Use the numbers below to answer the following
question.
6^1, 3^2, 2^3, 1^7
Which shows the numbers ordered from least to
greatest?

See the graph in the image.

A function is a relationship between inputs where each input is related to exactly one output.

The graph of f(x) = (4x² - 16) / (2x - 4) is given below.

A function is a relationship between inputs where each input is related to exactly one output.

Example:

f(x) = 2x + 1

f(1) = 2 + 1 = 3

f(2) = 2 x 2 + 1 = 4 + 1 = 5

The outputs of the functions are 3 and 5

The inputs of the function are 1 and 2.

We have,

Function:

f(x) = (4x² - 16) / (2x - 4)

This can be written as,

f(x) = (2x)² - 4² / (2x - 4)       [ a² - b² = (a + b)(a - b) ]

f(x) = (2x - 4)(2x + 4) / (2x - 4)

f(x) = 2x + 4

Now,

We will find the coordinates from the function f(x) = 2x + 4

x = 0, f(x) = 4

(0, 4)

x = 1, f(x) = 6

(1, 6)

x = 3, f(x) = 10

(3, 10)

And so on.....

The graph is given below,

Thus,

The graph of f(x) = (4x² - 16) / (2x - 4) is given below.

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Answer: b/5

Step-by-step explanation:

They divide the total by 5 to get the cost each person has to pay

Answer:

-1-5=x-8

or, -1-5+8=x

or, x= -1-5+8

or, x= -6+8

or, x=2

therefore, x=2

Answer: below! ^^

Step-by-step explanation:

Hii, do you need an answer to your question? Let me help you out! (;

Perpendicular lines have slopes that are opposite inverses of each other.

The slope (m) of the line that is perpendicular to y=-2x-7 is [tex]\sf -\cfrac{1}{2}[/tex].

[tex]\boldsymbol{y-y1=m(x-x1)}[/tex]

[tex]\boldsymbol{y-(-3)=-\cfrac{1}{2}(x-(-2)}[/tex]

[tex]\boldsymbol{y+3=-\cfrac{1}{2}(x+2)}[/tex]

Voila! There's our answer, cheers! (:

Hope I helped! Best wishes!

Reach far. Aim high. Dream big.

[tex]\underbrace[/tex]

The missing term in the provided quadratic equation is 10x if the roots of a quadratic equation are 5 ± 3i.

It is defined as the number which can be written as x+iy where x is the real number or real part of the complex number and y is the imaginary part of the complex number and i is the iota which is nothing but a square root of -1.

The question is incomplete.

The complete question is in the picture, please refer to the attached picture.

We have the roots of a quadratic equation:

5 ± 3i

To find the quadratic equation:

(x - (5+3i))(x - (5-3i))

[tex]\rm =x^2+x\left(-\left(5-3i\right)\right)-\left(5+3i\right)x-\left(5+3i\right)\left(-\left(5-3i\right)\right)[/tex]

= x² -10x + 34

The missing value is 10x

The quadratic equation is:

= x² -10x + 34

Thus, the missing term in the provided quadratic equation is 10x if the roots of a quadratic equation are 5 ± 3i.

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The correct answer is option b which is the exponential grows at the same rate as the quadratic.

The complete question is given below with the graph attached:-

An exponential function and a quadratic function are graphed below. Which of the following is true of the growth rate of the functions over the interval

a. The exponential grows at half the rate of the quadratic.

b.The exponential grows at the same rate as the quadratic.

c.The exponential grows at twice the rate of the quadratic.

d.The exponential grows at four times the rate of the quadratic.

Inequality is the relationship between two expressions that are not equal, employing a sign such as ≠ “not equal to,” > “greater than,” or < “less than.”.

Given an exponential function, say f(x), such that f(0) = 1 and f(1) = 2 and a quadratic finction, say g(x), such that g(0) = 0 and g(1) = 1.

The rate of change of a function f(x) over an interval

a ≤ x ≤ b

is given by

[tex]\dfrac{f(b)-f(a)}{b-a}[/tex]

Thus, the rate of change (growth rate) of the exponential function, f(x) over the interval

0 ≤ x ≤ 1

is given by

[tex]\dfrac{f(1)-f(0)}{1-0}= \dfrac{2-1}{1}=1[/tex]

Similarly, the rate of change (growth rate) of the quadratic function, g(x) over the interval

0 ≤ x ≤ 1

is given by

[tex]\dfrac{g(1)-g(0)}{1-0}=\dfrac{1-0}{1}=1[/tex]

Therefore, the exponential grows at the same rate as the quadratic in the interval .

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Answer:

C

Step-by-step explanation:

We have

y - 5 = -2(x + 4)

Expanding the RHS by multiplying by 2 gives us

y - 5 = -2x -8

Moving -5 from LHS to RHS (reverses sign)
y = -2x -8 + 5   or
y = -2x -3

C. y=-2x - 3 , equation describes the same line as y- 5 = -2(x+4).

Here, we have,

We have been given an equation in point-slope form and we are asked to find the equation of same line.

y- 5 = -2(x+4)

Upon using distributive property , we will get,

=> y- 5 = -2x - 8

We have

y - 5 = -2(x + 4)

Expanding the RHS by multiplying by 2 gives us

y - 5 = -2x -8

Moving -5 from LHS to RHS (reverses sign)

y = -2x -8 + 5   or

y = -2x -3

Therefore, the equation y = -2x -3 represents the same line as our given equation.

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15

5x-2y=9......(1)

6x+ky=4......(2)

slope of eqn i= -5/-2

=5/2

slope of eqn ii = -6/k

since the line are perpendicular

5/2 * -6/k = -1

-30= -2k

k=15

Using the cosine rule, the equation to use to solve for x is: x = √(4.0² + 4.7² − 2(4.0)(4.7) × cos(41)) ≈ 3.1 cm.

The cosine rule is given as, c = √(a² + b² − 2ab × cos(C))

Given the following:

Plug in the values:

x = √(4.0² + 4.7² − 2(4.0)(4.7) × cos(41))

x ≈ 3.1 cm

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A function assigns the values. The inverse of the function is y = (x+5)/2.

A function assigns the value of each element of one set to the other specific element of another set.

To find the inverse of the function, the function is needed to be solved for x, and then replace x with y and vice versa. Therefore, the inverse of the function will be,

f(x) = y = 2x - 5

y = 2x - 5

y + 5 = 2x

x = (y+5)/2

y = (x+5)/2

Hence, the inverse of the function is y = (x+5)/2.

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Answer: Hope this helps you.

Y = MX + 2

Step-by-step explanation:

Since you don't have a picture of the line I cant find the slope but with the info I know the equation is.

Y = MX + 2

(Replace M with the slope or post the graph so I can identify the slope)

Answer:

80%

Step-by-step explanation:

I'm assuming you meant express 4/5 as a percent and not 4/5%. So simply evaluate 4/5 to get 0.80. Now multiply this value by 100 to get the percentage which gives you 80%

The recursive formula is  [tex]a_n= a_{n-1} -5[/tex].

A set of numbers is an arithmetic progression (AP) or an arithmetic sequence such that the difference between successive words is unchanged.

Given:

A(n)=(-1)+(n-1)(-5)

A(n) = -1 - 5n + 5

A(n) = 4-5n

n=1

A(1)= 4-5= -1

n=2,

A(2) = -6

n=3

A(3)= -11

Hence, the recursive formula is [tex]a_n= a_{n-1} -5[/tex].

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Answer:

3 seconds

Step-by-step explanation:

When the ball hits the ground, the height will be 0. Therefore, you can substitute 0 in for the value of f(t), hence the equation will be:

0 = -16t^2 + 32t + 48

You can then factor out -16:

0 = t^2 - 2t - 3

Factor:

0 = (t-3)(t+1)
t = 3, -1

However -1 is an extraneous solution because time cannot be negative. Therefore, the answer is 3 seconds.

Answer:

No

Step-by-step explanation:

First solve both equations:

1) 9x = 5x + 4

Simplifying

9x = 5x + 4

Reorder the terms:

9x = 4 + 5x

Solving

9x = 4 + 5x

Solving for variable 'x'.

Move all terms containing x to the left, all other terms to the right.

Add '-5x' to each side of the equation.

9x + -5x = 4 + 5x + -5x

Combine like terms: 9x + -5x = 4x

4x = 4 + 5x + -5x

Combine like terms: 5x + -5x = 0

4x = 4 + 0

4x = 4

Divide each side by '4'.

x = 1

Simplifying

x = 1

2) 14x = 4

14x = 4 (divide both sides by 14 to get x)

14x/14 = 4/14

x = 0.285714285714

As you can see, the value of x in the second equations is less than one, therefore making these algebraic equations not equivalent.

Answer:

No

Step-by-step explanation:

9x=5x+4 and 14x=4

9x= 5x+4

Subtract 5x from each side

9x-5x = 5x+4-5x

4x= 4

The equations are not the same

definetly not a

Step-by-step explanation:

because it is an incompetent answer

The number of people that speak only spanish = 6

We are given;

Total number of people surveyed = 50

31 speak French 2 speak French, German and Spanish.

4 speak French and Spanish but not German.

7 speak German and Spanish.

8 do not speak any of the languages.

All 10 people who speak German speak at least one other language.

Thus;

From the Venn diagram;

Number of people that speak only French and German = 10 - 5 - 2 - 0 = 3

Number that speak only spanish = 50 - 22 - 3 - 2 - 4 - 5 = 6

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The distance between point A and point B is 371 ft if the Mason measures an angle of depression to the boat at point A to be 16°.

Trigonometry is a branch of mathematics that deals with the relationship between sides and angles of a right-angle triangle.

We have:

A boat is heading towards a lighthouse, where Mason is watching from a vertical distance of 122 feet above the water. Mason measures an angle of depression to the boat at point A to be 16°.

We can draw the above situation as a form of a right-angle triangle.

From the figure, the distance between AB is x ft

From the right angle triangle DBC:

tan66 = 122/CB

CB = 54.31 ft

From the right angle triangle DAC

tan16 = 122/AC

AC = 425.46 ft

x = AC - CB

x = 425.46 - 54.31

x = 371.15 ft ≈ 371 ft

Thus, the distance between point A and point B is 371 ft if the Mason measures an angle of depression to the boat at point A to be 16°.

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Answer:

Pythagoras

Step-by-step explanation:

please mark me as brainlest

Answer:

[tex]LM = 35cm[/tex] and [tex]m \angle H = 98^o[/tex]

Step-by-step explanation:

For this problem, it is critical to understand what the opening statement means.

[tex]Quadrilateral GHJK \cong quadrilateral LMNP[/tex] means that each pair of corresponding sides between shapes are congruent (they have equal length), and each pair of corresponding angles between shapes are congruent (they have equal measure -- or same number of degrees when measured with a protractor).

So, it's important to be able to determine which pairs are the corresponding parts.  When the congruence is given like [tex]Quadrilateral GHJK \cong quadrilateral LMNP[/tex]  the letters are in a particular order.  That order explains the order in which the shape is drawn out, and they put them in the same order for both shapes to mean that those are the letters that correspond with each other.

So, the first letter of each are a corresponding pair, the second letter of each are a corresponding pair, ... etc

In other words, point G and L correspond, point H and K correspond, etc.

To find the corresponding sides, the sides for these shapes are defined by a two adjacent letters (two letters next to each other in the name, or ... as it wraps around the end of the name... the first and last letter).

[tex]\overline{GH} \cong \overline{LM}\\ \overline{HJ} \cong \overline{MN} \\\overline{JK} \cong \overline{NP}\\\overline{KG} \cong \overline{PL}[/tex]

While all of that is true, we only have a few sides with any information in them.  Notice that side GH in the first shape, and sides PL & LM in the second shape are the only sides with anything written.  So, we just need to determine which sides correspond (and thus, are congruent), so that we know how to move forward.  Looking at the list of congruent sides above, we see that  [tex]\overline{GH} \cong \overline{LM}[/tex]

Since the sides (line segments) are congruent, their lengths are equal

[tex]GH = LM[/tex]

...so we can substitute the expressions for each angle into the equation and solve for the unknown value "x"

[tex]GH = LM\\(4x+3)=(6x-13)[/tex]

