Step-by-step explanation:
f(x) = y = 64x³ - 1
y + 1 = 64x³
(y + 1)/64 = x³
[tex]x = \sqrt[3]{(y + 1) \div 64} [/tex]
[tex]x = \sqrt[3]{y + 1} \div 4[/tex]
that is the actual inverse function to calculate the original x value for a given y value of the original function.
but to make it a "normal" function, we need to rename the variables (x to y, y to x) :
[tex]y = \sqrt[3]{x + 1} \div 4[/tex]
this is now f^-1(x)
but careful, don't get confused, if dealing together with the original function, this "x" is actually standing for the "y" of the original function ...
10(x + 2) + 10 • 2 for x = 2
Answer:
60
Step-by-step explanation:
10(2 + 2) + 20
=10(4)+20
=40+20
=60
m<1 = (3x + 4)º
m<2 = (3x + 4)º
m<3 = 29°
m<4 = 34°
m<5 = 25°
Answer: x = 44
Step-by-step explanation:
The exterior angles of a polygon add to 360 degrees so:
(3x+4)+(3x+4)+29+34+25=360 [forming equation]6x+96=360 [combine like terms]6x=264 [subtract 96 from both sides]x = 44 [divide both sides by 6]If f(x) = 2x² - 5 and g(x) = 3x + 3, find (f- g)(x).
OA. 3x-2x2 - 2
OB. 2x²-3x-8
OC.-²2²-8
OD. 2x²-3x-2
(f- g)(x) = 2x²-3x -8 , Option B is the correct answer.
What is a Function ?A function is a mathematical statement that derives relation between two variables.
Two functions are given in the question
f(x) = 2x² - 5
g(x) = 3x + 3
(f- g)(x) = ?
(f- g)(x) = (2x² - 5 - (3x + 3))
(f- g)(x) = 2x²-3x -8
Therefore Option B is the correct answer.
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What is the value of 5x+3 when x=4?
9
12
23
60
Answer:
23
Step-by-step explanation:
substitute x = 4 into the expression
5x + 3 = 5(4) + 3 = 20 + 3 = 23
Hii!
____________________________________________________________
Answer:
The value is 23 - Choice [C] ✅
Step-by-step explanation:
STICK IN the value of x.
5x+3
5·4+3
MULTIPLY 5·4
20+3
ADD
23
--
Hope that this helped! Best wishes.
--
Find the length of side xx in simplest radical form with a rational denominator.
Answer:
the answer pf x its 15
by adding the middle sum to 90 degreess and by dividing 6 and 90 you get 15
Question 2(10 pos
A football quarterback has 2 more chances to throw a touchdown before his team is forced to punt the ball. He mates the receiver the first trew of the time When his fest throw is incomplete he misses the receiver on the second throw 10% of the tame What is the probability of not throwing me ball to a receiver on either throw?
The chance of not throwing the ball to a receiver on either throw is 0.0375, or 3.75 per cent.
What is probability?Probability is defined as the ratio of the number of favourable outcomes to the total number of outcomes in other words the probability is the number that shows the happening of the event.
This is event A when he misses the first throw. P(A) = 25%, or 0.25 Because event B takes place only after event A. When he misses on the second throw, event B occurs. P(B/A) = 15% or 0.15
P(A[tex]\cap[/tex]B) = P(A) P(B/A) P(A[tex]\cap[/tex]B)
P(A[tex]\cap[/tex]B) = (0.25)x(0.15) P(ANB)
P(A[tex]\cap[/tex]B) = 0.0375
Therefore the chance of not throwing the ball to a receiver on either throw is 0.0375, or 3.75 per cent.
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In a family the ages of children arranged from youngest to oldest are 2,6,y,14 and z if the square of ages is in an a.p what is the ratio of z and y
Answer:
y=10
z=18
Step-by-step explanation:
2,6,y,14,z
there are 4 years different between the childrens.
2-6-10-14-18
In your math class, there are 8 boys and 11
girls. What is the ratio of boys to total
students?
