The domain the function is In interval notation [7, ∞). The range of the function is in the interval (-1, ∞).
What is function?A mathematical phrase, rule, or law that establishes the link between an independent variable and a dependent variable (the dependent variable). A "vertical line test" can be used when examining a graph to determine whether a relation is a function. The relation is not a function if any point on the graph can be used to draw a vertical line that crosses the relation twice.
Here,
y=√(x-7)-1
x-7≥0
x≥7
at x=7
y=√(7-7)-1
y=-1
The function's domain is represented by the interval notation [7, ∞). The function's range falls within the range [-1, ∞).
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Find the slope of the line.
Answer: -2
Step-by-step explanation:
Slope is rise/ run or y2 - y1 / x2 - x1
We see that y goes down by 6, and x go over by 3
So slope is -6/3 = -2
Gage bought 5 pairs of running shoes for $49 each.
He raised the price and sold the shoes for $65 each.
How much total profit did he make by selling all
five pairs of running shoes?
Answer:
$80
Step-by-step explanation:
His buying cost for 1 pair of shoes: $49
His selling price for 1 pair of shoes: $65
His profit on selling 1 pair of shoes: $65 - $49 = $16
His profit on selling 5 pairs of shoes: 5 × $16 = $80
You are designing a rectangular poster to contain 48 in^2 of printing with a 3-in margin at the top and bottom and a 1-in margin at each side. What overall dimensions will minimize the amount of paper used?
To minimize the amount of paper used to create a rectangular poster with a given amount of printing and specific margins, you can use the formula for the area of a rectangle to determine the dimensions that will minimize the area of the poster.
In this case, the area of the poster must be at least 48 square inches to contain the printing, and the margins at the top and bottom must be 3 inches each, for a total of 6 inches. The margins at the sides must be 1 inch each, for a total of 2 inches. Therefore, the minimum area of the poster is 48 + 6 + 2 = 56 square inches.
To minimize the amount of paper used, we want to find the dimensions of the poster that will have the smallest possible area while still satisfying the constraints on the margins and the amount of printing. We can do this by using the formula for the area of a rectangle:
A = lw
where A is the area of the rectangle, l is the length, and w is the width.
In this case, we want to find the length and width that will minimize the area of the rectangle while still satisfying the constraints on the margins and the amount of printing. We can do this by setting the area of the rectangle equal to the minimum area we calculated above (56 square inches) and then solving for the length and width:
A = lw = 56
lw = 56
We can then use the constraints
Please help I'm stuck!
Answer:
For this question, you would have to subtract
1.679-1.439 = 0.24 Melvin pays 0.24 cents less. (not that much honestly lol!!)
log: (x) + log3(2x - 1) = log3 (6)
The solution of the logarithmic expression is 2x² - x - 6 = 0.
What is an expression?The mathematical expression combines numerical variables and operations denoted by addition, subtraction, multiplication, and division signs.
Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also denote the logical syntax's operation order and other properties.
Given expression is log(x) + log3(2x - 1) = log3 (6). The expression will be solved as below,
log(x) + log3(2x - 1) = log3 (6)
log ( 3x (2x-1) = log18
3x ( 2x - 1 ) = 18
x ( 2x - 1 ) = 6
2x² - x = 6
2x² - x - 6 = 0
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HELP PLS
Graph -8x - y = 8.
Answer:
Step-by-step explanation:
The graph of y = 8 is a horizontal line through 8, on the y-axis
Find the slope of the line that passes through (10, 10) and (3, 2).
Answer: m=8/7
Step-by-step explanation:
use this formula m=y2-y1/x2-x1
someone help asap please
The gradient of this straight line through the points is 0.16.
The gradient of this lines simply means that it would require one (1) unit to use £0.16 worth of electricity.
How to calculate the gradient of a line?Mathematically, the gradient of a straight line can be calculated by using this formula;
Gradient, m = (Change in y-axis, Δy)/(Change in x-axis, Δx)
Gradient, m = (y₂ - y₁)/(x₂ - x₁)
From the information provided through this graph, we have the following data points:
Points on x-axis = (30, 100).
Points on y-axis = (4, 15).
Substituting the given points into the formula, we have the following;
Gradient, m = (15 - 4)/(100 - 30)
Gradient, m = 11/70
Gradient, m = 0.16
This ultimately implies that, £0.16 worth of electricity would require one (1) units to be used by David.
