Can you give me two examples of a absolute value parent function
Answers
SOLUTION:
Step 1:
In this question, we are given the following:
Can you give me two examples of an absolute value parent function?
Step 2:
What is the parent function for absolute value?
An absolute value function is a function that contains an algebraic expression within absolute value symbols. Recall that the absolute value of a number is its distance from 0 on the number line.
Examples include:
1. The absolute value parent function, written as: f(x)=| x |, is defined as:f(x)={x if x>00 if x=0−x if x<0.
[tex]f(x)\text{ =}\lvert x\rvert[/tex], is defined as:
[tex]f(x)\text{ =}\lvert x\rvert[/tex][tex]\begin{gathered} f(x)\text{ =}\lvert x\rvert \\ \text{if x > 0, then f(x) = x} \\ \text{if x < 0, then f(x) = x} \end{gathered}[/tex]2. The second example of absolute value function is:
[tex]f(x)\text{ =}\lvert\sin x\rvert[/tex]
Related Questions
Answer for this question
Answers
Answer:
Proofs provided below
Step-by-step explanation:
[tex]\bold {\text{Prove } (a + b)^2 = a^2 + 2ab + b^2}}[/tex]
[tex]\\\\\implies (a + b)^2 = (a+b) \times (a+b)\\\\\implies (a + b)^2 = a \times (a+b) +b \times (a+b)\\\\\implies (a + b)^2 = a \times a + a \times b + b \times a + b \times b\\\\\implies (a + b)^2 = a^2+ab+ba+b^2\\\\\implies (a + b)^2 = a^2+ab+ab+b^2 \;\;\;\;\text{ since ab = ba}\\\\\implies (a+b)^2 = a^2+2ab+b^2\\\\[/tex]
[tex]\bold{\text{Prove } a^2-b^2 \,=\, (a+b)(a-b)\\\\}[/tex]
1. Add and subtract ab to LHS
[tex]\implies a^2-b^2 = a^2-b^2-ab+ab\\\\\implies a^2-b^2 = a^2-ab+ab-b^2\\\\[/tex]
2. Factorize the above expression
[tex]\implies a^2-b^2 = a(a-b)+b(a-b)\\\\\implies a^2-b^2 = (a-b)(a+b) \;\;\;\; \text{since (a-b) is a common factor in RHS }[/tex]
∴ (a² - b²) = (a - b) (a + b)
[tex]\bold{\text{Prove $\dfrac{\sqrt{3}+1}{\sqrt{3}-1}$= $2+\sqrt{\ensuremath{3}}$}}\\[/tex]
[tex]\text{1. Multiply LHS by $\dfrac{\sqrt{\text{}3}-1}{\sqrt{3}-1}$}\\\\\implies $\dfrac{\sqrt{\text{}3}+1}{\sqrt{3}-1}$ \times $\dfrac{\sqrt{\text{}3}-1}{\sqrt{3}-1}$ \\\\[/tex]
[tex]\implies \dfrac{ (\sqrt{3} + 1)(\sqrt{3}-1) }{(\sqrt{3} - 1)(\sqrt{3}-1) }\\\\[/tex]
Numerator is
[tex](\sqrt{3} + 1)(\sqrt{3}-1) = (\sqrt{3})^2 - 1^2 = 3 - 1 = 2\\\\[/tex]
Denominator is
[tex](\sqrt{3}-1)^2 = (\sqrt{3})^2 - 2\cdot \sqrt{3} \;\cdot 1 + (-1)^2\\\\= 3 - 2 \sqrt{3} + 1\\\\= 4 - 2 \sqrt{3}\\\\[/tex]
So LHS becomes
[tex]\dfrac{2}{4 - 2\sqrt{3}} \\\\[/tex]
Dividing numerator and denominator by 2 yields
[tex]\dfrac{2}{4 - 2\sqrt{3}} = \dfrac {1}{2 - \sqrt{3}}[/tex]
Multiply numerator and denominator by [tex]{2-\sqrt {3}}[/tex]
[tex]$\dfrac{1\cdot(2+\sqrt{3})}{(2-\sqrt{3})(2+\sqrt{3)}}$[/tex]
[tex]=$\dfrac{\ensuremath{2}+\sqrt{3}}{2^{2}-(\sqrt{3)^{2}}}=$$\dfrac{\ensuremath{\ensuremath{2}+\sqrt{3}}}{4-3}=\ensuremath{2}+\sqrt{3}$[/tex]
Hence Proved
I need help i dont understand this
Answers
Answer:
oh god what da heck is this math :')
Step-by-step explanation:
You dilate the triangle below using a scale factor of 2.