Answer: 8:19 ✅
Step-by-step explanation:
Hii, let me help you out! ^^
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ⚜ Part 1 - #of Students ⚜First we should find the total number of students. This can be done by adding the number of boys in this particular math class plus the number of girls in that same class. This is shown below.
[tex]\boldsymbol{Number\;of\,students=\quad Number\;of\;Girls+\;Number\;of\;boys}[/tex]
The number of girls is 11, and the number of boys is 8. Now, it's just a matter of sticking in the known values.
[tex]\multimap\quad \tt 8+11=19\;Students[/tex]
[tex]\large\text{Part 1 is Successfully Completed!}[/tex]
⚜Part 2 - Ratio ⚜Let's set up a ratio of boys to the total number of students.
This is shown below:
[tex]\boldsymbol{Boys:Total\:\#\;of\;students}[/tex]
Once again, this is simply a matter of sticking in the known values.
[tex]\multimap\quad \tt 8:19[/tex]
[tex]\large\text{Part 2 is Successfully Completed!}[/tex]
What's more, we found the ratio, which is what we needed! (:Voila! There's our answer, cheers! (:
____________________________________Hope I helped! Best wishes.
Reach far. Aim high, Dream big.
[tex]\underbrace[/tex]
Help ASAP, with a explanation :)
Car A is traveling east at a steady speed of 50 miles per hour. After 2 hours, it is 140 miles east of Johnstown.
Car B is traveling east on the same road. its distance east of Johnstown is represented by the graph.
Where were the two cars in relation to each other when they began traveling?
The two cars in relation to each other when they began travelling will be car B was 20 miles east of car A. Then the correct option is A.
What is speed?The distance covered by the particle or the body in an hour is called speed. It is a scalar quantity. It is the ratio of distance to time.
We know that the speed formula
Speed = Distance/Time
Car A is travelling east at a steady speed of 50 miles per hour.
Then the equation of car A is given as
y = 50x + C
where x be the number of miles and x be the number of hours.
Then we have
After 2 hours, it is 140 miles east of Johns town.
Then we have
y = 50x ..1
Car B is travelling east on the same road. its distance east of Johns town is represented by the graph.
Then the equation of car B will be
y = [(120 - 20) / (2 - 0)]x + 20
y = 50x + 20 ...2
Then the two cars in relation to each other when they began travelling will be car B was 20 miles east of car A.
Then the correct option is A.
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Answer:
Car A was 20 miles east of car B.
Step-by-step explanation:
Find the length of the side TS
16.39492
Step-by-step explanation:
Which expression can be modeled using the number line
The answer choice which can be modelled using the number line given in the task content is; (1/10) × 7.
Which answer choice can be modelled by the number line?It follows from the task content that the answer choice which can be modelled using the number line be identified.
Hence, since each successive threshold on the number line is 1/10 from the next. It follows that the number line best models the expression; (1/10) × 7.
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maths uhhhhhhh?????????????????????????????
Answer: 68.852459016393 or 68.9 if you round up
Step-by-step explanation:
If you add all the students subjects together you get a total of 41. Then if you add up the total of students who study physics, chemistry, and both you get 20. Then I put those numbers is a percentage calculator then boom you got your answer.
Insert two pairs of brackets to make this statement true:
-3+-2x5divided by-4+-1=5
Answer:
-3 + -2x5 / -4 + -1 = 5
(-3 + -2)* 5/ (-4-1) = 5.
