Answer:
X = 100. A 40% increase causes it to increase to 140. A 40% reduction amounts to multiplying by 0.6, leading to a reduction of 40% of 140 ...
Find the missing lengths of the sides.
Answer:
I would go with 3rd option
I used Pythagorean Theorem and my answer is that
a=3sqrt3
b=3
Step-by-step explanation:
Not sure why it's backwards I checked and rechecked, so let me know.
determine the value of x which r || s. then find m<1 and m<2.
m<1 = 60-4x
m<2= 80-12x
Answer:
Step-by-step explanation:
Answer:
say what now-
Step-by-step explanation:
Factor completely. 81 p 8 − 100 =
Answer:
Step-by-step explanation:
[tex]81p^8-100=(9p^4)^2-10^2\]\]=(9p^4+10)(9p^4-10)\]\[=((3p^2)^2-(\sqrt{10} )^2])\]\\=(3p^2+\sqrt{10} )(3p^2-\sqrt{10} )\\[/tex]
10 cm 10 cm 30 cm. 14.1 cm
answer; you
Step-by-step explanation:
I dont know
sssooooooorrrrrrrrrryyyyyyyyyyyy
evaluate f(m-5) and simplify if f(x)=5x-9
Answer:
f(m-5) = 5m-34
Step-by-step explanation:
f(x)=5x-9
Replace x with m-5
f(m-5) = 5(m-5) -9
Distribute
= 5m-25 -9
= 5m-34
Answer:
answer is 5m - 34
Step-by-step explanation:
!!!!!!!!!!!!!!!!!!!!!!!!
What is the missing measure?
Answer:
Step-by-step explanation:
This is a problem of ratios:
Set the problem up with matching similar side lengths equal:
50/10 = x/12
First simplify the left side:
50/10 = 5
Next, multiply both sides by 12.
We are left with:
x = 12(5)
x = 60
Who ever answers first will be marked brainliest
Answer:
Isolate the variable by dividing each side by factors that don't contain the variable.
Inequality Form:
x≥9
Interval Notation:
[9,∞)
Step-by-step explanation:
pleaseeeeee help me with this.
Answer:
Step-by-step explanation:
2 is like terms
1 one is coeff
3 is const
4 is expression
5 is trem
6 is variable
Students were asked to find an equivalent value of the expression 13 divided by 19/100 which could a student use?
Answer:
68.4210526316
you first divide 19/100 and then you divide the out put 13/ 0.19
Step-by-step explanation:
solve for w
6w+2=9w+14
Answer:
w = 4
Step-by-step explanation:
6w+2=9w+14
9w-6w=14-2
3w=12
w=12/3
w=4
The table below represents an exponential function of the form y = a . b^x
Complete the table and find the equation. Write all your numerical answers in
Fraction form.
What is the value of a?
What is the value of b?
Answer:
Step-by-step explanation:
If one of the data points has the form (0,a)
, then a is the initial value. Using a, substitute the second point into the equatio f(x)=a(b)x, and solve for b.If neither of the data points have the form (0,a)
, substitute both points into two equations with the form f(x)=a(b)x Solve the resulting system of two equations in two unknowns to find a and b.Using the a and b found in the steps above, write the exponential function in the form f(x)=a(b)x.
I need help please and thanks
Number 9
Answer:
x= 1.75
Step-by-step explanation:
0.25555555 as a fraction
Answer:
23/90
Step-by-step explanation:Sorry if it's wrong!!!
Karan uses
of a tin of baby food each day for her baby.
Karan and her baby are going on a 7-day holiday.
What is the least number of tins of baby food that Karan must bring with her?
Show your working.
Which is the graph of f(x) = 5(2)*?
O
40
20
(2, 20)
(0.5)
4 -3 -2 -1
1 2
3
4
5 6 x
Answer:
the graph is this one , I send the picture
840/1152 simplified please
[tex] \bf \frac{840}{1152}^{(4} = \frac{210}{288}^{(6} = \frac{35}{48}[/tex]
Hello!
[tex]\frac{840}{1152}[/tex]
Divide by 2:
[tex]\frac{420}{576}[/tex]
Divide by 2 again because the fraction is not in its simplest form:
[tex]\frac{210}{288}[/tex]
Divide by 2 again:
[tex]\frac{105}{144}[/tex]
Divide by 3:
[tex]\frac{35}{48}[/tex]
And we are done! Hope this helps!
~Just a joyful teen
[tex]SilentNature\\(GraceRosalia)[/tex]
Solve.
