A square dining room table has a perimeter of (12x "-40)" feet.Which expression represents the side length of the table (in feet)

The exponential function formula for the parent function is found to be

[tex]f(x) = 2^x[/tex]

What is an exponential function?

The formula for an exponential function is [tex]f(x) = a^x[/tex], where x is a variable and a is a constant that serves as the function's base and must be bigger than 0.

The general formula to find an exponential function is [tex]f(x) = ab^x[/tex]

From the given graph, we take two points on the graph : (1,2) and (2,4)

Substituting in the above equation, taking f(x) as y

[tex]ab^1 = 2\\\\ab^2 = 4[/tex]

Solving the above equations, we get

a= 1, b=2

So the parent function  [tex]f(x) = 2^x[/tex].

Now using this function we can graph [tex]f(2x), -3f(x), 2f(2x)\\[/tex].

[tex]f(2x) = 2^{2x} = 4^x\\\\-3f(x) = -3 * 2^x\\2f(2x) = 2 * 4^x[/tex]

Therefore using the Desmos, the above exponential functions are graphed.

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AAA triangles are impossible to solve further since there is nothing to show us the size.

The AAA triangle is a triangle in which all three angles are given, and the triangle is said to be similar to another triangle if any two of its three angles are equal to any two of its three angles.

Knowing only angle-angle-angle (AAA) is insufficient because it can result in triangles that are similar but not congruent.

There are four shortcuts that can be used to check whether two triangles are congruent.

You don't need to be familiar with all of the six corresponding parts, which include three angles and three sides.

When a triangle's three angles are known but not its sides, the answer is "AAA."

Since there is no information to indicate size, AAA triangles are impossible to solve further. We know their shape but not their size.

Hence, the AAA triangles are not solvable or difficult to find angles.

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Answer:

0.04 < 0.1 < 1/6

Step-by-step explanation:

the equation of the desired line is x = 3y + 6.

To find the equation of a line that is parallel to the given line

y = 1\3x + 10

and passes through the point (3,-1), since parallel lines have the same slope.

Therefore, the slope of the desired line is also 1\3.

Since the desired line passes through the point (3,-1), we can use the point-slope formula to write its equation:

y - (-1) = 1\{3}(x - 3)

Simplifying, we get

y + 1 = 1\ 3x - 1

Multiplying both sides by 3, we get

3y + 3 = x - 3

Adding 3 to both sides, we get

3y + 6 = x

Therefore, the equation of the desired line is x = 3y + 6.

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Subtract 0.1 from both sides49x+ 0.10= 117.90

49x+0.1-0.1=117.9-0.1

x=2.404

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Considering  the given triangle, the information given helped to apply similar triangle principle to determine v to be 3.9

This is a term used in geometry to mean that the respective sides of the triangles are proportional and the corresponding angles of the triangles are congruent

Hence assuming the corresponding angles of the triangle are congruent then the side should be in proportions

Examining the figure shows that pair of equivalent sides are

TS and TR , SU and QR

The solution is worked out using sides WX and XV, WY and YU

TS / TR = SU / QR

TS / TR = 1/2 since it is a mid segment

1 / 2 = (19v - 38) / (-5v + 96)

-5v + 96 = 2 * (19v - 38)

-5v + 96 = 38v - 72

96 + 72  = 38v + 5v

168 = 43v

v = 3.9

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Most of the students ran more than 3 laps and Most of the students ran 2 1/2 laps.

An equation is an expression that shows the relationship between two or more numbers.

From the line plot shown:

Total number of students = 3 + 4 + 2 + 2 + 8 + 4 + 6 + 9 = 38

Students who ran more than 3 laps = 2 + 8 + 4 + 6 + 9 = 29

Students who ran more than 2 1/2 laps = 2 + 2 + 8 + 4 + 6 + 9 = 31

Students who ran more than 3 1/2 laps = 2 + 8 + 4 + 6 + 9 = 29

Hence:

Most of the students ran more than 3 laps and Most of the students ran 2 1/2 laps.

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A scatter plot is the best graph for comparing two variables.

A scatter plot is a graph that uses dots to represent individual observations of two variables. It is a powerful tool for comparing two variables because it allows us to see the relationship between the two variables and how they are distributed. It also helps to identify any patterns or trends in the data, such as a positive correlation, a negative correlation, or no correlation at all.

Additionally, scatter plots allow us to see outliers, which are data points that are far away from the majority of the data points. This makes it easy to identify any extreme values that may be skewing the data and affecting the overall pattern of the graph. Overall, scatter plots are useful for identifying patterns, trends, and outliers in data sets, making it the best choice for comparing two variables.

