An angle is a measurement of how much of a "turn" there is between two lines or line segments. Consider two sticks meeting at a point. The place where they intersect is known as the vertex, and the lines or line segments are known as the angle's sides. When we turn one of the sticks so that it is no longer directed against the other, we have established an angle.
For kids, think of it as the space between two rays with the same terminus. It expresses how "open" or "closed" the space between the two rays is. The amount of rotation around the vertex can be measured in degrees. From 0 to 180, or 0 to 360. A complete rotation is 360 degrees or 2 radians.
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Determine whether enough information is given to show that the
triangles are congruent. If so state the congruence postulate or theorem that you would use
A set of triangles can be proven to be congruent using the angle-side-angle rule.
How can you recognize the congruence between the triangle's postulates?The triangles are congruent if two sides and the included angle of one triangle match the corresponding sides and angle of another triangle.
Is there sufficient data to say if the triangle pair is congruent, and if so, why?There is not enough detail provided. Triangles can be shown to be congruent by LA if the congruent acute angle and leg are corresponding. The triangles cannot be proven to be congruent if the pieces are not matching.
A set of triangles can be proven to be congruent using the angle-side-angle rule. According to the ASA rule, two triangles are congruent if their two included sides and two angles are the same as those of another triangle.
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WILL GIVE BRAINLIEST AND 50 POINTS
PLS DO MY HOMEWORK BY THURSDAY FEBRUARY 2ND
Answers:
Point A ---------> Answer 2
Point B ---------> Answer 3
Point C ---------> Answer 1
Point D ---------> Answer 4
Step-by-step explanation:
Point A is located on the coordinates (0,8). Option #2 is the only coordinate answer with 0 tomato plants and 8 broccoli plants.
Point B is located on the coordinates (3,2). Option #3 represents the answer of 3 tomato plants and 2 broccoli plants.
Point C is located on the coordinates (6,4). Option #1 and #4 shows the numbers 4 and 6 but the one that represents 6 tomato plants and 4 broccoli plants is Option #1.
Point D is located on the coordinates (4,6). The last option, Option #4 shows 4 tomato plants and 6 broccoli plants.
Hope this helps zenblossom000!
Victoria has six sevenths of a pizza. She ate one fourth of it for dinner. How much pizza did Victoria eat for dinner
If Victoria has six sevenths of a pizza and she eats one fourth of it for dinner , then Victoria eat 3/14 of pizza for the dinner .
The Fraction of pizza that Victoria has = 6/7 of pizza ,
the fraction of pizza that Victoria eats in the dinner = 1/4 of pizza that she has ,
So , the amount of pizza that Victoria eats for the dinner can be calculated as = (1/4) × (6/7)
= 6/(4×7)
= 6/28
On simplifying the fraction ,
we get ,
= 3/14 .
Therefore , Victoria eats 3/14 of the pizza for the dinner .
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Victoria ate one fourth, or 1/4, of the pizza for dinner. That is equation to 1/4 of 6/7 of a pizza, which is 3/14 of a pizza.
6/7 of a pizza
= 6/7 x 1
1/4 of 6/7 of a pizza
= 6/7 x 1/4
3/14 of a pizza
= 6/7 x 1/4
So, Victoria ate 3/14 of a pizza for dinner.
Victoria had six sevenths of a pizza, which is equivalent to 6/7 of a pizza. She ate one fourth, or 1/4, of it for dinner. To calculate how much pizza Victoria ate for dinner, we first need to convert 1/4 of 6/7 of a pizza into a fraction. We can do this by multiplying 6/7 and 1/4 together. The answer is 3/14 of a pizza. This means that Victoria ate 3/14 of a pizza for dinner.
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Convert 5/8 into a decimal
First, you have to divide 8 by 5 (you always divide the bottom from the top) which equals 1.6
answer:1.6
hope that helped!
the enrollment of a school in 2000 was 1200. since then, it has increased at a rate of 35 students per year. Describe and show the enrollment of the school each year after 2000.
