I’m doing my math homework and I don’t understand it all. I did most of it in class but I don’t get it still so here’s the question

Question:
-4/3(3q -10)

Answer:

85 km

Step-by-step explanation:

[tex]68^{2} +51^{2} =c^{2}[/tex]

4,624+2,601 = [tex]c^{2}[/tex]

7,225 =[tex]c^{2}[/tex]

Square both side and you get your answer 85km

Answer:

given the drawing below what is the difference between angle D and angle B​

Step-by-step explanation:

Answer: 18 cm2

Step-by-step explanation: the surface area of the cube is 54 cm2 and the rectangular prism is 72 cm2 so 72 - 54 = 18

Answer:

42

Step-by-step explanation:

to find how many 0.25 there are in 10.5 we have to divide 10.5 by 0.25

10.5÷0.25

=42

Hope this helped you- have a good day bro cya)

Answer:

The value of n is 5.

Step-by-step explanation:

We have been given that f(x) is a linear function and we are asked to find the value of n from the provided table.

x            f(x)

-4          -25

-1            -10

n             20

First of all we will find the slope of the given using our given points (-4,-25) and (-1,-10) in slope formula.

m = y2-y1/x2-x1

Upon substituting coordinates of our given points we will get,

m = -10--25/-1--4

m = -10+25/-1+4

m = 15/3

m = 5

Since we know that the equation of a line in slope-intercept form is:

y = mx + b,where, m= Slope and b= y-intercept.

Upon substituting m = 5 in slope-intercept form of equation we will get,

y = 5x + b

Now let us find y-intercept by substituting coordinates of one point in our given line.

-10 = 5(-1) + b

-10 = -5 + b

-10 + 5 = -5 + 5 + b

-5 = b

y = 5x - 5

Now let us find value of n by substituting x = n and y = 20 in our equation.

20 = 5 * n - 5

20 + 5 = 5 * n - 5 + 5

25 = 5 * n

25/5 = 5 * n/5

5 = n

Therefore, the value of n is 5.

Answer:

Simple interest-?

Step-by-step explanation:

P= 12000

T=5yrs

R=5%

Now,

Simple interest - PTR/100

= 12000*5*5/100

= $3000

Again,

P=12000

T=3yrs

R=8%

Now,

Simple interest - PTR/100

= 12000*3*8/100

= $2880

Hope this helps.

Answer:

[tex]{ \rm{ {8}^{x} = \sqrt{2} }} \\ \\ { \rm{ {2}^{3x} = {2}^{ \frac{1}{2} } }} \\ \\ { \rm{3x = \frac{1}{2} }} \\ \\ { \rm{x = \frac{1}{6} }}[/tex]

Answer:

0.6522

Step-by-step explanation:

Answer:

Step-by-step explanation:

Slope -  -3/2

y-intercept- (0,-3)

Answer:

-2/3

Step-by-step explanation:

:)

Answer:

Step-by-step explanation:

Given equation:

Multiply both sides by - 3 and simplify;

Answer:

37356

Step-by-step explanation:

9514 1404 393

Answer:

  2.56

Step-by-step explanation:

Multiply by (1+6e^(-.7t))/1000:

  2000/1000 = 1 +6e^(-0.07t)

  1 = 6e^(-0.07t) . . . . . . . . . subtract 1

  e^(0.07t) = 6 . . . . . . . . . . multiply by e^(0.07t)

  0.07t = ln(6) . . . . . . . . . take the natural log

  t = ln(6)/0.07 . . . . . . . divide by the coefficient of t

  t ≈ 2.55966 ≈ 2.56

Answer:

50.3 (rounded) I think? Could be wrong, however, it's what I got

9514 1404 393

Answer:

  (a) 11·10^21

Step-by-step explanation:

"Scientific notation" has a mantissa that has one digit to the left of the decimal point. The number 11·10^21 has two digits to the left of the decimal point, so is not in the form required by scientific notation.

  11·10^21 is not in scientific notation

_____

It would be correctly written in scientific notation as as 1.1·10^22.

