Answer:
The range is y≥0
Step-by-step explanation:
The shape of this graph is a parabola
You may see this by using the Desmos calculator and typing y=x^2 if you would like to visualize.
(a) The function y = x^2 simply takes whatever number you feed it (x) and outputs x squared.
For example
y = (2)^2=4
y = (3)^2 = 9
(b) To graph x^2 simply make a table of values and plug in 0 -> however high you would like to go ( usually to 5 or so is fine but you could go to infinity).
Example
y = x^2
Y | X
________
2 | 4
3 | 9
4 | 16
In this case the function's range is y≥0 because all y values will be greater than or equal to 0.
If you are wanting to learn how to specifically graph this you can look up (Graphing y = x²) if my quick graphing explanation back at mark (b) does not help.
How i can answer this question, NO LINKS, if you answer correctly i will give u brainliest!
Answer:
10
Step-by-step explanation:
Equation=5*2^3/2^2
I will give up to 40 points if you help answer 5 questions
Answer:
SSSthe answer is ASAS1, 2, 3, 4, and 5using alternate interior angles theorem on angles A and C, verticle angles theorem on angle O, and the Parallelogram Diagonals Theorem Converse you can prove triangles ADO and BOC are similar. Then using CPCTC "Corresponding parts of congruent triangles are congruent" you can prove that line segment AO is congruent (equal) to line segment COStep-by-step explanation:
if my answer helps plz give me brainliest :)
Answer:
I hope this helps. I'm sorry in advance if it isn't.
Step-by-step explanation:
1) SSS
2) The first bullet point
3) SAS
4) They are congruent by SAS, ASA
5) Segment AO is congruent to segment CO because:
The diagonals AC and BD both have O as the intersection point. AC = BD since the geometric means of the legs is equal. Thus AO is congruent to CO
please help me!
ty ty :)
Answer:
y-2 = -11 (x-5)
Step-by-step explanation:
2 is the y value of the point, 5 is the x value and -11 is the m value.
Slope point form: y-y1 = m(x-x1)
Hope that helps
Only the a) part please!!!!
[tex](i)\\\\2A = \begin{pmatrix}3x \times 2 & 1 \times 2 & 5 \times 2\\0\times 2 & 2x \times 2 & -3 \times 2\end{pmatrix} = \begin{pmatrix}6x & 2 & 10\\0 & 4x & -6\end{pmatrix}\\\\\\(ii)\\\\2A + B = C\\\\\implies \begin{pmatrix}6x & 2 & 10\\0 & 4x & -6\end{pmatrix} + \begin{pmatrix}y & 0 & -4\\1 & -3y & 2\end{pmatrix} = \begin{pmatrix}31& 2 & 6\\1 & 17& -4\end{pmatrix}[/tex]
[tex]\implies \begin{pmatrix}6x+y & 2+0 & 10-4\\0+1 & 4x-3y & -6+2\end{pmatrix} = \begin{pmatrix}31 & 2 & 6\\1 & 17& -4 \end{pmatrix}\\\\\\\implies \begin{pmatrix}6x+y & 2 & 6\\1 & 4x-3y & -4\end{pmatrix} = \begin{pmatrix}31 & 2 & 6\\1 & 17& -4 \end{pmatrix}\\\\\text{System of equations},\\\\6x +y =31,~~ 4x -3y = 17\\\\\\(iii)\\\\6x +y-31 =0 \\\\4x-3y -17=0\\\\\text{Solving by cross multiplication method}\\\\\\\dfrac x{1(-17) - (-31)(-3)} = \dfrac y{4(-31) - 6(-17)} = \dfrac 1{6(-3) - 4(1)}[/tex]
[tex]\implies \dfrac{x}{-17 -93} = \dfrac{y}{-124 +102} = \dfrac 1{-18-4}\\\\\\\implies -\dfrac{x}{110} = -\dfrac{y}{22} = -\dfrac 1{22}\\\\ \implies \dfrac{x}{110} = \dfrac{y}{22} = \dfrac 1{22}\\\ \\\text{Hence,}\\\\\\x=\dfrac{110}{22}=5,~~~~ y= \dfrac{22}{22} =1[/tex]
Answer:
(i)
[tex]2A=\left[\begin{array}{ccc}6x&2&10\\0&4x&-6\end{array}\right][/tex]
(ii) 6x+y=31; 4x-3y=17
(iii) (x, y) = (5, 1)
Step-by-step explanation:
(i)The matrix 2A is written by multiplying each element of A by 2.