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Apply the Multiplication Property of Equality to write an equation equivalent to 7n = 28
due today lol
The equivalent equation is when n is equal to 4.
What is Multiplication Property of Equality?According to the multiplication property of equality, when we multiply both sides of an equation with the same number, the two sides remain equal.When we multiply either sides of an equation by the same number, the two sides remain equal, according to the multiplication property of equality. That is, if a, b, and c are all real numbers and a = b, thenaxc = bxc.
The four equality properties of addition, subtraction, multiplication, and division can be used to solve an equation. We simply add, subtract, multiply, or divide both sides of an equation to find the value of an unknown variable.Here given equation,
7n = 28
Multiply both sides of equation by 1/7
7n x 1/7 = 28 x 1/7
7n / 7 = 28 / 7
n = 28 / 7
n = 4
So the equation equivalent to 7n = 28 is n = 4.
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What is the difference between a formal and informal proof? (Please give explanations)
A) A formal proof uses a table or a list of steps, whereas an informal proof uses paragraphs.
B) A formal proof provides the reasons for steps, whereas an informal proof does not.
C) A formal proof is much shorter, whereas an informal proof is longer.
D) A formal proof uses equations, whereas an informal proof only uses text.
The difference between a formal and informal proof in arithmetics is that a formal proof uses equations, whereas an informal proof only uses text. That is option D.
What is formal and informal proof?A formal proof is defined as the concept used in arithmetics to show that the final answer to an expression obeys a particular rule of an equation or formula.
An informal proof is defined as the concept that shows the answer to a mathematical expression without the use of formula or derived equation.
Therefore, the difference between the formal and informal proof is that a formal proof uses equations, whereas an informal proof only uses text.
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help pls explain!!!!!!!!!!!!
The value of the given logarithmic expression is -142.20.
What is an Expression?In mathematics, an expression is defined as a set of numbers, variables, and mathematical operations formed according to rules dependent on the context.
Given the logarithmic values as,
log₃ (t) = 5.44
log₃ (y) = 11.03
log₃ (z) = 7.74
Now, the value of the expression can be written as,
12 log₃ (z⁷ / y⁵t²)
= 12 { log₃ (z⁷) - [ log₃ (y⁵) + log₃ (t²) ] }
= 12 { 7log₃ (z) - [ 5log₃ (y) + 2log₃ (t) ] }
= 12 [7×7.74 - (5×11.03 + 2×5.44)]
= 12 [ 54.18 - (55.15 + 10.88)]
= 12(54.18-66.03)
= 12 × (-11.85)
= -142.20
Hence, the value of the given expression is -142.20.
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Factor 2x^2 - 4x - 30 completely.
Answer: 2(x-5)(x+3)
Step-by-step explanation:
(x+3)(2x-10)
2(x-5)(x+3)
The sequences below are either arithmetic sequences or geometric sequences. For each sequence, determine whether it is arithmetic or geometric, and write the
formula for the
The
n’th term of that sequence.
8,16,32,…
4,11,17,….
Answer:
The sequences below is geometric sequences. 8,16,32
Step-by-step explanation:
It is geometric as far as it goes.
Notice that the ratio between each successive pair of terms is constant:
4/2=2
8/4=2
16/8=2
That these ratios are all the same is sufficient for the given terms to form a geometric sequence with general term:
an=[tex]2^{n}[/tex]
The sequence then continues:
2
,
4
,
8
,
16
,
32
,
64
,
128
,
256
,
512
,
1024
,
2048
,
...
The question is in the "...". Any finite number of terms does not determine an infinite sequence.
For example we can match the sequence
2
,
4
,
8
,
16
with a cubic polynomial:
[tex]a_{n}[/tex]=1/3([tex]n^{3}[/tex] -3[tex]n^{2}[/tex] +8n)
Then we would find that the next terms would be
30
,
52
,
84
,
.
the second 4 11 ,17 is wrong
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Lines c and d are parallel lines cut by transversal p.
Horizontal and parallel lines c and d are cut by transversal p. On line c where it intersects with line p, 4 angles are formed. Clockwise, from uppercase left, the angles are: 1, 2, 3, 4. On line d where it intersects with line p, 4 angles are formed. Clockwise, from uppercase left, the angles are: 5, 6, 7, 8.
