The expression 2(a+b)-8.1 for certain values of a and b.find the value of the following expressions for the same values of a and b: 3(a+b)

Answer:

12.5% increase

Step-by-step explanation:

To find the percentage increase ( students joined)

Take the new number minus the original amount

There are 27 students in the class after 3 joined

27 - 24 = 3

Divide by the original amount

3/24 = 1/8 = .125 = 12.5%

Answer:

12.5%

Step-by-step explanation:

Intial number = 27

Final number = 24 + 3 = 27

Percentage change :-

[tex]\displaystyle\ 2x^2+7x+5\sqrt{2} =0 \\\\\boxed{D=7^2-4\cdot2\cdot 5\sqrt{2} =49-40\sqrt{2} }[/tex]

Answer:

C. 4

Step-by-step explanation:

Use the slope formula y2-y1 / x2-x1

6+2/3-1

8/2

4

So, the answer is C. 4.

Answer:

(a - b)²

Step-by-step explanation:

(a + b)² - 4ab

= a² + 2ab + b² - 4ab

= a² - 2ab + b²

= (a - b)²

Answer:

the answer is probably complicated but this is POSSIBLY similar to your problem

Step-by-step explanation:

x^2 - 1x - 3x + 3

x^2 - 4x + 3

Answer:

Segment XY congruent to Segment IJ is required.

Step-by-step explanation:

It's asking for Side-Angle-Side postulate and you already have a side and an angle. WX=HI and <x=<I. Order matters, so the angle should be directly between the first set of segments and the second.

Therefore, f(c) = 3c+5

OPTION B is the correct answer

Answer:

(B) f(c) = 3c + 5

Step-by-step explanation:

Since variable "c" is the independent variable, that means in terms of y = mx + b, c would be the variable "x".

So that means to rewrite 6c = 2p - 10, you would solve for p, because p would equal y in the formula.

Use basic algebra to solve for p:

6c = 2p - 10

6c + 10 = 2p

3c + 5 = p

p = 3c + 5 or f(c) = 3c + 5

Hope it helps (●'◡'●)

Answer:

270 & 30

Step-by-step explanation:

let the number is n,

the equation :

n× 1/9 n= 27(n +1/9 n)

1/9 n² = 27n + 3n

1/9 n² = 30n

1/9n²- 30n = 0

n(1/9n -30)= 0

n = 0 or

1/9n = 30 => n = 30×9 = 270

270 is a number,

the other : 270/9 = 30

Answer:

x = 25.5

Step-by-step explanation:

suppose RS and MQ are parallel the sum of angle MRS and RMN would be 180 degrees

2x + x + x 78 = 180 add like terms then subtract 78 from both sides

4x = 102 divide both sides by 4

x = 25.5

Answer:

x = 91

Step-by-step explanation:

Opposite angles of an inscribed quadrilateral are supplementary.

x + 89 = 180

x = 91

Answer:

y=0

Step-by-step explanation:

9514 1404 393

Answer:

  y = 0

Step-by-step explanation:

Factor out 3^y:

  3^(2y-1) +2(3^(y-1)) = 1 . . . . . . given

  (3^y)^2(3^-1) +2(3^y)(3^-1) = 1 . . . . factor out 3^y

  (3^y)^2 +2(3^y) -3 = 0 . . . . . . . . . . subtract 1, multiply by 3

Let x = 3^y. Substituting, we have ...

  x^2 +2x -3 = 0

  (x -1)(x +3) = 0

  x = 1  or  x = -3 . . . . . values of x that satisfy this equation

Then the corresponding values of y are ...

  x = 3^y . . . . . . . . . . . . relation of x and y

  log(x) = y·log(3) . . . . . take logs to solve for y

  y = log(x)/log(3) . . . . . divide by the coefficient of y

For x = 1, this is y = log(1)/log(3) = 0

For x = -3, this is y = log(-3)/log(3) . . . . no real solutions

The only real solution is y = 0.

_____

The attachment shows the solution of f(x) = 0, where ...

  [tex]f(x)=3^{2x-1}+2\times3^{x-1}-1[/tex]

That solution is x=0. This means the (real) solution to the given equation is y=0.

Answer:

1 day=10outfits

5days=10outfits×5

=50outfits

Step-by-step explanation:

hope this is helpful

Based on the calculation, you can wear the 10 outfits in 50 different ways throughout the week.

To calculate the number of ways you can wear 10 outfits to school each day in a 5-day week, you need to consider the total number of outfits across all days. Since there are 10 outfits and 5 days, the total number of outfit combinations can be calculated by multiplying the number of outfits per day by the number of days:

10 outfits/day × 5 days = 50 outfit combinations

Therefore, you can wear the 10 outfits in 50 different ways throughout the week.

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Answer: Answer already been answered credits to that person give that person brainliest

Step-by-step explanation:

Answer:

16.26°

Step-by-step explanation:

1. tanΘ= 7/24

2.[tex]tan^-1(\frac{7}{24} ) =[/tex]Θ

3. Θ = 16.26°

Answer:

Equal to 1,204-299

Step-by-step explanation:

Anything divided by 1 is equal to itself.

Answer:

ok so there is 1/4 of a meter between 15 chairs so

1/4*5= 1.25

so there is 1 and a quarter meter between the first and the last

Hope This Helps!!!

Even function:

A function is said to be even if its graph is symmetric with respect to the , that is:

Odd function:

A function is said to be odd if its graph is symmetric with respect to the origin, that is:

So let's analyze each question for each type of functions using examples of polynomial functions. Thus:

FOR EVEN FUNCTIONS:

1. When  becomes  

1.1 Effects on the y-intercept

We need to find out the effects on the y-intercept when shifting the function  into:

We know that the graph  intersects the y-axis when , therefore:

So:

So the y-intercept of  is one unit less than the y-intercept of

1.2. Effects on the regions where the graph is increasing and decreasing

Given that you are shifting the graph downward on the y-axis, there is no any effect on the intervals of the domain. The function  increases and decreases in the same intervals of

1.3 The end behavior when the following changes are made.

The function is shifted one unit downward, so each point of  has the same x-coordinate but the output is one unit less than the output of . Thus, each point will be sketched as:

FOR ODD FUNCTIONS:

2. When  becomes  

2.1 Effects on the y-intercept

In this case happens the same as in the previous case. The new y-intercept is one unit less. So the graph is shifted one unit downward again.

An example is shown in Figure 1. The graph in blue is the function:

and the function in red is:

So you can see that:

2.2. Effects on the regions where the graph is increasing and decreasing

The effects are the same just as in the previous case. So the new function increases and decreases in the same intervals of

In Figure 1 you can see that both functions increase at:

and decrease at:

2.3 The end behavior when the following changes are made.

It happens the same, the output is one unit less than the output of . So, you can write the points just as they were written before.

So you can realize this concept by taking a point with the same x-coordinate of both graphs in Figure 1.

FOR EVEN FUNCTIONS:

3. When  becomes  

3.1 Effects on the y-intercept

We need to find out the effects on the y-intercept when shifting the function  into:

As we know, the graph  intersects the y-axis when , therefore:

And:

So the new y-intercept is the negative of the previous intercept shifted one unit upward.

3.2. Effects on the regions where the graph is increasing and decreasing

In the intervals when the function  increases, the function  decreases. On the other hand, in the intervals when the function  decreases, the function  increases.

3.3 The end behavior when the following changes are made.

Each point of the function  has the same x-coordinate just as the function  and the y-coordinate is the negative of the previous coordinate shifted one unit upward, that is:

FOR ODD FUNCTIONS:

4. When  becomes  

4.1 Effects on the y-intercept

In this case happens the same as in the previous case. The new y-intercept is the negative of the previous intercept shifted one unit upward.

4.2. Effects on the regions where the graph is increasing and decreasing

In this case it happens the same. So in the intervals when the function  increases, the function  decreases. On the other hand, in the intervals when the function  decreases, the function  increases.

4.3 The end behavior when the following changes are made.

Similarly, each point of the function  has the same x-coordinate just as the function  and the y-coordinate is the negative of the previous coordinate shifted one unit upward.

149 (give brainliest for all of the words)

Answer:

well I'm not gonna explain it but

#1 is C or the 3rd one (DOMIAN)

#2 is B or the second one (RANGE)

Answer:

DOMAIN OF THE FUNCTION :-

all real numbers

RANGE :-

all real numbers greater than or equal to - 2

as we the graph's vertex is at -2 so basically -2 is the lowest value of the function.

Answer: [tex]-\frac{11}{3}[/tex]

Step-by-step explanation:

[tex]-\frac{2}{3} *5\frac{2}{4} \\\\\\=-\frac{2}{3} *5\frac{1}{2} (5\frac{1}{2} =\frac{5*2}{2} +\frac{1}{2} =\frac{10+1}{2} =\frac{11}{2})\\\\\\=-\frac{2}{3} *\frac{11}{2} =-\frac{11}{3}[/tex]

Answer: 40

Step-by-step explanation:

If you cut 20 lemons by half and then cut half of these halves by half, then 80  lemon parts we have

A division is a process of splitting a specific amount into equal parts.

Given that 20 lemons are cut by half.

cut half of these halves by half.

We need to find how many lemon parts will you have.

Let us consider a lemon whic is 1

Now let us make it half 1/1/2=2

Now each part is divided to half =2/(1/2)=4

So for one lemon it has 4 parts.

Now let us find for 20 lemons.

Multiply 20 with 4

20×4

80 parts

Hence, If you cut 20 lemons by half and then cut half of these halves by half, then 80  lemon parts will you have

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Answer:

AB= A. (50)^1/2

BC= B. (65)^1/2

AC= D. (145)^1/2

<ABC≈ 105

Answer:

[tex]{ \tt{f(x) = 2}} \\ when \: y = 2 \\ { \bf{x = - 0.5}}[/tex]

Answer:

Step-by-step explanation:

Total surface area is the area of the net.

The rectangles have area:

The triangles have area:

Total area is:

Correct choice is C

Answer:

C. 152 square units

Step-by-step explanation:

I'll do the rectangles first because they are the easiest.

8(5)=40. There are 2 of those rectangles, so multiply by 2: 80.

6(8)=48. Add that to 80, you get 128.

The two triangles actually make a rectangle, so to save work, just multiply the base by the height: 6(4). You get 24.

Add them all up, and you get 152.

Hope this helps!

Answer:

A total of 51 people prefer biology, 51%

Step-by-step explanation:

Girls: 42

Boys: 58

Biology: 5 girls and 46 boys(100-42=58, 58-[4+8]=46)

Physics: 4 boys and 24 girls(42-[5+13])

Chemistry: 13 girls and 8 boys(21-13=8)

I think this is the answer...

Answer:

1. The third quartile

2. The quartile

3. Four

4. 25

5. The second quartile, Q₂

6. 20th percentile

7. Decile

8. Percentile

9. D₈

10. The third quartile, Q₃

Step-by-step explanation:

1. The other term(s) for Q₃ is third quartile (or upper quartile). It is the mid point between the distribution's largest number and the median

2. The measure of position divided into four equal parts is the quartile

3. The quartile is the division of the data at three points (Q₁, Q₂, and Q₃) into four equal parts equal parts

4. Q₁, which is the first quartile is equivalent to the 25th percentile

5. The other term for the median is the second quartile, Q₂

6. D₂ which is the second decile (a decile divides the data into 10 equal parts) is equivalent to 20th percentile

7. The decile, D, divides a given data into 10 equal parts

8. The percentile divides a given data into 100 equal parts

9. The decile equivalent to P80, which is the 80th percentile, is D₈

10. The quartile equivalent to P75, which is the 75th percentile or the three quarter mark point of the data is equivalent to the the third quartile, Q₃

Answer:

On distributing the - sign outside the parenthesis we get,

-2h - 9.6k + 1

Answers:

Domain = {-1, 2, 1, 8, 9}

Range = {2, 51, 3, 22}

==================================

Explanation:

The domain is the set of allowed inputs of a function. So it's the set of possible x values. We simply list the x coordinates of each point to form the domain.

The range is the set of possible y values or y outputs. So we simply list the y coordinates of the points. We toss out any duplicates. Since order doesn't matter in a set, we can have the values listed any way we want.

Side notes:

Answer:

1). 6x - 14    2). y = 1x + 1       3). y = -4x + 22     4).y = -7/2x + 51/2

Step-by-step explanation:

1). y2 - y1 / x2 - x1      4 - (-2) / 3-2         = 6

y = 6x + b           4 = 6(3) + b      4 = 18 + b        -14 = b

y = 6x - 14

2). 2 - (-2) / 1 - (-3)      = 1

y = 1x + b        2 = 1(1) + b     2 = 1 + b    1 = b

y = 1x + 1

3).  2 - 6 / 5 - 4      = -4

y = -4x + b      6 = -4(4) + b      6 = -16 + b       22 = b

y = -4x + 22

4). 1 - 8 / 7 - 5      = -7/2

y = -7/2x + 51/2

Answer:

x + (x-42.2) = 90

2x - 42.2 = 90

add 42.2 to both sides

2x = 132.2

divide each side by 2

x = 66.1

find the measure of the other angle

66.1 - 42.2 = 23.9

Step-by-step explanation:

Answer:

66.1° and 23.9°

Step-by-step explanation:

Complementary angles are angles that sum up to 90°

So equation : x + x - 42.2 = 90

2x - 42.2 = 90

2x = 132.2

x = 66.1

66.1° is the "other complementary angle"

This angle is 66.1 - 42.2 = 23.9°

If my answer is incorrect, pls correct me!

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-Chetan K