Answer:

A) 11 ⋅ 10^21

Answer:

(-5,4)

Step-by-step explanation:

Answer:

x=3/4

Step-by-step explanation:

Answer:

X= 3/4

Step-by-step explanation:

Distribute

Combine like terms

Add 2 to both sides of the equation

Simplify

Divide both side s of the equation by the same turm

Simplify

Answer:

20 million

Step-by-step explanation:

5 million SUVs are 25% of the total number of vehicles.

0.25x = 5,000,000

x = 20,000,000

Answer: 20 million

The question is an illustration of proportions.

A total of 20 million vehicles were looked into

The proportions are given as:

[tex]SUV = 25\%[/tex]

[tex]Trucks= 10\%[/tex]

Let the total number of vehicles be v.

The number of SUVs is given as 5 million.

So, we have:

[tex]SUV = 25\% \times v[/tex]

Substitute 5 million for SUV

[tex]5\ million= 25\% \times v[/tex]

Express the percentage as decimal

[tex]5\ million= 0.25 \times v[/tex]

Divide both sides of the equation by 0.25

[tex]20\ million = v[/tex]

Rewrite the equation as

[tex]v =20\ million[/tex]

Hence, 20 million vehicles were looked into

Read more about proportions at:

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Answer:

3.0 E35

Step-by-step explanation:

Thanks.

Answer:

Step-by-step explanation:

The slope intercept form is like so:

y = mx + b

mx is the slope

b is the y-intercept

Now in your equation:

y = 0.25x + 2

0.25x is the slope

2 is the y-intercept

Answer:

help please............

Answer:

4, 8, 12, 16, 24

Step-by-step explanation:

Replace the x with the x values starting at -2 and use the equation with the new x value.

E.g.

x = -2

y = 4 * -2 + 12

y = 4

Sorry if my explanation isn't the best.

Step-by-step explanation:

Content

Functions and their inverses

We begin with a simple example.

Example

Let f(x)=2x and g(x)=x2.

Apply the function g to the number 3, and then apply f to the result:

g(3)=32andf(32)=3.

A similar thing happens if we first apply f and then apply g:

f(3)=6andg(6)=3.

It is clear that this will happen with any starting number. This is expressed as

f(g(x))g(f(x))=x,for all x=x,for all x.

The function f reverses the effect of g, and the function g reverses the effect of f. We say that f and g are inverses of each other.

As another example, we have

(x−−√3)3=xandx3−−√3=x,

for all real x. So the functions f(x)=x3 and g(x)=x−−√3 are inverses of each other.

If x≥0, then (x−−√)2=x and x2−−√=x. If x<0, then x−−√ is not defined. So the functions f(x)=x2 and g(x)=x−−√ are inverses of each other, but we need to be careful about domains. We will look at this more carefully later in this section.

Basics

In an earlier section of this module, we defined the composite of two functions h and g by (g∘h)(x)=g(h(x)).

Definitions

The zero function 0–:R→R is defined by 0–(x)=0, for all x.

The identity function id:R→R is defined by id(x)=x, for all x.

Example

Consider a function f:R→R.

Prove that

0–∘f=0–

f∘id=f

id∘f=f.

Show that f∘0– does not necessarily equal 0–.

Solution

We have (0–∘f)(x)=0–(f(x))=0, for all x, and so 0–∘f=0–.

We have (f∘id)(x)=f(id(x))=f(x), for all x, and so f∘id=f.

We have (id∘f)(x)=id(f(x))=f(x), for all x, and so id∘f=f.

Consider the function given by f(x)=2, for all x. Then f∘0–(x)=f(0–(x))=f(0)=2, and so f∘0–≠0–.

Definition

Let f be a function with both domain and range all real numbers. Then the function g is the inverse of f if

f(g(x))g(f(x))=x,for all x,and=x,for all x.

That is, f∘g=id and g∘f=id.

Notes.

Clearly, if g is the inverse of f, then f is the inverse of g.

We denote the inverse of f by f−1. We read f−1 as 'f inverse'. Note that f inverse has nothing to do with the function 1f.

Example

Let f(x)=x+2 and let g(x)=x−2. Show that f and g are inverses of each other.

Solution

We have

f(g(x))=f(x−2)=x−2+2=x,for all x(f∘g=id)

and

g(f(x))=g(x+2)=x+2−2=x,for all x(g∘f=id).