PLS SOMEONE HELP MEEEEE I WILL GIVEE YOU MY DOG IF U DO NO JOKEEEE
The enrollment of the school each year after 2000 is a linear function and the equation is f(x) = 1200 + 35x
How to describe the enrolmentFrom the question, we have the following parameters that can be used in our computation:
Initial number of students = 1200
Rate of student per year = 35
The above parameters implies that there is a constant increment of 35 students each year since 2000
This means that the scenario is a linear equation
A linear equation is represented as
y = mx + c
In this case, we have
c = Initial number of students = 1200
m = Rate of student per year = 35
Substitute the known values in the above equation, so, we have the following representation
y = 35x + 1200
Hence, the equation is y = 35x + 1200
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How do you solve the challenge 8s?
The challenge 8s can be solved by breaking down the problem into smaller parts and then finding a solution that addresses each part. This can be done by analyzing the situation, breaking it into components, and then finding an appropriate solutions for each component.
The challenge 8s can be solved by breaking down the problem into smaller parts and then finding a solution that addresses each part. To do this, you need to analyze the situation to identify the components of the challenge. Once you have identified the components, you can break them down into smaller, more manageable parts. For each part, you need to determine the best possible solution that will address the issue. You can consider different strategies, such as brainstorming, trial and error, and research. Once you have identified a suitable solution for each component, you can combine them together to form a complete solution for the challenge 8s. If necessary, you can adjust the solutions to ensure that they fit together and address all the components of the challenge.
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Which relation is a function?
answer
bottom left
1 input gives 1 output
vertical line moves across the graph & touches the graph at only one point so graph is a function
steps
top left is vertical because it has no slope
ecampusontario.pressbooks.pub
brightstorm
A crate can hold 15 cans of
lemonade.
Thomas has 100 cans of lemonade.
How many crates can be filled?
Answer:
6
Step-by-step explanation:
Dividing 100 cans by the 15 cans per crate yields an answer of 6 completely filled crates.
please help me,it is an ixl i dotn need any work please help ill give
The system of equation is written to be $58 + $16x = $68 + $14x
the expenditure and the pay will both be $218
the number of hours of work is 5 hours
How to write and solve the system of equationLet the number of hours of work be x
information from the problem
Ernest spent $58 on equipment and hired a server who makes $16 per hour
$58 + $16x
Ernest is hoping to make up these expense at the next job that is scheduled, which pays a base of $68 in addition to $14 per hour
$68 + $14x
In theory, this event could pay enough to cancel out Ernest's expenditures. hence it will be equated, the expenditure = pay
$58 + $16x = $68 + $14x
16x - 14x = 68 - 58
2x = 10
x = 5
the expenditure = pay,
$58 + $16x
= $58 + $16 * 10
= $58 + $160
= $218
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Calculate the pay for the following day of a
weekly time card given a wage of $13/hr.
Name
Week of:
Morning
Afternoon
In
Out
In
Out
Monday | 08:00
12:15
13:00
17:15
pay = $[?]
Round your answer to the nearest hundredth.
The weekly pay for the employee is $773.5.
What is Wage?Wages are one type of financial reward for workers. They are compensated in accordance with the employee's hours worked.
4.25 hours in the morning plus 4.25 in the evening so 8.5 hours a day and 9(hours in a day) times 7(week) would give say that you work 59.5 hours in a week so 59.5 times 13 is 773.5$ so the answer is that you earn 773.5$ a week.
total hours worked in monday = morning hours + evening hours
total hours worked in monday = 4.25 + 4.25 = 8.5
In a week there are 7 days.
Thus, The Total hours worked in a week = 8.5 * 7 = 59.5
Total pay per week for the workers = 59.5 * 13 = 773.5
Therefore, The amount worker receives on weekly basis is $773.5.
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full question:
i need help on this exact question its a lot to take in
The completed table and the y values of the rental car company would be:
Y - values = 39, 47, 55, 65, 75The correct meaning of the y - intercept is A. The y - intercept is the amount that a customer will pay before the charge for the miles driven is added.
How to find the y - values :When given an x value of 10, the y value is:
= 35 + 0.4 m
= 35 + 0.4 (10 )
= $ 39
X value of 30 :
= 35 + 0. 4 ( 30 )
= $ 47
X value of 50 :
= 35 + 0. 4 ( 50 )
= $ 55
X value of 75 :
= 35 + 0. 4 ( 75 )
= $ 65
X va,ue of 100 :
= 35 + 0. 4 ( 100 )
= $ 75
The y - intercept is the amount that the customer is charged before they are charged per miles driven.
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Aeronautical researchers have developed three different processes to pack a parachute. They want to compare the different processes in terms of time to deploy and reliability. There are 1,200 objects that they can drop with a parachute from a plane. Using a table of random digits, the researchers will randomly place the 1,200 items into three equally sized treatment groups suitable for comparison.
The researchers can use the table of random digits to assign each item to one of the three groups. They can assign the first 400 items to group 1, the next 400 items to group 2, and the final 400 items to group 3.
By randomly assigning the items to the different groups, the researchers can eliminate any bias that could be caused by selecting the items in a particular order.
Once the items have been randomly assigned, the researchers can drop the items from the plane with the appropriate parachute and measure the time to deploy and reliability for each group. They can then compare the results across the three groups and draw conclusions about the effectiveness of each process.
Researchers can use a table of random digits to randomly assign 1,200 objects into three equally sized treatment groups suitable for comparison. They can then drop the items from the plane with the appropriate parachute and measure the time to deploy and reliability for each group to compare the results and draw conclusions about the effectiveness of each process.
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Aeronautical researchers place the objects in randomly designed table divided into three equally sized groups from left to right given by :
Assigned the 400 items in group 1 , next 400 items in group 2 then remaining 400 in group 3.
As given in the question,
Total number of objects need to drop from parachute is equal to 1200.
Table to be designed by choosing objects randomly.1200 items should be divided into three groups of equally sized.Each group should have 400 objects each.Arrange all the objects by comparing the size.Group 1 should contain first 400 objects, Group 2 should contain next 400 objects and group 3 contains the remaining 400.Therefore, the processes required to arranged the randomly selected objects drop from parachute are group 1 contain first 400, group 2 next 400 and group 3 should contain the remaining 400 objects.
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J(2,-4),K(3,7),L(6,-1) reflection over x-axis
To reflect a point over the x-axis, we need to negate the y-coordinate. So the reflections of points J, K, and L over the x-axis are:
J'(2,4)
K'(3,-7)
L'(6,1)
Note that the x-coordinates are unchanged because the x-axis is the line of reflection.
Manon knows the following information about a group of 131313 professional golfers: 999 golfers have both practiced for at least 10{,}00010,00010, comma, 000 hours and won a major. 101010 golfers in total have practiced for at least 10{,}00010,00010, comma, 000 hours. 101010 golfers in total have won a major.
The frequency information of two categorical variables is shown using a two-way table, commonly referred to as a contingency table.
In this question, we have to organise the given information into a two-way frequency table.
let's first try to understand what is two-way frequency table.
A statistical table called a two-way or contingency table displays the observed quantity or frequency for two variables, with the rows denoting one category and the columns denoting the other.
In this case, In rows we have Major or not Major in the column we have practised or not practised.
We can glean a lot of knowledge from this short table. Let's have a look at a few test-relevant questions.
After solving using two-way frequency we got the result like
Have a Major total value = 10
Do not have a Major total value = 3
Practised for at least 10,000 hrs = 10
Do not practise for at least 10,000 hrs = 3
For further information, an image is included.
Given Question is incomplete complete the Question here:
Manon knows the following information about a group of 13 professional golfers:
9 golfers have both practised for at least 10,000 hours and won a major.
10 golfers in total have practised for at least 10,000 hours.
10 golfers in total have won a major.
Can you help Manon organize the results into a two-way frequency table?
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There are no golfers that have both practiced for 10,000 hours and won a major.
From the given information, we can determine the number of golfers that have both practiced for 10,000 hours and won a major. To do this, we can use the formula X = A + B - C, where X is the number of golfers that have both practiced for 10,000 hours and won a major, A is the number of golfers that have practiced for 10,000 hours, B is the number of golfers that have won a major, and C is the number of golfers that have both practiced for 10,000 hours and won a major.
Substituting the given values into the formula, we can calculate the number of golfers that have both practiced for 10,000 hours and won a major:
X = 999 + 1010 - 131313
X = 2008 - 131313
X = -131315
Since the number of golfers that have both practiced for 10,000 hours and won a major is negative, we can conclude that there are no golfers that have both practiced for 10,000 hours and won a major.
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A consumer products company is formulating a new shampoo and is interested in foam height (in mm). foam height is approximately normally distributed and has a standard deviation of 20 mm. the company wishes to test h0: μ = 175 mm versus h1: μ
The critical value for the test would be +/- 1.984
The critical value for a two-tailed t-test with a significance level of 0.05 and degrees of freedom of 99 is the value beyond which we can reject the null hypothesis. This means that if the test statistic (t-value) is greater than or less than this critical value, we can conclude that the null hypothesis is not true and the alternative hypothesis is more likely to be true.