Identify the new coordinates.
A' ( , )
B' ( , )
C' ( , )
Answers
Answer:
see explanation
Step-by-step explanation:
assuming the dilatation is centred at the origin
then multiply each of the original coordinates by the scale factor 2
A (1, 1 ) → A' (2(1), 2(1) ) → A' (2, 2 )
B (5, 2 ) → B' (2(5), 2(2) ) → B' (10, 4 )
C (3, 5 ) → C' (2(3), 2(5) ) → C' (6, 10 )
Kelsey buys several pairs of uniform pants for $17.95 each, and a sweater for $24.
Jeana shops at a different store and buys several pairs of uniform pants for $18.95 each, plus a sweater for $18.
They set up the situation with the equation below, where x is the number of pairs of pants.
Is there a situation in which they pay the same amount for their purchases?
Which statements are true? Select all that apply.
17.95x + 24 = 18.95x + 18
There are no solutions to the equation.
There is one solution to the equation.
There are infinitely many solutions to the equation.
There is never a situation in which both girls will pay the same amount for their purchase.
The girls will both pay the same if they buy six pairs of pants and one sweater.
The girls will pay the same amount for any number of pants and one sweater.
Answers
Considering the definition of an equation and the way to solve it, the girls will both pay the same if they buy six pairs of pants and one sweater.
Definition of equationAn equation is the equality existing between two algebraic expressions connected through the equals sign in which one or more unknown values appear.
The solution of a equation means determining the value that satisfies it. In this way, by changing the unknown to the solution, the equality must be true.
To solve an equation, keep in mind:
When a value that is adding, when passing to the other member of the equation, it will subtract.If a value you are subtracting goes to the other side of the equation by adding.When a value you are dividing goes to another side of the equation, it will multiply whatever is on the other side.If a value is multiplying it passes to the other side of the equation, it will pass by dividing everything on the other side.This caseBeing "x" the number of pairs of pants, you know that:
Kelsey buys several pairs of uniform pants for $17.95 each, and a sweater for $24.Jeana shops at a different store and buys several pairs of uniform pants for $18.95 each, plus a sweater for $18.The equation in this case is:
17.95x + 24 = 18.95x + 18
Solving:
24 -18= 18.95x - 17-95x
6= x
Finally, this means that Kelsey and Jeana pay the same if they buy six pairs of pants and one sweater.
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A forest fire leaves behind an area of grass burned in an expanding circular
pattern. If the radius of the circle of burning grass is increasing with time
according to the formula r(t) = 2t + 1, express the area burned as a function of
time.
Answers
The function of the area of the forest in terms of time is A(t) = π(2t + 1)²
How to determine the area function?The given parameters are
Radius function, r(t) = 2t + 1
From the question, we understand that:
The pattern is circular
The area of a circle is
A = πr²
Express as a function
A(r) = πr²
Substitute r(t) = 2t + 1
A(t) = π(2t + 1)²
Hence, the area function in terms of time is A(t) = π(2t + 1)²
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Solve each system of equation using substitution show you work
Please help mee :(
Answers
Answer:
wouldn't y=8?