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The solution of the set of equations: 6x - 2y = 8; 3x + 7y = 68  is (4,8)

The problem can be solved using elimination - substitution method.

Set of equations:

6x - 2y = 8   .... (equation 1)

3x + 7y = 68 ..... (equation 2)

Divide equation 1 by 2

3x - y = 4   ..... (equation 3)

Eliminate x by substracting equation 3 from equation 2:

3x + 7y = 68

3x   - y  = 4    _

      8y = 64

         y = 64/8

        y = 8

Substitute y = 8 into equation 3:

3x - 8 = 4

3x = 12

x = 12/3

x = 4

Hence, the solution is (4,8)

Your question is incomplete, but most probably your question was:

What is the solution for the following set of equations 6x - 2y = 8; 3x + 7y = 68 ?

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Answer:

n= 6

Step-by-step explanation:

7^9/7^6 is the same as 7^9 - 7^6/ 7^9-6 but it gives you 7^3

Answer:

70

Step-by-step explanation:

nk

Using percentages we know that the value of a car decreases by 34% on average.

A % is a quantity or ratio that, in mathematics, represents a portion of one hundred.

A dimensionless relationship between two numbers can be represented in a variety of ways, such as through ratios, fractions, and decimals.

The symbol "%" is frequently written after the number to indicate percentages.

So, we know that:
Annie brought a car at: $32000

Current price of the car: $21000

The decline in car percentage:

21000/32000 * 100

65.625%

⇒ 100 - 65.625 = 34.375%

Rounding off: 34%

Therefore, using percentages we know that the value of a car decreases by 34% on average.

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Complete question:
Annie bought a brand-new car for $32,000. The car is now worth $21,000.

By what percentage does the car's worth decrease?

(x - 1) is thus a factor of f(x) = x3 - 2x2 - 5x + 6.

The factorization of x^3 2x^2 5x 6 is (x^2)(2x)(3) . This can be found by dividing x^3 2x^2 5x 6 by its prime factors.

You can also factor out x^2 from the expression x^3 2x^2 5x 6, which would leave you with x^2(x 2.5 6) or x^2(x 2.5 3)

Given that x3 - 2x2 - 5x + 6 = f(x),

We must determine the factored form of f in its entirety (x).

Consider (x - 1) as a factor (x).

Let's see if (x - 1) is a factor of f. (x).

f(1) = (1) (1)

3 - 2(1) (1)

2 - 5(1) + 6

= 1 - 2 - 5 + 6

= 6 - 6

= 0

f(1) = 0

(x - 1) is thus a factor of f(x) = x3 - 2x2 - 5x + 6.

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The smallest distance it has to go to get back to the starting tree is [tex]3\sqrt{5}[/tex]when traveling 6 miles to the south before turning 3 miles to the east.

According to Pythagoras's Theorem, the square of the hypotenuse side in a right-angled triangle is equal to the sum of the squares of the other two sides. Perpendicular, Base, and Hypotenuse are the names of this triangle's three sides. The Pythagorean Theorem demonstrates how to calculate the side lengths of a right triangle by adding the areas of three intersecting squares. As the foundation for more intricate trigonometry theories like the Pythagorean theorem's opposite, this theorem is a very helpful tool.

given

by pythagoras theorem :-

shortest distance = [tex]c^{2} = a^{2} + b^{2} \\[/tex]

[tex]c^{2} = 6^{2} + 3^{2} \\c^{2} = 36 + 9\\c^{2} = 45\\c = 3\sqrt{5}[/tex]

The smallest distance it has to go to get back to the starting tree is [tex]3\sqrt{5}[/tex]when traveling 6 miles to the south before turning 3 miles to the east.

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A seventh interval is a chord that consists of a triad and the notes that form the seventh chord above the root of the chord. Unless otherwise stated, "7th chord" usually means the dominant 7th chord, i.e. major triad and minor 7th chord.

The 7th interval, simply called 'September', is the pitch difference between the root note and the 7th note of the diatonic scale.

Sounding the seventh above the root of the chord as his fourth note, along with the other three notes of the dominant chord, strengthens the "suspension" inherent in the function of the dominant chord, and the expected chord Increases mitigation of return to tonic.

So instead of playing "G-B-D" (Sol-Si-Re) as the dominant "C" (Do), we play "G-B-D-F" (Sol-Si-Re-Fa).

