The graph of a function can be sketched by plotting points.
First and foremost, it is to be determined if the function is odd/even or periodic. Next, we find the x and y intercepts. To sketch a graph of a function, one can start by plotting a few points that lie on the graph using the coordinates given by the function. For example, if the function is y = x², then points (0, 0), (1, 1), and (2, 4) can be plotted by substituting the values of x into the function to find the corresponding values of y.
Subsequent to this, one can connect the points with a smooth curve to form the graph of function. If the function is a straight line, the graph will be a straight line. If the function is quadratic, the graph will be a parabola. The graph may take on a more complicated shape for more complex functions.
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Element X is a radioactive isotope such that its mass decreases by 4% every year. If an experiment starts out with 690 grams of Element X, write a function to represent the mass of the sample after t t years, where the quarterly rate of change can be found from a constant in the function. Round all coefficients in the function to four decimal places. Also, determine the percentage rate of change per quarter, to the nearest hundredth of a percent.
The relation that is able to model the decay is given as N = 690e^-0.04r. The quarterly rate of change is 0.21%.
What is radioactivity?We know that the term radioactivity has to do with the fact that the object is able to undergo the process of a spontaneous disintegration. The implication of this is that the element is going to be gradually be transformed into a different element and this is going to occur at a given rate which we have called the decay constant for the reaction.
We know that element X is a radioactive isotope such that its mass decreases by 4% every year then an experiment starts out with 690 grams of Element X.
It follows that;
Initial amount of X No = 690 g
Decay rate of X (r) = 0.04
Time taken for decay = t
Amount of X at time t = N
The model now becomes;
N = 690e^-0.04r
The quarterly rate of change is obtained from;
A(t) = (1- 0.04)Ao
= 0.96 Ao
0.96Ao = Ao(1 - r)^30
0.94 = (1 - r)^30
30√0.94 = (1 - r)
r = -0.0021 or -0.21%
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HELP WITH ALL PLEASE!!!
Answer:
1) x=16
2) x=15
3) x=10
Step-by-step explanation:
1) Since the triangles are similar and the ratio of the sides is 1 : 2, 1/2=(3x-4)/(10x-72). Cross multiplying, we get 6x-8=10x-72.
10x-72=6x-8 |+72
10x=6x+64 |-6x
4x=64 |/4
x=16
2) Angles HGJ and KLJ are corresponding (they are equal angles).
So, 5x-2=9x-62.
5x-2=9x-62 |+62
5x+60=9x |-5x
60=4x |/4
x=15
3) If KM is a perpendicular bisector, KJ=KL.
So, 4x+9=11x-61.
4x+9=11x-61 |-4x
9=7x-61 |+61
70=7x |/7
x=10
An outdoor staircase has a total vertical elevation of 24 feet from the road level to the first floor. The 1st floor to the 2nd floor is also 24 feet. If the angle of elevation is 37 degrees and the landing of each step is 13 inches, answer the following question showing each step of your work.
A. What is the vertical rise per step (in inches rounded to the nearest inch)
B. Find the number of steps needed to climb from road level to the 2nd floor
(a) There are 10 vertical rise per step.
(b) There are 58 steps needed to climb from road level to the 2nd floor.
What is angle of elevation?
The angle of elevation is the angle created between the line of sight and the horizontal. The angle created is an angle of elevation if the line of sight is upward from the horizontal line.
(a) First to find the vertical rise per step.
x = 13 x tan(37)
x = 9.80
x ≈ 10
Hence, there are 10 vertical rise per step.
(b) Now to find number of steps needed to climb from road level to the 2nd floor.
The total elevation = 24 + 24 = 48 feet
Vertical rise of each step = 10
To convert 48 feet into inches
⇒ 48 x 12 = 576 inches
So, the number of steps = 576 / 10 = 57.6 ≈ 58
Hence, there are 58 steps needed to climb from road level to the 2nd floor.
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Write (-2^6) as repeated mulitplication and evaluate. Is the answer positive or negative?
Answer:
(-2^6) is 64, which is positive.
