Who's good at Algebra? I have a few Questions about somethings on my home work.....

Answer:

126.2 meters

Step-by-step explanation:

A trapezoid's area is found using the formula A = 1/2 (a+b)h where a and b are the two bases. Substitute A = 12,052.1, a = 82.4 and b=108.6. Then solve for h.

A = 0.5(a+b)h

12,052.1 = 0.5(82.4 + 108.6)*h

12,052.1 = 0.5(191)h

12,052.1 = 95.5h

126.2 = h

Answer:

[tex]\large\boxed{(x^2+43x+10)-(10x^2-5x+10)=-9x^2+48x}[/tex]

Step-by-step explanation:

[tex](x^2+43x+10)-(10x^2-5x+10)\\\\=x^2+43x+10-10x^2-(-5x)-10\\\\=x^2+43x+10-10x^2+5x-10\qquad\text{combine like terms}\\\\=(x^2-10x^2)+(43x+5x)+(10-10)\\\\=-9x^2+48x[/tex]

Answer:

G=68

Step-by-step explanation:

First get G by it's self

By adding 56 on both sides

12 plus 56 equals 68

G=68

I Hope this helps you

Answer: You multiply 1.5 each time.

Step-by-step explanation:

72*1.5=108

108*1.5=162

162*1.5=243

And so on and so forth....  Hope it helped!

243 = 3x3x3x3x3

162 = 3x3x3x3x2

108 = 3x3x3x2x2

72 = 3x3x2x2x2

The next two numbers in the sequence would be

48 = 3x2x2x2x2

32 = 2x2x2x2x2

[tex](2x + 1)(3x + 4) \\ = 2x(3x + 4) + 1(3x + 4) \\ = 6 {x}^{2} + 8x + 3x + 4 \\ = 6 {x }^{2} + 11x + 4[/tex]

Answer:

0.00001

Step-by-step explanation:

   1

______

100000

hope this helps

The answers are:

[tex]f(x)=\frac{5x+3}{2}[/tex]

[tex]f(x)=2x-8[/tex]

[tex]f(x)=7x-2[/tex]

[tex]f(x)=\frac{1}{x+2}[/tex]

To find the inverse function of a function, we need to replace the variable (x for this case) for the function itself (f(x)), where we see "x" we must rewrite with "y" or "f(x) and then, isolate "y" or "f(x).  If we have the inverse function and we want to find the function, we need to reverse the process.

Let's find each function of the given inverse functions in order to match each one with its inverse.

First inverse function,

[tex]f^{-1}(x)=\frac{2x-3}{5}[/tex]

Replacing "x" with "f(x)" and "f-1(x)" with "x" we have:

[tex]x=\frac{2f(x)-3}{5}\\\\5x=2f(x)-3\\\\5x+3=2f(x)\\\\f(x)=\frac{5x+3}{2}[/tex]

Therefore, the function that matches with the first inverse function is:

[tex]f(x)=\frac{5x+3}{2}[/tex]

Second inverse function,

[tex]f^{-1}(x)=\frac{x+8}{2}[/tex]

Replacing "x" with "f(x)" and "f-1(x)" with "x" we have:

[tex]x=\frac{f(x)+8}{2}\\\\2x=f(x)+8\\\\2x-8=f(x)\\\\f(x)=2x-8[/tex]

Hence, the function that matches with the second inverse function is:

[tex]f(x)=2x-8[/tex]

Third inverse function,

[tex]f^{-1}(x)=\frac{x+2}{7}[/tex]

Replacing "x" with "f(x)" and "f-1(x)" with "x" we have:

[tex]x=\frac{f(x)+2}{7}\\\\7x=f(x)+2\\\\7x-2=f(x)\\\\f(x)=7x-2[/tex]

So, the function that matches with the third inverse function is:

[tex]f(x)=7x-2[/tex]

Fourth inverse function,

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

Replacing "x" with "f(x)" and "f-1(x)" with "x" we have:

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

So, the function that matches with the fourth inverse function is:

[tex]f(x)=\frac{1}{x+2}[/tex]

Have a nice day!

Answer:

Step-by-step explanation: I hope that helps you.

Answer:

"(3)"

Step-by-step explanation:

Relation is a mapping between x-values and y-values. Xs are the domain and Ys are the range.

Given x values (0,3,6) and y-values(8, 2, -1), this is a relationship, so it is a relation.

To check whether a relation is a function or not, we simply see if each unique x value is paired with a unique y value.

Is there any y value that is same for x-values? NO! All are different. So this is a function as well!

Answer choice (3) is right.

Answer: (3) both a relation and a function

Step-by-step explanation:

Relation : It is the relation established between two set of values

Function : It is a kind of relation, where only output exist for e ach input.

Generally x values presents input values and y values represents the output values.

The given table :

x -  y

0 - 8

3 - 2

6 - 1

Here, each x value is related to a y-value , so its a relation.

Also, there only one unique y-value for each x-values, thus its a function.

Hence, the set of ordered pairs in the mapping below can be described as  both a relation and a function.