To find the critical value, we can use a t-distribution table or a calculator with t-test functionality. We input the desired significance level (0.05), the degrees of freedom (99), and the type of test (two-tailed). The resulting value is the critical value for this test.
In this case, the critical value for the test would be +/- 1.984. This means that if the t-value calculated from the sample data is greater than 1.984 or less than -1.984, we can reject the null hypothesis and conclude that the mean foam height is not equal to 175 mm. If the t-value is between these two values, we cannot reject the null hypothesis and cannot conclude that the mean foam height is different from 175 mm.
Complete Question
A consumer products company is formulating a new shampoo and is interested in foam height (in mm). foam height is approximately normally distributed and has a standard deviation of 20 mm. the company wishes to test h0: μ = 175 mm versus h1: μ ≠ 175 mm. the company plans to use a sample of 100 shampoo bottles and conduct a two-tailed t-test with a significance level of 0.05. what is the critical value of this test?
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If the sample average is = 185, the p value would be 0.057
In this question we have been given a company is formulating a new shampoo and is interested in foam height (in mm).
Foam height is approximately normally distributed and has a standard deviation of 20 mm.
The company wishes to test H0: μ = 175 mm
versus H1: μ > 175 mm, using a random sample of n = 10 samples
We need to find the p-value if the sample average is = 185.
we first compute the z-score.
We know that the formula for the z-score is:
z = (x{bar} - μ)/(σ/√N)
Here, x{bar} = 185
μ = 175
σ = 20
N = 10
so, z = (185 - 175)/(20/√10)
z = 1.5811
From the standard noram table, a p-value associated to z = 1.5811 is:
p = 0.0569
p = 0.057
So the p-value is 0.057
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The complete question is:
A consumer products company is formulating a new shampoo and is interested in foam height (in mm). Foam height is approximately normally distributed and has a standard deviation of 20 mm. The company wishes to test H0: μ = 175 mm versus H1: μ > 175 mm, using a random sample of n = 10 samples.(a) Find P-value if the sample average is = 185? Round your final answer to 3 decimal places.
What is the difference between X1 and X1? a. X1 is a random variable, and X1 is a specific numerical value. b. X1 is a random variable, and X1 is a specific numerical value. c. There is no difference. They are both random variables. d. There is no difference. They are both specific numerical values.
The difference between X1 and x1 is defined as A: "X1 is a random variable, while x1 is a particular numerical value".
A random variable refers to a variable whose value is not known or a function that assigns numerical values to each of the outcomes of an experiment. On the other hand, a numerical value is a number that represents a single unit or only entity. So as per the question's context X1 refers to a random variable, while x1 refers to a particular numerical value. So option 'A' is the correct answer.
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consider the sequence of numbers: $4$, $7$, $1$, $8$, $9$, $7$, $6$, $\ldots$. for $n>2$, the $n$th term of the sequence is the units digit of the sum of the two previous terms. let $s n$ denote the sum of the first $n$ terms of this sequence. what is $s {100}?$
The sum of the first 100 terms of the sequence is $620$.
[tex]$s_3 = 4 + 7 = 11$[/tex]
[tex]$s_4 = 11 + 1 = 12$[/tex]
[tex]$s_5 = 12 + 8 = 20$[/tex]
[tex]$s_6 = 20 + 9 = 29$[/tex]
[tex]$s_7 = 29 + 7 = 36$[/tex]
[tex]$s_8 = 36 + 6 = 42$[/tex]
[tex]$s_9 = 42 + 4 = 46$[/tex]
[tex]$s_{10} = 46 + 7 = 53$[/tex]
[tex]$s_{100} = 620$[/tex]
The given sequence is 4, 7, 1, 8, 9, 7, 6 and so on. The nth term of the sequence is the units digit of the sum of the two previous terms. To find the sum of the first 100 terms, we need to calculate the sum of the first two terms, 4 and 7. This is 11. The next term is the units digit of 11, 1. The sum of the first three terms is 12. The next term is the units digit of 12, which is 2. This process is repeated until we reach the 100th term. The sum of the first 100 terms is 620.
