6 = x +2y solve for y
3 pounds of peanuts for 7.50. how much is one pound
Answer: Ok to solve this question you would have to do $7.50 divided by
3 and your answer should come out to be $2.5 or $2.50 per each pound.
Step-by-step explanation:
$7.50 divided by 3 = 2.5
and with money if you get a $2.5 it would be $2.50 because you have to add the zero to the end of it.
This box plot represents the marks gained by students in an exam. Nobody gained exactly 30, 48 or 70 marks. 120 students gained less than 70 marks. How many students gained more than 48 marks?
Therefore , the solution of the given problem of scatter plot comes out
to be 2 regions contain 2 x 40 (or 80) students.
Definition of a scatter plotSeveral dots are placed on a vertical and horizontal axis to form a scatter plot. In statistics, scatter plots are crucial because they can demonstrate the amount of correlation, if any, between both the quantities of observed quantities or occurrences (called variables).
Here,
A box plot separates a data set into four areas, each identified by five lines. The lowest line displays the result, while the highest line displays the result. 25% of the data points are distributed across each region, and the median score is indicated by the middle line.
In this box plot, for instance, there are lines at 10, 30, 48, 70, and 100. The fact that no student received a score exactly equal to 30, 48, or 70 allows us to deduce the following:
Because the middle two sections represent the interquartile range (IQR), which comprises the middle 50% of the data, they are frequently "boxed" together.
We are informed that 120 students received test scores below 70. Additionally, since there are three regions with scores below 70 and each region has a 25% weighting, 3 x 25% (or 75% of the students) had scores below 70.
In other words, 75% of 120 students.
If there are 120 students total throughout the three regions, then each
region has 40 pupils, or one-third of the total.
The box plot indicates that there are two areas, and since each region has 40 students, there are 80 students total in the two regions.
As a result, two zones with two sets of 40 students each make up the solution to the scatter plot problem.
Therefore , the solution of the given problem of scatter plot comes out
to be 2 regions contain 2 x 40 (or 80) students.
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For which function is the average rate of change over the interval 1 < x < 5 greater than the average rate of change over the same interval for the function g(x) = 1. 8x2?
The function g(x) = 1. 8x2 greater than the average rate is k(x) = 2x^2
How to calculate average rate?
The average rate is a measure of how quickly a quantity changes over a specific period of time. It can be calculated by dividing the change in the quantity by the change in time. The formula for calculating the average rate is:
Average rate = (final value - initial value) / (final time - initial time)
Given a function y, the average rate of change S of y = f(x) in an interval (Xs, Xf) will be given by the following equation:
In this problem, we have that:
Interval (1,5), so
Then
S = f(5) - f(1)/4
All options are compared to g(x).
g(5) = 1.8*(5)^2 = 45
g(1) = 1.8*(1)^2 = 1.8
An average rate of change greater than 10.8.
D.=k(x) = 2x^2
k(5) = 2*(5)^2 = 50
k(1) = 2*(1)^2 = 2
Greater than 10.8, this is the answer.
Hence, The function g(x) = 1. 8x2 greater than the average rate is k(x) = 2x^2
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A customer purchased 1/4 pound of ham, 1 1/2 pounds of turkey, 1 pound of roast beef, and 3/4 pound of bologna. Approximately what will the customer pay for the purchase before sales tax?
A customer purchased 1/4 pound of ham, 1 1/2 pounds of turkey, 1 pound of roast beef, and 3/4 pound of bologna. Therefore, the customer pay for the purchase before sales tax is $22.
Sales tax:
A sales tax is a tax paid to a governing body on the sale of certain goods and services. Laws generally allow sellers to collect taxes from consumers at the time of purchase. When a tax on goods or services is paid by consumers directly to the governing body, it is usually called a use tax. Laws often provide excise and use tax exemptions for certain goods or services, such as: food, education, medicine, etc. Value Added Tax (VAT) charged on goods and services is related to sales tax.
For Example:
I am shopping at The Clothing Boutique and would like to estimate the total after tax before checking out. After counting the total price of the items in the cart, the total is $100. Sales tax in this county is 9.5%, so you charge 9.5% (100 x 0.095) of $100.
According to the question:
The purchase before sales tax:
= 1/4 × $5.99 + 1 1/2 × $4.99 + 1 × $6.99 + 3/4 ×2.99
= $1.5 + $7.5 + $6.99 + $5.24
= $21.23 ≈ $22
Therefore, the customer pay for the purchase before sales tax is $22.