Step-by-step explanation:
if x is 3
-5(3)+2y=1
-15+2y=1
2y=16
y=8
Divide 8 1/2 by the positive difference between 4 4/5 and 7 7/10
Answers
The division of 8 1/2 by the positive difference between 4 4/5 and 7 7/10 is 85/29.
How can we make the division?We can find the difference between 4 4/5 and 7 7/10, but we will need to convert the mixed number into the improper fraction as
Then we have 24/5 and 77/10, then the difference between the values are:(77/10 - 24/5) = 29/10
Then we can proceed to find the division of this number that we got from the difference as ( 29/10)/ 8 1/2
But we can make the 8 1/2 as improper fraction from the mixed fraction it was 17/2
Then the division of the values will be ( 17/2)/ ( 29/10) = 85/29
Therefore the division is 85/29.
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I cant find the answer [2-|-2/3-2(-1/5)|] divided
by 13
Answers
The answer to the expression [2-|-2/3-2(-1/5)|] divided by 13 is 2/15 .
In the question ,
the expression is given as
=[2-|-2/3-2(-1/5)|] divided by 13
which means
= [2-|-2/3-2(-1/5)|] ÷ 13
Solving the terms inside [ ] first , we have
-2*(-1/5) = 2/5
Substituting the value of -2*(-1/5) in the expression , we get
= [2-|-2/3+2/5|] ÷ 13
Solving the norm(modulus) first
|-2/3+2/5| = |-10/15+6/15| = |-4/15| = 4/15
Substituting the value of |-2/3+2/5| in the expression , we get
= [2-4/15] ÷ 13
Simplifying further we get ,
= [30/15-4/15] ÷ 13
= [26/15] ÷ 13
= [tex]\frac{\frac{26}{15} }{13}[/tex]
= [tex]\frac{26}{15} \times \frac{1}{13}[/tex]
= 2/15
Therefore , the answer to the expression [2-|-2/3-2(-1/5)|] divided by 13 is 2/15 .
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How do you do this question
Answers
Given the triangle LMN and the line (n)
We will find the image of the triangle LMN after the reflection over the line (n)
So, from each point, construct a line segment perpendicular to the line (n)
Then make sure the distance between the point and the line is the same as the line and the image point.
the reflection of the triangle will be as shown in the following figure:
A music teacher charges $20 an hour but is willing to give a lesson on a different instrument for free to those students who are studying piano. He has 14 piano students and 11 saxophone students. He wants to know if he earns $500 on those days he gives lessons to both groups?
Draw a rectangle to represent the universal set,or all students in the class.
Make a circle inside the rectangle to represent the fourteen students in the class who take piano. The circle is R.
Draw another circle that partly overlaps circle R to represent the eleven students who play the saxophone. The circle is S. All of circle S is eleven.
The Venn diagram shows these groups overlap, and we need to know how many students are in this subgroup.
If there are 4 students taking saxophone for free, then this overlap ,T, equals 4.
Draw your Venn Diagram and use it to answer the following questions. Upload both your diagram and your answers.
How many students are in set R?
How many students in set R are not in S?
How many students are in set S?
How many total students are in R and S?
How many students are common to both R and S?
How much will the music teacher get for the piano students?
How much will the music teacher get for the saxophone students?
Answers
There are 14 students in set R.
There are 10 students in set R but not in set S.
There are 11 students in set S.
There are 21 total students in sets R and S.
There are 4 students common to sets R and S.
The music teacher will get $280 for the piano students.
The music teacher will get $140 for the saxophone students.
The amount charged by the music teacher is $20 per hour.The number of piano students is 14.The number of saxophone students is 11.The number of students who learn both instruments is 4.The set R represents piano students.The set S represents saxophone students.The number of students in set R is 14.The number of students in set R but not in S is 14-4 = 10.The number of students in set S is 11.The total number of students in sets R and S is 14 + 11 - 4 = 21.The number of students common to sets R and S is 4.The amount earned from the piano students is 14*20 = $280.The amount earned from the saxophone students is (11-4)*20 = $140.To learn more about sets, visit :
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f(x) = -4/3 (-x+5)^3 +12
Answers
X Y
3 1.333
4 10.667
5 12
6 13.333
8 48
Does the frequency distribution given appear to be normal?
