Write a rule to describe each reflection.
Rule:r() (x,y)=()

Who ever answers this question will get 25 points.

The initial amount is 610 and the growth factor is 7.54.

What is an exponential function?

An exponential function has the form f(x) = a*b^x, where a is the initial amount, also called the y-intercept, and b is the growth factor.

In the function f(X) = 610 • 7.54, the initial amount is a = 610, and the growth factor is b = 7.54.

Hence, the initial amount is 610 and the growth factor is 7.54.

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The initial amount is 610 and the growth factor is 7.54.

An exponential function has the form f(x) = a*b^x, where a is the initial amount, also called the y-intercept, and b is the growth factor.

A growth factor is a naturally occurring substance that stimulates a cell to grow, divide, and differentiate. Growth factors are typically proteins or peptides that bind to specific receptors on the surface of cells, triggering signaling pathways that lead to cell proliferation and survival.

In the function f(X) = 610 • 7.54, the initial amount is a = 610, and the growth factor is b = 7.54.

Hence, the initial amount is 610 and the growth factor is 7.54.

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Answer: 26

Step-by-step explanation:

In the picture, we are given a right triangle. Based on that, we can use the Pythagorean Theorem, which helps us find the missing side length with the formula [tex]a^2+b^2=c^2[/tex].

a and b represent the legs, and c is the hypotenuse. The hypotenuse is the longest side of the right triangle. It is also the side that is diagonal from the right angle.

In the picture, we are presented with the legs. So, we can plug in the legs into a and b to solve for c.

[tex]a^2+b^2=c^2[/tex]               [plug in a and b]

[tex]10^2+24^2=c^2[/tex]            [exponent]

[tex]100+576=c^2[/tex]            [add]

[tex]676=c^2[/tex]                      [square root both sides]

[tex]c=26[/tex]

This tells us that the length of the third side is 26.

In mathematics, a plane is a two-dimensional surface that can be enlarged indefinitely. In order to make a plane we need at least 3 points.

In order to make a plane we need at least 3 points. Let A, B and C are three points which can be defined by two particular vector AB and AC.

As the two vectors is located on the plane, we can use their cross product to define a normal vector on the plane.

As we see a triangle which is a two-dimensional geometric figure that is developed based on 3 points. Triangle is the smallest polygon. The other polygon needs more point for creation.

Therefore, it is proved that minimum three points is mandatory for plane formation.

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Speed of the given object in centimeters per hour

= 0.23 cm / hour

Unit conversion is a process with multiple steps that involves multiplication or division by a numerical factor or, particularly a conversion factor. The process may also require selection of the correct number of significant digits, and rounding. Different units of conversion are used to measure different parameters.

Like 1 yard = 91.44 cm

1 month = 730 hrs.

Distance covered by the object = 11 yards

Distance covered in cm = 11 × 91.44 = 1005.84 cm

Time taken to cover 11 yards = 6 months

Time taken in hours = 6 × 730 = 4380 hrs.

Speed of the object = distance covered by the object / Time taken

Speed of the object = 1005.84/4380 = 0.2296 ≈ 0.23 cm per hour

Hence,  in centimeters per hour,

the speed of the object is 0.23 cm / hour.

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Answer:

nah frl

Step-by-step explanation:

yes, 2x + 3 = 5 is a linear equation.

A linear equation is an algebraic equation of the form y=mx+b, where m is the slope and b is the y-intercept, and only a constant and a first-order (linear) component are included. The variables in the preceding equation are y and x, and it is occasionally referred to as a "linear equation of two variables." If a linear equation contains two variables, it is referred to as a linear equation in two variables, and so on.

Non-linear equations are those that do not produce a straight line. It has a changeable slope value and resembles a graphed curve.

Given that,

2x + 3 = 5

or, 2x = 5 - 3

or, 2x = 2

or, x = 2/2

x = 1

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Answer:

Yes, it represents direct variation.

The constant of variation is 2/3.

Step-by-step explanation:

Rearrange the equation to put it into y = kx form, which is the direct variation equation

3y - 7 = 2x - 7

Add 7 to both sides:

3y - 7 = 2x - 7

3y = 2x

Divide each side by 3:

y = 2/3x

So, the equation is y = 2/3x, which represents direct variation because it is in the form y = kx.

In y = kx, k is the constant of variation. Since the equation is y = 2/3x, k = 2/3.

So, the constant of variation is 2/3.

Answer:

$334.40

Step-by-step explanation:

Find how much she has left to pay after the deposit:

Multiply 5700 by 0.88

5700(0.88)

= 5016

Divide this by 15 to find how much each monthly payment is:

5016/15

= 334.4

So, each monthly payment is $334.40

A grocer makes a display of cans in which there are 10 rows.