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What is the x-intercept of the line 4x y =- 4?
The x-intercept of the line 4x-y =- 4 is (1,0).
At x-intercepts, y=0 and at
y-intercepts, x=0.
So, to find the,
x-intercept, set y=0
4x−0=4
4x=4
x=1.
The points at which the graph of a function or an equation crosses or "touches" the x-axis of the Cartesian Plane are referred to as the x-intercepts. This could be thought of as a point with a y-value of zero. Let y equal 0 and then solve for x to determine the equation's x-intercepts.
Because the line crosses the x-axis when y=0, the equation for x must be solved in order to determine the x-intercept. We can solve for the intercepts when an equation is not in the form y = mx + b by solving for the remaining variable and plugging in 0 as necessary. To locate the y-intercept: solve for y and set x to zero.
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What is 4 sided called?
Answer:
quadrilateral?
Step-by-step explanation:
What is the remainder when f(x) = x^4 - 8x^2 + 10x + 22 is divided
B.2 by x + 3?
A. -107
B. -17
C. 61
D. 1
Answer:
Step-by-step explanation:
D. 1
Answer:
D) 1
Step-by-step explanation:
-3 | 1 0 -8 10 22
____-3_9_-3_-21_
1 -3 1 7 | 1
Hence, [tex]\frac{x^4-8x^2+10x+22}{x+3}= x^3-3x^2+x+7\,\,\,R1[/tex]
The geometric sequence LaTeX: a_n=125\left(\frac{1}{5}\right)^{n-1}a n = 125 ( 1 5 ) n − 1 represents the sales of a specific product at a store, where n is the number of years after its release. What is the sum of the first 6 terms?
The given sequence represents the sales of a product over time. The sum of the first 6 terms is 693.75, which is calculated by multiplying each term in the sequence by its respective exponent.
The sum of the first 6 terms of the geometric sequence is calculated as follows:
[tex]a_1 = 125 \left(\frac{1}{5}\right)^{1-1} = 125 \\[/tex]
[tex]a_2 = 125 \left(\frac{1}{5}\right)^{2-1} = 25 \\[/tex]
[tex]a_3 = 125 \left(\frac{1}{5}\right)^{3-1} = 5 \\a_4 = 125 \left(\frac{1}{5}\right)^{4-1} = 1 \\a_5 = 125 \left(\frac{1}{5}\right)^{5-1} = \frac{1}{5} \\a_6 = 125 \left(\frac{1}{5}\right)^{6-1} = \frac{1}{25} \\[/tex]
Total sum = 125 + 25 + 5 + 1 +[tex]\frac{1}{5} + \frac{1}{25}[/tex] = 693.75
The geometric sequence a_n=12[tex]5\left(\frac{1}{5}\right)^{n-1}[/tex]represents the sales of a product over time, where n is the number of years after its release. The sum of the first 6 terms is calculated by multiplying each term in the sequence by its respective exponent. This gives us the following 6 terms: a_1 = 125, a_2 = 25, a_3 = 5, a_4 = 1, a_5 = 1/5, and a_6 = 1/25. The sum of these 6 terms is 693.75.
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A cereal box is designed to hold a volume of 4096 cubic centimetres of cereal.
What dimensions will minimize the cost of producing the box?
Answer:
Refer to the step-by-step
Step-by-step explanation:
To minimize the cost of producing the box, we would want the box to be a cube.
Where the volume, [tex]V=s^{3}[/tex], where s is the length of one side of the box.
We were given the value, [tex]V=4096 cm^{3}[/tex], plug this into the equation above so we can find the dimensions of the box...
[tex]4096=s^{3} = > s=\sqrt[3]{4096} = > s=16[/tex]
Thus the dimensions to minimize the cost of the production of the box would be 16cm by 16cm by 16cm.
-2(-6+-y) in expanded form help
Answer:12+2y
Step-by-step explanation:Multiple the -2 by each value inside of the parenthesis, -2 * -6 = 12, -2 * -y = 2y, then add these together to get 12+2y.
A woman has 23 coins in her pocket, all of which are dimes and quarters. If the total value of the coins is $ 4.10, how many
dimes and how many quarters does she have?
Answer:
Step-by-step explanation:
there is 1 dime and 12 quarters
A basking shark measures 25 feet long. A giant squid measures
33 feet long. How many inches longer is the basking shark than
the giant squid?
ounds and
Answer: 8 feet
Step-by-step explanation:
you take 33-25 to get the sum of 8. so the squid is 8 feet longer than the shark.
