if f(x)=81, what is x?

Answer:

k = 0.16

Step-by-step explanation:

First, use distributive property on the left side:

\(0.2(k+2.4)=3.2k\\0.2k+0.48=3.2k\\0.48 = 3k\\k = 0.16\)

Answer:

k = 0.16

Step-by-step explanation:

Use distributive property, meaning individually multiply 0.2 to each number/variable within the parameters

0.2 × k = 0.2k

0.2 × 2.4 = 0.48

0.2k + 0.48 = 3.2k

You cannot add a number and a variable so instead we should isolate the variable

Subtract 0.2k from both sides

0.48 = 3.2k - 0.2k

0.48 = 3.0k

0.48 = 3k

Divide both sides by 3

0.16 = k

Step-by-step explanation:

the correct answer is option a 6a-7

Answer:

-23/2

Step-by-step explanation:

x-5=3(x+6)

x-3x=18+5

-2x=23

x=-23/2

f(x) = -1/x is not a linear function.

Option (B) is correct,

What is a function?

A function is a mathematical relationship between two sets of quantities, called the domain and the range. In other words, a function is a rule that assigns to each element of a set (called the domain) exactly one element of another set (called the range). The most common way to represent a function is using an equation of form f(x) = y, where x is the input variable (or independent variable) and y is the output variable (or dependent variable).

A linear function is a function whose graph is a straight line. A linear function can be represented by an equation of the form f(x) = mx + b, where m and b are constants.

Out of the given options, the function which is not linear is B) f(x) = -1/x

This function is not linear because it's graph is not a straight line.

All the other options are linear functions, option A) f(x) = x/4 is a function with a slope of 1/4, option C) f(x) = 2x + 1 is a function with a slope of 2, and option D) f(x) = -3 is a constant function with a slope of 0.

Hence, f(x) = -1/x is not a linear function.

Option (B) is correct.

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Answer:

x=4

Slove it 3x-5=x+3

3x-5=x+3

3x-x-5=3

2x-5=3

2x=3+5

2x=8

x=4

Answer:

x=4

Step-by-step explanation:

3x-5=x+3

-x +5 -x +5

2x=8

next you divide 2 from 8

x=4

This was proved with advanced algebra that a doubled cube could never be constructed with a straightedge and compass. it is false.

It is a polygon having six faces. The volume of a cube is a side³

We have,

This statement is false.

Doubling the volume of a given cube will require increasing each side length by the cube root of 2.

However, this value is not constructible using only a straightedge and compass.

The Greeks were only able to construct lengths which could be expressed using a finite combination of rational numbers and square roots.

Thus,

This is not possible to construct a cube of twice the volume of a given cube using only a straightedge and compass.

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Answer:

3

Step-by-step explanation:

Answer:

x \(\leq\) 6

Step-by-step explanation:

First, set up expressions to represent the costs of both gyms, where x is the number of fitness classes:

Lazy Gym can be represented by 10x + 30

Get Abs Gym can be represented by 15x

Then, create an inequality equation to represent the situation. Since we are trying to find when Get Abs Gym is cheaper than or equal to Lazy Gym, we will use a less than or equal to sign:

15x \(\leq\) 10x + 30

Then, solve for x:

15x \(\leq\) 10x + 30

5x \(\leq\) 30

x \(\leq\) 6

So, at 6 fitness classes, the prices will be the same. For more than 6 fitness classes, Get Abs Gym will be cheaper than Lazy Gym.

The answer of the given question based on the the number of students using the cafeteria's healthy lunch line can be found by solving the inequality 1/5s - 51 < 20, the correct answer is (1) 142 , (1) or more.

An equation is  mathematical statement that shows  equality of two expressions, typically separated by  equal sign. Equations are used to express relationships between variables and to solve problems in various fields of mathematics, science, and engineering. In essence, an equation is representation of  real-world scenario or problem in mathematical terms.

The variables in equation can take on different values, and  equation remains true regardless of the values chosen for  variables. Solving  equation means finding  values of the variables that make  equation true.

Equations can be linear, quadratic, polynomial, exponential, logarithmic, or trigonometric, among other types. They are fundamental tool in mathematics and have numerous applications in fields like physics, engineering, economics, and finance.

There are 155 students or more students that use this lunch line.

The correct answer is 1. or more.

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The probability that a high school junior will take less than 135 minutes to complete the SAT exam is 0.5745.

To determine the probability, the standard normal distribution table or calculator is utilized.

The standard normal distribution table, also known as the z-score table, is used to find the probability of a certain z-score or a range of z-scores.

The SAT exam's time is normally distributed, with a mean of 150 minutes and a standard deviation of 25 minutes.The formula for z-score is as follows:

z=(x-μ)/σ

Where x is the time to complete the SAT exam, μ is the mean of the time to complete the SAT exam, and σ is the standard deviation of the time to complete the SAT exam.