∠2 is congruent to ∠6 based on corresponding angle theorem.
What is corresponding angle theorem?Corresponding angles are formed when two parallel lines are intersected by a transversal line.The corresponding angles theorem states that "when a line intersects two parallel lines, the corresponding angles in the two regions of intersection are congruent."Assume that A, B, and C are distinct lines. Then A and B are parallel if and only if the corresponding angles of intersection of A and C, as well as B and Care, are equal.So here ,
Since in this question they are corresponding angles of parallel lines cut by a transversal, they are ∠2 ≅ ∠6 according to the Vertical Angles Theorem.
The complete question is : "Lines c and d are parallel lines cut by transversal p. Horizontal and parallel lines c and d are cut by transversal p. On line c where it intersects with line p, 4 angles are formed. Clockwise, from uppercase left, the angles are: 1, 2, 3, 4. On line d where it intersects with line p, 4 angles are formed. Clockwise, from uppercase left, the angles are: 5, 6, 7, 8. Which must be true by the corresponding angles theorem?"
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Please help with this question. Giving brainliest
Answer:
m∠1 = (180 - 110)° = 70°
m∠2 = (180 - 115)° = 65°
m∠3 = 115°
m∠4 = m∠2 = 65°
m∠5 = (180 - (65 + m∠1))° = 45°
m∠6 = m∠5 = 45°
m∠7 = m∠6 = 45°
The question is linked below, please respond asap its due really soon
The Domain and range tends to (-∞,∞) and for more clarity see the graph mentioned below.
Define Domain and Range
The domain and range are defined for a relation and they are the sets of all the x-coordinates and all the y-coordinates of ordered pairs respectively. Domain = the set of all x-coordinates Range = the set of all y-coordinates The domain and range of a function are the components of a function. The domain is the set of all the input values of a function and range is the possible output given by the function. Domain→ Function →Range.Given expression is,
f(x) = -1/4x³ + 4x - 3
In this x ∈ R, so
Domain = (-∞,∞) , { x|x ∈ R }
Range = (-∞,∞) ,{ y|y ∈ R }
Hence, the Domain and range tends to (-∞,∞) and for more clarity see the graph mentioned below.
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The equation and the table show the cost,y, for different sports programs as functions of the number of classes, x.
Based on the table and equation given:Gymnastics is less expensive when the classes is 1.Ice-skating is less expensive when the classes is 3 or 4.
How to Apply Equations and Tables?Given that y represents the cost, and x represents the number of classes, to complete the statements, the table is given for Gymnastics while the equation, y = 18x + 20 is given for Ice-skating program.Since the table already shows the cost for each specific number of classes for Gymnastics, find that of Ice-skating program for 1, 2, 3, and 4 classes.For 1 class, substitute x = 1 into y = 18x + 20:
y = 18(1) + 20
y = $38
For 2 class, substitute x = 2 into y = 18x + 20:
y = 18(2) + 20
y = $56
For 3 class, substitute x = 3 into y = 18x + 20:
y = 18(3) + 20
y = $74
For 4 class, substitute x = 4 into the equation y = 18x + 20:
y = 18(4) + 20
y = $92
From the above, we can conclude that, Gymnastics is less expensive when the classes is 1.
Ice-skating is less expensive when the classes is 3 or 4.
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Clare vwas solving an equation, but when she checked her answer she saw her solution was incorrect. She knows she made a mistake, but she can't find it. Where is Clare's mistake and what is the solution to the equation? 12(5 + 2y) = 4y- (5-9y) 72 + 24y = 4y -5-9y 72 + 24y = -5y -5 24y = -5y - 77 29y = -77 -77 y29
Clare's mistake is at the second step and the solution to the equation is -65/11.
What is the distributive property of multiplication?In Mathematics, the distributive property of multiplication states that when the sum of two (2) or more addends are multiplied by a particular numerical value, the same result and output would be obtained as when each addend is multiplied respectively by the same numerical value, and the products are added together.
Based on the information provided above, we can logically deduce that Clare's mistake is at the second step because the product of 12 and 5 is equal to 60, rather than 72. Additionally, Clare did not distribute the negative sign to all the terms of the equation.