Hence, the functions f and g are inverses of each other.

Exercise 5

Find the inverse of

f(x)=x+7

f(x)=4x+5.

Example

Let f(x)=ax+b with a≠0. Find the inverse of f.

Solution

We have x=f(x)−ba, for all x. So let g(x)=x−ba. Then

f(g(x))g(f(x))=f(x−ba)=a(x−ba)+b=x=g(ax+b)=(ax+b)−ba=x,

for all x. Hence, g is the inverse of f.

Exercise 6

Show that f(x)=x5 and g(x)=x15 are inverses of each other.

Find the inverse of f(x)=x3+2.

We do not yet have a general enough concept of inverses, since x2 and x−−√ do not fit into this framework, nor do ex and logex. We will give a definition that covers these functions later in this section.

The horizontal-line test

Consider the function f(x)=x2, which has domain the reals and range A={x:x≥0}. Does f have an inverse?

The following graph shows that it does not. We have f(−2)=f(2)=4, and so f−1(4) would have to take two values, −2 and 2! Hence, f does not have an inverse.

Graph of y = x squared and the line y = 4 on the one set of axes.

This idea can be formulated as a test.

Horizontal-line test

Let f be a function. If there is a horizontal line y=c that meets the graph y=f(x) at more than one point, then f does not have an inverse.

Notes. Remember that the vertical-line test determines whether a relation is a function.

Example

Consider the function

f(x)=x3−x=(x+1)x(x−1).

Its graph is shown in the following diagram.

Graph of y = x cubed minus x.

Does f have an inverse?

Solution

The line y=0 meets the graph at three points. By the horizontal-line test, the function f does not have an inverse.

The function whose inverse does not exist is f(x) = x(x - 1)

The correct option is (D)  f(x) = x(x - 1)

An inverse is a function that serves to “undo” another function. That is, if f(x) produces y, then putting y into the inverse of f produces the output x.

First,  f(x)= [tex]\frac{1}{2} x -\frac{1}{2}[/tex]

let y= [tex]\frac{1}{2} x -\frac{1}{2}[/tex]

On solving for x we get a unique value

Then replace x and y.

It shows that the function have a unique value, which satisfies the condition of inverse.

Now, f(x) =[tex](x - 1)^3 + 2[/tex]

Again, solving for y we can get a cube root function which is a inverse of cube.

Hence, the inverse of [tex](x - 1)^3 + 2[/tex] exists.

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

Solving for above we get logarithmic value. Log function are inverse of exponential function.

Hence, the inverse of [tex]2^x[/tex] exists.

Last, f(x)= x(x-1)

Solving for above create a square value.

The inverse of square never exist because having square root gives two value one is positive and other is negative.

Hence, the inverse of x(x-1) not exists.

Hence the function whose inverse does not exist is x(x-1).

Learn more about inverse of function here:

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Answer:

45

Step-by-step explanation:

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Answer:

8

Step-by-step explanation:

Answer:

x= 98

First, you have to find what the third angle is so;

180-53-45=82

The third angle in 82.  

A straight line is 180º. So you need to subtract 180-82 to get 98.

Step-by-step explanation:

Answer:

Step-by-step explanation:

The cubes have sides of 2 cm, 3 cm and 4 cm respectively.

Their face area of the cubes is 4 cm², 9 cm² and 16 cm² respectively.

Total surface area of each cube is:

Total of three cubes:

When you glue the cubes together you lose an area equal to double face area of the smaller cube from the total surface area.

Possible decrease, provided full faces area covered:

The least possible surface area is:

3Cubes :

Soo :

Volume - 1 = 6 × 2² = 6 × 4 = 24cm²

Volume - 2 = 6 × 3² = 6 × 9 = 54cm²

Volume - 3 = 6 × 4² = 6 × 16 = 96cm²

[tex] \: [/tex]

surface area = 174 - 2(3² + 2²)

surface area = 174 - 2(9 + 4)

surface area = 174 - 2(13)

surface area = 174 - 26

serface area = 148cm²

[tex] \: [/tex]

-HayabusaBrainly

Answer:

Well it's because they want children to click there links for either tracking IP address's or just using it to bring you to another site.

Step-by-step explanation:

Answer:8

Step-by-step explanation: