Step-by-step explanation:
To solve the inequality:
-3 > 5 - b
We can start by isolating the variable b on one side of the inequality. We can do this by subtracting 5 from both sides of the inequality:
-3 - 5 > -b
Simplifying the left-hand side of the inequality, we get:
-8 > -b
To isolate b, we can multiply both sides of the inequality by -1. When we do this, we need to reverse the inequality sign:
8 < b
So the solution to the inequality is:
b > 8
This means that b must be greater than 8 for the inequality to be true.
Which one of the following is a rule of multiplication?
A.The order in which you multiply two whole numbers
changes the product.
B.The product of a whole number and 1 is never the
same whole number.
C.The product of a whole number and zero is the same
whole number.
D.The way you group numbers in a series of
multiplication problems doesn't change the final
product.
Answer:
D.The way you group numbers in a series of
multiplication problems doesn't change the final
product.
Help me please man, I’m stuck
The value of function g (5) is,
⇒ g (5) = 30/13
We have to given that;
Function is,
g (x) = {(x² + 5) / (x + 8) if x ≠ - 8
= { x - 1 ; if x = - 8
Hence, The value of function g (5) is,
⇒ g (5) = (x² + 5) / (x + 8)
⇒ g (5) = (5² + 5) / (5 + 8)
⇒ g (5) = (30) / (13)
Thus, The value of function g (5) is,
⇒ g (5) = 30/13
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What is the graph of f(x)=-2^x?
Answer:
exponential graph
Step-by-step explanation:
it is a exponential graph the is negative ,if you substitute x values and find the points to plot you'll see how it is plotted
Answer:
See graph
Step-by-step explanation:
The graph of any function can be identified by making an x-y table.
Choose some values for x (often -2, -1, 0, 1, 2)
f(-2) = - 2^(-2) = - 1/4
f(-1) = - 2^(-1) = - 1/2
f(-0) = - 2^(-0) = - 1
f(1) = - 2^(1) = - 2
f(2) = - 2^(2) = - 4
PLEASE HELP WITH THE IMAGE!! ITS DUE TOMORROW
Answer:no image
Step-by-step explanation:
Step-by-step explanation:
No image is overe there please add the image
2x+15-8=14
find the value of x
Answer:
x = 3.5
Step-by-step explanation:
Isolate the variable, x. Note the equal sign, what you do to one side, you do to the other. Do the opposite of PEMDAS. PEMDAS is the order of operations, and stands for:
Parenthesis
Exponents (& Roots)
Multiplications
Divisions
Additions
Subtractions
~
First, simplify. Combine like terms. Like terms are terms that share the same amount of the same variables:
[tex]2x + 15 - 8 = 14\\2x + (15 - 8) = 14\\2x + (7) = 14[/tex]
Next, isolate the variable, x. First, subtract 7 from both sides of the equation:
[tex]2x + 7 = 14\\2x + 7 (-7) = 14 (-7)\\2x = 14 - 7\\2x = 7[/tex]
Finally, divide 2 from both sides of the equation:
[tex]2x = 7\\\frac{(2x)}{2} = \frac{(7)}{2}\\ x = \frac{7}{2}\\ x = 3.5[/tex]
x = 3.5 is your answer.
~
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Answer:
[tex]\bold{\Large \boxed{x=\frac{7}{2}}}[/tex]
Step-by-step explanation:
To solve the equation [tex] 2x+15-8=14 [/tex] for x, we need to isolate x on one side of the equation.
We can do this by first combining the constants on the right-hand side of the equation:
[tex]2x+15-8=14[/tex]
[tex]2x+7=14[/tex]
Next, we can isolate x by subtracting 7 from both sides of the equation:
[tex]2x=7[/tex]
Finally, we can solve for x by dividing both sides of the equation by 2:
[tex]x=\frac{7}{2}[/tex]
Therefore, the solution to the equation [tex]2x+15-8=14[/tex] is [tex]\bold{x=\frac{7}{2}}[/tex].
(6-x):(7-x)::(18-x):(22-x)
Using the property of proportionality for the equation (6-x) : (7-x) :: (18-x) : (22-x), then, x = ⁶/₇.