−0.4x−3.1=5.9
Enter your answer as a decimal or as a mixed number in simplest form in the box.
x =
The solution to the algebraic equation, −0.4x − 3.1 = 5.9, is: x = -22.5
Given the algebraic equation, −0.4x−3.1 = 5.9, to solve for x, follow the steps below:
−0.4x − 3.1 = 5.9
Add 3.1 to both sides−0.4x − 3.1 + 3.1 = 5.9 + 3.1
-0.4x = 9
Divide both sides by -0.4-0.4x/-0.4 = 9/-0.4
x = -22.5
Therefore, the solution to the algebraic equation, −0.4x − 3.1 = 5.9, is: x = -22.5
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5.5 minutes = 330 seconds
A. True
B. False
Answer:
True
Step-by-step explanation:
330 Seconds = 5.5 Minutes = 5 Minutes and 30 Seconds
Answer:
False :-
Step-by-step explanation:
5 mins = 300 secs
Select the correct answer.
24c^6 - 32c^4
Which expression is equivalent to
8c^3 ? Assume that the denominator does not equal zero.
Answer:
B: [tex]c(3c^2-4)[/tex]
Step-by-step explanation:
1. Substitute [tex]1[/tex] for c: [tex](24^6-32^4)/(8^3)[/tex]
2. Solve substitution: [tex]-1[/tex]
3. Compare [tex]-1[/tex] to calculated answers when [tex]c=1[/tex]
4. [tex]c(3c^2-4)[/tex] when [tex]c=1[/tex] is [tex]-1[/tex]
The area of a square equals the square of a length of the side of the square. The perimeter equals the sum of the lengths of all four sides. The sum of the areas of two squares is 65 while the difference in their areas is 33. Find the sum of their perimeters.
The sum of the perimeters is [x]
Answer:Each side of x would be 7 and each side of y would be 4.
Step-by-step explanation:
Write < , >, or = to make the statement true 0.333 1.03
Answer:
0.333 < 1.03
Step-by-step explanation:
1.03 is greater than 0.333.
In fraction form, 1.03 is [tex]1\frac{3}{100}[/tex].
While 0.333 is [tex]\frac{33}{100}[/tex], which is a third of 1.
Therefore, 0.333 < 1.03.
-10(x + 5) =-140. what is x
Answer:
X= -19 ..............
..
Si el punto (5,0) está en una gráfica, żes (5,0)
la intersección con el eje y de la gráfica? Explica
Answer:
Can you put it in English pls..
Step-by-step explanation:
Solve for a side in right angles picture added
Answer:
AC=5
in a basic right triangle the small side is always one shorter than the big side which is always one smaller than the hypotenuse.
solve pls brainliest
Answer: 100.4
Step-by-step explanation: 800 - 699.6 = 100.4
Find the least common denominator of the two fractions 3/4 over 1/6?
Answer:
(2/12 & 9/12)
Step-by-step explanation:
12 is the least common denominator for the fractions, so they must be rewritten to have the same denominator, but hold the same value.
( not written by me )
The price of an item has dropped to $81 today. Yesterday it was $135. Find the percentage decrease.
Answer: 60%
Step-by-step explanation:
81/135= 60/100
The points represented by the table like on a line. Find the slope of the line.
х
2
2
2
2
y
-6
3
-7
1
Answer:
undefined slope
Step-by-step explanation:
There us change in rise but no change in run or x value. This means is a vertical line and it's slope is undefined.
PLEASE HLEP ME IM CRYING J WIL GIVE BRAIBLIST
Answer:
Step-by-step explanation:
The two angles can be 48.75 which if you add all those together would be 180 degrees
Sorry if it might be wrong but if its right can you mark me branliest
Answer:
39° and 58.5°Step-by-step explanation:
The tree indicated angles form a straight angle:
2x + 3x + 82.5 = 1805x = 180 - 82.55x = 97.5x = 97.5/5x = 19.5The angle 2x:
2*19.5 = 39°The angle 3x:
3*19.5 = 58.5°Which of the following functions has an inverse that is NOT a function?
A) f(x) = (1/2)x - 1/2
B) f(x) = (x - 1)^3 + 2
C) f(x) = 2^x
D) f(x) = x(x - 1)
Step-by-step explanation:
Content
Functions and their inverses
We begin with a simple example.
Example
Let f(x)=2x and g(x)=x2.
Apply the function g to the number 3, and then apply f to the result:
g(3)=32andf(32)=3.
A similar thing happens if we first apply f and then apply g:
f(3)=6andg(6)=3.
It is clear that this will happen with any starting number. This is expressed as
f(g(x))g(f(x))=x,for all x=x,for all x.
The function f reverses the effect of g, and the function g reverses the effect of f. We say that f and g are inverses of each other.
As another example, we have
(x−−√3)3=xandx3−−√3=x,
for all real x. So the functions f(x)=x3 and g(x)=x−−√3 are inverses of each other.
