What is the answer to this equation
3 1/2 - 27/8

Step-by-step explanation:

the slope intercept form is

y = ax + b

"a" being the slope, "b" being the y- intercept (which is the y-value when x = 0).

the slope here :

in the table x is always increasing by 2.

and y is always investing by 1.

so, the slope is 1/2

the y-intercept :

we need to find the y-value for x = 0.

but we don't have a data point with x = 0 in the table.

so, we have to extend the structure of the table to the left.

x decreases by 2 (making it 0), and y decreases by 1 (making it -1).

therefore, the y- intercept (b) is -1.

and the line equation is

y = (1/2)x - 1

not sure about "the other method".

there is the point-slope form of the equation :

y - y1 = a(x - x1)

again with "a" begin the slope, and (x1, y1) being a point on the line.

if we get the y-intercept in the table, then this point is (0, y1).

and the equation would be

y - y1 = ax

in our case

y + 1 = (1/2)x

and another method ?

sometimes people write

nx + my = c

in our case starting with the original equation

y = (1/2)x - 1

2y = x - 2

-x + 2y = -2

x - 2y = 2

Answer:Rewrite the cartesian equation as a polar equation.

Rewrite the cartesian equation as a polar equation.r

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Rewrite the cartesian equation as a polar equation.r2cos2

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Rewrite the cartesian equation as a polar equation.r2cos2(θ

Rewrite the cartesian equation as a polar equation.r2cos2(θ)

Rewrite the cartesian equation as a polar equation.r2cos2(θ)−

Rewrite the cartesian equation as a polar equation.r2cos2(θ)−6

Rewrite the cartesian equation as a polar equation.r2cos2(θ)−6r

Rewrite the cartesian equation as a polar equation.r2cos2(θ)−6rcos

Rewrite the cartesian equation as a polar equation.r2cos2(θ)−6rcos(

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Rewrite the cartesian equation as a polar equation.r2cos2(θ)−6rcos(θ)

Rewrite the cartesian equation as a polar equation.r2cos2(θ)−6rcos(θ)−

Rewrite the cartesian equation as a polar equation.r2cos2(θ)−6rcos(θ)−r

Rewrite the cartesian equation as a polar equation.r2cos2(θ)−6rcos(θ)−rsin

Rewrite the cartesian equation as a polar equation.r2cos2(θ)−6rcos(θ)−rsin(

Rewrite the cartesian equation as a polar equation.r2cos2(θ)−6rcos(θ)−rsin(θ

Rewrite the cartesian equation as a polar equation.r2cos2(θ)−6rcos(θ)−rsin(θ)

Rewrite the cartesian equation as a polar equation.r2cos2(θ)−6rcos(θ)−rsin(θ)=

Rewrite the cartesian equation as a polar equation.r2cos2(θ)−6rcos(θ)−rsin(θ)=−

Rewrite the cartesian equation as a polar equation.r2cos2(θ)−6rcos(θ)−rsin(θ)=−9

Rewrite the cartesian equation as a polar equation.r2cos2(θ)−6rcos(θ)−rsin(θ)=−9Tap to view steps...

The quadratic function which is represented by the graph of a Parabola fails the Horizontal Line Test thus is not a one to one function. Therefore the inverse is not a function unless with restricted domain.

Edit: Adding the solution below to address update in the comments:

y

=

(

x

+

3

)

2

x

=

(

y

+

3

)

2

±

√

x

=

y

+

3

y

=

−

3

±

√

x

=> inverse relation

Restricting the domain: Recall that the domain and the range of the inverse function are the range and the domain of the original function respectively. The range of the original function in this case is

y

≥

0

, that should be the domain of the inverse function so for the inverse function we take the positive square root as follow:

f

−

1

(

x

)

=

−

3

+

√

x

=> this is the inverse function the domain and the range are:

domain:

x

≥

0

range:

y

≥

−

3

This means we need to restrict the domain of the original function to:

x

≥

−

3

in order for it to have an inverse function.

Step-by-step explanation:

in a function every valid values of x has exactly one assigned y value.

in an ordered pair the first number is x, the second number is y.

the y in (k, 0) is therefore 0.

and this y is different to all other y values in the relation.

therefore, k must be different to all other defined x values (otherwise it would give an x value a second y value, which would make this a not-function).

so, k must be an integer not out of {-9, 0, 2}

Answer:

440m^2

Step-by-step explanation:

15400/(22/7)=4900, which is r^2, so r=70. Now we can find the circumference by doing 22/7*2*70, which is 440.

Find the radius of the circle:

Area of a circle = pi x r^2

15,400 = 22/7 x r ^2

Divide both sides by 22/7

4900 = r^2

Take the square root of bothe sides:

R = 70

The radius of the circle is 70 meters.

now find the circumference:

Circumference = 2 x pi x radius

Circumference = 2 x 22/7 x 70

Circumference = 440 meters

answer: 440 meters

Answer:

60 feet

Step-by-step explanation:

Answer:

Step-by-step explanation:

a^2 - 5bc - 1

a = 7

b = 3

c = 2

7^2 - 5*3*2 - 1

49 - 30 - 1

18

40° + S = 180°

- 40° + 40° + S = 180° - 40°

S = 140°

Answer:

the answer is 8 units

Step-by-step explanation:

The radius of a circle given by the equation [tex]\rm x^2+y^2-2x+8y-47=0[/tex] is 8 units.

It is given that the circle equation is given by  [tex]\rm x^2+y^2-2x+8y-47=0[/tex]

It is required to find the radius of the circle.

It is defined as the combination of points that and every point has an equal distance from a fixed point ( called the center of a circle).

We circle the equation:

[tex]\rm x^2+y^2-2x+8y-47=0[/tex]

Converting this equation into the standard form of the circle:

[tex]\rm (x-a)^2+(y-b)^2=r^2[/tex]

[tex]\rm x^2+y^2-2x+8y-47=0[/tex]

[tex]\rm x^2+y^2-2x+8y-47+1-1+16-16=0[/tex]  (by adding and subtracting by                  

                                                                         1 and 16)

[tex]\rm x^2-2x+1+y^2+8y+16-1-16-47=0\\\\\rm (x-1)^2+(y-(-4))^2-64=0\\\\\rm (x-1)^2+(y-(-4))^2=64\\\\\rm (x-2)^2+(y-(-4))^2=8^2 \\\\[/tex]

By comparing with the standard circle equation, we get:

r = 8

Thus, the radius of a circle given by the equation [tex]\rm x^2+y^2-2x+8y-47=0[/tex]  is 8 units

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By finding the area of the rectangle, we will see that she will need 150 ft^2 of flooring.

For a rectangle of length L and width W, the area is:

A = L*W

And the perimeter is:

P = 2*(L + W).

In this case, we know that the length is 5ft longer than the width, so we can write:

L = W + 5ft

We also know that the perimeter is 50ft, so we can write:

P = 50ft = 2*(W + 5ft + W)

     50ft = 4*W + 10ft

     40ft/4 = W = 10ft

So the width is 10 ft, and then the length will be:

L = 10ft + 5ft = 15ft

So the area of the rectangle is:

A = 10ft*15ft = 150 ft^2

She will need 150 ft^2 of flooring.

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Answer:

80cm

Step-by-step explanation:

The area of the rectangle is given by Area = L*W  (length, L and width, W).

175 cm^2 = 5*L

L = 35 cm

Perimeter is 2L + 2W

2(35cm)+2(5cm)

70cm + 10cm

Perimeter = 80cm

Answer:

2l

Step-by-step explanation:

hence.f10 divido 8-2

What we have been given here are two points.

f(3) = -4 is the same as (3, -4)

f(2) = 6 is the same as (2, 6)

We can then use these two points to find the equation of a line.

Step 1: Find the slope

Slope Formula: (y2 - y1) / (x2 - x1)

Slope = (6 - - 4) / (2 - 3) = (10) / (-1) = -10

Step 2: Find the y-intercept

To find the y-intercept, we'll take our slope and one of our points and plug them into slope-intercept form, then solve for b.

Slope-Intercept Form: y = mx + b

Point = (2, 6)

6 = 2(-10) + b

6 = -20 + b

b = 26

Step 3: Create the equation of the line

Now that we have the slope and y-intercept, all that's left to do is plug both of those values into slope-intercept form.

y = -10x + 26

Answer: y = -10x + 26

Hope this helps!

Answer:

335.69

Step-by-step explanation:

If the exchange rate of USD to Kuwaiti Dinar is 0.2879, multiply the amount of USD by the exchange rate to get the answer.

$1,166 x 0.2879 = 335.6914

335.6914 rounded to the nearest hundredth (two decimal places) is 335.69

So, it is A, 335.69 dinar.

335.69 dinar Sharon will get in exchange for $1,166 option (a) 335.69 is correct.

It is defined as the comparison between two quantities that how many times the one number acquires the other number. The ratio can be presented in the fraction form or the sign : between the numbers.

We have a total amount that will need to convert = $1,166

Exchange rate of us dollars to kuwaiti dinar = 1 : 0.2879

It means $1 converted into 0.2879 dinar

The amount $1,166 in kuwaiti dinar = 1166×0.2879

= 335.69 dinar

Thus, 335.69 dinar Sharon will get in exchange for $1,166 option (a) 335.69 is correct.

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[tex]\qquad\qquad\huge\underline{{\sf Answer}}♨[/tex]

Here's the solution ~

[tex]\qquad \sf  \dashrightarrow \: \dfrac{2 {}^{n} - 1}{ {4}^{n} - 1} [/tex]

[tex]\qquad \sf  \dashrightarrow \: \dfrac{2 {}^{n} - 1}{ {( {2}^{2}) }^{n} - 1} [/tex]

[tex]\qquad \sf  \dashrightarrow \: \dfrac{2 {}^{n} - 1}{ {( {2}^{n}) }^{2} - 1} [/tex]

Now we will use this identity in denominator

[ a² - b² = (a + b)(a - b) ]

[tex]\qquad \sf  \dashrightarrow \: \dfrac{ \cancel{(2 {}^{n} - 1)}}{ {( {2}^{n} }^{} + 1) \cancel{( {2}^{n} - 1)}} [/tex]

[tex]\qquad \sf  \dashrightarrow \: \dfrac{ 1}{ {( {2}^{n} }^{} + 1) } [/tex]

Answer:

[tex]\sf \dfrac{1}{2^n+1}[/tex]

Step-by-step explanation:

Given expression:

[tex]\sf \dfrac{2^n-1}{4^n-1}[/tex]

Rewrite [tex]\sf 4^n[/tex]:   [tex]\sf 4^n=(2^2)^n=2^{2n}=(2^n)^2[/tex]

Rewrite 1:  1 = 1²

[tex]\sf \implies \dfrac{2^n-1}{(2^n)^2-1^2}[/tex]

Apply difference of two square formula to the denominator

[tex]\sf a^2-b^2=(a+b)(a-b)[/tex]

[tex]\sf \implies \dfrac{2^n-1}{(2^n+1)(2^n-1)}[/tex]

Cancel out the common factor [tex]\sf 2^n-1[/tex] :

[tex]\sf \implies \dfrac{1}{2^n+1}[/tex]

Answer:

45 fluid ounces

Step-by-step explanation:

Weight will be more accurate and consistent

To think of it simply, you may not always fill a measuring cup completely to the top and never spill out of it, weight is a given, cup measurements turn into a very close measurement that isn't 100% exact

Answer:

The 14th term is 8,192

Step-by-step explanation:

Well we can see that it is multiplying every next term by 2.

2nd term : 1*2 = 2

3rd term  : 2*2 = 4

4th term  : 4*2 = 8

So, we can simply carry out this process.

5th term  : 8*2 = 16

6th term  : 16*2 = 32

7th term  : 32*2 = 64

8th term : 64*2 = 128

9th term :  128*2 = 256

10th term : 256*2 = 512

11th term  : 512*2 = 1024

12th term : 1024*2 = 2048

13th term : 2048*2 = 4096

14th term : 4096*2 = 8192

The 14th term is 8,192

Answer:

8192

Step-by-step explanation:

The rate is x2. Multiplying to the 14th term gets to 8192.

hope this helps!

Answer:

1 13/20

Step-by-step explanation:

5 1/2 ÷ 3 1/3

11/2 ÷ 10/3
11/2 x 3/10 = 33/20

33/20 = 1 13/20

Hope this helps :)

Answer:

17/62 = 0.27419

Step-by-step explanation:

Hope this helps! Please let me know if you need more help or think my answer is incorrect. Brainliest would be MUCH appreciated. Have a wonderful day!

Answer:

1 theater room holds 115 people, it says that each showing was filled so that means that there were 115 for every 1 showing. There were 16 showings, so you multiply 115 x 16 which equals to 1,840 people.

The focus and directrix of the parabola are (–0.25, 0) and x = 0.25. Then the correct option is A.

It is the locus of a point that moves so that it is always the same distance from a non-movable point and a given line. The non-movable point is called focus and the non-movable line is called the directrix.

A parabola can be represented by the equation y² = – x.

The coordinates of the focus and the equation of the directrix will be given as

We know that the standard equation of the parabola y² = – 4ax.

On comparing, we have

a = 1/4 = 0.25

The focus of the parabola is at (–a, 0) that is (–0.25, 0).

The directrix of the parabola will be given as

y = a

x = 0.25

More about the parabola link is given below.

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Answer:

A. focus: (negative one-fourth, 0); directrix: x = One-fourth

Step-by-step explanation:

i did it

44 students in  Mrs. Vitale's class read 11 books

Let the number of students that read 11 books in Mrs. Vitale's class be x

If One fourth of the students in Mrs. Vitale's class read 11 books, then

1/4 x = 11 books

x = 11 * 4

x = 44

Hence 44 students in  Mrs. Vitale's class read 11 books

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Answer:

Step-by-step explanation:

The total number of students that are plotted on the line plot is 20.

We are given that Mrs. Vitale's class is the same size as Ms. Seiko's class so both classes have 20 students in each.

One fourth of the students in Mrs. Vitale's class read 11 books.

1/4 *20/1 =5 students

Answer:

  28 and 32

Step-by-step explanation:

The product indicated in your problem statement is ...

  (30 -2)(30 +2)

  = 28 × 32

The two numbers are 28 and 32.

__

The equivalent (30^2 -2^2) means that product is 900 -4 = 896.

Answer:

Step-by-step explanation:

One student rewrote the expression 17 * 102 as 17(100 + 2). Then simplified to get the expression 1700 + 34.

a. Are the three expressions equivalent (17 * 102, 17(100 + 2), and 1700 + 34)?

Yes, they are.

Check your answer:

17 * 102 = 1734

17(100 + 2)

17(100) + 17 * 2

1700 + 34 = 1734

1700 + 34 = 1734

b. What property of numbers does this demonstrate?

This expression demonstrates the commutative and distributive properties of numbers.

Hope this helps!

Answer:

complex

Step-by-step explanation:

Answer:

Hope the pictures will help. I have done what I knew

Answer:

hi, I'm glad to help! 185

Step-by-step explanation:

11*7=77

11*6=66

6*7=42

77+66+42=185

Answer:

82

Step-by-step explanation:

The sum of his previous grades were 308. In order to get an average grade of 78, he needs to have a score of 78*5 or 390. His necessary grade minus his current grade is 390 - 308, which is 82. The minimum score the student needs to get on his test in order to have an average of 78 is 82

Answer:

82.

Step-by-step explanation:

The sum of the 5 tests must be 5*78 = 390 for the average to be 78.

So in the last test is grade must be 390 - (83+81+70+74)

= 390 - 308 = 82.

The new length of the enlarged figure will 18 cm.

A scale factor is a number which scales, or multiplies, the original figure by some quantity.

We have the equation for the scale factor.

Y=Cx

C is a scale factor for x. It is called the constant of proportionality or scale factor of y to x.

As the given length is 4.5 cm, so with a scale factor of 4, the length of the enlarged figure will be

[tex]Y=4.5\times4=18\ cm[/tex]

Therefore, the new length of the enlarged figure will 18 cm.

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Probability helps us to know the chances of an event occurring. The probability distribution of a girl child being born can be drawn as given below.

The probability helps us to know the chances of an event occurring.

[tex]\rm{Probability=\dfrac{Desired\ Outcomes}{Total\ Number\ of\ outcomes\ possible}[/tex]

As it is given to us that the possible genders of the children,

S = {BB, BG, GB, GG},

And we know that the probability of a girl child can be found using the formula of probability, now, finding the probability of the girl child,

A.) The probability that there is no girl child born,

[tex]\rm{Probability=\dfrac{Desired\ Outcomes}{Total\ Number\ of\ outcomes\ possible}\\\\[/tex]

[tex]\rm P(X=0)=\dfrac{\text{Outcomes in which no girl child is born}}{\text{All the possible values}}[/tex]

[tex]\rm P(X=0)=\dfrac{1}{4} = 0.25[/tex]

B.) The probability that there is one girl child is born,

[tex]\rm{Probability=\dfrac{Desired\ Outcomes}{Total\ Number\ of\ outcomes\ possible}\\\\[/tex]

[tex]\rm P(X=1)=\dfrac{\text{Outcomes in which one girl child is born}}{\text{All the possible values}}[/tex]

[tex]\rm P(X=1)=\dfrac{2}{4} = 0.5[/tex]

C.) The probability that there is two girl child is born,

[tex]\rm{Probability=\dfrac{Desired\ Outcomes}{Total\ Number\ of\ outcomes\ possible}\\\\[/tex]

[tex]\rm P(X=2)=\dfrac{\text{Outcomes in which two girl child is born}}{\text{All the possible values}}[/tex]

[tex]\rm P(X=2)=\dfrac{1}{4} = 0.25[/tex]

The probability distribution of a girl child being born can be drawn as given below.

Learn more about Probability:

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Answer:A

Step-by-step explanation:

Answer:

just trust yourself

Step-by-step explanation:

Answer:

pen: 3 boxes [pencils : 10 packets

Step-by-step explanation:

40 and 12     4|40/10   12/3  4x3x10=120  

pen 120 divided by 40 = 3 boxes

pencils 120 divided by 12 = 10 packets