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The solution.
The correct answer is y-intercept at (0,1) and decreasing over the interval
[tex]\lbrack-\infty,\infty\rbrack[/tex]Hence, the correct answer is the last option (option D)
Related Questions
PLEASE ANSWER ASAP1. The length of a bookshelf is 5 ft. The length of a model of this bookshelf is 3 ft. Find the scale of the model to the bookshelf. Enter your answer in the box.2. A rectangular garden has a length of 8 ft and a width of 4 ft. A smaller garden was made, using a scale of 3:4 . Find the dimensions of the smaller garden. Enter your answers in the boxes.
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1.
The scale factor would be:
[tex]3\colon5[/tex]2.
Divide each original dimension by 4 and then multiply by 3, as following:
[tex]\begin{gathered} \frac{8ft}{4}\cdot3=6ft \\ \\ \frac{4ft}{4}\cdot3=3ft \end{gathered}[/tex]The smaller garden has a length of 6 ft and a widht of 3 ft
find the percent notation 7/10
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A notation is a way of communicating through symbols or signs, or it might be a brief written message. A chemist notating AuBr for gold bromide is an illustration of a notation. A quick list of things to accomplish is an illustration of a notation.
Explain about the percent notation?Since one percent (symbolized as 1%) is equal to one hundredth of something, 100 percent stands for everything, and 200 percent refers to twice the amount specified.
A value or ratio that may be stated as a fraction of 100 is referred to as a percentage in mathematics. If we need to calculate a percentage of a number, we should divide it by its entirety and then multiply it by 100. The proportion therefore refers to a component per hundred. Per 100 is what the word percent means. The sign "%" is used to denote it.
When expressing a fraction as a percentage, we multiply the provided fraction by 100.7/10, which is 70%.
To learn more about percent notation refer to:
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What is the procedure for 31/4-17/8= I'm getting 25/8
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Evaluate the value of the expression:
[tex]3\frac{1}{4}-1\frac{7}{8}[/tex]Step 1: The mixed fraction will be converted to improper fraction
[tex]\begin{gathered} 3\frac{1}{4}-1\frac{7}{8} \\ =\frac{3\times4+1}{4}-\frac{1\times8+7}{8} \\ =\frac{12+1}{4}-\frac{8+7}{8} \\ =\frac{13}{4}-\frac{15}{8} \end{gathered}[/tex]Step 2: The denominator of 8 will be used as the L.C.M, since it's the greatest of the two
[tex]\begin{gathered} \frac{13}{4}-\frac{15}{8} \\ =\frac{26-15}{8} \\ =\frac{11}{8} \\ =1\frac{3}{8} \end{gathered}[/tex]Hence the correct answer = 1 3/8
[tex]1\frac{3}{8}[/tex]The figure shows two right triangles, each with its longest side on the same line. Z 3 X T y 2 R. S 1. Explain how you know the two triangles are similar 2. How long is XY? 3. For each triangle, calculate (vertical side) = (horizontal side). 4. What is the slope of the line? Explain how you know.
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The triangle are similar because the ratio between 2 sides is the same as the ratio between another 2 sides.
The included angle(angle S and Y) are equal( 90 degree)
Write 5^-15 with a positive exponent
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Given:
[tex]5^{-15}[/tex]To change a negative exponent to a positive exponent, the variable will change from numerator to denominator and vice versa.
For example:
[tex]\begin{gathered} P^{-1}\text{ = }\frac{1}{P} \\ \\ We\text{ know that:} \\ 5^{-15}=5^{(15)-1} \\ \\ 5^{(15)-1}\text{ = }\frac{1}{5^{15}} \end{gathered}[/tex]Therefore, we have:
[tex]5^{-15}\text{ = }\frac{1}{5^{15}}[/tex]ANSWER:
[tex]\frac{1}{5^{15}}[/tex]Permutation/combination In how many ways can five people line up to get on a bus? (Hint: all 5 people are lining up)
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We have to calculate in how many ways can five people line up to get on a bus.
This is a permutation of 5 in 5 without repetition, so it can be calculated as:
[tex]P(5,5)=5!=120[/tex]Answer: in 120 ways.
ive tried to do this question multiple times but i just cant seem to understand it
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The domain of the function which is the entire x values during the strike is
[tex]0\leq x\leq230[/tex]The vertices of a rectangle are located at A(4, -1), B(-4, -1), C(-4, 6), and D(4, 6). What is the distance between the side AB and BC respectively?