[tex](4x+3)+13=(6x-13)+13\\4x+16=6x[/tex]

[tex](4x+16)-4x=(6x)-4x\\16=2x[/tex]

divide both sides by 2

[tex]\frac{16}{2}=\frac{2x}{2}\\8=x[/tex]

So, to find the length, LM, we just need to look back at the expression for LM:

[tex]LM = 6x-13\\LM = 6(8)-13\\LM = 48-13\\LM = 35[/tex]

remembering that the lengths are measured in centimeters (as indicated on the diagram): [tex]LM = 35cm[/tex]

To find the corresponding angles, the angles for these shapes are defined by a single letter, so since the points correspond in order, the names of the shapes tell which angles are congruent.

[tex]\angle G \cong \angle L\\\angle H \cong \angle M\\\angle J \cong \angle N\\\angle K \cong \angle P[/tex]

While all of that is true, we only have a few angles with any information in them.  Notice that ∠H in the first shape, and ∠L & ∠M in the second shape are the only angles with anything written.  So, we just need to determine which angles correspond (and thus, are congruent), so that we know how to move forward.  Looking at the list of congruent angles above, we see that  

[tex]\angle H \cong \angle M[/tex]

Since the angles are congruent, their measures are equal

[tex]m\angle H = m\angle M[/tex]

...so we can substitute the expressions for each angle into the equation and solve for the unknown value "y"

[tex]m\angle H = m\angle M\\(9y+17)=(11y-1)[/tex]

subtract 1 from both sides

[tex](9y+17)+1=(11y-1)+1\\9y+18=11y[/tex]

subtract 9y from both sides

[tex]\\(9y+18)-9y=(11y)-9y\\18=2y[/tex]

divide both sides by 2

[tex]\frac{18}{2}=\frac{2y}{2}\\9=y[/tex]

So, to find angle H, we just need to look back at the expression for the measure of angle H:

[tex]m\angle H = 9y+17\\m\angle H = 9(9)+17\\m\angle H = 81+17\\m\angle H = 98[/tex]

remembering that the angle is measured in degrees (as indicated on the diagram): [tex]m \angle H = 98^o[/tex]

The average rate of change of a (continuous) function f(x) over an interval [a, b] is given by the so-called difference quotient,

[tex]\dfrac{f(b)-f(a)}{b-a}[/tex]

Here we have f(x) = x² + 8x + 12 and the interval is [-10, -2], so the ARoC of f(x) on this interval is

[tex]\dfrac{f(-2) - f(-10)}{-2 - (-10)} = \dfrac{0 - 32}8 = \boxed{-4}[/tex]

Answer:

Step-by-step explanation:

truth to the power 6 15 raised to the power x

Answer:

D IS THE BEST IS WHAT MY TEACHER TOLD ME

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

To determine the correct table of input/outputs, take each input, substitute it into the function for "x", evaluate, and see if it equals the output.  If it works for ALL of the pairs, then it is the correct table.  Since functions only have one output for any input, there can't be two correct answers.

[tex]f(x)=\frac{3}{x}+4[/tex]

Check x = -3

[tex]f(-3)=\frac{3}{(-3)}+4\\=-1+4\\=3\\f(-3)\overset{\checkmark}{=}3[/tex]

Check x = -2

[tex]f(-2)=\frac{3}{(-2)}+4\\=-1.5+4\\=2.5\\f(-2)\overset{\checkmark}{=}2.5[/tex]

Check x = 1

[tex]f(1)=\frac{3}{(1)}+4\\=3+4\\=7\\f(1)\overset{\checkmark}{=}7[/tex]

Check x = 2

[tex]f(2)=\frac{3}{(2)}+4\\=1.5+4\\=5.5\\f(2)\overset{\checkmark}{=}5.5[/tex]

Check x = 3

[tex]f(3)=\frac{3}{(3)}+4\\=1+4\\=5\\f(3)\overset{\checkmark}{=}5[/tex]

350 tickets sold of children and 425 tickets sold for adult.

Algebra is a branch of mathematics dealing with symbols and the rules for manipulating those symbols.

Let x be the number of adult tickets that were sold and y be the number of children's tickets that were sold.