[tex]\bf \stackrel{\textit{range is always the set of y-coordinates}}{f=\{(2,\stackrel{\downarrow }{3}),(5,\stackrel{\downarrow }{7}),(3,\stackrel{\downarrow }{3}),(5,\stackrel{\downarrow }{4}),(9,\stackrel{\downarrow }{1})\}}\qquad \qquad \{3,7,3,4,1\}\implies \{3,7,4,1\}[/tex]

Answer:

{3, 7, 3, 4, 1}

Step-by-step explanation:

There is not much that can be done to figure out how to write 0.312 as a fraction, except to literally use what the decimal portion of your number, the .312, means. Since there are 3 digits in 312, the very last digit is the "1000th" decimal place. So we can just say that .312 is the same as 312/1000.

Jeremiah's batting average of 0.312 can be expressed as the fraction 312/1,000, which can be further reduced to its simplest form 39/125 by dividing by their greatest common divisor, which is 8.

To express Jeremiah's batting average of 0.312 as a fraction in lowest terms, we need to start by expressing it as a fraction out of 1,000, which gives 312/1,000. From there, we divide both the numerator (the top number) and the denominator (the bottom number) by their greatest common divisor to reduce it to its simplest form. The greatest common divisor of 312 and 1,000 is 8. If we divide 312 by 8, we get 39, and if we divide 1,000 by 8, we get 125. Therefore, the fraction in its simplest terms is 39/125.

Expressing decimals as fractions is a common task in Mathematics and it's a handy skill for dealing with real-world data, like a baseball player's batting average.

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Answer:

a = 15

Step-by-step explanation:

The graph of function g(x) is described by g(x)=ax−7, or y = ax−7.

y = g(x)=ax−7 passes through (1/3, -2).  We can subst. -2 for y and 1/3 for x to determine the value of the coefficient a:

-2 = g(1/3) = a(1/3) - 7

Solve for a.  First, add 7 to both sides:  5 = a(1/3).

Next, multiply both sides by 3:  15 = a, or a = 15.

7√75 = 7√25√3 = 35√3.

The simplification of the expression 7 * square root of 75 is 35 * square root of 3. This is achieved by factoring 75 into prime factors and finding pairs of those factors to take out from under the square root.

To simplify the expression 7 * square root of 75, we first need to break down 75 into a product of prime factors:

75 = 5*5*3.

Since the square root of a number is the factor that, when squared, equals the original number, we can take out a pair of 5s from the square root:

Square root of 75 = 5 * square root of 3.

Finally, multiply this by 7 to get:

7* square root of 75 = 7 * 5 * square root of 3 = 35 * square root of 3.

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Answer:

1.31950791

Step-by-step explanation:

I don't actually know if this is correct

12) D'(3, 1) E'(1, -2) F'(5, 0)

13) Vertex E

14) D'(3, 1)

15) D'(1, 3) E'(3, 0) F'(-1, -2)

16) D'(-11, 11) E'(13, 8) F'(-9, 6)

P'(-9, 10) Q'(-7, 12) R'(-5, 10)

17) Translate 4 units down; (x, y) ---- (x, y - 4)

18) P'(-1, 2) Q'(-3, 4) R'(-5, 2)

19) P'(-2, 1) Q'(-4, 3) R'(-2, 5)

20) P'(-1, -2) Q'(-3, -4) R'(-5, -2); Rotated 180° about the origin

21) P'(3, 6) Q'(9, 12) R'(15, 6)

22) A'(-9, 0) B'(0, 12) C'(9, 0) D'(0, -12)

23) Image (yes, the answer is actually Image)

24) (x, y) → (1.5x, 1.5y)

This took me 45 mins to do, lol.

You're welcome? :) <3

The data set is

20

32, 34, 36

40, 42, 44, 48

55

65

We can see that each value only shows up one time. Therefore there is no mode. To have a mode, we need to have a value show up more than once, and it must be the most frequent value. For example, the set {1,2,3,3,4} has a mode of 3 since it shows up twice, the most of any value in that set. However we don't have that occur for the data set your teacher gave you.

Answer:

no mode i just got it right

Step-by-step explanation:

Answer:

6030 students passed.

Step-by-step explanation:

First: We must convert all percentages to decimals:

So, why do we need to convert all percentages to decimals. Well, you don't have to. It's just that it's easier to work with decimals than percentages. So I'll bold out all of the percents in this problem:

Out of 6700 students of a school only 90% passed. Find how many students passed?

So how do we convert  that to a decimal. Well...

A: We have to take out the percent sign:

90

B: We have to move the decimal point 2 spaces to the left:

0.90

Now that we have our percent displayed as a decimal, we need to multiply it by the total number of students to find the fraction of people that passed.

So 0.90 [or 0.9] multiplied by 6700

[tex]0.9*6700 = 6030[/tex]

So, out of the 6700 students, 6030 passed.

Topic: Percentages

Answer:

12

Step-by-step explanation:

Treat the less than or equal too sign as you would a normal equal sign.