How did we get the value of x?Solving this problem by using the property of proportionality, which states that the ratio of the first two terms in a proportion is equal to the ratio of the last two terms. In this case:
(6-x) : (7-x) :: (18-x) : (22-x)
Solving for x, cross-multiply the ratios:
(6-x) x (22-x) = (7-x) x (18-x)
Expanding both sides:
132 - 28x + x² = 126 - 25x + x²
Simplifying, we get:
7x = 6
Therefore, x = ⁶/₇.
Thus, the solution to the proportion is:
(6-x) : (7-x) :: (18-x) : (22-x)
or
⁶/₇ : ¹/₇ :: ¹²/₇ : ¹⁶/₇
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Name the property used to produce an equivalent expression for 2(6+y)
Find the missing side lengths. Leave your answers as radicals in simplest form.
Answer:
In a 30°-60°-90° triangle, the length of the longer leg is √3 times the length of the shorter leg, and the length of the hypotenuse is twice the length of the shorter leg.
[tex]n = \frac{2}{ \sqrt{3} } = \frac{2 \sqrt{3} }{3} [/tex]
[tex]m = \frac{4 \sqrt{3} }{3} [/tex]
helpppp
in the figure below, m WXZ=72 degrees, and m 2 is three times m 1. Find m 1
Answer:
Step-by-step explanation:
HELP PLEASE
at big 5, the percent of sales tax is 6 percent. you want to buy a skateboard that costs 98 dollars. you have 100 dollars to spend. do you have enough money? if you don't, how much more money would you need in order to buy the skateboard.
You would need an additional $3.88 to buy the skateboard.
To find out if you have enough money to buy the skateboardWe need to calculate the total cost, including sales tax.
The sales tax rate is 6%, so the tax on a skateboard costing $98 would be as follows:
tax = 0.06 x $98 = $5.88
Consequently, the skateboard would have a total cost of:
total cost = $98 + $5.88 = $103.88
Since you have $100 to spend, you do not have enough money to buy the skateboard. You would need:
additional money = $103.88 - $100 = $3.88
Therefore, you would need an additional $3.88 to buy the skateboard.
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6. A library owner wants to purchase books for the library. He wants to purchase a maximum of 27 book
between short stories and novels. The cost of each short-story book is $6 and the cost of each novel is
$10.
If he cannot spend more than $90 on books, which system of inequalities below can be used to
determine the number of short-story books, s, and the number of novels, n, he can purchase?
Answer: 6s + 10n less than or equal to 90
Choose as many answers as apply. Which are stated goals for this class? Explain the basics of home mortgages. Increase your knowledge of consumer applications and personal financial management. O Help students develop their ability to apply math concepts to real-world problems. Provide students with the tools to plan for retirement.
The following are stated goals for this class:
1. Help students develop their ability to apply math concepts to real-world problems.
2. Increase your knowledge of consumer applications and personal financial management.
3. Explain the basics of home mortgages.
These goals are aimed at providing students with practical skills and knowledge that can be applied to their everyday lives, such as managing personal finances, understanding the mortgage process, and planning for retirement.
By learning math concepts in the context of real-world situations, students are better equipped to make informed decisions and solve problems that they may encounter in their personal and professional lives.
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18. Name a pair of complementary angles in this figure.
Answer:
Step-by-step explanation:
Angle KEF and JEK
Answer:
∠DEH and ∠HEJ or∠JEK and ∠KEF----------------------------
Complementary angles are the angles that together form a right angle.
In the picture we see two right angles:
∠DEJ and ∠JEFThe first one, ∠DEJ has a pair of complementary angles:
∠DEH and ∠HEJThe second one, ∠JEF has a pair of complementary angles:
∠JEK and ∠KEFSolve the inequality then list 5 numbers that fit in the solution set_,_,_,_,_ 4 - 5g > 39
The values that fit in the solution are -4, -3, -2, -1 , 0
g > - 5
How to solve the inequalityInequalities are described as expressions that are used to represent an unequal relationship between numbers or variables.