Score Frequency
65-69 4
70-74 5
75-79 6
80-84 4
85-89 6
90-94 4
95-99 5
Yes, the frequencies preceding the maximum are roughly a mirror image of those that follow the maximum
No, there is not a concentration of frequencies in the middle
Yes, there is symmetry in the distribution THIS ONE
No, the frequencies increase, reach a maximum, then decrease
Answers
The verdict on whether the frequency distribution given appears to be normal is; No, there is not a concentration of frequencies in the middle.
It follows from the task content that it is required to determine if the frequency distribution as given appears to be normal.On this note, since a major distinctive feature of a normal distribution is that; there is a concentration of frequency in the middle and additionally, a normal distribution infers symmetry in the frequency distribution.
Therefore, since the middle data value in this scenario is; (80 - 84) which has a frequency of; 4 which is not the highest.
On this note, the frequency distribution is not a normal distribution and this is because there is not a concentration of frequencies in the middle.
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What type of linear equation is X +1 equals X +1?
Answers
The given equation is 1-degree linear equation in one variable.
What is linear equation?
A linear equation is one that may be written as a1x1+a2x2+......+anxn in mathematics, where a1, a2,...., an are the coefficients, which are frequently real integers. The coefficients, which may be any expressions as long as they don't contain any of the variables, can be thought of as the equation's parameters. The coefficients a1 to a must not all be 0 in order for the equation to have any sense. An alternative method for creating a linear equation is to equalize a linear polynomial over a field, from which the coefficients are drawn, to zero. The numbers that, when used to replace the unknowns in such an equation, result in the equality, are the solutions.
x+1 = x+1 is a 1-degree linear equation in one variable (x).
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HELP PLEASE!!!!!!!!
To rent a certain meeting room, a college charges a reservation fee of $13 and an additional fee of $4 per hour. The chemistry club wants to spend at most $33 on renting the room. What are the possible numbers of hours the chemistry club could rent the meeting room?
Use t for the number of hours.
Write your answer as an inequality solved for t.
Answers
The inequality that represents the possible number of hours the chemistry club could rent the meeting room is 13 + 4t ≤ 33 or t ≤ 5.
The possible numbers of hours the chemistry club could rent the meeting room are 1, 2, 3, 4 and 5 hours.
Given that:-
Reservation fee charged to rent the meeting room by college = $ 13
Additional fee per hour charged by the college = $ 4
The maximum amount the chemistry club want to spend on meeting room = $ 33
Let t be the number of hours.
Hence,
13 + 4t ≤ 33
4t ≤ 33 - 13
4t ≤ 20
t ≤ 5 hours.
Hence, the possible number of hours the meeting room can be booked by chemistry club are 1, 2, 3, 4 and 5 hours.
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How did the capture of the forts at Vincennes, Kaskaskia and Cahokia help end the war? A) It helped the Americans control the Ohio Valley. B) It helped the Americans control the Appalachian Mountains. C) It helped the Americans control the Mississippi Delta. D) It helped the Americans control Virginia.
Answers
The capture of the forts at Vincennes, Kaskaskia and Cahokia help end the war because it helped the Americans control the Appalachian Mountains.
What was the Siege of Fort Vincennes?It was the War frontier battle that was fought in present-day Vincennes in which the Indiana won by the militia led by George Rogers Clark over a British garrison led by Henry Hamilton.
What was the Siege of Fort Kaskaskia?The battle happened on 1778 where George Rogers Clark & his men reached Kaskaskia, seized it from the British men and bringing the colonies' battle for independence to the western edge of British territory in North America.
What was the Siege of Fort Cahokia?It was one of the battle that happened in the West as the leader of the secret expeditionary forces captured Kaskaskia, Cahokia and Vincennes in 1778 to 1779.