Step-by-step explanation:
To write -2^6 as repeated multiplication, we can write it as (-2)(-2)(-2)(-2)(-2)*(-2). To evaluate this expression, we can compute it as follows:
(-2)(-2)(-2)(-2)(-2)(-2)
= ((-2)(-2)(-2)(-2)(-2))(-2)
= ((((-2)(-2)(-2)(-2))(-2))(-2)
= (((((-2)(-2)(-2))(-2))(-2))(-2)
= (((((-2)(-2))(-2))(-2))(-2))(-2)
= (((((-2)(-2))(-2))(-2))(-2))(-2)
= (((-2)(-2)(-2))(-2))(-2)(-2)
= (((-2)(-2)(-2))(-2))(-2)(-2)
= ((-2)(-2))(-2)(-2)(-2)(-2)
= (-2)(-2)(-2)(-2)(-2)(-2)
= 64
Therefore, the result of (-2^6) is 64, which is positive.
The price of 10 movie tickets is $25. At this rate, what is the price of 12 movie tickets.?
Why whole number is not closed under subtraction but integers is closed under it?
Integers have a greater and more suitable range to be closed for subtraction than whole numbers.
According to the closure property of subtraction, the difference between two integers will always be an integer.
An integer is a number that ranges from minus infinity and infinity and is not a fraction.
Whereas all positive valued integers including 0 are whole numbers.
Now if we subtract a larger whole number from a smaller whole number, then the difference will obviously be negative. Hence, the result will be an integer and not a whole number.
example= 25 - 30
= -5
Here both 25 and 30 are whole numbers but -5 is not. But all three are considered integers.
Hence, subtraction is closed under integers and not whole numbers.
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What is the product when - 5 is multiplied by
2x + 3?
1.) 2x² - 7x - 15
2.) 2x² - 13x - 15
3.) 2x² +13x + 15
4.) 2x² +7x - 15
20 points to whoever answers correctly AND Brainliest!
(Must be the correct answer, not a guess or random symbols)
The domain of the function d(t) describing the Haru's journey to his friend is
0 ≤ t ≤ 2.1How to find the domain of the graphIn the graph, the input values is the time in hours, t while the output value is distance covered, d in kilometers
The domain is controlled by the input values. considering the time used for the journey as shown in the graph. The journey started from point 0 to the end point 2.1
The maximum time is at 2.1 hours. For the minimum, this is when the journey started which is 0
The domain starts from 0, with 0 not inclusive to 2.1 with 2.1 included
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Determine whether the statement is true or false. The equation y' = x + y + 1 is separable.
The equation y' = x + y + 1 is not seperable. Therefore the statement is false.
What do you mean by an ordinary differential equation?In mathematics, an ordinary differential equation (also known as an ODE) is an equation made up of one or more functions of a single independent variable and its derivatives. A function having one or more derivatives is a component of a differential equation.
Where are ordinary differential equations used?Common differential equations are used in everyday life to compute the flow of electricity, the motion of an item back and forth like a pendulum, and to illustrate the principles of thermodynamics. Additionally, in medical terminology, they are employed to graphically monitor the progression of illnesses.
If you can express a differential equation as y′=f(x)g(y), where f(x) is only a function of x and g(y) is only a function of y, then the problem is separable. Here, it is not the situation.
But we are not limited to solving separable differential equations. We frequently use integrating factors to solve linear first-order differential equations, such as this one. Using the product rule, multiply your differential equation by an integrating factor—in this example, e—and you get (eyy)′=eyy+eyy′=eyx,
which you may integrate to get your differential equation's solution. Finding integrating factors for generic linear first-order differential equations of the type y′+p(x)y=q may be done in a general way (x).
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Use properties to rewrite the given equation. Which equations have the same solution as 2.3p – 10.1 = 6.5p – 4 – 0.01p? Select two options.
2.3p – 10.1 = 6.4p – 4
2.3p – 10.1 = 6.49p – 4
230p – 1010 = 650p – 400 – p
23p – 101 = 65p – 40 – p
2.3p – 14.1 = 6.4p – 4
Answer:
This equation does not have the same solution as the original equation.