They are represented with the symbols;
< is less than> represents the greater than≥ represents the greater than or equal≤ represents the less than or equal toFrom the information given, we have that;
4 - 5g > 39
collect the like terms, we get;
-5g > 39 - 4
subtract the values
-5g > 35
Divide by the coefficient of g, we get;
g > -5
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Select the two values of x that are roots of this equation x^2-5x+3=0
The two roots of the quadratic equation x² - 5x + 3 = 0 are (5 + √13) / 2 and (5 - √13) / 2.
To find the roots of the quadratic equation x² - 5x + 3 = 0, we can use the quadratic formula:
x = (-b ± √(b² - 4ac)) / 2a
where a, b, and c are the coefficients of the quadratic equation.
Substituting the values of a, b, and c from the given equation, we have:
x = (-(-5) ± √((-5)² - 4(1)(3))) / 2(1)
x = (5 ± √(25 - 12)) / 2
x = (5 ± √13) / 2
Therefore, the roots of the equation are (5 + √13) / 2 and (5 - √13) / 2.
To verify that these are indeed the roots of the equation, we can substitute each of these values for x in the original equation and check if the equation is satisfied. For example, if we substitute (5 + √13) / 2 for x, we get:
(5 + √13)² - 5(5 + √13) + 3 = 0
Simplifying this equation, we get:
13 - 5√13 + 8 + 13 - 5√13 + 3 = 0
This equation is true, which means that (5 + √13) / 2 is a root of the equation x² - 5x + 3 = 0. Similarly, we can verify that (5 - √13) / 2 is also a root of the equation.
These roots can be found using the quadratic formula, which is a useful tool for solving quadratic equations.
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A list contains the names of six anthropology students, two sociology students, and four psychology students. If one name is selected at random to assist in the professor's new study, find the probability that the chosen student is
P(anthropology)=
Participants in a study of a new medication received either medication A or a placebo. Find P(placebo and improvement). You may find it helpful to make a tree diagram of the problem on a separate piece of paper.
Of all those who participated in the study, 80% received medication A.
Of those who received medication A, 76% reported an improvement.
Of those who received the placebo, 62% reported no improvement.
I see the other answers about the same question, but I still don't understand some of it
If the prism on top of the figure was 4 inches tall instead of 3 inches tall, what would be
the difference between the volume of the original prism on top and the new prism on
top?
Show your work.
PLSSS.the function : ℝ → ℝ, () = 2^, : (0; +∞) → ℝ, () = √4 + 1 + 1.show
that the graphs of the functions and intersect at the abscissa point x=2
[tex]f(2) = g(2) = 4[/tex], which means that the graphs of the two functions intersect at x = 2.
What is the abscissa point?To show that the graphs of the functions [tex]f(x) = 2^x[/tex] and [tex]g(x) = \sqrt(4x + 1) + 1[/tex] intersect at the abscissa point x = 2, we need to show that both functions have the same value at [tex]x = 2.[/tex]
First, we evaluate f(2):
[tex]f(2) = 2^2 = 4[/tex]
Next, we evaluate g(2):
[tex]g(2) = \sqrt(4(2) + 1) + 1 = \sqrt9 + 1 = 4[/tex]
Therefore, [tex]f(2) = g(2) = 4[/tex] , which means that the graphs of the two functions intersect at [tex]x = 2[/tex] .
To visualize this, we can plot the two functions on the same set of axes:
As we can see from the graph, the two curves intersect at the point (2, 4).
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The complete question is: How can you show that the graphs of the functions f(x) = [tex]2^x[/tex] and g(x) = √(4x + 1) + 1 intersect?
Graph the function f(x) = 14(0.87)x. Does this function show growth or decay? What is the equation of the asymptote? Growth; y = 0 Growth; y = 14 Decay; y = 0 Decay; y = 14
The truth statements about the function f(x) = 14(0.87)^x is Growth; y = 0
Does the function show growth or decay?From the question, we have the following parameters that can be used in our computation:
f(x) = 14(0.87)^x
An exponential function is represented as
y = ab^x
Where
a = initial value
b = growth/decay factor
In this case, the exponential function is a decay function
This means that
The value of b is less than 1 i.e.
b = 0.87 and 0.87 < 1
Hence, the function is a decay function
What is the equation of the asymptote?Recall that
f(x) = 14(0.87)^x
So, we have
y = 0 as the the equation of the asymptote
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1.) The average student takes 5 classes a semester. The table represents the probability distribution of the number of classes an average student passes in a given semester.