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Find the area of the figure. 16cm 9cm
area: cm2
Answers
The area of the figure is 144 square centimeters
What are areas?The area of a shape is the amount of space on the shape
For most regular quadrilaterals, you multiply the side lengths to determine the area
How to determine the area of the shape?The given parameters are
Shape = parallelogram
Base = 9 cm
Height = 16 cm
The area of a parallelogram shape is
Area = Base * Height
So, we have
Area = 9 * 16
Evaluate the expression
Area = 144
Hence, the area is 144 square centimeters
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The carnival spinner shown below is divided into equal sections. On every spin, each outcome is equally likely.
If the spinner lands on a number less than 10 on its next spin, what is the probability that it is a multiple of 4?
a. 1/5
b. 2/9
c. 1/4
d. 1/3
Answers
Answer:
2/9
Step-by-step explanation:
The possibilities that satisfy the condition are 4 and 8.
This is 2 numbers out of the possible 9, so the probability is 2/9.
Maria has $5.05 in quarters and dimes. The number of quarters is exceeds twice the number of dimes by 1. Find the number she has of each kind.
Answers
The number of quarters and dimes with Maria are 17 and 8 respectively.
Linear equations in mathematics are ones where the greatest power of the variable is one. A linear equation can only have one possible solution: a straight line. Thus, a simultaneous linear equation is a system of two linear equations in two or three variables that are solved concurrently to get a shared answer. Three methods are frequently used to solve simultaneous linear equations: substitution method, elimination method, and graphic method.
Let q be the number of quarters.
Let d be the number of dimes.
Given that the total amount is 5.05 in quarters and dimes
Therefore, 0.25 q + 0.10d = 5.05;
I once more, q = 2d + 1. — (ii) (ii)
Inferring from I and (ii), d = 4.80/0.60 = 8 and 0.25(2d + 1) + 0.10d = 5.05 and 0.60d = 4.80 respectively.
This is put into (ii), and the result is q = 2d + 1 = 2*8 + 1 = 17.
As a result, q = 17 and d = 8
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whats the explicit equation for r=3; f ( 1 ) = 1
Answers
The geometric sequence has an explicit equation of f(n) = 3^(n - 1)
How to determine the explicit equation of the function?The given parameters are
r = 3
f(1) = 1
The above means that we have the following parameters:
Type of sequence: Geometric sequenceFirst term: f(1) = 1Common ratio: r = 3The explicit equation of the geometric sequence is represented as
f(n) = f(1) * r^(n - 1)
Substitute the known values in the above equation
So, we have the following equation
f(n) = 1 * 3^(n - 1)
Evaluate the products
So, we have the following equation
f(n) = 3^(n - 1)
Hence, the explicit equation of the function is f(n) = 3^(n - 1)
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A dolphin swims at a depth of 13.5 meters below sea level while a seagull flies 10 meters above sea level. How far apart are they? Write and evaluate an expression to answer this question.
Answers
10-(-13.5)= 23.5
If a new truck is valued at $19,700, what will its value be in 1 year if it depreciates 14.4 % each year?
Answers
depreciated value of truck after 1year is $16863.2
WHAT IS PERCENTAGE ?% is a relative number that is used to represent hundredths of any quantity. Since one percent (1%) equals one tenth of something, 100 percent denotes the entire amount, and 200 percent denotes twice the amount mentioned.
CALCULATIONnew truck valued depreciates 14.4% then
if old truck value be 100 % , depreciated value will be 85.6 %
so depreciated value will be = 19700* 85.6 /100
= $16863.2
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If Rebekah can run 6 miles every 60 minutes, how
many miles can she run in 50 minutes?
Answers
Answer:
5 miles in 50 minutes
50 divided by 10 = 5.
So the answer is 5 miles
We can find the remainder for the quotient using either substitution or synthetic division as discussed in class. Using either method, explain whether or not we can conclude that x - 5 is a factor of the polynomial
(Your answer must include what that remainder value is and what it indicates.)