[tex]2A=\left[\begin{array}{ccc}6x&2&10\\0&4x&-6\end{array}\right][/tex]
__
(ii)Variables are seen in elements (1, 1) and (2, 2) of the matrices A and B, so the simultaneous equations can be chosen from those elements of the equation 2A+B=C.
6x+y=314x-3y=17__
(iii)A graphing calculator shows the solution to be (x, y) = (5, 1).
Why are there certain question where you multiply to a power and some you don't. Like tree diagrams. This is for probability of compound events.
Compound probabilities that required AND use multiplication
How to determine the reason?The probability of compound events is of two types
The one that require ANDThe one that require ORAs a general rule, the AND probability require products
Take for instance
P(A and B) = P(A) and P(B)
This gives
P(A and B) = P(A) * P(B)
So, compound probabilities that required AND use multiplication
Read more about compound probabilities at:
https://brainly.com/question/1553768
#SPJ1
my Christmas present to you
Answer:
Is this a points post or something? If so, thank you!
A line passes through (3, 7) and (6, 9). Which equation best represents the line? (4 points) y = 3 over 2 x + 5 y = 2 over 3 x + 5 y = 3x + 2 y = 2 over 3 x + 2
Given two points, the equation of the line may be determined by,
y - y1 = ((y2 - y1) / (x2 - x1))(x - x1)
Substituting the given values,
y - 7 = ((9 - 7) / (6 - 3))(x - 3)
Simplification will yield to an answer of,
y = 2x/3 +5
Therefore, the answer is the second choice.
2. Felicia took out a simple interest loan at 12 percent interest for 6 months. Her previous balance is $2,460,
What is the final payment if the loan is paid off with the next payment?
Answer:
Answer:
28+66+86=180
180=180
Step-by-step explanation:
Since there is a triangle and the 3 measures from the angles we can find the value of x using the hint given that the sum of the interior angles must be 180°
Write the equation
\begin{gathered}x+(2x+10)+(3x+2)=180\\\end{gathered}
x+(2x+10)+(3x+2)=180
Simplify left side of the equation
\begin{gathered}6x+12=180\\\end{gathered}
6x+12=180
Solve equation for x
\begin{gathered}6x=180-12\\6x=168\\x=28\end{gathered}
6x=180−12
6x=168
x=28
Replace x into the 3 angles and find their respectives values
\begin{gathered}A=x\\A=28\\\\B=2x+10\\B=2*28+10\\B=56+10\\B=66\\\\C=3x+2\\C=84+2\\C=86\end{gathered}
A=x
A=28
B=2x+10
B=2∗28+10
B=56+10
B=66
C=3x+2
C=84+2
C=86
Check if the answers are correct
\begin{gathered}28+66+86=180\\180=180\end{gathered}
28+66+86=180
180=180
PLEASE MARK ME AS BRAINLIEST
Solve for u. (u + 6)(u − 6) = 0
Answer:
u= 6, -6
Step-by-step explanation:
simplify the equation. Isolate the variable.
Hey there!
(u + 6)(u − 6) = 0
DISTRIBUTE “u” WITHIN the PARENTHESES
u(u) + (-6) + 6(u) + 6(-6) = 0
u^2 - 6u + 6u - 36 = 0
COMBINE the LIKE TERMS
u^2 - 36 = 0
ADD 36 to BOTH SIDES
u^2 - 36 + 36 = 0 + 36
CANCEL out: -36 + 36 because it gives you 0
KEEP: 0 + 36 because it helps solve for the u-value
NEW EQUATION: u^2 = 0 + 36
SIMPLIFY IT!
0 + 36 = 36
NEW EQUATION: u^2 = 36
TAKE the SQUARE ROOT
u = ± √36
u = -6 or u = 6
Therefore, your answer is: u = 6 or u = -6
Good luck on your assignment and enjoy your day!
~Amphitrite1040:)
Consider the equation 1/4y=1.5x. Solve the equation for y to find the constant of proportionality.The constant of proportionality for the equation is
5. A quarter is tossed in the air 300 times.
About how many times would you expect the quarter to land on heads?
A 50
E 200
B 110
C 150
D 180
Answer:
C
Step-by-step explanation:
The probability of getting heads or tails is 50%.
300*50% = 150
Answer:
C. 150 times
Step-by-step explanation:
Because a coin only has tails and heads, you can say that the probability would be half. Because it was tossed 300 times, you can say: 300*0.5=150
The number of blogs has grown rapidly. Assuming that two new blogs are created each second,
how many blogs will be set up in one month (30 days)?
O 5.27 x 105
O 6.17 x 105
O 5.27 x 106
O 6.17 x 106
In a recent year, 21% of all college students were enrolled part-time. If 7.6 million college students were enrolled part-time that year, what was the total number of college students?
