Answers
Answer: The range is [3, infinity).
Step-by-step explanation: The "[" means that it is apart of the graph. The ")" means it is not apart of the graph.
The graph's range (which is it's highest lowest to highest y-value), the lowest is 3 on the y axis, and then stems on to infinity. The reason why infinity is not apart of the graph is because it has no end and infinity is not a number.
Related Questions
A chef is going to use a mixture of two brands of Italian dressing. The first brand contains 5% vinegar, and the second brand contains 15% vinegar. The chef wants to make 240 milliliters of a dressing that is 9% vinegar. How much of each brand should she use?
Answers
What about (5%+5%+15%)/3? That’s 8.33% which is too low for our goal.
What if we used a fifth of A, a fifth of B, a fifth of A, a fifth of B, and another fifth of A? We’d get (5%+15%+5%+15%+5%)/5 which is 9%. That’s 240/5*3 (144ml) of A and 240/5*2 (96ml) of B. I sort of stumbled upon this by chance while thinking about examples of distributions, but we should probably have a more strategic method of dealing with the issue.
Let’s write an equation to describe the vinegar concentrations. You may automatically want to say we have two unknown amounts of vinegar we plan to use for A and B:
x millimetres of A times it’s concentration of 5% plus y millilitres of B times it’s concentration 15% should equal 240ml times a 9% concentration
x * 5% + y * 15% = 240*9%
That is, x and y are the volumes of vinegar A and B that we need to use to make 15% vinegar. Of course, we don’t know them yet (and are trying to determine them) so we write them as variables x and y. Unfortunately, we have two unknowns and therefore we cannot solve this equation!
There’s a missing story our equation doesn’t tell. Our chef only wants 240ml of the concoction, and therefore we are choosing between the trade offs of each. If I use 240ml of A, I can’t add any of B because the chef only wants 240ml. If I only use 120ml of A, how much of B will I add? 120! Yes. And if I only add 40ml of A? Well, then I’ll need to add 180ml of B. So in a way, we can’t choose how much of the other vinegar to add - because it’s whatever amount we aren’t using of A. Therefore, y=240-x because the volume of y is the remaining volume we still need to add!
Let’s rewrite our equation subbing in y:
5%*x+ 15%*(240-x)= 240*9%
The percentage signs are bothering me so let’s multiply through by 100.
5x+15(240-x)=240*9
I’m gonna divide by 5 to make my life easier.
x+3(240-x)=48*9
x+720-3x=432
-2x=-288
x=144ml
Therefore, y=240-144=96ml.
To summarise, we had two equations:
5%*x+ 15%*(y)= 240*9% (1)
y=240-x (2)
Which were combined to solve for x, the concentration of A. We used the solution for x to find y using equation (2). We knew equation (2) because y is the compliment of x, and x plus y must equal 240ml.