help please ive tried with my friends and no luck
Answer:
[tex]a=5 \sqrt{7}[/tex]
Step-by-step explanation:
Pythagoras Theorem explains the relationship between the three sides of a right triangle. The square of the hypotenuse (longest side) is equal to the sum of the squares of the legs of a right triangle:
[tex]a^2+b^2=c^2[/tex]
where:
a and b are the legs of the right trianglec is the hypotenuse (longest side) of the right triangleGiven:
b = 9c = 16Substitute the given values into the formula and solve for a:
[tex]\begin{aligned}a^2+b^2 & = c^2 \\\implies a^2+9^2 & =16^2\\a^2+81 & =256\\a^2+81-81 & =256-81\\a^2 & =175\\\sqrt{a^2} & =\sqrt{175}\\a & =\sqrt{25 \cdot 7}\\& = \sqrt{25}\sqrt{7}\\& =5\sqrt{7}\end{aligned}[/tex]
Therefore, the measure of the third side of the given right triangle is [tex]5 \sqrt{7}[/tex]
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Sandhu lights a candle at 6 pm. It is 30 cm high. At 7pm, the candle is 27 cm high. At 8pm, it is 24cm high. a) How many cm does the candle burn down every hour? b) How high is the candle at 11 pm?
What is the GCF of the numbers in the expression (32 + 16)?
Answer:
the GCF of the number in the given expression (32+16) is 16.
Step-by-step explanation:
This is your answer
A father is 28 years older than his son. in 8 years time he will be 3 times as old as his son. how old is the father now?
Answer:
34 years
Step-by-step explanation:
f = s + 28 Eq. 1
f+8 = 3(s+8) Eq. 2
f = father age
s = son age
replacing Eq. 1 on Eq. 2
(s+28) + 8 = 3(s+8)
s + 36 = 3*s + 3*8
s + 36 = 3s + 24
36 - 24 = 3s - s
12 = 2s
12/2 = s
s = 6
from the Eq. 1
f = 6 + 28
f = 34
Check
from the Eq. 2
34+8 = 3(6+8)
42 = 3*14
Mr. McMillan and Ms. Burke are teaching their classes how to write in cursive. Mr. McMillan has already taught his class 8 letters. The students in Ms. Burke's class, who started the unit later, currently know how to write 12 letters. Mr. McMillan plans to teach his class 4 new letters per week, and Ms. Burke intends to cover 3 new letters per week. Eventually, the students in both classes will know how to write the same number of letters. How long will that take? How many letters will the students know?
The number of weeks by which the students in both classes will know how to write the same number of letters will be 4 weeks.
What is the linear system?A linear system is one in which the parameter in the equation has a degree of one. It might have one, two, or even more variables.
Mr. McMillan and Ms. Burke are teaching their classes how to write in cursive.
Mr. McMillan has already taught his class 8 letters.
The students in Ms. Burke's class, who started the unit later, currently know how to write 12 letters.
Mr. McMillan plans to teach his class 4 new letters per week.
Ms. Burke intends to cover 3 new letters per week.
Eventually, the students in both classes will know how to write the same number of letters.
Then the number of weeks by which the students in both classes will know how to write the same number of letters will be
Let x be the number of the weeks and y be the total number of the letters.
Then the equation will be
y = 4x + 8 …1
y = 3x + 12 …2
Then by solving the equations 1 and 2, we have
x = 4 and y = 24
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Need help (pic included)
Answer:
a = 1Step-by-step explanation:
We have the expression:
12x² + ax - 20
3x + 4 is a factor. Therefore:
12x² + ax - 20 = (3x · 4x) + ax + (4 · (-5))
12x² + ax - 20 = (3x + 4)(4x - 5)
(3x + 4)(4x - 5) = (3x)(4x) + (3x)(-5) + (4)(4x) + (4)(-5)
= 12x² - 15x + 16x - 20 = 12x² + x - 20
a = 1Other method:12x² + ax - 20 = (3x + 4)(bx + c)
12x² + ax - 20 = (3x)(bx) + (3x)(c) + (4)(bx) + (4)(c)
12x² + ax - 20 = 3bx² + 3cx + 4bx + 4c
12x² + ax - 20 = 3b² + (3c + 4b)x + 4c
therefore
3b = 12
a = 3c + 4b
4c = -20
3b = 12 ⇒ b = 4
4c = -20 ⇒ c = -5
substitute to a:
a = 3 · (-5) + 4 · 4
a = -15 + 16
a = 1if someone ask you to write the tens in 1,567
would you write 67 or 6
if someone asks you to write the tens in
145,677
would you write 77 or 7
if someone asks you to write the hundredths in
146,888
would you write 688 or 8 or 888?? explain pls
Answer:
The tens in 1,567 is 60.