To calculate the z-score, the time of 135 minutes is substituted for x, the mean μ of 150 minutes is substituted for μ, and the standard deviation σ of 25 minutes is substituted for σ.The computation is as follows:

z=(135-150)/25= -0.60

Using the standard normal distribution table, the probability of getting a z-score of -0.60 is 0.2743.

To obtain the probability that a high school junior will complete the SAT exam in less than 135 minutes, the area under the standard normal curve to the left of z = -0.60 must be computed. Because the normal curve is symmetrical, the region to the right of z = -0.60 is equal to 1 - 0.2743 = 0.7257.

Finally, to obtain the region to the left of z = -0.60, 0.7257 must be subtracted from 1:1 - 0.7257 = 0.2743

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Lin is correct.

An expression, rule, or law that defines a relationship between one variable (the independent variable) and another variable, is called its function.

Given that, Lin says that a snack machine is like a function because it outputs an item for each code input.

Lin is correct because, function tells the relation between an output to its input.

A function is a relation from the set of the inputs to a set of all possible outputs, where each input is related to exactly one output.

So Lin's opinion about snack machine is correct as the snack machine is output an item for each code input.

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The inequality |u| > c is equivalent to u > c or -u > c, depending on whether u is positive or negative.

To solve the inequality |u| > c, we need to consider two cases: when u is positive and when u is negative.

Case 1: When u is positive, the inequality |u| > c is equivalent to u > c. This is because the absolute value of a positive number is the number itself.

Case 2: When u is negative, the inequality |u| > c is equivalent to -u > c. This is because the absolute value of a negative number is the opposite of the number.

In summary, the inequality |u| > c is equivalent to u > c or -u > c, depending on whether u is positive or negative.

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Answer: 25.6 weeks

Step-by-step explanation:

He has saved $325 already so the amount left to purchase the surfboard is:

= 785 - 325

= $460

He saves $12 and $6 every week.

= $18.

Number of weeks left:

= 460/18

= 25.6 weeks

The answer is ,the mean number of checks written per day is approx. 0.315, the variance is approx. 0.315, and the standard deviation is approx. 0.561.

To find the mean, standard deviation, and variance of the number of checks written per day, we need to use the given information:
Total checks written last year: 115
Days in a year: 365
Mean (μ):
μ = (Total checks written) / (Number of days)
μ = 115 / 365
μ ≈ 0.315 checks per day
To calculate the variance (σ²) and standard deviation (σ) of a Poisson distribution, we use the mean (μ):
Variance (σ²) = μ
σ² ≈ 0.315
Standard deviation (σ) = √(σ²)
σ ≈ √(0.315)
σ ≈ 0.561
So, the mean number of checks written per day is approximately 0.315, the variance is approximately 0.315, and the standard deviation is approximately 0.561.

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Answer:a and b

Step-by-step explanation:

Answer:

B and C

Step-by-step explanation:

Remember: 5 or more-> Rounds up, Less than 5-> Rounds down

A. Incorrect, would round down to 470,000 due to it being 472 in the thousands place

B. Correct, would round up to 480,000 due to it being 476 in the thousands place

C. Correct, would round down to 480,000 due to it being 482 in the thousands place

D. Incorrect, would round up to 490,000 due to it being 485 in the thousands place

E. Incorrect, would round up to 490,000 due to it being 487 in the thousands place

Hope it helped! (:

Answer:

no solution

Step-by-step explanation:

3х – 5 = 3(х – 1)

Distribute

3x -5 = 3x -3

Subtract 3x from each side

3x -5-3x = 3x -3 -3x

-5 = -3

This is not true so there is no solution

Answer:

3x-5=3x-3

3x-3x-5+3=0

x-2

x=2

substituting x=2

3x-5=3(x-1)

3×2-5=3(2-1)

6-5=6-3

1=3

yeah...its no equal

The expression ********** can be represented as 3333333333 in base four, 4444444444 in base five, and 7777777777 in base eight, according to the respective numerical systems.

a) In base four, each digit can have values from 0 to 3. The symbol "*" represents the value 3. Therefore, when we have ten "*", we can express it as 3333333333 in base four.

b) In base five, each digit can have values from 0 to 4. The symbol "*" represents the value 4. Hence, when we have ten "*", we can represent it as 4444444444 in base five.

c) In base eight, each digit can have values from 0 to 7. The symbol "*" represents the value 7. Thus, when we have ten "*", we can denote it as 7777777777 in base eight.

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Answer:

20 over 36

You cant put into mixed fraction

Answer: 2 2/9

Step-by-step explanation:

5/9 * 4 = 20/9 = 2 2/9

Answer:

33

Step-by-step explanation:

.22 x 150 = 33

Hopefully this helps you :)

pls mark brainlest ;)

The information obtained from these distributions helps us determine the range of values that is likely to include the population mean with a certain level of confidence.