In conclusion, equations 1 and 2 have the same solution as the original equation (2.3p – 10.1 = 6.5p – 4 – 0.01p). Equations 3, 4, and 5 do not have the same solution.
Step-by-step explanation:
2.3p – 10.1 = 6.4p – 4
Using the commutative property of addition, we can rearrange the terms on the left-hand side of the equation to get:
-6.4p + 2.3p = -4 + 10.1
Combining like terms, we have:
-4.1p = 6.1
Dividing both sides by -4.1, we get:
p = -1.49
This equation has the same solution as the original equation.
2.3p – 10.1 = 6.49p – 4
Using the commutative property of addition, we can rearrange the terms on the left-hand side of the equation to get:
-6.49p + 2.3p = -4 + 10.1
Combining like terms, we have:
-4.19p = 6.1
Dividing both sides by -4.19, we get:
p = -1.46
This equation has the same solution as the original equation.
230p – 1010 = 650p – 400 – p
This equation does not have the same solution as the original equation.
23p – 101 = 65p – 40 – p
This equation does not have the same solution as the original equation.
2.3p – 14.1 = 6.4p – 4
Using the commutative property of addition, we can rearrange the terms on the left-hand side of the equation to get:
-6.4p + 2.3p = -4 + 14.1
Combining like terms, we have:
-4.1p = 10.1
Dividing both sides by -4.1, we get:
p = -2.47
What is the equation of a line that passes through the point (- 1/4 and is parallel to the y axis?
The equation of a line that passes through [tex](-1,4)[/tex] and is parallel to the y-axis is [tex]x=-1[/tex]
The equation of the line passes through the point is [tex](-1,4)[/tex]
The line is parallel to the y-axis which means it cuts the x-axis at the point [tex](-1,0)[/tex]
The equation of the line parallel to the y-axis is [tex]x=-1[/tex]
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Mr.Wright has $350.He puts 25%of it in a savings account. How much did Mr.Wright deposit?
Answer:
The answer is $87.5
Step-by-step explanation:
350 × 25 ÷ 100
8750/100 = 87.5
Thus, Mr. Wright deposit $87.5
Is this correct?? Functions or not a function?
Answer: No
Step-by-step explanation:
Graph: You can use the vertical line test to determine if it is a function. Draw a vertical line (going up and down) on the graph. If it only intersects one
point, then it is a function. If it crosses two points, it is not a function.
Chart: If the x repeats and the y does not repeat, it is not a function. y can repeat as much as it wants, as long as the x does not.
Lines: If one x connects to multiple y, it is not a function. If one y connects to multiple x, it is a function.
Coordinates: Same as the chart
What is the maximum height of the projectile? 82 feet 190 feet 226 feet 250 feet.
The maximum height of the projectile will be 226 feet that is, as per question, the option c.
A quadratic equation , y = ax²+bx+c (equation 1)
given, axis of symmetry is
x = [tex]\frac{b}{2a}[/tex]
As per the question:
The path of the projectile is modeled using the equation :
h(t) = -16t²+48t+190 (equation 2)
h(t) = height after t time.
comparing equation 1 and equation 2, we get
a = -16 and b = 48
further, t = [tex]\frac{48}{2(-16)}[/tex]
= [tex]\frac{48}{32}[/tex]
= 1.5sec
Substituting the found value in equation 2, we get
h(1.5) = -16(1.5)²+48(1.5)+190
h(1.5) = -36+72+190
h(1.5) = 226ft.
Thus, the maximum height of the projectile at 1.5 sec is, 226 feet.
Note that the full question is:
A projectile with an initial velocity of 48 feet per second is launched from a building 190 feet tall. The path of the projectile is modeled using the equation h(t) = –16t2 + 48t + 190.
What is the maximum height of the projectile?
A. 82 feet
B. 190 feet
C. 226 feet
D. 250 feet
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What is raw score example?
A raw score is the actual number of correct answers a person gets on a test, without any adjustment for factors such as difficulty or time. For example, if a student takes a test with 10 questions and answers 8 correctly, their raw score would be 8 out of 10.