The harmonic power of the "7th interval" is so strong that some or all of his three other notes in the chord are omitted, allowing them to be visualized in the listener's ear .

In music theory, the minor seventh is one of two intervals spanning seven staff positions. It's the smaller of two sevenths, and it's minor because it spans ten semitones. A major seventh spans 11 degrees. For example, the interval from A to G is a minor seventh. This is because the G note is ten semitones above his A, and his seven staves from A to G. Diminished 7th and increased 7th have the same number of staves, but a different number of semitones (9 and 12 respectively).

Minor sevenths are rare in melodies (especially in openings), but more common than major sevenths. The most famous example, often used in theory classes, occurs between the first two words of the phrase "There's a place for us" in the West Side Story song "Somewhere." Another well-known example occurs between his two notes at the beginning of the introduction to the music of the main theme of Star Trek: The Original Series.

Complete Question:

What is personification class 7th?

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Answer:

Step-by-step explanation:

b and f

Here are the expressions that are equivalent to - 15 + 6x

What is an equivalent expression?

Expressions that are the same even if they may appear slightly different are called equivalent expressions. When you simplify equivalent expressions, they will all return the same value if you plug in the same variable value.

3(5 - 2x)

6x + (- 15)

15 + (- 6x)

The first one, -3(5-2x), can be simplified as -35+32x = -15 + 6x

The second one 6x + (- 15) is already in the same form as - 15 + 6x

The third one 15 + (- 6x) is just - 15 + 6x when you change the sign of -6x

The other expressions are not equivalent as they are not equal to - 15 + 6x

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Yes, polynomial Y^4+4Y^2+5 has zeroes. Its zeroes can be found by factoring or using the quadratic formula: Y = -2 +/- sqrt(4-5) / 2 = -1 +/- sqrt(-1) / 2 = -1 +/- i/2.

[tex]Y^4+4Y^2+5[/tex]

=[tex](Y^2+1)²-3[/tex]

=([tex]\sqrt{Y^2+1-sqrt3}[/tex])([tex]\sqrt{Y^2+1+sqrt3}[/tex])

=(Y+ sqrt3)(Y-sqrt3)(Y+1)(Y-1)

=(Y+ sqrt3)(Y-sqrt3)(Y²-1)

=(Y+ sqrt3)(Y-sqrt3)(Y-1)(Y+1)

=0

Therefore the zeroes are Y=-√3, Y=1, Y=√3, Y=-1

Polynomial Y^4+4Y^2+5 is a fourth degree polynomial equation and can be solved by factoring or using the quadratic formula. To solve this equation by factoring, we need to use the difference of squares method. First, we rewrite the equation as (Y^2+1)²-3. Then we factor out the square of the binomial (Y^2+1): (Y^2+1-sqrt3)(Y^2+1+sqrt3). Next, we expand the first binomial to get (Y+ sqrt3)(Y-sqrt3)(Y+1)(Y-1). Then, we factor out the second binomial from the first two terms to get (Y+ sqrt3)(Y-sqrt3)(Y²-1). Finally, we expand the last binomial to get (Y+ sqrt3)(Y-sqrt3)(Y-1)(Y+1). This results in a product of zero, which means the equation has zeroes. The zeroes are Y=-√3, Y=1, Y=√3, and Y=-1.

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The one-to-one function is obtained as f(x) = 4x + 1 which is a linear function.

A function y = f(x) is defined as a one to one relation between sets X and Y. The set X is called the domain while Y is called the range of f(x).

A function can either have one-to-one or many-to-one mapping.

One-to-one mapping implies unique element in the domain for each element in the range while for many-to-one mapping there are many elements in the domain for one element in the range.

The given functions are y = [2x] , y = x² and f(x) = 4x + 1 respectively.

They can be examined one by one as follows,

(a) y = [2x]

It is a greatest integer function.

At x = 1.1, y = [2 × 1.1] = [2.2] = 2

And, for x = 1.2, y = [2 × 1.2] = [2.4] = 2

It implies for different values of x, the function has same value.

Thus, it is not one-to-one function.

(b)  y = x²

Find values of the function at two different x as,

x = -2, f(x) = (-2)² = 4

And, for x = 2, f(x) = 2² = 4.

It implies for different values of x, the function has same value.

Thus, it is not one-to-one function.

(c) f(x) = 4x + 1

It is a equation of a straight line.

Which implies it has different values for different values of x.

Thus, it is a  one-to-one function.

Hence, out of the given functions only f(x) = 4x + 1 is one-to-one.