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A student pays for 8.9 pounds of apples with a $10 bills. How much change does the student receive?
Answer:A student pays for 8.9 pounds of apples with a $10 bills. How much change does the student receive?
Step-by-step explanation:
Answer:the answer is 2 dollar
Step-by-step explanation:
2. + -15 points SCalcET8 11.1.023.MI. Determine whether the sequence converges or diverges. If it converges, find the limit. (If an answer does not exist, enter DNE.) n 5n2 lim an Need Help? Í Readit L at hit 1 lt lal toaT tor ll Master It Talk to a Tutor
Answer:-15+.2
Step-by-step explanation:
The sequence aₙ = {(4 + 3n²)/(n + 5n²)} converges to 3/5.
What is the limit of the function?A value of the function, whenever the input values are substituted in the function then the function approaches some number.
And that number is a limit of the function.
Given:
A sequence,
aₙ = {(4 + 3n²)/(n + 5n²)}
To find the limit at n tends to infinity:
[tex]\lim_{n \to \infty} a_n = \frac {(4 + 3n^2)}{(n + 5n^2)}[/tex]
= n²(4/n² + 3)/n²(1/n + 5)
= (4/n² + 3)/(1/n + 5)
Now, if n tends to infinity,
then [tex]\lim_{n \to \infty} a_n[/tex] = 3/5
Therefore, 3/5 is the limit of the sequence.
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road to white house assignment math.helppp
No, the relation is not a function. Because at x = 0, the value of y will be 2 and 1 which is not possible.
What is a function?A function is an assertion, concept, or principle that establishes an association between two variables. Functions may be found throughout mathematics and are essential for the development of significant links.
We know that if the number of dependent values is more than one for a given independent value. Then the relation is not a function.
But if the number of dependent values is more than one for a different given independent value. Then the relation is a function.
At x = 0, the value of y will be 2 and 1 which is not possible.
Thus, No, the relation is not a function.
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Why is it called tangent line?
The tangent line is a special line that shares a single point of intersection with a given curve.
It is defined as the line that passes through the point of intersection and has the same slope as the curve at the same point. The concept of the tangent line comes from geometry, where it is used to measure a given angle in the form of a slope. In calculus, the tangent line is used to measure the rate of change of a function (or its derivatives) by considering the slope at any single point on the graph.
It is useful for calculating derivatives and integrals. In addition to this, the tangent line can also be used to understand the behaviour of the function in certain areas of the graph, or to determine its general form.
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A swimmer set a world record in the women's 1500-meter freestyle, finishing the race in 15.42 minutes. if 1 meter is approximately 3.281 feet, which set of calculations could be used to convert her speed to miles per hour?
The set of calculations could be used to convert her speed to miles per hour is 3.628[tex]miles hr^{-1}[/tex].
There are times when the units used for the measurement do not match the measurement preference and convenience as well as the standards prescribed for certain processes and applications. Converting such units to an extent that it can be understood directly and applied properly is important. To better understand the statement, let us consider the example of a person who is only familiar with the metric system. The person cannot easily figure out the height of a tree measuring 25 feet. Converting 25 feet to metres will help the person better understand the height of the tree. Let us learn unit conversions with the help of a unit conversion table. In this article, we have provided different units of conversion used for the measurement of different parameters.
1m= 3.281 feet
1mile = 5280 feet
Speed = [tex]\frac{1500m}{15.42min}[/tex] = [tex]\frac{1500*3.281 feet}{15.42*\frac{1}{60hr} }[/tex]
Speed= [tex]\frac{1500*3.281}{15.42*\frac{1}{60hr} } *\frac{1miles}{5280}[/tex]
Speed= [tex]\frac{1500*3.281*60}{15.42*5280 } *miles hr^{-1}[/tex]
Speed= 3.628[tex]miles hr^{-1}[/tex]
The set of calculations could be used to convert her speed to miles per hour is 3.628[tex]miles hr^{-1}[/tex].
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If a swimmer finished 1500-meter freestyle in 15.42 minutes, her speed is 3.6 miles per hour.
To convert the swimmer's speed to miles per hour, we need to first convert the distance she swam (1500 meters) to miles, and then we need to convert the time it took her to swim that distance (15.42 minutes) to hours.
We can use the following set of calculations to do this:
Convert the distance from meters to miles:
1500 meters × (3.281 ft / 1m) × (1 mile/ 5280 ft) = 0.93 miles
Convert the time from minutes to hours:
15.42 minutes × (1 hour / 60 minutes) = 0.257 hours
Divide the distance by the time to find the speed in miles per hour:
0.93 miles / 0.257 hours = 3.6 miles per hour
This is one set of calculations that can be used to convert the swimmer's speed to miles per hour.
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2. Construct Arguments Why is -x < 3 equivalent to × > -3.
Step-by-step explanation:
[tex]-x < 3\\\\-x+x < 3+x\\\\0 < 3+x\\\\0-3 < 3+x-3\\\\-3 < x\\\\Thus,\ x > -3\\\\Hence,\ \\\\-x < 3\equiv x > -3[/tex]
So far all I have is the given and that SR is parallel to PQ and SP is parallel to RQ. I said the reason being is the definition of a parallelogram. I need help adding more reasons
By property of SAS ΔSPJ ≅ΔKRQ and thus SJ≅QK
What is the SAS property?Theorem side-angle-side (SAS) theorem: If two sides and the included angle of one triangle are equal to two sides and the included angle of another triangle, the triangles are congruent.
Given here, PJ=RK and SP=RQ , ∠R=∠P ∵ since PQRS is a parallelogram
Thus by SAS property ΔSPJ ≅ΔKRQ
Hence, By property of SAS ΔSPJ ≅ΔKRQ and thus SJ≅QK
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what is the answer to this question?
Can you please help me with this
Answer:
The answer would be D since the y intercept is at -5 and the slope it's 3/2
A six-sided die (with numbers 1 through 6) and an eight-sided die (with numbers 1 through 8) are rolled. What is the probability that exactly one 6 is rolled
The probability that exactly one 6 is rolled is 42.9%
Rolling a six-sided dice and an eight-sided die can yield a variety of results. The probability of rolling exactly one 6 out of the two dice is 6/14, or approximately 42.9%.
This is calculated by taking the total number of ways to roll one 6 (6) and dividing it by the total number of combinations possible (14). This means that there is a 42.9% chance of rolling one 6 when two dice are rolled.
The probability will be calculated by:
6/14
= 0.429
0.42× 100
=42.9
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let h be a function defined for all x cannot equal 0 such that h(4)=-3
The equation for h(x) is h(x) = -3/x.
This equation can be interpreted as h(x) being equal to the negative reciprocal of x, or -1/x. To find the value of h(4), the equation can be rewritten as h(4) = -3/4, which is equal to -3.
The purpose of this equation is to take a value of x and find the negative reciprocal of the value. The equation is defined for all x that cannot equal 0, because division by 0 is undefined. The equation is useful because it gives a numerical value of the negative reciprocal of a given number. For example, the equation can be used to find the negative reciprocal of 4, which would be -3.
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The correct answer will get brainliest!!
Answer: 30°
Step-by-step explanation:
The properties of an isosceles triangle tells us that there are two different angle values. We can get the equation:
2x+120=180 [subtract both sides by 120]
2x=60 [divide both sides by 2]
x=30
Another approach is to use logic to narrow down out answers. There are 3 angles in an isosceles triangle. Since they only gave 1 angle, then the remaining 2 must be the same, hence the 2x.
sketch the graph of the function. f(x) = 3 + x if x < −2 x2 if −2 ≤ x < 2 6 − x if x ≥ 2
*The lower left hand graph is the correct graph!
Use the graph to determine the values of a for which
lim x → a f(x)
does not exist. (Enter your answers as a comma-separated list.)
a =
The graph of the piece-wise function f(x) is given by the image shown at the end of the answer.
The value of a for lim x → a f(x) does not exist is given as follows:
a = 2.
What is a piece-wise function?A piece-wise function is a function that has different definitions, depending on the intervals of the input x of the function.
The function for this problem has three definitions, given as follows:
To the left of x = -2: y = 3 + x, hence a line coming from negative infinite until point (-2,1).Between x = -2 and x = 2: y = x², hence a concave up quadratic function connecting points (-2,4) and (2,4).To the right of x = 2: y = 6 - x, hence a decaying line starting at point (2,4).The value of a for which the limit does not exist is a = 2, as the function approaches x = 2 to the left and to the right at different values, 1 to the left and 4 to the right).
More can be learned about piece-wise functions at brainly.com/question/19358926
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