x P(X=x)
0 0.001
1 0.098
2
3 0.175
4 0.419
5 0.195
a. Find the missing probability
b. Find the expected number of classes passed.
c. Is it unusual for an average student to pass at most 2 class in a given semester?
a. The missing probability is 0.112
b. The expected number of classes passed is 3.38.
c. Is it unusual for an average student to pass at most 2 classes in a given semester is 0.211
a. Since the whole of all probabilities must rise to 1, we are able to discover the lost likelihood by subtracting the whole of the given probabilities from 1:
1 - 0.001 - 0.098 - 0.175 - 0.419 - 0.195 = 0.112
Subsequently, P(X=2) = 0.112.
b. The anticipated number of classes passed can be found by increasing each possible value of X by its particular likelihood, and after that summing the items:
E(X) = 0(0.001) + 1(0.098) + 2(0.112) + 3(0.175) + 4(0.419) + 5(0.195)
= 3.38
Hence, the anticipated number of classes passed is 3.38.
c. To decide in case it is bizarre for an average student to pass at most 2 classes in a given semester, we have to calculate the likelihood of passing at most 2 classes:
P(X ≤ 2) = P(X=0) + P(X=1) + P(X=2)
= 0.001 + 0.098 + 0.112
= 0.211
Since this likelihood is more noteworthy than 0.05 (i.e., the commonly utilized threshold for determining whether an occasion is unordinary), it isn't abnormal for a normal understudy to pass at most 2 classes in a given semester.
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I do not understand this question, can some one help and get me an answer so i can understand and get it. Thank you
Answer:
m∠R=x=37°; m∠QOR=53°
Step-by-step explanation:
Any line that is tangent to a circle (such as QR) is perpendicular to the circle's radius (QO). Therefore, ΔOQR is a right triangle, with the right angle at Q.
1. You can use 90 + (x+16) + x = 180 or (x+16) + x = 90 to solve for x.
2. If needed, you can then use the solution from step 1 to find the measure of ∠QOR.
Does the infinite geometric series diverge or converge?
1/5 + 1/10 + 1/20 +1/40 + …
Answer:
the answer is C
Step-by-step explanation:
the answer is C it converges
What remainder is found when dividing 2x^2+7x-4 by x-3?
The remainder that is found when dividing 2x^2+7x-4 by x-3 is 35
Calculating the remainder that is found when dividing 2x^2+7x-4 by x-3?From the question, we have the following parameters that can be used in our computation:
Dividing 2x^2+7x-4 by x-3
This means that
Dividend = 2x^2 + 7x - 4
Divisor = x - 3
Set the divisor to 0
So, we have
x - 3 = 0
Evaluate
x = 3
Substitute 3 for x in the dividend equation, so, we have the following representation
Remainder = 2(3)^2 + 7(3) - 4
Evaluate
Remainder = 35
Hence, teh remainder is 35
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Alice purchased a car for $24,000. The value of the car depreciates at a rate of 5.5% each year.
Which function equation represents the value of the car after t years?
ANSWER IS: f(t)=24,000(0.945)t
just took the test
According to the given question, Alice should use this equation f(t) = [tex]24,000(0.945)^t[/tex] to represent the value of the car after t years.
Depreciation is defined by who?Depreciation is the expected decrease in the value of fixed assets over the course of a fiscal year. For physical assets like real estate, machinery, vehicles, and other items, large lump sum acquisitions are made.
The equation[tex]f(t) = 24,000(0.945)^t[/tex] represents the value of the car after t years, where 0.945 represents the remaining value of the car after one year of depreciation at a rate of 5.5%.
To calculate the value of the car after two years, for example, we would substitute t = 2 into the equation:
f(2) = [tex]24,000(0.945)^2[/tex]
f(2) = 24,000(0.893025)
f(2) ≈ 21,433.80
Therefore, the value of the car after two years would be approximately $21,433.80.