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The coordinates of B are (6,0).

The midpoint of a line segment is the point that is exactly halfway between the two endpoints of the segment. For a line segment with endpoints (x1, y1) and (x2, y2), the midpoint is given by the coordinates:

In this problem, we're given that the midpoint is (2, 4) and we need to find the coordinates of point B. Since we know the coordinates of the midpoint, we can set up the equation:

We know that point A = (-2,9) is one endpoint, so we can substitute it into the equation

Solving for x2 and y2, we get x2 = 6 and y2 = 0 which is the coordinates of point B.

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Therefore , the solution of the problem of linear equation comes out to be the value after substituting is 3.

A linear equation is one that satisfies the algebraic formula y=mx+b. m is the y-intercept, while B is the slope. The foregoing sentence is sometimes referred to as a "linear equation with two variables" because y and x are variables. Bivariate linear equations are two-variable linear equations. Examples of linear equations include 2x - 3 = 0, 2y = 8, m + 1 = 0, x/2 = 3, x + y = 2, and 3x - y + z = 3. An equation is said to be linear if its formula is y=mx+b, where m denotes the slope and b the y-intercept.

Here,

Given : (X-5)-1

Thus,

after substituting the value of x with 9

We get,

=> (X-5) -1

=>(9-5)-1

=> 4 -1

=> 3

Therefore , the solution of the problem of linear equation comes out to be the value after substituting is 3.

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The function for the amount after {t} years can be written as -

[tex]$710(1 + 0.45/12nt)^{nt}[/tex]

Compound interest is the addition of interest to the principal sum of a loan or deposit. Mathematically -

[tex]$A = P(1 + \frac{r}{n})^{nt}[/tex]

where -

[A] = final amount

[P] = initial principal balance

[r] = interest rate

[n] = number of times interest applied per time period

[t] = number of time periods elapse

Given is that $710 is invested in an account earning 3.7% interest (APR), compounded monthly.

We can write -

A = 710(1 + 0.37/12)¹²⁽¹⁾

A = 710(1 + 0.037/12)¹²

A = 710(1 + 0.031)¹²

A = 710(1.031)¹²

A = 710 x 1.45

A = 1029.5

Let the annual growth rate be R. Then, we can write the function for annual growth rate after {t} years as -

1029.5 = [tex]$ 710(1 + R/1)^{t}[/tex]

1029.5 = [tex]$710(1+R)^{t}[/tex]

1.45 = [tex]$(1 + R)^{t}[/tex]

1.45 = 1 + tR + .....                        {Binomial expansion}

Neglecting the binomial series from the third term as the value of the terms become negligible -

1.45 = 1 + tR

R = 0.45/t

Function for the amount after t years can be written as -

[tex]$710(1 + 0.45/12nt)^{nt}[/tex]= A

Therefore, the function for the amount after {t} years can be written as -

[tex]$710(1 + 0.45/12nt)^{nt}[/tex]

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No, 8 15 17 is not a right angle triangle. A right angle triangle is a triangle in which one of the three angles is equal to 90 degrees.

To determine if a triangle is a right angle triangle, we can use the Pythagorean theorem. This states that in a right angle triangle, the sum of the squares of the two shorter sides (a and b) will equal the square of the longest side (c).

In this case, the length of the sides are 8, 15 and 17. We can calculate the sum of the squares of the two shorter sides, which is 8² + 15² = 144 + 225 = 369. However, the square of the longest side (17²) is 289. Since 289 is not equal to 369, this means that 8 15 17 is not a right angle triangle.

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Considering that the quadrilateral EFGH is similar to quadrilateral IJKL the side LI is calculated to be

The side LI is calculated using the concept of similar polygons. This concept allows for the sides to be proportionally equal to each other.

This implies that the factor used for any side will produce same result

let the factor be r and using side HG and JK to solve for the factor r

HG * r = JK

where

HG = 16

JK = 51

substituting the values and solving for r

HG * r = JK

16 * r = 51

r = 51/16

and HE * r = LI

where HE = 9.6

LI = 9.6 * 51/16

LI = 30.6

hence side LI = 30.6

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Answer:if the siblings are less and the child are more u should remove  the percent from the difference and put it to the another one the one from  down there so the difference is 70% so try the same from down  there is 18 so it got to be 20

Answer:20

The average speed of Luna I is 1.78 x 10^-3 kilometers/minute.

To find the average speed of Luna I, we need to divide the total distance traveled (3.8 x 10^5 kilometers) by the total time it took to travel that distance (2.16 x 10^4 minutes). The quotient of these two numbers is 1.78 x 10^-3 kilometers/minute.