Answer:
36.19047619 million
or 36,190,476 students
Step-by-step explanation:
7.6 million / all students = 21% / 100%
7.6 * 100 / 21 = 36.19047619
36.19047619 million
or 36,190,476 students
What’s the Pythagorean therorimm
Answer:
38.29 i think
Step-by-step explanation:
A forest covers 54,000 acres. A survey finds that 0.6% of the forest is old-growth trees. How many
acres of old-growth trees are there?
Answer:
324
Step-by-step explanation:
Complete the table using the equation y = 5x + 3.
x -1 0 1 2 3
y -? ? ? ? ?
Answer:
See below
Step-by-step explanation:
When x=-1, y=5(-1)+3=-5+3=-2
When x=0, y=5(0)+3=0+3=3
When x=1, y=5(1)+3=5+3=8
When x=2, y=5(2)+3=10+3=13
When x=3, y=5(3)+3=13+3=16
Therefore, this is the correct table:
x -1 0 1 2 3
y -2 3 8 3 16
is the formula for percentages compound interest is P=I/N???
P stands for principle
I stands for compound interest
N stands for nothing
Answer an essay on nothing
Step-by-step explanation:
In philosophy there is a lot of emphasis on what exists. We call this ontology, which means, the study of being. What is less often examined is what does not exist.
It is understandable that we focus on what exists, as its effects are perhaps more visible. However, gaps or non-existence can also quite clearly have an impact on us in a number of ways. After all, death, often dreaded and feared, is merely the lack of existence in this world (unless you believe in ghosts). We are affected also by living people who are not there, objects that are not in our lives, and knowledge we never grasp.
Upon further contemplation, this seems quite odd and raises many questions. How can things that do not exist have such bearing upon our lives? Does nothing have a type of existence all of its own? And how do we start our inquiry into things we can’t interact with directly because they’re not there? When one opens a box, and exclaims “There is nothing inside it!”, is that different from a real emptiness or nothingness? Why is nothingness such a hard concept for philosophy to conceptualize?
Let us delve into our proposed box, and think inside it a little. When someone opens an empty box, they do not literally find it devoid of any sort of being at all, since there is still air, light, and possibly dust present. So the box is not truly empty. Rather, the word ‘empty’ here is used in conjunction with a prior assumption. Boxes were meant to hold things, not to just exist on their own. Inside they might have a present; an old family relic; a pizza; or maybe even another box. Since boxes have this purpose of containing things ascribed to them, there is always an expectation there will be something in a box. Therefore, this situation of nothingness arises from our expectations, or from our being accustomed. The same is true of statements such as “There is no one on this chair.” But if someone said, “There is no one on this blender”, they might get some odd looks. This is because a chair is understood as something that holds people, whereas a blender most likely not.
The same effect of expectation and corresponding absence arises with death. We do not often mourn people we only might have met; but we do mourn those we have known. This pain stems from expecting a presence and having none. Even people who have not experienced the presence of someone themselves can still feel their absence due to an expectation being confounded. Children who lose one or both of their parents early in life often feel that lack of being through the influence of the culturally usual idea of a family. Just as we have cultural notions about the box or chair, there is a standard idea of a nuclear family, containing two parents, and an absence can be noted even by those who have never known their parents.
This first type of nothingness I call ‘perceptive nothingness’. This nothingness is a negation of expectation: expecting something and being denied that expectation by reality. It is constructed by the individual human mind, frequently through comparison with a socially constructed concept.
Pure nothingness, on the other hand, does not contain anything at all: no air, no light, no dust. We cannot experience it with our senses, but we can conceive it with the mind. Possibly, this sort of absolute nothing might have existed before our universe sprang into being. Or can something not arise from nothing? In which case, pure nothing can never have existed.
If we can for a moment talk in terms of a place devoid of all being, this would contain nothing in its pure form. But that raises the question, Can a space contain nothing; or, if there is space, is that not a form of existence in itself?
This question brings to mind what’s so baffling about nothing: it cannot exist. If nothing existed, it would be something. So nothing, by definition, is not able to ‘be’.
Is absolute nothing possible, then? Perhaps not. Perhaps for example we need something to define nothing; and if there is something, then there is not absolutely nothing. What’s more, if there were truly nothing, it would be impossible to define it. The world would not be conscious of this nothingness. Only because there is a world filled with Being can we imagine a dull and empty one. Nothingness arises from Somethingness, then: without being to compare it to, nothingness has no existence. Once again, pure nothingness has shown itself to be negation.
The follow through is where you "pause" and hold the bow still for a few seconds after releasing the arrow.