5. The markings on the number line are evenly spaced. Label the other markings on
the number line.
-30
0
45
Answer:
Step-by-step explanation:
i don't know if this help :/
An object is launched at an upward velocity of 9696 feet per second from the top of a building 160160 feet above the ground. Use the vertical motion model h=-16t^{2}+vt+c, where hh is the ending height of the object, cc is the initial height, in feet, of the object, tt is the time in seconds, and vv is the velocity of the object.
How long will it take the object to reach the maximum height and what is the maximum height? Fill in the blanks with the appropriate values.
The time that it will take for the object to reach maximum height is given as follows:
3 seconds.
The maximum height is given as follows:
304 feet.
How to model the object's height?The object's height is modeled by a quadratic function in the following format:
h = -16t² + v(0)t + h(0).
In which:
v(0) is the initial velocity.h(0) is the initial height.The parameters for this problem are given as follows:
v(0) = 96, h(0) = 160.
Hence the function is defined as follows:
h(t) = -16t² + 96t + 160.
Meaning that the coefficients of the quadratic function are given as follows:
a = -16, b = 96, c = 160.
The coefficient a is negative, meaning that this is a concave down quadratic function, thus the vertex of the quadratic function represents the maximum height.
The t-coordinate of the vertex is given as follows:
t = -b/2a = -96/-32 = 3 seconds.
Then the maximum height is of:
h(3) = -16(3)² + 96(3) + 160
h(3) = 304 feet.
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the greatest common factor of 12x-18
Answer:
6
Step-by-step explanation:
The prime factorization of 12x is 3*2*2x. The prime factorization of 18 is 2*3*3. The same thing that appears in both prime factorizations is 3*2, or 6.
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seven pounds of fertilizer can cover 1400 square feet can be covered by 2 pounds of fertilizer
The area for 2 pounds of fertilizer is 400 square feet
How to determine the amount of fertilizer for 2 pounds?
From the question, we have the following parameters that can be used in our computation:
seven pounds of fertilizer can cover 1400 square feet
This means that
7 pounds of fertilizer = 1400 square feet
Divide both sides of the equation by 7
So, we have the following representation
1 pounds of fertilizer = 200 square feet
Multiply both sides of the equation by 2
So, we have the following representation
2 pounds of fertilizer = 400 square feet
Hence, the area is 400 square feet
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Write a possible explicit rule, then find a 10-
(0, 7, 26, 63, 124, ...)
n³ - 1
Explicit rule: an = n³
a10 =
Here the 10th term of this arithmetic sequence is 999.
What is an arithmetic sequence in math?An arithmetic sequence is one in which each phrase grows by adding or removing a certain constant, k. In a geometric sequence, each term rises by dividing by or multiplying by a certain constant k.A series of integers called an arithmetic progression or arithmetic sequence has a constant difference between the terms. An arithmetic progression with a common difference of 2 is found, for instance, in the numbers 5, 7, 9, 11, 13, and 15.Using the method for locating the nth term, we may locate a particular term in an arithmetic series. Step 1: An arithmetic sequence's nth term is determined by the formula a = a + (n - 1)d. Therefore, enter the numbers a = 2 and d = 3 into the formula to determine the nth term.Given data :
an = n³ - 1
a1 = 1³ - 1 = 1 - 1 = 0
a2 = 2³ - 1 = 8 - 1 = 7
a3 = 3³ - 1 = 27 - 1 = 26
a4 = 4³ - 1 = 64 - 1 = 63
a5 = 5³ - 1 = 125 - 1 = 124
a10 = 10³ - 1 = 1000 - 1 = 999
I saw that these numbers were one less than the cubes. So the answer is
a_n = n^3 - 1
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What is a polynomial of zero?
All of the coefficients of a zero polynomial's variables are equal to zero. In other words, it indicates that the powers of all the variables are equal to zero.
Zero polynomials are any polynomials that have all of their variables' coefficients set to zero.
Thus, a polynomial with a value of zero has no value.
A constant function or zero map is the function that defines it, and it is typically written as P(x) = 0, where x is the variable of the polynomial whose coefficient is 0.
A zero polynomial is a polynomial that has zero as its coefficient and an endless number of terms and variables of various powers.
Like this: 0x^2 + 0x + 0.
The graph of the zero polynomial is the x-axis, and the zero polynomial function is defined as y = P(x) = 0.
Real numbers are believed to be the domain, while 0 is the range.
The range is the set of values for the dependent variable y, whereas the domain is the set of values for the variable x for which the function is defined.