By applying the distributive property of multiplication to the given mathematical expression, we have the following:
12(5 + 2y) = 4y - (5 - 9y)
60 + 24y = 4y - 5 + 9y
60 + 24y = 13y - 5
24y - 13y = -5 - 60
11y = -65
y = -65/11
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A kite flys in the air has an 11-ft line attached to it. It line pulled cast a 10ft shadow. Find the height of the kite. If necessary
Answer:
Step-by-step explanation:
Due to the cast of the shadow regardless of that the line will still be 11 feet due to the lines length
The number of point a baketball team cored ha 3,4, and 5 a factor. What i the leat number of point the team could have cored
The least number of point the team could have scored is the LCM of the factors given = 60.
Factor 1 = 3
Factor 2 = 4
Factor 3 = 5
therefore, LCM
= 4 * 5 * 3 [because they don't have any factors in common]
= 60
The positive integers that can divide a number evenly are referred to as factors. Let's say we multiply two numbers to produce a result. The product's factors are the number that is multiplied.
Each number has a self-referential element. There are several examples of factors in everyday life, such putting candies in a box, arranging numbers in a certain pattern, giving chocolates to kids, etc. We must apply the multiplication or division method in order to determine a number's factors.
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..........i need help past due
Answer: second and third from the top right
Step-by-step explanation: 1:2 and 1 to 2 are the same thing, and are ratios. The rest of the answers have nothing to do with ratios.
what is the equation of the line that passes through the point(-6,-7) and has a slope of 1/3
Answer:
The equation of the line that passes through the point (-6, -7) and has a slope of 1/3 is:
x - 3y + 15 = 0
Step-by-step explanation:
The equation of a line in slope-intercept form is given by y = mx + b, where m is the slope of the line and b is the y-intercept (the point at which the line crosses the y-axis).
To find the equation of the line that passes through the point (-6, -7) and has a slope of 1/3, we can use the point-slope form of a line:
y - y1 = m(x - x1)
Where (x1, y1) is a point on the line and m is the slope of the line.
Plugging in the given values, we have:
y - (-7) = (1/3)(x - (-6))
Which simplifies to:
y + 7 = (1/3)x + 2
Multiplying both sides by 3, we have:
3y + 21 = x + 6
Subtracting 21 and 6 from both sides, we have:
3y - x - 15 = 0
Therefore, the equation of the line that passes through the point (-6, -7) and has a slope of 1/3 is:
x - 3y + 15 = 0
451 dived by 51
HELP!
I need to subtract!!!
After dividing 451 by 51, we get a quotient of 008 and a remainder of 43.
What is division?One of the four fundamental arithmetic operations, or how numbers are combined to create new numbers, is division.
The other operations are multiplication, addition, and subtraction.
On a fundamental level, counting the instances in which one number is included within another is one interpretation of the division of two natural numbers.
It's not necessary for this number to be an integer.
For instance, if 20 apples are distributed equally among 4 persons, each person will get 5 of them.
So, we have 451/51.
Now calculate as follows:
451/51
Quotient = 008
Remainder = 43
(Refer to the image attached below)
Therefore, after dividing 451 by 51, we get a quotient of 008 and a remainder of 43.
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in a probability experiment, eric flipped a coin 36 times. the coin landed on heads 24 times. what is the ratio of heads to tails in this experiment?
The ratio of heads to tails in the probability test is 2:1 or (D) 2/1.
What is the ratio?A ratio is a relationship or comparison between two numbers belonging to the same unit in order to determine how much larger one number is than the other.
For instance, if a test result is 7 out of 10, the ratio of the number of points earned to the total number of points is 7:10.
So, we know that the coin is flipped 36 times in the probability test:
Head = 24
Tails = 36 - 24 = 12
The ratio of heads to Tails:
Heads:Tails
24:12
24/12
2/1
2:1
Therefore, the ratio of heads to tails in the probability test is 2:1 or (D) 2/1.
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Complete question:
In a probability, experiment Eric flip a coin 36 times. The coin landed on the head 24 times. What is the ratio of heads to tails in this experiment?
A.3/2
B.1/2
C.2/3
D.2/1
what is the hypotenuse???
To find the answer to this problem, you will need to use the Pythagorean Theorem.
What is the Pythagorean Theorem?