The tens in 145,577 is 70.
The hundreds in 146,888 is 800
Step-by-step explanation:
When looking for tens, you look for the value in the tens column.
For example, in 123, there is a 2 in the tens so it is 20.
it takes two painters 4 days to complete a job. How long does does 1 painter take for the same job?
Answer:
Eight days in total.
Step-by-step explanation:
If it takes two painters four days to paint, one person should take twice as long, because of not having help from another person to make the painting process quicker. So, the single person would take eight days to paint in the same job. (Hope this helps!)
which expression is in simplest form?
Answer:
A.
Step-by-step explanation:
let me know if you want an explanation :))
15 points for this need help badly
Answer:
check image below
Step-by-step explanation:
f(x)=23x−1 and g(x)=−4x+6.
What transformation occurs from function f to function g?
a horizontal stretch by a factor of −6
a horizontal translation 6 units left
a vertical translation 6 units down
a horizontal compression by a factor of −6
The transformation occurs from function g is a vertical translation 6 units down.
What is Transformation?A function f, usually with some geometrical underpinning, that maps a set X to itself, i.e. f : X → X.
Given:
g(x) = 4x + 6
g(x) = 0
4x + 6=0
x= -6/4
Now,
f(-6/4) = 2 - 1
=-1
By seeing g(x), we can say that function g is a vertical translation 6 units down.
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Dr. Silas studies a culture of bacteria under a microscope. The function b1t=500(1.6)t represents the number of bacteria t hours after Dr. Silas begins her study. Is this an exponential growth or decay? Explain how you know. What does the value 500 represent in this situation? The number of bacteria in a second study is modeled by the function b2t=800(1.6)t. What is the growth rate, r, for this equation? What does the difference of 500 and 800 mean between the two studies?
Answer:
b is your answer
Step-by-step explanation:
Emily invests £150,000 in a savings account offering a compound interest rate of 2.4% per annum for 4 years. Work out the amount of interest Emily earns over 4 years. Emily invests £ 150,000 in a savings account offering a compound interest rate of 2.4 % per annum for 4 years . Work out the amount of interest Emily earns over 4 years .
14926.74417
Step-by-step explanation:
Based on the given conditions, formulate:
150000 ((2.4% +1)4-1)
Evaluate the equation/expression: 14926 14926.74417 get the result:14926.74417 Answer: 14926.74417
if it is helpfulthe mark me brainliest pls
Light travels at 300,000 km/s, how long would it take to travel from the sun which is 148800000 km away
Answer:
496 seconds
Step-by-step explanation:
148800000 ÷ 300000 = 496
4
Drag each response to the correct location on the table. Each response can be used more than once, but not all responses will be used.
Consider the two exponential equations shown. Identify the attributes for each equation to complete the table.
250
111%
89%
Growth 11% 8.9%
40
Decay
250 (0.89)*
250 = 40(1.11)
40 =
Initial Value::
Growth or Decay::
Growth/Decay Rate::
Reset
Initial Value::
Growth or Decay:
Growth/Decay Rate::
Next
First function; Initial value = 250; Decay; Decay rate = 11%
Second function; Initial value = 40; Growth; Decay rate = 11%
How to solve exponential decay functions?
1) The first function is;
40 = 250(0.89)^(x)
y = 250 (initial value)
Decay because 0.89 < 1
Thus;
Decay rate: (1 - 0.89) * 100 = 11%
2) The second function is;
250 = 40(1.11)^(x)
y = 40 (initial value)
Growth because 1.11 > 1 so growth
Growth rate: (1.11 - 1) * 100 = 11%
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If teens have about 80h a month of leisure time, how much time would they spend each activity a month?
Answer:
depends on how many actives there are and maybe on if they preferred one over another it would get more time
Step-by-step explanation:
