are not the same, then you can not add or subtract the radicals.

Answer:

combining like terms. if the radicand is the you can combine the radical. this is the same as combining variables as long as the variable is the same if that makes sense

Step-by-step explanation:

so like you can add 7a and 3a because they have the same variable a. you can combined 2 root 2 and 4 root 2 because the radicand is same <3

Answer: [tex]b=\sqrt{95}[/tex]

Step-by-step explanation:

To solve for b, we want to use the Pythagorean Theorem as given.

b and 7 are the legs, and 12 is the hypotenuse.

[tex]7^2+b^2=12^2[/tex]      [exponent]

[tex]49+b^2=144[/tex]     [subtract both sides by 49]

[tex]b^2=95[/tex]               [square root both sides]

[tex]b=\sqrt{95}[/tex]

Now we know [tex]b=\sqrt{95}[/tex].

Answer:

H0 : μ ≤ x

H1 : μ > x

The hypothesis :

The null hypothesis, H0 : μ ≤ x

The alternative hypothesis, uses the Friday score samples to compare the hypothesis ;

The alternative hypothesis, H1 : μ > 8

For then null, the mean scores is assumed to be the same, and has such mean of Friday's test score takes the value of the population.

Let the population mean value = x

The alternative hypothesis is the claim that the sampled mean gives a greater value than the population mean :

H1 : μ > x

question 3

Step-by-step explanation:

i only able to show you the step of question 3..so sorry

Answer:

-4x^3 - 4y^2

Step-by-step explanation:

-5y^2 + 5 - 4 - 4y^2 + 5y^2 - 4x^3 - 1

= -4x^3 -4y^2