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the swim team trains 4 days every week. Mon, Tues, and Thurs, the swim tea spends 1/2h in the gym followed by 1 1/4 in the pool. On Saturday there is no gym work but double the swim team time. how many hours per week does the team train?
The number of hours that the team trians per week is 17 hours.
How to illustrate the fraction?A fraction simply means a piece of a whole. In this situation, the number is represented as a quotient such that the numerator and denominator are split. In this situation, in a simple fraction, the numerator as well as the denominator are both integers.
Since the the swim tea spends 1/2h in the gym followed by 1 1/4 in the pool. On Saturday there is no gym work but double the swim team time. The number of hours will be:
( 1 1/4 + 1/2 + 2 1/2) × 4
= 4.25 × 4
= 17 hours.
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This is a two part question and it would really help me if you could solve both! :)
[tex]\displaystyle\\Answer:\ none \ of\ these\ (m=-\frac{5}{3} );\ isosceles,\ right[/tex]
Step-by-step explanation:
1.
a) find the midpoint G of the side DE:
[tex]x_D=-2\ \ \ \ x_E=3\ \ \ \ y_D=-2\ \ \ \ y_E=1[/tex]
[tex]\displaystyle\\x_G=\frac{x_D+x_E}{2} \\\\x_G=\frac{-2+3}{2}\\\\x_G=\frac{1}{2}\\\\x_G=0.5[/tex]
[tex]\displaystyle\\y_G=\frac{y_D+y_E}{2}\\\\y_G=\frac{-2+1}{2} \\\\y_G=\frac{-1}{2} \\\\y_G=-0.5\\\\Thus,\ G(0.5,-0.5)[/tex]
b) find the midpoint I of the side DF:
[tex]x_D=-2\ \ \ \ x_F=6\ \ \ \ y_D=-2\ \ \ \ y_F=-4[/tex]
[tex]\displaystyle\\x_I=\frac{x_D+x_F}{2} \\\\x_I=\frac{-2+6}{2} \\\\x_I=\frac{4}{2} \\\\x_I=2[/tex]
[tex]\displaystyle\\y_I=\frac{y_D+y_F}{2}\\\\y_I=\frac{-2+(-4)}{2}\\\\y_I=\frac{-6}{2} \\\\y_I=-3\\\\Thus,\ I(2,-3)[/tex]
c) the slope of GI:
[tex]x_G=0.5\ \ \ \ x_I=2\ \ \ \ y_G=-0.5\ \ \ \ y_I=-3[/tex]
[tex]\displaystyle\\m_{GI}=\frac{y_I-y_G}{x_I-x_G} \\\\m_{GI}=\frac{-3-(-0.5)}{2-0.5} \\\\m_{GI}=\frac{-3+0.5}{1.5} \\\\m_{GI}=\frac{-2.5}{1.5} \\\\m_{GI}=\frac{-2.5(2)}{1.5(2)} \\\\m_{GI}=-\frac{5}{3}[/tex]
2.
Type of Δ DEF:
a) find the length of the side DE:
[tex]|DE|=\sqrt{(3-(-2)^2+(1-(-2)^2}\\\\|DE|=\sqrt{(3+2)^2+(1+2)^2} \\\\|DE|=\sqrt{5^2+3^2}\\\\|DE|=\sqrt{25+9} \\\\|DE|=\sqrt{34} \ units[/tex]
b) find the length of the side EF:
[tex]|EF|=\sqrt{(6-3)^2+(-4-1)^2}\\\\|EF|=\sqrt{3^2+(-5)^2}\\\\ |EF|=\sqrt{9+25} \\\\|EF|=\sqrt{34}\ units[/tex]
Hence, DE=EF
c) find the m∠DEF:
[tex]\displaystyle\\cos \angle E=\frac{\overrightarrow {DE}+\overrightarrow {EF}}{|DE|*|EF|} \\\\[/tex]
Find the coordinates of the vector by the coordinates of its beginning and end points:
[tex]\displaystyle\\\overrightarrow {DE}=(x_E-x_D,y_E-y_D)\\\\\overrightarrow {DE}=(3-(-2),1-(-2))\\\\\overrightarrow {DE}=(5,3)\\\\\overrightarrow {EF}=(x_F-x_E,y_F-y_E)\\\\\overrightarrow {EF}=(6-3),-5-1)\\\\\overrightarrow {EF}=(3,-5)\\Hence,\\\\cos\angle E=\frac{5*3+3*(-5)}{\sqrt{34}*\sqrt{34} } \\\\cos\angle E=\frac{15-15}{34 }\\\\cos\angle E=\frac{0}{34 }\\\\cos\angle E=0\\\\m\angle E=90^0[/tex]
A card is picked at random from a standard deck of cards. What is the sample space for this experiment if you were trying to find P(face card)? a. Sample space = 12 b. Sample space = c. Sample space = d. Sample space = 52
The sample space of the experiment is 52.