When calculating confidence intervals for quantitative sample data, we obtain important information from both the normal and student's t distribution. Confidence intervals provide a range of values that is likely to include the true population parameter with a certain degree of confidence. The level of confidence is usually set at 95%, but it can be adjusted depending on the desired level of certainty.
The normal distribution is used when the sample size is large (typically more than 30) or when the population standard deviation is known. In this case, we can use the Z-score formula to calculate the confidence interval. The Z-score is the number of standard deviations the sample mean is from the population mean. We use this formula to calculate the range of values that is likely to include the population mean with 95% confidence.
The student's t distribution, on the other hand, is used when the sample size is small (less than 30) and the population standard deviation is unknown. In this case, we use the t-score formula to calculate the confidence interval. The t-score is similar to the Z-score, but it takes into account the smaller sample size and the uncertainty in the population standard deviation.
In summary, the normal and student's t distributions provide us with the formulas to calculate confidence intervals for quantitative sample data.

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The partition of A defined by the equivalence classes of R is {[51, 55, 87, 91, 122], [46, 70, 98, 108], [80, 84, 116], [87, 91]}.

The equivalence relation R defined on the set A={46, 51, 55, 70, 80, 87, 98, 108, 122} is given by aRb if and only if a ≡ b (mod 4), where ≡ denotes congruence modulo 4.

To determine the partition of A defined by the equivalence classes of R, we need to identify sets that contain elements related to each other under the equivalence relation.

After examining the elements of A and their congruence modulo 4, we can form the following partition:

Equivalence class 1: [51, 55, 87, 91, 122]

Equivalence class 2: [46, 70, 98, 108]

Equivalence class 3: [80, 84, 116]

Equivalence class 4: [87, 91]

These equivalence classes represent subsets of A where elements within each subset are congruent to each other modulo 4. Each element in A belongs to one and only one equivalence class.

Thus, the partition of A defined by the equivalence classes of R is {[51, 55, 87, 91, 122], [46, 70, 98, 108], [80, 84, 116], [87, 91]}.

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Answer:

\(19.79 - 2.8 = 16.99gallons\)

Answer:

C

Step-by-step explanation:

You need to multiply the variable by how much each ride costs.

Answer:

< S = 32

Step-by-step explanation:

< S = 180 - (< R + < T)

< R = < T

15x - 31 = 9x + 11

6x = 42

x = 7

< R = 74

< S = 180 - (74 + 74)

< S = 180 - 148

< S = 32

Empirical, A knowledge of statistics is essential for anyone who wants to make informed decisions based on empirical evidence.

A knowledge of statistics helps us make decisions based on empirical evidence. Empirical evidence is data that has been collected through observation and experimentation, and statistics is a method for analyzing and interpreting this data. By using statistical tools and techniques, we can draw conclusions from empirical evidence and make informed decisions based on this information.

Statistics plays a crucial role in modern society, from medicine and public policy to business and finance. A knowledge of statistics enables individuals to understand and analyze data, to make informed decisions based on empirical evidence, and to communicate findings to others. Statistics helps us to quantify uncertainty and variability, to identify patterns and trends, and to make predictions based on past data. By using statistical methods, we can determine the probability of certain outcomes, assess risks and benefits, and evaluate the effectiveness of interventions or policies. For example, in medical research, statistics is used to test the effectiveness of new treatments or therapies, to determine the safety of drugs, and to identify risk factors for diseases. In public policy, statistics is used to analyze demographic trends, to assess the impact of social programs, and to inform decision-making around issues such as climate change or public health.

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Answer:

y = -2x + 9

Step-by-step explanation:

The general shape of the equation is y = ax + b, you just have to find a and b.

b is simple, it is the y coordinate where the line crosses the y axis, i.e., b=9.

a is the slope of the line. This is the change in y when you take one step to the right. The change is -2.

Hence y = -2x + 9

The interquartile range (IQR) is a measure of the spread or variability of the middle 50 percent of the data.

The interquartile range (IQR) is a statistical measure that describes the spread or dispersion of the middle 50 percent of the data. It is calculated as the difference between the third quartile (Q3) and the first quartile (Q1) of a dataset.

The quartiles divide a dataset into four equal parts, each representing 25 percent of the data. The first quartile (Q1) represents the lower boundary of the middle 50 percent, while the third quartile (Q3) represents the upper boundary of the middle 50 percent. The IQR captures the range of values within this middle range.

By focusing on the middle 50 percent of the data and excluding the extreme values, the interquartile range provides a measure of variability that is less affected by outliers or extreme values. It is commonly used in descriptive statistics and data analysis to understand the spread and distribution of a dataset, particularly when the data is not symmetrically distributed or contains outliers.

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