The Pythagorean Theorem is an equation that represents the summation of the sides of a right triangle.
a² + b² = c², where a is the shortest leg of the triangle, b is the longest leg and c is the hypothenuse.
You have been given a (12) and b (16)
First, plug your given information into the equation: 12² + 16² = c²
Next, simplify your equation by squaring both terms:
12² = 144
16² = 256
Then, add these two answers together: 144+ 256= 400
This leaves you with the equation: 400 = c²
To isolate the c as an individual term, take the square root of both sides:
[tex]\sqrt{400} = \sqrt{c^{2} }[/tex]
The above equation leaves you with the answer 20 = c, which is the hypothenuse
pls help
law of sines and cosines
Answer:
1. 29 2. 35
Step-by-step explanation:
check the attached file
simplify: cube root of m 1/2 × n -1/3 / m -5/2 × n 8/3
Answer:
[tex]\frac{3m^{2}n-2-40nm }{6m}[/tex]
Step-by-step explanation:
The graph below is a polynomial function in the form f(x)=(x-a)(x-b). What are a and b?
A=
B=
The value of a and b for the given polynomial function f(x)=(x-a)(x-b) are a= -1, 2 and b=2, -1.
What is meant by polynomial function?A function is said to as polynomial when a variable in an equation, such as a quadratic equation or cubic equation, etc., has only positive integer exponents or non-negative integer powers. For instance, the polynomial 2x+5 has an exponent of 1. The zero polynomial function, linear polynomial function, quadratic polynomial function, and cubic polynomial function are the four most common types of polynomials in precalculus and algebra.
Given,
f(x)=(x-a)(x-b)
From the above graph, f(x) passes through points (2, 0), (-1, 0), (0, -2)
Let us take (2, 0)
(2-a)(2-b)=0
4-2b-2a+ab=0
(-1, 0)⇒(-1-a)(-1-b)=0
1+b+a+ab=0
(0, -2)⇒-2=(-a)(-b)
ab= -2
a= -2/b
4-2b-2a-2=0
-2a-2b+2=0
a+b-1=0
b²-2b+b-2=0
b(b-2)+1(b-2)=0
b= 2 or b= -1
a+2-1=0
a= -1
a-1-1=0
a=2
The value of a and b for the given polynomial function f(x)=(x-a)(x-b) are a= -1, 2 and b=2, -1.
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mrs. smith told her students that anyone who scores over 90% on the test will get an extra 30 minutes of recess. which group contingency is this?
Mrs. smith told her students that anyone who scores over 90% on the test will get an extra 30 minutes of recess: Among the group contingency this is an independent group,
What is group contingency?A particular kind of contingency known as a group contingency (GC) takes use of peer influence by using group reinforcement.
The instructor may use a group contingency to praise an entire class or a smaller subset of pupils for finishing assignments, exhibiting good classroom behavior, or engaging in other desired behavior. Multiple kids' problematic behaviors can be addressed at once using group contingencies.
Dependent, independent, and interdependent group contingencies are the three different types.
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The complete question is as follows:
Mrs. Smith implemented a procedure where she exclaimed that if any student scored over 90% on the test, they would get an extra 30 minutes of recess. Which group contingency is this?
a. Token economy
b. Dependent group contingency
c. Interdependent group contingency
d. Independent group
Question 5 of 6Maximize the objective function P = 5x + 3y for the given constraints.
x ≥ 0
y ≥ 0
3x + 6y ≤ 48
2x + 8y ≤ 56
On solving the provided question, we got that - The maximized value of the objective function is 38
what is function?Relationships between a group of inputs and one output per input are referred to as functions. A function is, to put it simply, a connection between inputs that are all connected to the same output. There is a domain and a codomain, or scope, for every function.
Given is the objective function:
Max P = 5x + 3y
The following are the constraints:
3x + 6y ≤ 48
2x + 8y ≤ 56 \sx ≥ 0 y ≥ 0
We employ the graphical method to achieve this.
The graph of the constraints is included as an attachment.
The graph leads us to the following doable point:
[tex](x,y) = (4,6)[/tex]
[tex]Substitute 4 for x and 6 for y in the objective function.\\Max P=5x+3y[/tex]
so,
[tex]P = 5x4+x6\\P = 38[/tex]
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