What is probability?The possibility that an event will occur among all potential events is known as probability. It ranges from 0 to 1. The probability is calculated by dividing the number of things by all of the items. Population includes the sample. When studying the entire population is challenging, it is studied.
52 cards in a deck
There are 12 face cards.
The experiment needs a sample space of 52 to find the face cards.
Given that a regular deck of cards is available.
The sample space required for the experiment to determine the probability of face cards must be found.
A face card may or may not be revealed when we pull a card from the deck. So, in order to rule out the possibility that a face card is present at the end of the deck, we must draw every card from a regular deck.
52 samples are therefore required for the experiment.
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In an examination, Kavita obtained 72%marks.If the maximum marks are 650, find the marks obtained by Kavita.
Answer:468
Step-by-step explanation:cause of the max mark is 650 /100=6.5 (1%)
then 6.5*72=468
A rectangle has an area of 7. 5m2.
One of the sides is 0. 3m in length.
Work out the perimeter of the rectangle.
The perimeter of rectangle could be 50.6 if a rectangle has an area of 7. 5 and One of the sides is 0. 3m in length.
What is Area of rectangle ?
area of rectangle could be the product of its sides that is length and breadth.
Given the area of rectangle is 7.5
one of its side, length = 0.3
let other side be x .
area = length*breadth
7.5 = 0.3 * x
x = 25
hence , other side could be 25.
perimeter of rectangle = 2 (length+breadth)
= 2 * (25+0.3)
= 2 * (25.3)
= 50.6
Hence, The perimeter of rectangle is 50.6
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hey i need help a sap
Answer:
1. f(x)=1-1/2
4. y=10x
5. yes
Step-by-step explanation:
1)
f(x) = 4(2 + 3x) + 3 is a linear function.
2)
The slope of the function is 6.
3)
The linear function is (1/2)x - 4.
4)
y = x² + 2 is not a linear function.
5)
No, it is not a linear function.
6)
Graph D does not represent a linear function.
7)
Graph B does not represent a linear function.
8)
Table D is a linear function.
9)
Table B is not a linear function.
10)
3x + 2y = 6 is a linear function.
What is a function?A function is a relationship between inputs where each input is related to exactly one output.
Example:
f(x) = 2x + 1
f(1) = 2 + 1 = 3
f(2) = 2 x 2 + 1 = 4 + 1 = 5
The outputs of the functions are 3 and 5
The inputs of the function are 1 and 2.
We have,
1)
f(x) = 4(2 + 3x) + 3
f(x) = (1/2)x² - 5
f(x)= 5 - x²
f(x) = 1 - 1/x
The graph of each function is given below.
The red line in the graph represents f(x) = 4(2 + 3x) + 3.
This is a straight line which means it is a linear function.
2)
f(x) = 2(3x - 7)
f(x) = 6x - 14
It is in the form of y = mx + c where m is the slope.
So,
m = 6
3)
f(x) = (1/2)x - 4
f(x) = x³ - 2
The graph is given below.
The red line represents f(x) = (1/2)x - 4.
This is a linear function.
4)
y = 3x + 12
y = x² + 2
y = 10x
y = 9
The graph is shown below.
The green curve is y = x² + 2.
This is not a linear function.
5)
y = 2x² - 6
This is not a linear function because we have x².
The graph is given below.
6)
Graph D represents a non-linear function.
7)
Graph B represents a non-linear function.
8)
If the rate of change between two (x, y) from the graph is the same then it is a linear function.
Table D has the same rate of change.
Rate of change = (y(2) - y(1)) / (x(2) - x(1))
= (4 - 7) / (-1 + 2)
= -3/1
= -3
Table D is a linear function.
9)
If the rate of change between two (x, y) from the graph is the same then it is a linear function.
Table B does not have the same rate of change.
Rate of change = (y(2) - y(1)) / (x(2) - x(1))
Table B is not a linear function.
10)
The green line on the graph represents a straight line.
The green line is a linear function.
The green line is 3x + 2y = 6.
Thus,
The answers are given above.
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10. The Fort Worth Zoo has a number of two-legged birds and a number of four-legged mammals. On one visit to the zoo, Margie counted 200 heads and 522 legs. How many of the animals that Margie counted were two-legged birds
The stated statement states that 139 of said animals Margie counted had two legs, mostly two-legged birds.
Why do you use the word "number"?An arithmetic value used to compute and portray a quantity would be a number. In writing, numerical symbols like "3" are used to represent numbers. A decoder is a logical approach the portray a number using digits or symbols.
Assume that there are x two-legged birds and y four-legged animals. Now, we can employ equation systems to find a solution to this issue.
Enter two equations here:
2x + 4y = 522
x + y = 200
Add two to the latter equation now.
2x + 4y = 522
2x + 2y = 400
We discover that; by deducting the following equations from the first equation.
2y = 122
y = 61
There were 139 two-legged birds due to the 200 heads, which indicated a total of 200 animals.
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The complete question is-
The Fort Worth Zoo has a number of two-legged birds and a number of four-legged mammals. On one visit to the zoo, Margie counted 200 heads and 522 legs. How many of the animals that Margie counted were two-legged birds?
A). 61
B). 122
C). 139
D). 150
E). 161
Geometry
If BE = 2x + 2, BD = 5x - 3, and
AE = 4x - 6, what are the values
of x and AC?
In parallelogram, x=7 and AC = 44 units are the values of x and AC .
What do math parallelograms mean?
A unique kind of quadrilateral known as a parallelogram is defined by having both pairs of its opposite sides parallel and equal.
A parallelogram ABCD with the coordinates AB II CD and AD II BC can be seen in the provided illustration. Moreover, AB = CD and AD = BC. Non-Example: A parallelogram is not represented by a trapezium.
Here in parallelogram ABCD , AC and Bd are diagonals intersecting at E.
BE = 2x + 2, BD = 5x – 3, and AE = 4x – 6
Using (i)
BE = BD/2
2x + 2 = (5x- 3)/2
2(2x + 2) = 5x - 3
4x + 4 = 5x - 3
x = 7
Now , AE = 4(7)-6 = 28-6 = 22
AC =2 AE = 2 (22) =44 units.
Hence, x=7 and AC = 44 units.
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What is the value of the expression below if
x = -5, h = -5, and y = -3.
3-h(x+4)-2y
Answer:
4
Step-by-step explanation:
3 - h(x + 4) -2y Substitute in what was given.
3 -(-5)(-5+4)-2(-3)
3 + 5(-1) + 6
3-5+6
-2+6
4
Answer:
3-(-5)(-5+4)-2(-3)
3+5(-1)+6
3-5+6
-2+6
4
Please help
Find the value of x
Find the measure of the two marked angles
PLEASE ALSO FIND X
(Mathematics)
On solving the provided question, by properties of parallel lines we got to know that - 1 - A 2 - C 3 - B 4 - D
what is alternate exterior angles?When two or more lines cross the intersection line, alternate exterior angles result. These angles are created on a number of sides outside the transverse lines. Any two parallel lines that cross one another create two angles with the horizontal line. In the area between the parallel lines, interior angles are formed, while alternate exterior angles are formed in the area outside the parallel lines.
Matches are -When two parallel lines cross one other, the horizontal line is divided into two angles. Interior angles develop between the parallel lines, whereas alternative outside angles develop outside the parallel lines.
1 - A
2 - C
3 - B
4 - D
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What are the properties of the graph of a function?
The properties of the graph of a function include domain, range, symmetry, asymptotes, intercepts, increasing or decreasing, continuity, smoothness, behaviour at infinity and shape.
1) Domain: The set of all input values (x-values) that produce a valid output (y-value) for the function.
2) Range: The set of all output values (y-values) that can be produced by the function for any valid input value in the domain.
3) Symmetry: A graph may be symmetric with respect to the x-axis, y-axis, or origin.
4) Asymptotes: A line that the graph of a function gets arbitrarily close to, but never touches.
5) Intercepts: The points where the graph of a function crosses the x- and y-axes.
6) Increasing or Decreasing: A function can be increasing over a certain interval, decreasing over a certain interval, or both.
7) Continuity: A function is continuous if its graph has no breaks or gaps.
8) Smoothness: A function is smooth if its graph has no sharp corners or links.
9) Behavior at Infinity: The behavior of a function at positive or negative infinity can be determined by analyzing the degree and leading coefficient of its equation.
10) Shape: The shape of a graph can be used to classify functions as linear, quadratic, exponential, logarithmic, etc.
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