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The coordinates of the vertices of a rectangle are:
[tex]\begin{gathered} A\left(4,-1\right) \\ B\left(-4,-1\right) \\ C\left(-4,6\right) \\ D\left(4,6\right) \end{gathered}[/tex]Plotting these points:
Plot the x-intercept(s), y-intercept, vertex, and axis of symmetry of this function:h(x) = (x − 1)^2− 9.
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The function is
[tex]h(x)=(x-1)^2-9[/tex]1) x-intercept(s)
The x-intercepts refer to the points on which the function intercepts with the x-axis, in other words, when y=h(x)=0
So, given that condition, we get
[tex]\begin{gathered} h(x)=0 \\ \Rightarrow(x-1)^2-9=0 \\ \Rightarrow x^2-2x+1^{}-9=0 \\ \Rightarrow x^2-2x-8=0 \\ \Rightarrow(x-4)(x+2)=0 \end{gathered}[/tex]Therefore, there are two x-intercepts, and those are the points
[tex](4,0),(-2,0)[/tex]2) y-intercepts
The y-intercepts happen when x=0. So,
[tex]\begin{gathered} x=0 \\ \Rightarrow h(0)=(0-1)^2-9=1-9=-8 \end{gathered}[/tex]So, there is only one y-intercept and it's on the point (0,-8)
3) Vertex
The general equation of a parabola is
[tex]y=f(x)=a^{}x^2+bx+c[/tex]There is another way to express the same function, which is called the 'vertex form':
[tex]\begin{gathered} y=f(x)=a(x-h)^2+k \\ \Rightarrow y=ax^2-2ahx+ah^2+k \end{gathered}[/tex]What is particularly useful of this vertex form is that the vertex is the point (h,k)
So, transforming h(x) into vertex form:
[tex]\begin{gathered} h(x)=(x-1)^2-9=a(x-h)^2+k \\ \Rightarrow\begin{cases}a=1 \\ h=1 \\ k=-9\end{cases} \end{gathered}[/tex]Therefore, the vertex is the point (h,k)=(1,-9)
4) Axis of symmetry
In general, the equation of the axis of symmetry is given by
[tex]x=-\frac{b}{2a};y=f(x)=ax^2+bx+c[/tex]Therefore, in our particular problem,
[tex]\begin{gathered} h(x)=x^2-2x-8=ax^2+bx+c \\ \Rightarrow\begin{cases}a=1 \\ b=-2 \\ c=-8\end{cases} \\ \end{gathered}[/tex]Thus, the equation of the line that is the axis of symmetry is
[tex]x=-\frac{b}{2a}=-\frac{(-2)}{2\cdot1}=-\frac{(-2)}{2}=1[/tex]Then, the axis of symmetry is the line x=1.
Summing up the information in the four previous steps, we get
5. a) Look at the number grid below. Shade the Multiples of 4, 1 2 3 4 5 6 7 00 8 9 10 11 12 13 14 15 16 17 17 18 19 20
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We need to find the multiples of 4 using the next given set:
The multiples of 4 are given by
4*1 =4
4*2 = 8
4*3= 12
4*4=16
4 *5 =20
Then:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20.
what is the slope of the line which goes through the points (-2, -9) and (2, 11) the slope of the line is___
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We know the equation of a line is given by:
[tex]y=mx+b[/tex]where m is its slope and b its interpcetion with y - axis.
We know the slope equation is
[tex]\begin{gathered} m=\frac{\Delta y}{\Delta x} \\ =\frac{y_2-y_1}{x_2-x_1} \end{gathered}[/tex]If (x₁, y₁) = (-2, -9) and (x₂, y₂) = (2, 11) then replacing in the slope equation
[tex]\begin{gathered} m=\frac{y_2-y_1}{x_2-x_1} \\ =\frac{11-(-9)}{2-(-2)} \\ =\frac{11+9}{2+2} \\ =\frac{20}{4}=5 \end{gathered}[/tex]Answer: the slope of the line is 5Square ABCD is inscribed in a circle with radius 20 m . What is the area of the part of the circle outside of the square
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ANSWER:
456 square meters
STEP-BY-STEP EXPLANATION:
The first thing is to represent the problem in the following figure:
To calculate the area of the part of the circle outside of the square, we must calculate the area of the circle and subtract the area of the inscribed square.
To calculate the area of the square, we plant the following, taking into account that the diagonal of the square is equal to twice the radius and the sides equal to the radius times the root of two, like this:
Knowing the value of the side of the square, we can directly calculate the area of the part of the circle outside of the square, subtracting the corresponding areas like this:
[tex]\begin{gathered} A=A_C-A_S_{} \\ A=\pi\cdot r^2-\mleft(r\cdot\sqrt{2}\mright)^2 \\ \text{replacing} \\ A=3.14\cdot20^2-\mleft(20\cdot\sqrt{2}\mright)^2 \\ A=1256-800 \\ A=456 \end{gathered}[/tex]The area of the part of the circle outside of the square is equal to 456 square meters
4. Identify the properties that are always true for the given quadrilateral by placing an X in the appropriate box. Property Parallelogram Rectangle Rhombus Square Isosceles Trapezoid Kite a. Opposite sides are parallel. b. Only one pair of opposite sides is parallel C. Opposite sides are congruent Side Relationships d. Only one pair of opposite sides is congruent e. All sides are congruent. f. 2 pairs of consecutive sides are congruent.
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There is quadrilateral, means it has 4 lines
Is a rhombus
Endpoint 19,-10) Midpoint (4,8).What is the other endpoint
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Let the first end point be x1 y1 and the second x2 y2 the midpoint would be
x1 + x2 / 2 y1 + y2 / 2
Hence
(19 + x2)/2 = 4
19 + x2 = 8
x2 = 8 -19
x2 = -11
(-10 + y2)/2 =8
- 10 + y2 = 8
y2 = 8 + 10
= 18
The other end point is (-11, 18)
6. ΔABC is mapped onto ΔA'B'C' by a dilation at D. Complete the statement: The dilation of 4/3 is _____. a. a reduction b. an enlargement
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Dilation involves adjusting the size of an object or a figure, without altering its shape.
The object can be increased or decreased depending on its scale factor.
A scale factor less than 1 results in a figure of reduced dimensions whereas, a scale factor greater than 1 results in a figure or an object of enlarged dimensions.
In the ΔABC, a dilation of 4/3, which is greater than 1, will thus result into an enlargement.
The correct option is B.
Question #3 3) The digits of a 2-digit number differ by 5. If the digits are interchanged and the resulting number is added to the original number, we get 99. Find the original number.
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ones number = x
Tens number = y
y>x
Number at the tens place y = (x+5)
original number = 10 (x+5)+x
Interchange digits:= 10x+(x+5)
original number + new number = 99
¨[10(x+5)+x]+ [10x+ (x+5)] =99
Solving for x:
(10x+50+x )+( 10x+x+5) = 99
Combine like terms
(11x+50) + (11x+5) = 99
11x+11x+50+5 =99
22x+55 =99
subtract 55 from both sides
22x +55-55= 99-55
22x = 44
Divide both sides by 22
22x/22= 44/22
x = 2
unit place: 2
tens place = x+5 = 2+5 = 7
original number = 72
WXYZ is a kite. Use the figure below to fill in the blanks below.
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We can assume the kite is simetrycal along line WY, as such
[tex]ZW=XW=10[/tex][tex]m\angle\text{XSW}=90[/tex]because the diagonals of a kite are perpendicular.
Since m∠XSW is 90°, triangle WSX is a right triangle. Thus
[tex]m\angle WXZ=m\angle WXS=180-90-46=44[/tex]By the symmetry we discussed earlier,
[tex]m\angle WYZ=m\angle WYX=18[/tex]And finally
[tex]m\angle XYZ=m\angle WYZ+m\angle WYX=18+18=36[/tex]Hello! I need some help with this homework question, please? The question is posted in the image below. Q15
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ANSWER:
A.
[tex]x=-1,-3,11[/tex][tex]f(x)=(x+3)(x-11)(x+1)[/tex]STEP-BY-STEP EXPLANATION:
We have the following function:
[tex]f(x)=x^3-7x^2-41x-33[/tex]To find the zeros of the function we must set the function equal to 0 in the following way:
[tex]x^3-7x^2-41x-33=0[/tex]We reorganize the equation in order to be able to factor and calculate the zeros of the function, like this:
[tex]\begin{gathered} x^3-7x^2-41x-33=0 \\ -7x^2=-8x^2+x^2 \\ -41x=-33x-8x \\ \text{ Therefore:} \\ x^3-8x^2+x^2-33x-8x-33=0 \\ x^3-8x^2-33x=-x^2+8x+33 \\ x(x^2-8x-33)=-(x^2-8x-33) \\ x^2-8x-33 \\ -8x=3x-11x \\ x^2+3x-11x-33 \\ x(x+3)-11(x+3) \\ (x+3)(x-11) \\ \text{ we replacing} \\ x(x+3)(x-11)=-1 \\ x(x+3)(x-11)+(x+3)(x-11)=0 \\ (x+3)(x-11)(x+1)=0 \\ x+3=0\rightarrow x=-3 \\ x-11=0\rightarrow x=11 \\ x+1=0\rightarrow x=-1 \end{gathered}[/tex]Therefore, the zeros are:
[tex]x=-1,-3,11[/tex]And in its factored form the expression would be:
[tex]f(x)=(x+3)(x-11)(x+1)[/tex]Write an inequality:Carlos was going to sell all of his stamp collection to buy a video game. After selling half of them he changed his mind. He then bought twelve more. How many did he start with if he now has at least 29?
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Answer:
He started with at least 34 stamp collection
Explanation:
Let x represent Carlos' initial stamp collection.
From the question, we're told that he sold half of them, bought twelve more, and currently has at least 29, we can go ahead and set up an inequality as shown below;
[tex]\frac{x}{2}+12\ge29[/tex]We can go ahead and solve for x following the below steps;
Step 1: Subtract 12 from both sides of the equation;
[tex]\begin{gathered} \frac{x}{2}+12-12\ge29-12 \\ \frac{x}{2}\ge17 \end{gathered}[/tex]Step 2: Multiply both sides by 2;
[tex]\begin{gathered} \frac{x}{2}\times2\ge17\times2 \\ x\ge34 \end{gathered}[/tex]From the above, we can say that Carlos started with at least 34 stamp collection
Multiplying Polynomials 5y[tex] ({5y}^{2} + y + 3)(x - 2)[/tex]
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Let's distribute those factors, and expand this:
[tex]\begin{gathered} (5y^2+y+3)\mleft(x-2\mright) \\ 5xy^2-10y^2+xy-2y+3x-6 \\ \end{gathered}[/tex]There's no further way beyond that. Either we pick the factored form or the expanded version of that polynomial. As this is not an equation we stop it here.
Find the average rate of change of f(x)=x^2-4x+1 from x=2 to x=6
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Answer:
The answer is 4
triangle OPQ is similar to triangle RST. Find the measure of side RS. Round your answer to the nearest tent if necessary
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To answer this question, we have that, if two triangles are similar, they maintain the same proportion on their corresponding sides.
We have that the corresponding sides are QP and TS, OP and RS, and QO and TR, so we can write:
[tex]\frac{TS}{QP}=\frac{RS}{OP}=\frac{TR}{QO}[/tex]Then, since we have the values for QP, TS, and OP, we can find RS using the above proportion:
[tex]\frac{TS}{QP}=\frac{RS}{OP}\Rightarrow\frac{41.4}{11}=\frac{RS}{8}\Rightarrow RS=\frac{41.4\cdot8}{11}=\frac{331.2}{11}\Rightarrow RS=30.109090\ldots[/tex]Then, we have that we can round this value to 30.11 units, and if we round the answer to the nearest tenth, we finally have that RS = 30.1 units.
Answer:
x = 30.1 (round 30)
Step-by-step explanation:
being similar we can solve with a simple equation
11 : 8 = 41.4 : x
x = 8 × 41.4 : 11
x = 331,2 : 11
x = 30.1 (round 30)
help me pleaseeeeeeeee
Answers
Answer:
A. 200
B. 500
Step-by-step explanation:
1000x²
R(x) = --------------
x² + 4
x = years
A. the first year = 1
1000(1)²
R(1) = --------------
(1)² + 4
1000
R(1) = --------------
1 + 4
1000
R(1) = --------------
5
R(1) = 200
B. years = 2
1000(2)²
R(2) = --------------
(2)² + 4
1000(4)
R(2) = --------------
4 + 4
4000
R(2) = --------------
8
R(2) = 500
I hope this helps!
use the angle shown to determine if the line are parallel
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If the lines were parallel then
angle H would be corresponding to angle L and then
[tex]\measuredangle H\cong\measuredangle Z.[/tex]Since angles H and Z are a linear pair then if the lines were parallel angle H, Z and L would have to be right angles. Since the problem never states that those angles are right angles, then the lines are not necessarily parallel.
Answer: No.
You can use a calculator to approximate the logarithm. Round to four decimal place
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This is a simple question to solve when we use the calculator (as the question allows us to use it).
For this problem when we have :
[tex]\log \pi[/tex]It can be read as "log base 10 of pi", and using a calculator we find:
And that is the final answer.
NOTE: this result means that:
.