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help this assignment is already past due
The decimals as a power of 10 are given as follows:
Decimal: [tex]1 x 10^{-1}[/tex]Centimeter: [tex]1 x 10^{-2}[/tex]Millimeter: [tex]1 x 10^{-3}[/tex]Micrometer: [tex]1 x 10^{-6}[/tex]What is scientific notation?A number in scientific notation is given by the notation presented as follows:
[tex]a \times 10^b[/tex]
With the base being [tex]a \in [1, 10)[/tex], meaning that it can assume values from 1 to 10, with an open interval at 10 meaning that for 10 the number is written as 10 = 1 x 10¹, meaning that the base is 1, justifying the open interval at 10.
Hence the numbers are represented as follows:
Decimal: [tex]1 x 10^{-1}[/tex] -> the one is the first decimal digit.Centimeter: [tex]1 x 10^{-2}[/tex] -> the one is the second decimal digit.Millimeter: [tex]1 x 10^{-3}[/tex] -> the one is the third decimal digit.Micrometer: [tex]1 x 10^{-6}[/tex] -> the one is the sixth decimal digit.More can be learned about scientific notation at https://brainly.com/question/5756316
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what would the speed be if the tailwind of an airplane is 150 mph and the headwind remains at 100 mph
Answer:
To calculate the speed of the airplane, we need to subtract the speed of the headwind from the speed of the tailwind.
To calculate the speed of the airplane, we need to subtract the speed of the headwind from the speed of the tailwind. Speed of airplane = (Speed of tailwind) - (Speed of headwind)
To calculate the speed of the airplane, we need to subtract the speed of the headwind from the speed of the tailwind. Speed of airplane = (Speed of tailwind) - (Speed of headwind)Speed of airplane = (150 mph) - (100 mph)
To calculate the speed of the airplane, we need to subtract the speed of the headwind from the speed of the tailwind. Speed of airplane = (Speed of tailwind) - (Speed of headwind)Speed of airplane = (150 mph) - (100 mph)Speed of airplane = 50 mph
To calculate the speed of the airplane, we need to subtract the speed of the headwind from the speed of the tailwind. Speed of airplane = (Speed of tailwind) - (Speed of headwind)Speed of airplane = (150 mph) - (100 mph)Speed of airplane = 50 mphTherefore, the speed of the airplane would be 50 mph.
please help me quick on this math work, here is the screenshot what answer should I put? please help quick and right answers only!!
The functions that have a range of all real numbers include the following:
Option 1; f(x) = -x + 2
Option 3; [tex]h(x) = 2^x +1[/tex]
What is a range?In Mathematics and Geometry, a range can be defined as the set of all real numbers that connects with the elements of a domain.
Additionally, the vertical extent of any graph of a function represents all range values and they are always read and written from smaller to larger numerical values, and from the bottom of the graph to the top.
By critically observing the graph shown in the image attached above, we can reasonably and logically deduce the following range for f(x) and h(x):
Range = {-∞, ∞}, y|y ∈ R, or all real numbers.
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how many miles is 60,000 inches
Answer:
it is 0.94 miles
Step-by-step explanation:
that is because to make a mile you need 63,360 but since you have 60,000 it is not technically a mile
Select the correct location on the table.
Darian knows the area of a ring-shaped figure, and wants to determine the radius of the outer circle. His teacher tells him the following formula for finding the area of a ring based on the radius of the smaller circle, r, and the radius of the outer ring, R.
An illustration of two concentric circles. The radius of the inner circle is lower case r and the radius of the outer circle is upper case R.
Darian decides to rewrite the equation to solve for the radius of the outer ring. His work is shown below. Determine if Darian made a mistake when rewriting the equation, and if so, select the step where Darian made his first error.
There was no error in the procedure as we can see below.
What is the change of subject in a formula?In algebra, a formula expresses a relationship between two or more variables. Changing the subject of a formula means isolating a specific variable on one side of the equation. This is done by applying inverse operations in a specific order to eliminate all other variables and isolate the desired one.
We have the formula as;
[tex]A = \pi R^2 - \pi r^2\\A = \pi(R^2 - r^2)\\A/ \pi = R^2 - r^2\\R^2 = A/ \pi + r^2\\R = \sqrt{} A/ \pi + √r^2\\R = \sqrt{} A/ \pi + r[/tex]
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