A raw score is the actual number of correct answers a person gets on a test, without any adjustment for factors such as difficulty or time. This means that the raw score is not adjusted or changed in any way.
For example, if a student takes a test with 10 questions and answers 8 correctly, their raw score would be 8 out of 10. This means that the student answered 8 out of the 10 questions correctly, without any adjustment for difficulty or time.
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At Imelda's fruit stand, you bought 555 apples and 444 oranges for \$10$10dollar sign, 10, and your friend bought 555 apples and 555 oranges for \$11$11dollar sign, 11.
Using this information, is it possible to determine the cost of one apple and one orange from the fruit stand? If so, what do they cost? If not, why not?
An apple cost $1.2 and the orange cost $1.
Is it possible to determine the cost of one apple and one orange?An equation is the statement that illustrates the variables given. In this case, two or more components are taken into consideration to describe the scenario.
In this situation, she bought 5 apples and 4 oranges for $10. This will be 5a + 4o = 10
The friend bought 5 apples and 5 oranges for $11. This will be 5a + 5o = 11
Equate the equations
5a + 4o = 10
5a + 5o = 11
Subtract
o = 1
The value of orange is $1
The value of apple will be:
5a + 4o = 10
5a + 4(1) = 10
5a + 4 = 10
Collect like terms
5a = 10 - 4
5a = 6
Divide
a = 6/5
a = 1.2
Apple cost $1.2
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In the figure, NQ is parallel to OP and NQ = 4, OP = 6, and
MQ=8. How long is MP?
Answer:
MP = 12 cm
Step-by-step explanation:
4cm : 6cm
8cm : x
8 * [tex]\frac{6}{4}[/tex] = 12 cm
MP = 12 cm
Please double check your work
Answer:
Erin will pay a total of $21.196 in shipping and handling fees.
Step-by-step explanation:
To calculate the shipping and handling fees, we first need to find 20% of the price of the trampoline. Since 20% is the same as 0.20, we can multiply the price of the trampoline by 0.20 to find the shipping and handling fees. If the trampoline costs $105.98, then the shipping and handling fees would be $105.98 * 0.20 = $<<105.98*0.20=21.196>>21.196.
a study was designed to investigate the effects of two variables (1) a student's level of mathematical anxiety and (2) teaching method , on a student's achievement in a mathematics course. students who had a low level of mathematical anxiety were taught using the traditional expository method. these students obtained a mean score of 370 with a standard deviation of 50 on a standardized test. assuming a mound-shaped and symmetric distribution, in what range would approximately 95% of the students score?
On a test with a range of 110–410, these students received a mean score of 370 and a standard deviation of 50. What range would roughly 95% of the students' scores fall into, presuming a mound-shaped and symmetric distribution.
A variable is what?Any traits, figures, or amounts that may be gauged or counted are considered variables. Another name for a variable is a data item. Variables include things like age, sex, business income and expenses, birthplace, capital expenditures, class grades, eye color, and vehicle type.
Which examples use variables?A variable is a quality that may be measured and take on several values. A few examples of variables are height, age, income, province of birth, school grades, and kind of dwelling. Categorical and numeric variables are the two basic types of variables that can be categorized.
Robert is shopping for cubic toy chests. One chest has a volume of 343 cubic feet. Another chest has a volume of 64 cubic feet. What is the difference in the side lengths of the two chests?
The difference between is 7-4 = 3
What are volume and area?
The area is the volume a flat, two-dimensional item occupies in a plane. The space occupied by a three-dimensional object is referred to as its volume. Area is measured in square units. Volume is measured in cubic units.
The volume formula is what.
The basic formula for volume is length, breadth, and height, as opposed to length, width, and height for the area of a rectangular shape. The calculation is unaffected by how you refer to the various dimensions; for instance, you can use "depth" instead of "height."
Given that :
Cube 1 has volume = 343 cubic feet
Volume = [tex]a^{3}[/tex]
[tex]a^{3}[/tex] = 343
a = 7
Cube 2 has volume = 64 cubic feet
Volume = [tex]a^{3}[/tex]
[tex]a^{3}[/tex] = 64
a = 4
Hence the difference between is 7-4 = 3
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Find the equation of the linear function
represented by the table below in slope-
intercept form.
X
y
Answer: y
-
O
-5
1
3
2
3
4
11 19 27
The equation of the linear function is y = 8x - 5.
What is a linear function?
Linear functions are those whose graph is a straight line. A linear function has the following form. y = f(x) = a + bx.A linear function has one independent variable and one dependent variable.Slope formula:
m = (y₂ - y₁) / (x₂ - x₁)
Taking first two points from the given table
m = (3 + 5) / 1 - 0
m = 8
slope m = 8
Use one slope and one point formula to find the linear equation
y - y₁ = m (x - x₁)
y + 5 = 8 (x - 0)
y = 8x - 5
Hence, the equation of the linear function is y = 8x - 5.
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PLEASE HELP NOW
Alex's weekly earnings for working 40 hours plus 3 hours of working overtime was $480.17. If
$48.57 of that paycheck was overtime pay, what was his hourly rate for the first 40 hours of
work?
$10.04
$10.79
O$11.17
$12.00
Answer:
$10.79
Step-by-step explanation:
1) Make an equation
40x + 48.67 = 480.17
where x is hourly pay
2) Solve
40x + 48.67 = 480.17
40x + 48.67 - 48.67 = 480.17 - 48.67
40x = 431.50
40x / 40 = 431.50 / 40
x = 10.79
Please let your answer be right
Need help ASAP
Answer:$3.51
Step-by-step explanation:
$17.53 x 20% = 350.6
350.6/100 = 3.506
3.506 = $3.51
how old is my mom?19+10=?
Answer:
29 years old
Step-by-step explanation:
Answer: 29
Step-by-step explanation: 29 but we want to round that up to 30 because 29 is odd but due to science and polls nobody likes the number 30 so we go back to 29 but it’s uneven so we go to 28 to make it even but we also don’t like that number so we go back to 29 and that how we get it.
6. Justify the last two steps of the proof.
Given: ABCD is a parallelogram.
Prove: A4BC = ACDA
A
B
1. ABDC is a parallelogram.
2. AB DC and BC= DA
3. AC = CA
4. JABC = ACDA
D
1. Given
2. Opposite sides of a parallelogram are congruent.
3.
C
4.
?
Justification for the last two steps of the proof is
3. Reflexive Property of (Congruence) ≅
4. SSS (Side to Side to Side Congruence rule)
What is SSS congruence postulate ?
A type of triangle congruence rule called Side-Side-Side (SSS) asserts that two triangles are congruent if their three sides are equal to their respective three sides of another triangle. When the dimensions of the matching sides and angles of two or more triangles match, the triangles are said to be congruent.
3. Any geometric figure compared to itself is congruent to itself so this is why:
AC ≅ CA
∠B ≅ ∠B
4. Since we have a parallelogram, therefore we can say:
BC ≅ DA
BA ≅ DC
CA ≅ AC
Both triangles ABC and CDA satisfy the side to side to side congruence, since their 3 sides are congruent.
So, It's D.
P.S.
Notice that the angle measure information is not included in the data above that's why we cannot say it is SAS congruence.
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How will the solution of the system Y 2x 2 3 and y 2x 1/3 change?
There is no intersection and no solution to the system since the region above the line y=2x+2/3 and the region below the line y=2x+1/3 are the solutions to the inequalities y>2x+2/3 and y<2x+1/3, respectively.
In the given question, we have to find the solution of the system Y>2x+2/3 and y<2x+1/3 change.
We firstly draw the two lines y=2x+2/3, and y=2x+1/3.
They are parallel and the line y=2x+2/3 is located over the line y=2x+1/3.
There is no intersection and no solution to the system since the region above the line y=2x+2/3 and the region below the line y=2x+1/3 are the solutions to the inequalities y>2x+2/3 and y<2x+1/3, respectively.
The solution of y2x+2/3 is the region below the line y=2x+2/3, and the solution of y>2x +1/3 is the region above the line y=2x+1/3 when the inequality sign of both inequalities is reversed. This implies that the area between the two lines is where the system's solution lies.