Total 775 tickets were sold for the game.

So,

x + y = 775

If adults tickets sold for 2.50 and children's tickets sold for 1.50 and all the tickets were sold for a total of 1587.5, it means that

2.5x + 1.5y = 1587.5

put x = 775 - y

2.5(775 - y) + 1.5y = 1587.5

1937.5 - 2.5y + 1.5y = 1587.5

-y = 1587.5- 1937.5

y = 350

and, x = 775 - y = 775 - 350

x = 425

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Answer:

John = 41 years

Sam = 32 years

Step-by-step explanation:

Answer:

Step-by-step explanation:

1)   = f(x - a) + b

Coordinate change

(x, y) → (x + a, y + b)

2) RFy(x, y) = f(-x)

Coordinate change

(x, y) → (-x, y)

3) RFx(x, y) = -f(x)

Coordinate change

(x, y) → (-y, x)

4) RCCW90(x, y) = f⁻¹(-x)

Coordinate change

(x, y) → (-y, x)

5) RCCW180(x, y) = -(f(-x))

Coordinate change

(x, y) → (-x, -y)

6) A 270 degrees counterclockwise rotation gives;

RCCW270(x, y) = -(f⁻¹(x))

Coordinate change

(x, y) → (y, -x)

Step-by-step explanation:

1) Horizontal translation a units right = f(x - a)

The vertical translation b units up = f(x) + b

Therefore, we get;  = f(x - a) + b

The coordinate change

(x, y) → (x + a, y + b)

2) A reflection across the y-axis = RFy(x, y) = f(-x)

The coordinate change

(x, y) → (-x, y)

3) A reflection across the x-axis gives RFx(x, y) → (x, -y)

Therefore, in function notation, we get;

RFx(x, y) = -f(x)

4) A 90 degrees rotation counterclockwise, we get RotCCW90(x, y) → (-y, x)

In function notation RotCCW90(x, y) = INVf(-x) = f⁻¹(-x)

5) A 180 degrees counterclockwise rotation about the origin gives;

(x, y) → (-x, -y)

Therefore, we get;

In function notation RotCCW180(x, y)  = -(f(-x))

6) A 270 degrees counterclockwise rotation gives RotCCW270(x, y) → (y, -x)

In function notation RotCCW270(x, y) = -(f⁻¹(x))

Answer:

y=4/5x-3.5

Step-by-step explanation:

You should keep the Y and X as variables in your slope-intercept equation. The slope-intercept formula is y=mx+b. Your M would be your slope which is rise over run. Based on the points, you go up four and right five. Your b is where the line intersects the Y-axis. You're welcome.

Assuming [tex]a[/tex] is a non-negative real number...

Raise both sides to the power 2 :

[tex]a^{3/4} = 8 \implies \left(a^{3/4}\right)^2 = 8^2 \implies a^{3/2} = 64[/tex]

which follows from the exponent product property, [tex](x^y)^z=x^{yz}[/tex]. In particular, 3/4 × 2 = 6/4 = 3/2.

Raise both sides to the power 1/3 :

[tex]\left(a^{3/2}\right)^{1/3} = 64^{1/3} \implies a^{1/2} = 4[/tex]

where we use the same property as before, and 4³ = 64. This time, 3/2 × 1/3 = 3/6 = 1/2.

Take the reciprocal of both sides. This negates the exponent, so we end up with

[tex]\dfrac1{a^{1/2}} = \dfrac14 \implies \boxed{a^{-1/2} = \dfrac14}[/tex]

Of course, you could also solve for [tex]a[/tex] immediately by raising both sides of the original equation to the power 4/3. We have 4/3 × 3/4 = 12/12 = 1, so

[tex]a^{3/4} = 8 \implies \left(a^{3/4}\right)^{4/3} = 8^{4/3} \implies a = 8^{4/3}[/tex]

Now 2³ = 8, so [tex]8^{4/3} = \left(8^{1/3}\right)^4 = 2^4 = 16[/tex], and since 4² = 16, it follows that

[tex]a = 16 \implies a^{1/2} = \sqrt{16} = 4 \implies a^{-1/2} = \dfrac14[/tex]