Answers
Using either method, we can conclude that x - 5 is a factor of the polynomial
This is further explained below.
What is the polynomial?Explain, based on the fact that, using either approach, whether or not we can consider x-5 to be a factor in the polynomial.
Generally, the equation for the problem is mathematically given as
f(x)=x^3-x^2-17 x-15
Therefore, If (x-5) is factor of f(x) then at x=5 ,f(x)=0 then apply this
[tex]\begin{aligned}f(x) &=5^3-5^2-17 \times 5-15 \\&=125-25-85-15 \\&=0\end{aligned}[/tex]
In conclusion,Since f(x) is equal to 0 when x = 5, the factor of f is (x-5) (x).
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Solve for .
5x - 4 ≥ 12 OR 12x + 5 < -4
Answers
Answer: That is the answer
Step-by-step explanation:
Maximize:
z= 6x +12y
subject to: 4x + 5y ≤20
8x + y ≤ 20
x≥0, y 20
Answers
Answer:
48
Step-by-step explanation:
Given:
[tex]\textsf{Maximize}: \quad z=6x+12y[/tex]
[tex]\begin{aligned}&\textsf{Subject to}: \quad &4x+5y & \leq 20\\&&8x+y &\leq 20\\&&x\geq 0, y&\geq 0\end{aligned}[/tex]
Graph the lines:
[tex]\textsf{Draw the line } \;\;4x+5y=20 \;\;\textsf{and shade under the line}.[/tex]
[tex]\textsf{Draw the line } \;\;8x+y=20 \;\;\textsf{and shade under the line}.[/tex]
[tex]\textsf{Draw the line } \;\;x=0\;\;\textsf{and shade above the line}.[/tex]
[tex]\textsf{Draw the line } \;\;y=0\;\;\textsf{and shade above (to the right of) the line}.[/tex]
Therefore, the feasible region is bounded by the corner points:
A = (0, 0)B = (0, 4)C = (⁵/₂, 0)D = (²⁰/₉, ²⁰/₉)Determine the value of z at the corner points by substituting the x and y values of the points into the equation for z:
[tex]\textsf{Value of $z$ at $A(0,0)$}: \quad 6(0)+12(0)=0[/tex]
[tex]\textsf{Value of $z$ at $B(0,4)$}: \quad 6(0)+12(4)=48[/tex]
[tex]\textsf{Value of $z$ at $C\left(\dfrac{5}{2},0\right)$}: \quad 6\left(\dfrac{5}{2}\right)+12(0)=15[/tex]
[tex]\textsf{Value of $z$ at $D\left(\dfrac{20}{9},\dfrac{20}{9}\right)$}: \quad 6\left(\dfrac{20}{9}\right)+12\left(\dfrac{20}{9}\right)=40[/tex]
Hence, the maximum value of z is 48 at B(0, 4).
Is 6c + 5 an odd integer?
Answers
Yes, because 6 c+5=2(3 c+2)+1 and 3 c+2 is an integer. Option A
This is further explained below.
What is Integer?Generally, A natural number that is either positive or negative expressed as an integer, or the number zero itself are all examples of integers.
The additive inverses of the positive numbers that they relate to are represented by the negative numbers.
In conclusion, Because 6c+5=2(3c+2)+1 and 3c+2 is an integer, the answer to this question is yes.
is correct, Integer
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CQ
[tex](b) Is\ $6 c+5$ \an \odd \integer?\\\\Yes, because $6 c+5=2(3 c+2)+1$ and $3 c+2$ is \ an \ integer.\\\\Yes, because $6 c+5=2(3 c+2)$ and $3 c+2$ is \ an integer.\\\\No, because $6 c+5=2(3 c+2)+1$ and $3 c+2$ is an integer.\\\\No, because $6 c+5=2(3 c+2)$ and $3 c+2$ is an integer.[/tex]
Find the first 5 terms of the sequence given the nth term.