If x≥0, then (x−−√)2=x and x2−−√=x. If x<0, then x−−√ is not defined. So the functions f(x)=x2 and g(x)=x−−√ are inverses of each other, but we need to be careful about domains. We will look at this more carefully later in this section.
Basics
In an earlier section of this module, we defined the composite of two functions h and g by (g∘h)(x)=g(h(x)).
Definitions
The zero function 0–:R→R is defined by 0–(x)=0, for all x.
The identity function id:R→R is defined by id(x)=x, for all x.
Example
Consider a function f:R→R.
Prove that
0–∘f=0–
f∘id=f
id∘f=f.
Show that f∘0– does not necessarily equal 0–.
Solution
We have (0–∘f)(x)=0–(f(x))=0, for all x, and so 0–∘f=0–.
We have (f∘id)(x)=f(id(x))=f(x), for all x, and so f∘id=f.
We have (id∘f)(x)=id(f(x))=f(x), for all x, and so id∘f=f.
Consider the function given by f(x)=2, for all x. Then f∘0–(x)=f(0–(x))=f(0)=2, and so f∘0–≠0–.
Definition
Let f be a function with both domain and range all real numbers. Then the function g is the inverse of f if
f(g(x))g(f(x))=x,for all x,and=x,for all x.
That is, f∘g=id and g∘f=id.
Notes.
Clearly, if g is the inverse of f, then f is the inverse of g.
We denote the inverse of f by f−1. We read f−1 as 'f inverse'. Note that f inverse has nothing to do with the function 1f.
Example
Let f(x)=x+2 and let g(x)=x−2. Show that f and g are inverses of each other.
Solution
We have
f(g(x))=f(x−2)=x−2+2=x,for all x(f∘g=id)
and
g(f(x))=g(x+2)=x+2−2=x,for all x(g∘f=id).
Hence, the functions f and g are inverses of each other.
Exercise 5
Find the inverse of
f(x)=x+7
f(x)=4x+5.
Example
Let f(x)=ax+b with a≠0. Find the inverse of f.
Solution
We have x=f(x)−ba, for all x. So let g(x)=x−ba. Then
f(g(x))g(f(x))=f(x−ba)=a(x−ba)+b=x=g(ax+b)=(ax+b)−ba=x,
for all x. Hence, g is the inverse of f.
Exercise 6
Show that f(x)=x5 and g(x)=x15 are inverses of each other.
Find the inverse of f(x)=x3+2.
We do not yet have a general enough concept of inverses, since x2 and x−−√ do not fit into this framework, nor do ex and logex. We will give a definition that covers these functions later in this section.
The horizontal-line test
Consider the function f(x)=x2, which has domain the reals and range A={x:x≥0}. Does f have an inverse?
The following graph shows that it does not. We have f(−2)=f(2)=4, and so f−1(4) would have to take two values, −2 and 2! Hence, f does not have an inverse.
Graph of y = x squared and the line y = 4 on the one set of axes.
This idea can be formulated as a test.
Horizontal-line test
Let f be a function. If there is a horizontal line y=c that meets the graph y=f(x) at more than one point, then f does not have an inverse.
Notes. Remember that the vertical-line test determines whether a relation is a function.
Example
Consider the function
f(x)=x3−x=(x+1)x(x−1).
Its graph is shown in the following diagram.
Graph of y = x cubed minus x.
Does f have an inverse?
Solution
The line y=0 meets the graph at three points. By the horizontal-line test, the function f does not have an inverse.
The function whose inverse does not exist is f(x) = x(x - 1)
The correct option is (D) f(x) = x(x - 1)
What is inverse of a function?An inverse is a function that serves to “undo” another function. That is, if f(x) produces y, then putting y into the inverse of f produces the output x.
First, f(x)= [tex]\frac{1}{2} x -\frac{1}{2}[/tex]
let y= [tex]\frac{1}{2} x -\frac{1}{2}[/tex]
On solving for x we get a unique value
Then replace x and y.
It shows that the function have a unique value, which satisfies the condition of inverse.
Now, f(x) =[tex](x - 1)^3 + 2[/tex]
Again, solving for y we can get a cube root function which is a inverse of cube.
Hence, the inverse of [tex](x - 1)^3 + 2[/tex] exists.
Next, f(x) =[tex]2^x[/tex]
Solving for above we get logarithmic value. Log function are inverse of exponential function.
Hence, the inverse of [tex]2^x[/tex] exists.
Last, f(x)= x(x-1)
Solving for above create a square value.
The inverse of square never exist because having square root gives two value one is positive and other is negative.
Hence, the inverse of x(x-1) not exists.
Hence the function whose inverse does not exist is x(x-1).
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