The top row has one can and each lower row has two more cans than the row above it.

We can write it as sequence:

1, 3, 5, 7, . . .

We can observe that it's an arithmetic sequence: 1, 3, 5, 7, . . . , 2n-1

We know that the formula for the sum of n-terms of arithmetic sequence:

S(n) = (n/2)(1 + 2n-1)

Here, Sn = 100

So, (n/2)[1 + 2n-1] = 100

n(1 + 2n + 1)

n(2n) = 200

2n^2 = 200

n^2 = 100

n = 10

Hence, the number of rows = 10

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Therefore , the solution of the given problem of equation comes out to be  the error range for x is [1250, 1350].

A mathematical equation is a formula that uses the equal sign (=) to connect two statements and express equality. A mathematical statement that proves the equality of two mathematical expressions is known as an equation in algebra. For instance, the components 3x + 5 and 14 in the equation 3x + 5 = 14 are separated by an equal sign. The equal sign is a crucial part of mathematical formulas, especially equations. Algebra is frequently utilized in equations. Algebra is used in mathematics when it is difficult to determine a precise quantity.

Here,

Given: Some material has a length of 8.3 meters

We have provided a number, x, that has been rounded to two significant numbers with the supplied error.

Next, we must determine the x error interval.

​It is necessary for x to have a value that is both bigger than or equal to 1250 and less than or equal to 1300.

i.e.,1250 ≤ x ≤ 1300 ---(1)

2. The value of x is more than 1300 but not equal to 1350.

1300  ≤ x ≤ 1350--- (2)

When (1) and (2) are combined, we obtain

1250≤ x ≤ 1350

As a result, 1350 is not part of the error-interval for x.

As a result, the interval notation is [1250, 1350].

As a result, the error range for x is [1250, 1350].

Therefore , the solution of the given problem of equation comes out to be  the error range for x is [1250, 1350].

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If pesos had it would be so pesos have 169.25 dollars left 200-30.75=169.25

Answer:

$140

Step-by-step explanation:

First, we multiply the amount of tires by the price of the tire. $55 * 2 = $110.

Second, we multiply the amount of hours by the price of an hour of labor. They take half an hour, so we multiply $30 by 1/2.

1/2 * $30 = $15.

Finally, we add the cost of the tires and the labor together.

$110 + $15 = $125

Hope this helps!

Answer:

Equation is 7x^2 – 5x + 2

comparing with a,b and c

a = 7

b= –5

c = 2

Answer:

x = 22 (each friend started with 22 action figures)

Step-by-step explanation:

After buying 8 more action figures, each friend has x + 8 action figures. Because there are 5 friends, the new total number of action figures is 5(x + 8), which we are told is equal to 150. Dividing both sides of this equation by 5 yields x + 8 = 30, and subtracting 8 from both sides yields x = 22.

Answer:

5 yds

Step-by-step explanation:

Answer:

10 because 11*5*10=550

Step-by-step explanation:

mrk me brainliest plzzzzzz

180-33

=147

so X= 147

FROM CAMBRIDGE UNIVERSITY!

x->∞,y->∞ and as x-> - ∞ , y-> - ∞ this statement  best describes the end behavior.

Graph is a mathematical representation of a network and it describes the relationship between lines and points.

First, we need to analyze the plotting of the graph. When it is on the negative axis of x, as the values of x increase (x values increasing in the negative axis means it's decreasing in value), the y values also increase. So as x decreases, y increases.

On the positive axis of x, as the x values increase, the corresponding values of y also increase with x. So as x increases, y values also increase with it.

Hence, x->∞,y->∞ and as x-> - ∞ , y-> - ∞ this  statement  best describes the end behavior.

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Answer:

C. Write the numbers 1 through 6 on slips of paper. Select one slip at random.

Step-by-step explanation:

beacuse everyone will pick up a random number :3

Answer:

use a calculator to generate a random decimal between 1 and 6 and use the integer part.

Noah needs 108 cubes which is 4 times more than Lin's 27 cubes.

Noah would need more cubes to fill the 1 1/2 inch cube because the cubes he is using have a smaller edge length than the cubes Lin is using. The larger the edge length of the cubes being used, the fewer number of cubes needed to fill a given space.

To see this, you can calculate the volume of the cube being filled by both Lin and Noah. The cube that Lin is filling has a volume of (1.5)^3 = 3.375 cubic inches. The cubes Lin is using have a volume of (0.5)^3 = 0.125 cubic inches. So, Lin needs 3.375/0.125 = 27 cubes to fill the 1.5 inch cube.

The cube that Noah is filling also has a volume of (1.5)^3 = 3.375 cubic inches. The cubes Noah is using have a volume of (0.25)^3 = 0.03125 cubic inches. So, Noah needs 3.375/0.03125 = 108 cubes to fill the 1.5 inch cube.