1. an=2n^2+5n-10
2. an=3n+4/n^2+5
Answers
Part 1: The first five terms of the sequence are -1, 16, 69, 266, 1039
Part 2: The first five terms of the sequence are 12, 12, 130/9, 69/4, 126
Part 1:
For finding the first five terms we will substitute values in n from 1,2,3,4 and 5
an = 2n^2 + 5n-10
a1 = 2(1)^2 + 5(1)-10
=4+5-10 = -1
So, the first term is -1
a2 = 2(2)^2+5(2)-10
= 16+10-10 =16
The second term is 16
a3 = 2(3)^2+5(3)-10
=64+15-10
=69
The third term is 69
a4 = 2(4)^2+5(4)-10
=256+20-10
=266
The fourth term is 266
a5 = 2(5)^2+5(5)-10
= 1024+25-10
= 1039
The fifth term is 1039
Part 2:
an = 3n+4/n^2+5
a1 = 3(1)+4/1^2+5
= 3+4+5
= 12
The first term is 12
a2 = 3(2)+4/2^2+5
= 6+1+5
= 12
The second term is 12
a3 = 3(3)+4/3^2+5
= 9+4/9+5
= 81+4+45/9
=130/9
The third term is 130/9
a4 = 3(4)+4/4^2+5
= 12+4/16+5
=17+1/4
=69/4
The fourth term is 69/4
a5 = 3(5)+4/5^2+5
= 15+4/25+5
=20+4/25
=504/4
= 126
The fifth term is 126
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Solve the equation using the Quadratic Formula. 2x² + 5x = 3
Answers
Answer:
x = (1/2)
x = -3
Step-by-step explanation:
Quadratic:
2x² + 5x = 3
-3 -3
----------------------
2x² + 5x - 3 = 0
-b ± √b² - 4(a)(c)
-------------------
2(a)
-5 ± √5² - 4(2)(-3)
---------------------------
2(2)
-5 ± √25 + 24
---------------------------
4
-5 ± √49
----------------
4
-5 ± 7
----------
4
-5 + 7 2 1
---------- = ------- = ------
4 4 2
-5 - 7 -12
---------- = --------- = -3
4 4
----------------------------------------------------------------------------------------------------------
Factored (for fun):
(2x² + 6x) (-1x - 3) = 0
2x(x + 3) -1 (x + 3)
(2x - 1)(x + 3) = 0
2x - 1 = 0, x + 3 = 0
+1 +1 -3 -3
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2x = 1 x = -3
÷2 ÷2
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x = (1/2)
I hope this helps!
n(x) = -1 -1/3x + 1 2/3 given x = -2, 0, 5
Answers
The solution to the equations are n(-2) = 4/3, n(0) = 2/3 and n(5) = -1
How to solve the equation using the replacement sets?The equation of the function is given as:
n(x) = -1 -1/3x + 1 2/3
The replacement set is given as
x = -2, 0, 5
So, we replace the variables using the elements in the replacement set
When x = -2, we have
n(-2) = -1 -1/3 x -2 + 1 2/3
Evaluate the equation
So, we have the following equation
n(-2) = 4/3
When x = 0, we have
n(0) = -1 -1/3 x 0 + 1 2/3
Evaluate the equation
So, we have the following equation
n(0) = 2/3
When x = 5, we have
n(5) = -1 -1/3 x 5 + 1 2/3
Evaluate the equation
So, we have the following equation
n(5) = -1
Hence, the values of the functions are 4/3, 2/3 and -1
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Umm.. Could someone answer this question pls...?
Find the value of v if 4(2v-1)=28
Answers
Answer:
v = 4
Step-by-step explanation:
4(2v - 1) = 28
4(2v - 1)/4 = 28/4
2v - 1 = 7
2v - 1 + 1 = 7 + 1
2v = 8
2v/2 = 8/2
v = 4