Add 27 to -15 so that x is less than or equal to 12

The Pythagorean Theorem says for a right triangle with legs a,b and hypotenuse c,

[tex]c^2 = a^2+b^2[/tex]

Solving for each in turn,

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

[tex]a^2=c^2 - b^2[/tex]

[tex]a = \sqrt{c^2-b^2}[/tex]

[tex]b = \sqrt{c^2-a^2}[/tex]

Looking at our choices, we select the third and fourth.

The pythagorean theorem states that, in every right triangle, the following formula holds:

[tex]a^2+b^2=c^2[/tex]

where a and b are the legs, and c is the hypotenuse.

We can deduce the following expressions for a,b and c:

[tex]a = \sqrt{c^2-b^2},\quad b=\sqrt{c^2-a^2},\quad c=\sqrt{a^2+b^2}[/tex]

Answer:

1.27 x 17 = 21.59 Product means multiply

Step-by-step explanation:

Answer:

21.59

Step-by-step explanation:

17 x 1.27 = 21.59

21.59/17=1.27

Answer:

12+x/8

Step-by-step explanation:

Answer:

17

Step-by-step explanation:

i hope it helps if not 17 then it is ..................... 12+x/8

Answer:

54

Step-by-step explanation:

90-36=54 degrees. The complement of an angle is 90- the angle

ANSWER

[tex] {i}^{31} = - i[/tex]

EXPLANATION

We want to evaluate

[tex] {i}^{31} [/tex]

Use indices to rewrite the expression as:

[tex] = {i}^{30} \times i[/tex]

We know that

[tex] {i}^{2} = - 1[/tex]

So we rewrite the expression to obtain;

[tex] = ({ {i}^{2}) }^{15} \times i[/tex]

This gives us;

[tex]= {( - 1) }^{15} \times i[/tex]

This simplifies to

[tex] = - 1 \times i[/tex]

[tex] = - i[/tex]

Answer:  The perimeter of each book is:  " 36 in. " .

__________________________________________________

Step-by-step explanation:

__________________________________________________

Note that the given units are all in "inches (in.)" .

Use the formula for the "perimeter of a rectangle" ;

{which happens to work for a "square" as well;

          since a "square" is a rectangle.}.

__________________________________________________

This is based on the assumption that the book is shaped like a

"rectangle"  (or "square" —which is a rectangle).

__________________________________________________

The formula for the Perimeter of a rectangle is:

  P = 2 L  + 2 w  ;

in which:

P =  the perimeter of the rectangle;

for which we shall solve;   [in "inches (in.)" ] ;

L =  the length of the rectangle = 10 in. (given) ;

w = the width of the rectangle = 8 in. (given) .

___________________________________________________

Now, plug the given values for the "length (L)" and the "width (w)" ;

 as follows:

___________________________________________________

    P = (2 * 10 in.)  +  (2 * 8 in.)  ;

    P = (20 in.)  +  (16 in.)  ;

   P = 36 in.

___________________________________________________

Answer:  The perimeter of each book is:  " 36 in. " .

___________________________________________________

Hope this helps!

    Best wishes in your academic pursuits

            — and within the "Brainly" community!

___________________________________________________

Marginal frequency:

The number in the end column or row - "Total".

Joint frequency:

The ratio of the frequency in a particular category and the total number of data values.

Basically, the values that aren't in the final row or column - "Total".

The number of students who are in 9th grade and play two or more sports is a  joint frequency.

This is only asking for the students in 9th grade who play two or more sports.

The number of students who are in the 11th grade is a  marginal frequency.

This is asking for the total number of students in 11th grade.

The percentage of the student body that plays one sport is a  marginal relative frequency'.

This is asking for the total number of students who play 1 sport.

The percentage of the student body that are in 12th grade and do not play a sport is a  joint relative frequency.

This is only asking for the students in 12th grade and don't play sports.

Answer:

The answer is D on edge

Answer:

[tex](x^2-9)(x^2+9)\\(x-3)(x+3)(x^2+9)[/tex]

Step-by-step explanation:

To factor the expression, factor as a difference of squares. Find the square root of each term and write it in this form (x+a)(x-a).

[tex]x^4 - 81\\(x^2 - 9)(x^2 + 9)[/tex]

Factor x² - 9 as a difference of squares.

[tex](x^2-9)(x^2+9)\\(x-3)(x+3)(x^2+9)[/tex]

This is the most factored form because a sum of squares cannot be factored.

Answer:

The answer to your question is that x is equal to 50.

Answer:

the third one

Step-by-step explanation:

-b to start is -(-6) which is 6

needs the plus and minus

the first expression is the whole numerator

Answer:   [tex]\bold{c)\quad x=\dfrac{6\pm \sqrt{(-6)^2-4(3)(8)}}{2(3)}}[/tex]

Step-by-step explanation:

[tex]3x^2-6x+8=0\quad \rightarrow \quad a=3,\ b=-6,\ c=8\\\\\text{Quadratic formula is: }x=\dfrac{-b\pm \sqrt{b^2-4ac}}{2a}\\\\\\x=\dfrac{-(-6)\pm \sqrt{(-6)^2-4(3)(8)}}{2(3)}}\\\\\\x=\dfrac{6\pm \sqrt{(-6)^2-4(3)(8)}}{2(3)}[/tex]