2(8x-4)-2x < 4x+12
the sign is supposed to be less than or equal to
Answers
Answer: x < 2
Step-by-step explanation:
Given expression
2 (8x - 4) - 2x < 4x + 12
Expand parentheses and apply the distributive property
16x - 8 - 2x < 4x + 12
Combine like terms
(16x - 2x) - 8 < 4x + 12
14x - 8 < 4x + 12
Add 8 on both sides
14x - 8 + 8 < 4x + 12 + 8
14x < 4x + 20
Subtract 4x on both sides
14x - 4x < 4x + 20 - 4x
10x < 20
Divide 10 on both sides
10x / 10 < 20 / 10
\(\boxed{x<2}\)
Hope this helps!! :)
Please let me know if you have any questions
\( \fbox { \fbox{Solution}}\)
Given\(2(8x-4)-2x < 4x+12\)
Solving The Equation\(16x-8-2x < 4x+12\)
Solving The Like Terms\(16x-2x-8 < 4x+12\)
\(= 14x-8 < 4x+12\)
Adding 8 in both sides\(= 14x-8+8 < 4x+12+8\)
\(= 14x < 4x+20\)
Bringing 4x To Left side\(= 14x-4x < 20\)
\(= 10x < 20\)
\( = 10x < 20 \\ \\ = x < \frac{20}{10} \\ \\ = x < \cancel \frac{20}{10} \\ \\ = x < 2\)
Hope This Helps YouPls answer question asap
Answers
Answer:
the answer is its either 1/15 or 5/3=1 2/3
Step-by-step explanation:
Make conjectures of the attached image figured
Answers
1) Where ΔTRA ≅ ΔVAR the conjecture is that \(\overline{VA}\) ≅ \(\overline{TA}\) and that \(\overline{TR}\) =\(\overline{AV}\)
2) Where ΔABC ≅ DEC the conjecture is that ΔACE ≅ Δ BCD
3) Where Δ REH ≅ ΔAEC and ΔREH and ΔAEC are isosceles triangles, the conjecture is that \(\overline{RE}\) ≅ \(\overline{EH}\) and \(\overline{AE}\) ≅ \(\overline{EC}\)
What is a Conjecture?In mathematics, a conjecture is a speculative conclusion or assertion that is stated without evidence.
Some conjectures, such as the Riemann hypothesis (which is still a conjecture) or Fermat's Last Theorem (which was a conjecture until it was proved in 1995 by Andrew Wiles), have affected much of mathematical history as new fields of mathematics have been formed to prove them.
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Now you try on your own.
Kelly wants to build a new wardrobe for herself with only clothing pieces she loves, fit her well, and coordinate together. She already has most of the pieces she will use, but needs to save up to go shopping for the remaining items. She has already saved some money from her job, and she decides to set aside money weekly from her tips. The expression $25w+$65
represents the amount of money Kelly will have saved after some amount of weeks. What does each part of this expression represent?
$25=
Answer
w=
Answer
$65=
Answer
For this specific expression, would it make sense to plug in a negative number for w
? Answer
For this specific expression, would you ever expect to get a number less than 65
for your total amount saved?
Answers
The Interpretatiom of the equation is that;
w represents number of weeks she will have saved for the remaining items
$25 represents the amount she saves per week
$65 represents the amount she has already saved
How to solve algebra word problems?The algebra word problem can be solved by using variables to denote certain parameters I'm the question.
The general form of equation of a line in slope intercept form is;
y = mx + c
Where;
m is slope
c is y-intercept
We are given the equation:
$25w + $65
This equation represents the amount of money Kelly will have saved after some amount of weeks.
Thus;
w represents number of weeks she will have saved for the remaining items
$25 represents the amount she saves per week
$65 represents the amount she has already saved
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7th grade math i mark as brainliest
Answers
Hey there! I'll try to provide you with my best answer.
Answer: 20bc
10 * 2bc = 20bc
2. The length of a rectangle exceeds its breadth by 5m.If the perimeter of the rectangle is 74m,find the length and breadth of the rectangle. Plss answer thiissss
Answers
Step-by-step explanation:
length = breadth + 5
the perimeter is a rectangle is
2×length + 2×breadth
in our case
2×length + 2×breadth = 74
so, we use the first equation in the second equation :
2×(breadth + 5) + 2×breadth = 74
2× breadth + 10 + 2× breadth = 74
4×breadth = 64
breadth = 16 m
length = breadth + 5 = 16 + 5 = 21 m
Equivalent fractions are fractions with different numerical values.
True
False
Answers
Answer:
False
Equivalent fractions are fractions with the same numerical value, basically fractions that are equal to each other.
Answer: false
Step-by-step explanation:
How many 2-inch cubes are needed to completely fill a cubic box that measure 8 inches.
Answers
Answer:
It will be 64 cubes.
Step-by-step explanation:
if one side is 8 inches then 8/2 is 4
to fill one face, 4 × 4 = 16
to fill a cube 16 × 4 = 64
Answer: 64 cubes will fit
a) Work out the percentage population increase from 2001 to 2011.
Give your answer to 1 decimal place.
Answers
The percentage population increase from 2001 to 2011 is 50%.
To calculate the percentage population increase from 2001 to 2011, you need the population figures for both years. Let's assume the population in 2001 was 100,000 and in 2011 it was 150,000.
The formula to calculate the percentage increase is:
Percentage Increase = ((New Value - Old Value) / Old Value) * 100
Plugging in the values:
Percentage Increase = ((150,000 - 100,000) / 100,000) * 100 = (50,000 / 100,000) * 100 = 0.5 * 100 = 50%
Therefore, the percentage population increase from 2001 to 2011 is 50%.
Please note that the actual population figures for the respective years need to be used in the calculation to obtain an accurate result. The example above is for illustrative purposes.
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On a number line, what is larger, .5 or .7
Answers
Answer:
.7
Step-by-step explanation:
On a number line the further you go to the right the higher the number. Thus .7 is larger than .5.
HOPE THIS HELPED
Answer:
.5
Step-by-step explanation:
the bigger the number the smaller the number
the answer is 5
math can you guys help me PLS
Answers
Answer:
The surface area of the triangular prism is 84 square centimeters.
Step-by-step explanation:
The surface area of a figure is exactly what it means, the area of its outer surface or the added areas of each face that makes the figure.
Nets are a way to find surface area easier because it is an outline of the faces of the 3d figure.
But since we don’t have a net, we will just find the area of each face that forms this right triangular prism:
The two congruent triangular bases:
1/2 x 4 x 3 = 6 cm^2
6 x 2 = 12 cm^2
Lateral bottom rectangular face:
6 x 3 = 18 cm^2
Lateral to the right rectangular face:
5 x 6 = 30 cm^2
Lateral to the left rectangular face:
4 x 6 = 24 cm^2
Add up all the values:
12 + 18 + 30 + 24 = 84
The SA is 84 square centimeters
an art gallery is selling replicas of some famous art work. a copy of the art work is dilated by a scale factor of 1/3 to create a replica of the original piece. if the area of some original artwork was 12 square feet what will be the area of the replica?
Answers
Answer:
4/3 square feet.
Step-by-step explanation:
To find the area of the replica, you need to use a formula that relates the area of the original figure and the area of the dilated figure by the scale factor1. The formula is:
Area of dilated figure = Area of original figure x (Scale factor)^2
In this case, the area of the original artwork is 12 square feet and the scale factor is 1/3. So, we plug these values into the formula and get:
Area of replica = 12 x (1/3)^2
Area of replica = 12 x 1/9
Area of replica = 4/3
So, the area of the replica is 4/3 square feet.
Hope this helps :)
Which table represents a relation that's a non-function?
Answers
Answer:
The table in the attachment is the right option
Step-by-step explanation:
A table that represents a function must have exactly one y-value assigned to every x-value. In other words, a table that is a function cannot have any x-value (input) with two corresponding different y-values (outputs).
The table in the attachment below represents a relation that is non-function because it has two outputs, 5 and 7, that are assigned or corresponding to one input, 7.
How does 39.4 compare to 39.04
Answers
Answer:
39.4 is 39 and 4 tenths
39.04 is 39 and 4 hundredths
Tenths are bigger than hundredths.
A street light is mounted at the top of a 12 ft tall pole. A woman 6 ft tall walks away from the pole with a speed of 8 ft/sec along a straight path. How fast is the tip of her shadow moving when she is 35 ft from the base of the pole
Answers
Answer:
16 ft/s.
Step-by-step explanation:
\(\dfrac{dx}{dt}=\text{Velocity of person}=8\ \text{ft/s}\)
As the two triangles in the figure are similar to each other we have
\(\dfrac{12}{y}=\dfrac{6}{y-x}\\\Rightarrow \dfrac{2}{y}=\dfrac{1}{y-x}\\\Rightarrow 2y-2x=y\\\Rightarrow y-2x=0\\\Rightarrow y=2x\)
Differentiating with respect to time we have
\(\dfrac{dy}{dt}=2\dfrac{dx}{dt}\\\Rightarrow \dfrac{dy}{dt}=2\times8\\\Rightarrow \dfrac{dy}{dt}=16\ \text{ft/s}\)
Rate at which the tip of the shadow moves away from the pole is 16 ft/s.
grade 11 2022 June common test mathematics memorandum?
Answers
Note that the roots of the equation Unequal and rational (Option D)
How is this so ?The roots of the equation (x - 3)² = 4 can be found by taking the square root of both sidesof the equation.
x - 3 = ±√4
⇒ x - 3 = ±2
Solve for x
For the positive square root.
x - 3 = 2
x = 2 + 3
x = 5
For the negative square root.
x - 3 = -2
x = -2 + 3
x = 1
Since the equation has two roots, x = 5 and x = 1. These roots are unequal and rational. (Option D)
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Full Question:
Although part of your question is missing, you might be referring to this full question:
The roots of the equation (x - 3)² = 4 are
A.Unequal and irrational.
B.Equal and rational.
C. Equal and irrational.
D. Unequal and rational.
Solve for x leave your answer in simplest radical form
Answers
Answer:
X=11 trust me on my mom
help meeeeeeeeee pleaseeeeeeeeeee!!!
thank youu
Answers
For the given ques, the graph is mention in the question.
As, domain are the all set of values lying on the x-axis.
Thus,
A. Domain {-1 to infinity} (In integer or fraction form.)
B. Domain [-1, ∞), (interval notation; half closed half open)
Range of the relation of function are-
A. Range {- infinity to infinity} (In integer or fraction form.)
B. Range (- ∞, ∞), (interval notation open interval both sides)
Thus, the value of domain and range of the function are found.
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If a triangle has a base of 6' and a height of 4' its third side would be what?
Answers
Answer:
≈7.2
Step-by-step explanation:
hope this helps
Explanation: a^2+b^2=c^2
6^2+4^2=c^2
36+16=c^2
52=c^2
c= 7.211102550927979…
c≈7.2
1
A line has a slope of 5 and a y-intercept of -2
Answers
Answer:
1
Step-by-step explanation:
Answer:
(2/5,0)
Step-by-step explanation:
The equation to find a line is mx+b=y. In this case m is 5, and b is -2.
5x+-2=y
Since we want to find the x-intercept, y has to be 0.
So: 5x+-2=0
5x=2
x=2/5
(PLEASE HELP!)
How do you create a linear inequality in two variables?
A. The set of all the points on one side of a line.
B. Change the symbol = to > or <.
C. An ordered pair of real numbers with the following property: When the x-coordinate is substituted for x and the coordinate is substituted for y in the inequality, we obtain a true statement.
D. If the original inequality contains a < or > symbol.
F. If the original inequality contains a less than, equal to or greater than, equal to symbol.
Answers
Linear inequalities with two variables have infinitely many ordered pair solutions, which can be graphed by shading in the appropriate half of a rectangular coordinate plane. To graph the solution set of an inequality with two variables, first graph the boundary with a dashed or solid line depending on the inequality.
In 2005 , a study at Blinn College was conducted to determine whether a relationship exists between a student who eats breakfast and his or her Biology grade. The study examined 1259 college students on a specific biology test. The accompanying tables show the relative frequency, by grade, of the 825 students who did eat breakfast and the 434 who did not eat breakfast on the morning of the test.
Students who did not eat breakfast
Grade Relative frequency
A 0.10
B 0.19
C 0.22
D 0.17
F 0.32
Students who ate breakfast
Grade Relative frequency
A 0.18
B 0.38
C 0.17
D 0.14
F 0.14
Select the statements that are accurate regarding the given data sets.
Eating breakfast ensures that a student will pass an exam.
The data show that skipping breakfast is associated with earning lower exam grades.
There is an increase in B's for those who do eat breakfast before the exam.
The data shows that skipping breakfast is not associated with earning lower grades.
Students are more likely to earn an A on an exam if they do not eat breakfast.
Answers
Answer:
1. The data show that skipping breakfast is associated with earning lower exam grades.
2. There is an increase in B's for those who do eat breakfast before the exam.
lying Addition and Subtraction of Integers
A bus makes a stop at 2:30, letting off 15 people and letting on 9. The
bus makes another stop ten minutes later to let off 4 more people.
How many more or fewer people are on the bus after the second stop
compared to the number of people on the bus before the 2:30 stop?
Answers
After the second stop, there are 10 fewer people on the bus compared to the number of people on the bus before the 2:30 stop.
Before the 2:30 stop, the bus let off 15 people and let on 9 people. The total change in the number of people at that stop is -15 (let off) + 9 (let on) = -6.
Therefore, there are 6 fewer people on the bus after the 2:30 stop compared to before that stop.
Ten minutes later, the bus makes another stop and lets off 4 more people. This additional change needs to be considered.
Since the previous calculation only accounted for the changes up until the 2:30 stop, we need to adjust the total change by including the subsequent stop.
Adding the change of -4 (let off) to the previous total change of -6, we get a new total change of -10.
Therefore, after the second stop, there are 10 fewer people on the bus compared to the number of people on the bus before the 2:30 stop.
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ROOM
Write an equation in function notation for each situation.
1. The admission fee to a local carnival is $8. Each ride costs
$1.50
2. Steven buys lettuce that costs $1.69/1b.
3. An amusement park charges a $6.00 parking fee plus $29.99
per person.
4. A math tutor charges $35 per hour
5. A fitness center charges a $100 initiation fee plus $40 per
month
Answers
Answer:f(x)=1.5-x + 8
Step-by-step explanation:
PLEASE HELP! And thank you so much! I will mark you brainliest. I just need an urgent response! Thank you for your time
Answers
Answer:
A)
x + y = 80
y = x + 20
B) x = 30 minutes
C) No. If Pam dances for 60 minutes, and dances for 20 minutes longer than she does math, then she does math for 40 minutes. This means she spends 100 minutes total. 100 minutes is not 80 minutes, thus this is not possible.
Step-by-step explanation:
A)
x + y = 80
y = x + 20
B) x = 30 minutes
Replacing y with x + 20 in the first equation ->
x + x + 20 = 80
2x + 20 = 80
2x = 60
x = 30
C) No. If Pam dances for 60 minutes, and dances for 20 minutes longer than she does math, then she does math for 40 minutes. This means she spends 100 minutes total. 100 minutes is not 80 minutes, thus this is not possible.
2(a - 3) - 4a A = 3 pls help like now
Answers
Answer:
2(a - 3) - 4a A = 3
Step-by-step explanation:
2(a - 3) - 4a A = 3
Let x be Bob's age. Heather is 5 years younger than Bob. Write an expression for Heather's age.
Answers
Answer:
x-5
Step-by-step explanation:
since we don't know bob's age, x will represent it. we know that heather is 5 years YOUNGER than bob.
x (bob's age) - 5 (because that's how many years heather is younger than bob is)
hope this helps :D
What is the equation, in point-slope form, for a line that goes through(8, −4) and has a slope of −5/6?
Answers
Answer:
\(y = \frac{-5}{6} x + 2\frac{2}{3}\)
Step-by-step explanation:
Use the Point-Slope formula...
(y - (-4)) = -5/6(x - 8)
Simplify
y + 4 = -5/6x + \(6\frac{2}{3}\)
y = -5/6 + 2 2/3
Which correctly renames
7
8
and
5
6
using a common denominator?
A.
42
48
and
40
48
B.
42
48
and
30
48
C.
14
16
and
15
18
D.
28
24
and
20
24
Answers
Answer:
woahhh thats confusing ash
Step-by-step explanation:
Answer:
b)
Step-by-step explanation:
7/42 8/