As we can see, Noah needs 108 cubes which is 4 times more than Lin's 27 cubes.

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Answer: No Possible Triangles

Step-by-step explanation: DeltaMath

Just hit the enter button, don’t type anything in the box or else it will mark it wrong.

It is not possible to mix ‘greater than’ and ‘less than’ inequality signs in the same expression

Solve the inequities:

k^2-7k+12. 25>0

2. 25y^2-3y+1<0

Inequalities are the mathematical expressions in which both sides are not equal. In inequality, unlike in equations, we compare two values. The equal sign in between is replaced by less than (or less than or equal to), greater than (or greater than or equal to), or not equal to sign.

It is not possible to mix ‘greater than’ and ‘less than’ inequality signs in the same expression

So Whenever you find two conclusions which are false Just check for these two symbols . In Most of the case where two conclusions are false and these two signs are not there respectively than that statement, you can call it as Neither Nor.

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Answer:

r < 6

Step-by-step explanation:

[tex] \implies \dfrac{1}{2}r + 3 < 6[/tex]

[tex] \implies \dfrac{r}{2} < 6 - 3[/tex]

[tex] \implies \dfrac{r}{2} < 3[/tex]

[tex] \implies r < 3 \: \cdot \: 2[/tex]

[tex] \implies \underline{ r < 6}[/tex]

Answer:

Option B. 2π inches

Step-by-step explanation:

From the question given above, the following data were obtained:

Radius (r) = 6 in

Centre angle (θ) = 60 °

Length of arc (L) =?

The length of arc can be obtained as follow:

L = 2πr × (θ/360°)

L = 2 × 6 × π × (60/360)

L = 12π × 1/6

L = 2π in

Thus, the length of the arc is 2π in.

Answer:

a)

24 = 2³ × 3

40 = 2³ × 5

b)

LCM = 120

Step-by-step explanation:

a)

                 24                                      40

              /       \                                  /      \

            2         12                           2         20

                      /     \                                   /      \

                    2       6                               2      10

                           /     \                                     /    \

                        2         3                               2       5

24 = 2³ × 3

40 = 2³ × 5

b)

LCM = 2³ × 3 × 5

LCM = 120

Answer:

2 (5×9)

Step-by-step explanation:

the product of 5 and 9 is DOUBLED. so the calculation will be 2 times 5×9

Answer:

B. [tex] \sqrt{108} [/tex]

Step-by-step explanation:

The simplified forms of these roots are :

A. [tex] \sqrt{63} [/tex] = [tex]3 \sqrt{7} [/tex]

B. [tex] \sqrt{108} [/tex] = [tex]6 \sqrt{3} [/tex]

C. [tex] \sqrt{144} [/tex] = [tex]3 \sqrt{286} [/tex]

D. [tex] \sqrt{150} [/tex] = [tex]5 \sqrt{6} [/tex]

Check:

[tex] \sqrt{108} [/tex]

[tex] \sqrt{36(3)} [/tex]

[tex] \sqrt{ {6}^{2} \times 3} [/tex]

[tex]6 \sqrt{3} [/tex]

As the p-value of the test is of 0.215 > 0.05, there is not enough evidence at the 0.05 level that the technique performs differently than the traditional method.

At the null hypothesis, it is tested if there is no evidence of different performance, that is, the mean is of 8.5 hours, hence:

[tex]H_0: \mu = 8.5[/tex]

At the alternative hypothesis, it is tested if there is evidence of different performance, with a mean different of 8.5 hours, hence:

[tex]H_1: \mu \neq 8.5[/tex]

The population standard deviation is known, hence the z-distribution is used to obtain the test statistic.

The equation is given as follows:

[tex]z = \frac{\overline{x} - \mu}{\frac{\sigma}{\sqrt{n}}}[/tex]

In which:

The parameters for this problem are given as follows:

[tex]\overline{x} = 8.8, \mu = 8.5, \sigma = \sqrt{1.21} = 1.1, n = 21[/tex]

Hence the test statistic is calculated as follows:

[tex]z = \frac{8.8 - 8.5}{\frac{1.1}{\sqrt{21}}}[/tex]

z = (8.8 - 8.5)/(1.11/square root of 21)

z = 1.24.

The p-value is obtained using a z-distribution calculator.

We have a two-tailed test, as we are testing if the mean is different of a value, with a test statistic of z = 1.24, hence the p-value is of:

0.215.

(2 multiplied by the subtraction of one and the p-value of z = 1.24).

The p-value is greater than the significance level of 0.05, meaning that there is not enough evidence to reject the null hypothesis and conclude that there is a difference between the two methods.

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