It's the ratio of distance covered to the time taken to cover that distance. The unit of speed is distance/time, which in this case is kilometers/minute. The speed of Luna I is in scientific notation, which is a way to express very large or very small numbers in a more manageable form.

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The angles and their relationships are -

a) ∠x = 135° (corresponding angles), ∠y = 135° (vertical angles)

b) ∠y = 45° (liner pair angles), ∠x (not enough information provided)

c) ∠x = 135° (corresponding angles), ∠y = 45° (liner pair angles)

d) ∠x = 45° (liner pair angles), ∠y (not enough information provided)

What is angle pair relationship?

In Geometry, there are five fundamental angle pair relationships:

Complementary Angles

Supplementary Angles

Adjacent Angles

Linear Pair

Vertical Angles

a) In the first diagram -

∠x = ∠a as they are both corresponding angles to each other.

So, ∠x = 135°.

Similarly, ∠y = ∠x as they both are vertically opposite angles to each other.

So, ∠y = 135°.

b) In the second diagram -

∠y + ∠a =180° as they are both form a linear pair of angles.

So, ∠y = 180° - ∠a

∠y = 180° - 135°

∠y = 45°.

Now, ∠x cannot be deduced and no proper information is given in the image.

c) In the third diagram -

∠x = ∠a as they are both corresponding angles to each other.

So, ∠x = 135°.

Now, ∠y + ∠x =180° as they are both form a linear pair of angles.

So, ∠y = 180° - ∠x

∠y = 180° - 135°

∠y = 45°.

d) In the fourth diagram -

∠x + ∠a =180° as they are both form a linear pair of angles.

So, ∠x = 180° - ∠a

∠x = 180° - 135°

∠x = 45°.

Now, ∠x cannot be deduced and no proper information is given in the image.

Therefore, all the angles are and their relationships are found.

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The elimination method is used for solving linear equations. Here we make use of the addition property of equality, that is when same number is added on both sides of equation, it still remains equal.

Lets look into some examples.

     x + y = 10  

      x - y = 2

By adding both equations,

     x + y + x - y = 10 + 2

 + y and - y are cancelled or y term is eliminated.

      2x = 12

       x  = 6

     2x + 3y = 10

   -3x + 3y  = 15

Here to eliminate y, we have to add the additive inverse of second equation.

  2x + 3y + 3x - 3y = 10-15

    5x = -5

      x = -1

   x + 4y = 5

   3x - y = 2

To equalize the y term we multiply the second equation by 4

   12x - 4y = 8

Adding both equations,

x + 4y + 12x - 4y = 5 + 8

13x = 13

x = 1

So elimination method is used for solving linear equations.

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Therefore , the solution of the given problem of function comes out to be  f(g(x)) = x[tex]X^{2}[/tex]−4[tex]X^{2}[/tex]−28x−32/(x−4)

Each x value in the domain has one but only one y value range, according to the rule of a function. Definition. If there is only one and only one value of x such that f(x) = y, then the function is one-to-one

Here,

Given : f(x) =X² - 8x+16/2 + 2x

g(x) =(6x)/(x-4)

To find the f(g(x)) :

=> f(g(x)) = f(6x/(x-4))

=>  f(6x/(x-4)) =  (6x/(x-4) )^2 - 8((6x)/(x-4)) +16/2 + 2(6x)/(x-4)

=>  f(6x/(x-4)) = 36[tex]x^{2}[/tex]/ ( [tex]x^{2}[/tex]+ 16 - 8x) - 36[tex]x^{2}[/tex]/(x+4) +8

=> f(6x/(x-4)) = x[tex]X^{2}[/tex]−4[tex]X^{2}[/tex]−28x−32/(x−4)

Therefore , the solution of the given problem of function comes out to be  

f(g(x)) = x[tex]X^{2}[/tex]−4[tex]X^{2}[/tex]−28x−32/(x−4)

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The correct answer to the given question is 49. To solve the given problem following steps are followed :

Step 1: 7 power 2 means 7 multiplied by itself 2 times.

Step 2: 7 times 7 is 49.

Step 3: So, the answer is 49.

Comparing two quantities that generate the same result when one is multiplied by a certain amount is known as a multiplicative comparison. Sam, for instance, has twice as many balloons as Sid does. Sid's got three balloons. Sam has two times Sid's amount of balloons. Sam has a total of 6 balloons, which is equal to 2 + 3 + 1.

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