The schedule for summer classes is available and Calculus and Introduction to Psychology are scheduled at the same time, so it is impossible for a student to schedule for both courses. The probability a student registers for Calculus is 0.05 and the probability a student registers for psychology is 0.62. What is the probability a student registers for Calculus or psychology?
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Explanation
The given is that the probability a student registers for Calculus is 0.05 and the probability a student registers for psychology is 0.62. Since it impossible for a student to schedule for both courses, we will have
[tex]\begin{gathered} Pr(Psychology\text{ or calculus\rparen=Pr\lparen P\rparen+Pr\lparen C\rparen-Pr\lparen P}\cap C) \\ =0.05+0.62-0 \\ =0.67 \end{gathered}[/tex]Answer: 0.67
helpppppppppppppppppppppppppppppppppppppp
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Answer:
[tex]\large \text{$f^{-1}(x) = 3x -6$}[/tex]
Graphs attached
Step-by-step explanation:
Your inverse function is correct. So not sure what additional information you need
I am not familiar with the graphing tool you have been provided with. My graph is attached. I used a free online graphing tool
you are 5 feet and 4 inches tall and cast a shadow 6 feet long. At the same time , a nearby tree cast a shadow 40 feet 6 inches long. Find the heigh of the tree.
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The height of the tree is such that it cast a shadow 40 feet 6 inches long and maintains the given ratio will be 36 feet.
What are the ratio and proportion?The ratio is the division of the two numbers.
For example, a/b, where a will be the numerator and b will be the denominator.
As per the given question,
The height of a person is 5 feet and 4 inches.
Since 1 feet = 12 inches so 4 inches = 1/3 feet
Therefore,height of a person = 5 + 1/3 = 16/3 feet
Its shadow length = 6 feet
The ratio of the height to shadow length = (16/3)/6
Now, the shadow of the tree = 40 feet and 6 inches so 40.5 feet
Let's say its length was x feet.
Then x/40.5 = (16/3)/6
x = 36 feet
Hence "The height of the tree is such that it cast a shadow 40 feet 6 inches long and maintains the given ratio will be 36 feet".
For more information about ratios and proportions,
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Right Triangle ABC is pictured below.Which equation gives the correct value for BC?Option 1: sin(32) = BC/8.2Option 2: cos(32) = BC/10.6Option 3: tan(58) = 8.2/BCOption 4: sin(58) = BC/10.6
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Given the image, we are asked which equation gives the correct value for BC?
Explanation
From the image;
[tex]\begin{gathered} A+B+C=180 \\ 32+B+90=180 \\ B=180-90-32 \\ B=58^0 \end{gathered}[/tex]Therefore,
[tex]tan58^0=\frac{opposite}{Adjacent}=\frac{8.2}{BC}[/tex]Answer: Option three
How do I solve it and what would be the answer
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The quotient is x² + 4x + 3
Yes, (x - 2) is a factor of x³ + 2x² - 5x - 6
Explanation:[tex](x^3+2x^2\text{ - 5x - 6) }\div\text{ (x - 2)}[/tex][tex]\begin{gathered} x\text{ - 2 = 0} \\ x\text{ = 2} \\ \\ \text{coefficient of }x^3+2x^2\text{ - 5x - 6:} \\ 1\text{ 2 -5 -6} \\ \\ We\text{ will divide the coefficients by 2} \end{gathered}[/tex]Using synthetic division:
[tex]\begin{gathered} (x^3+2x^2\text{ - 5x - 6) }\div\text{ (x - 2) = }\frac{(x^3+2x^2\text{ - 5x - 6)}}{\text{(x - 2)}} \\ \frac{(x^3+2x^2\text{ - 5x - 6)}}{\text{(x - 2)}}\text{ = quotient + }\frac{remai\text{ nder}}{\text{divisor}} \\ \\ The\text{ coefficient of the quotient = 1 4 3} \\ \text{The last number is zero, so the remainder = 0} \end{gathered}[/tex][tex]\begin{gathered} \frac{(x^3+2x^2\text{ - 5x - 6)}}{\text{(x - 2)}}=1x^2\text{ + 4x + 3 + }\frac{0}{x\text{ - 2}} \\ \text{quotient }=\text{ }x^2\text{ + 4x + 3} \end{gathered}[/tex]For a (x - 2) to be a factor of x³ + 2x² - 5x - 6, it will not have a remainder when it is divided.
Since remainder = 0
Yes, (x - 2) is a factor of x³ + 2x² - 5x - 6