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The right question is:
How will the solution of the system Y>2x+2/3 and y<2x+1/3 change? If the inequality sign on both inequalities is reversed to y<2x+2/3 and y>2x+1/3?
4(x-5); 32-20
Find the value of x that makes the expressions equivalent.
The value of x that makes the expressions equivalent is 8
What is the solution to an equation?
In order to make the equation's equality true, the unknown variables must be given values as a solution. In other words, the definition of a solution is a value or set of values (one for each unknown) that, when used as a replacement for the unknowns, transforms the equation into equality.
4(x-5)= 32-20
Distribute the 4
4x-20=12
4x= 12+20 = 32
x= 32/4 = 8
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Find the value of x. Then find the measure of each angle and write the answers in ascending order.
By using the properties of triangle, it can be calculated that-
Smallest angle = 30°
Next larger angle = 60°
Largest angle = 90°
What is a triangle?
Triangle is a three sided two dimensional figure. A triangle has three sides and three interior angles.
The angles of a triangle are x, 2x and 90
Sum = x + 2x + 90 = 3x + 90
By the problem,
3x + 90 = 180
3x = 180 - 90
3x = 90
x = [tex]\frac{90}{3}[/tex]
x = 30
Smallest angle = 30°
Next largest angle = 2 [tex]\times[/tex] 30 = 60°
Third angle = 90°
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when comparing condition means in an experiment with more than two conditions, why should you use an analysis of variance instead of using several t tests? group of answer choices using several t tests increases the risk of a type i error. using several t tests increases the risk of a type ii error. the analysis of variance is more likely to detect a treatment effect. there is no advantage to using an analysis of variance instead of several t tests.
The we should use ANOVA instead of several t-tests to evaluate the differences in the mean of three or more groups.
What is t test?A t- test is a measurable test that is utilized to look at the method for two gatherings. It is many times utilized in speculation testing to decide if a cycle or treatment really meaningfully affects the number of inhabitants in interest, or whether two gatherings are not quite the same as each other.
Explain ANOVA test:The ANOVA test permits an examination of multiple gatherings simultaneously to decide if a relationship exists between them.
According to question:We ought to utilize ANOVA rather than a few t-tests to assess the distinctions in the mean of at least three gatherings on the grounds that without fail, we direct a t-test (between two gatherings) there is some opportunity that a Kind I blunder is being made while doing the test.
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Amy put some salt in a weighing dish. Then she put the weighing dish on a sensitive balance to measure the mass of the salt. She removed the weighing dish from the balance and put it in several similar balances. She recorded the mass each time.
Mass 1 Mass 2 Mass 3 Mass 4 Mass 5
5.608 g 5.607 g 5.608 g 5.608 g 5.609 g
Amy forgot to subtract the mass of the empty weighing dish from her measurements, and she reported the mass of the salt as 5.608 grams.
Amy's measurement of the salt's mass
accurate because
.
Amy's measurement of the salt's mass
precise because
.
Amy's measurement of the salt's mass is not accurate because it is not close to the actual value. Amy's measurement of the salt's mass is precise because the individual measurements are similar.
What is measurement?In Mathematics, measurement can be defined as an act or process through which the size, weight, magnitude, quantity, volume (capacity), dimensions, or distance traveled by a physical object or body is taken, especially for the purpose of an experiment.
In Science, precision is a quality which is independent of accuracy because it only describes how close together are numerical values that are obtained in a series of measurements.
In conclusion, accuracy is a quality which measures how close a measurement is to the actual value.
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Complete Question:
Amy forgot to subtract the mass of the empty weighing dish from her measurements, and she reported the mass of the salt as 5.608 grams. Amy's measurement of the salt's mass (1) ______ accurate because (2) ______ . Amy's measurement of the salt's mass (3)_____ precise because (4) _______ .
1. is
is not
2. it is not close to the actual value
she used five different balances
the individual measurements are similar
3. is
is not
4. it is not close to the actual value
she used five different balances
the individual measurements are similar