True or false
True-... i think because like i am not sure-
Someone plz help me :(
Answer:
c
Step-by-step explanation:
when we add 0 to x ,it remains x.
x+0=x
0 is additive identity.
Answer:
C
Step-by-step explanation:
Ursula makes $5 for every 1 dog she walks. In the relationship between dollars earned and dogs walked, ________ is the dependent variable, which is often called ________.
Answer:
the answer is 6
Step-by-step explanation:
The midpoint of JK is M(7, 9). One endpoint is J(5, 8). Find the coordinates of the other endpoint K.
Step-by-step explanation:
(7,9)and (5,8)
x1,y1 x,y
now
x=(x1 + x2)divide by 2
now putting the value
5 = (7+ x2) by 2
2 is in divide then get the 2 in right side with 5 in muntiply form
5×2=7+x2
10=7+x2
10 - 7=x2
x2=3
using the same process do it
y=(y1+y2) by 2
Solve the equation by using quadratic formula . Show your work! Answer maybe in radical or decimal form .
2x^2 + 4x – 5 = 0
Answer:
[tex]x_1=\frac{-2+\sqrt{14}}{2}\approx 0.871,x_2=\frac{-2-\sqrt{14}}{2}\approx-2.871[/tex]
Step-by-step explanation:
[tex]2x^2+4x-5=0[/tex]
[tex]x=\frac{-b\pm\sqrt{b^2-4ac}}{2a}[/tex]
[tex]x=\frac{-4\pm\sqrt{4^2-4(2)(-5)}}{2(2)}[/tex]
[tex]x=\frac{-4\pm\sqrt{16+40}}{4}[/tex]
[tex]x=\frac{-4\pm\sqrt{56}}{4}[/tex]
[tex]x=\frac{-4\pm2\sqrt{14}}{4}[/tex]
[tex]x=\frac{-2\pm\sqrt{14}}{2}[/tex]
[tex]x_1=\frac{-2+\sqrt{14}}{2}\approx 0.871,x_2=\frac{-2-\sqrt{14}}{2}\approx-2.871[/tex]
solve the following equation
Answer:
x=1 x=-11
Step-by-step explanation:
first you need to find what two numbers add together to make 10x and multiply together to make 25-
this would be 5
so we can rewrite it as (x+5)(x+5) = 36
which is the same thing as (x+5)^2 =36
then taking the root of both sides we get (x+5)= plus or minus 6
so x=-11 or x equals 1
Find the value of x.
Answer:
x = 83°Step-by-step explanation:
[tex] {x}^{o} + {75}^{o} + {97}^{o} + {105}^{o} = {360}^{o} \\ {x}^{o} + {277}^{o} = {360}^{o} \\ {x}^{o} = {360}^{o} - {277}^{o} \\ {x}^{o} = {83}^{o} \\ [/tex]
What is the perimeter of triangle ABC with coordinates of A(3,4), B(3,11), C(27,4)
Answer:
Is there supposed to be a picture or no?
Step-by-step explanation:
quiz 3-1 parallel lines transversals and special angle pairs
The following statements are true:
Segment DEF is parallel to ABCThe line segment AB is parallel to DELine FC is parallel to ADthe line that is skewed to DE is BCThe given diagram is a triangular prism. From the diagram, some of the sides are parallel to each other (that is facing each other directly)
Some of the lines are also parallel to each other. From the given diagram, the sides that are parallel to each other are;
DEF is parallel to ABCCADF is parallel to CBEFFor the lines, the lines that are parallel to each other are:
AD is parallel to BEAB is parallel to DEFC is parallel to ADFor skew lines, they are straight lines that do not intersect and are not in the same plane. Hence the line that is skewed to DE is BC
Learn more about parallel and skew lines here: https://brainly.com/question/18013592
what number is the square root of 13 between
A 2 and 3
B 5 and 6
C 4 and 5
D 3 and 4
Answer:
D
Step-by-step explanation:
3:
12
4:
16
Therefore 13 is in between 12 and 16
in 2020 the attendance at kennedy school's spring festival was 210. in 2021 the attendance was 168. What was tge percent change in the attendance from 2020 to 2022 tound to nearest whole percent
Step-by-step explanation:
Total change in number of student = (210 - 168)
=> 42
% change = Change/Original no. of students × 100
=> 42/210 × 100
=> 42/21 × 10
=> 20%
Write an expression that is equivalent to 21h- 10h + 16 - 9 + 14h + 5
Answer:
25h+12
Step-by-step explanation:
Combine Like Terms:
21h+−10h+16+−9+14h+5
(21h+−10h+14h)+(16+−9+5)
25h+12
Same thing, no difference.
Hope this helped! :)
Are these lines parallel explain?