Find the inverse of h (x) = -x + 5
On-'(x) = 1 +
Oh-'(x) = -x + 5
oh-+(x) = 7
Oh-'(x) = 2x - 6

Answer:

Step-by-step explanation:

smallest value=-240

critical number=(4.5,-240)

relative maximum=200

critical number=(-0.5,200)

relative minimum=-240

largest value=200

Answer:

−30+(−40)+(−70) = -140

Step-by-step explanation:

−30+(−40)+(−70) = -140

Answer:

not what im looking for

Step-by-step explanation:

Answer:

20 mm

Step-by-step explanation:

Divide 120 by 6

Answer:

Is it 0? sorry if this is wrong

Step-by-step explanation:

Answer:

f(g(0)) = -2

Step-by-step explanation:

We have our two equations, f(x) and g(x).

We work our way from the inside to the outside. Our inside equation is g(0). If we match g(x) to that, that would mean x = 0. So on that g(x) graph, when the x=0, the graph intercepts the y axis at y = 1.

Now that we know that g(0) = 1, we can plug that into the original equation, making it f(1) instead of f(g(0)). Now that we have f(1), we can go to our f(x) equation.

Matching the equations, it shows the x=1. On our f(x) graph, we'll find x=1 and trace down or up (down in this case) to the point where the graph intercepts at that point. Thats where we can then trace that point to the y axis and we see that our line hits the y axis at -2, making that the answer.

The value of x, y and z in the system equation is (1, 2, 3).

The solution of the equation can be determined by using Cramer's rule as follows;

[-5    -6      0] = [ -17]

[-3     -5     5]    [2   ]

[-6    -5      1]     [-13 ]

The determinant of the matrix is calculate as;

Δ = -5 (-5 + 25) + 6(-3 + 30) + 0(15 + 30)

Δ = 62

The x-determinant of the matrix is calculated as follows;

Δx = -17(-5 + 25) + 6(2 + 65) + 0

Δx = 62

The y-determinant of the matrix is calculated as follows;

Δy = -5(2 + 65) + 17(-3 + 30) + 0

Δy = 124

The z-determinant of the matrix is calculated as follows;

Δz = -5(65 + 10) + 6 (39 + 12) - 17(15 - 30)

Δz =  186

The value of x, y and z is calculated as follows;

x = Δx/Δ = 62/62 = 1

y = Δy/Δ = 124/62 = 2

z = Δz/Δ = 186/62 = 3

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Answer:

Step-by-step explanation:

sin (B) = \(\frac{2}{5}\)

We can complete the blanks with the following ratios:

(7.5 mi/1) * (1 mi/ 5280 ft) * (400ft/1 yd) * (3 ft/1 ft) =33 flags

Since we do not need a flag at the starting line, then 32 flags will be required in total.

To solve the problem, we would first convert 400 yds to feet and miles.

To convert to feet, we multiply by 3. This gives us: 400 yd * 3 = 1200 feet.

To convert to miles, we would have 0.227 miles.

Now, we divide the entire race distance by the number of miles divisions.

This gives us:

7.5 mi /0.227 mi

= 33 flags

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The height of the tower (h) is approximately 186.4 feet.

A ratio is simply the relation between two amounts showing how many times a value is contained within another value.

Given the data in the quesion;

We can set up a proportion to solve for the height of the tower:

Aidan's height / length of Aidan's shadow = height of the tower / length of the tower's shadow

Plugging in the values we know, we get:

5.5 / 9 = h / 305

To solve for h, we can cross-multiply and simplify:

9h = 5.5 × 305

9h = 1667.5

h = 1667.5 / 9

h = 186.4 ft

Therefore, the value of h is 186.4 feet.

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Answer:

I think there's 502

Step-by-step explanation:

if this is a olunomical question that should be it I believe, because you have to write in standered form then when it equals zero, then factor it

Answer:

-147

Step-by-step explanation:

Paxton received the same score on each turn in a board game. His score on each turn was −21. He had 7 turns.

basically 7 x -21

=

-147

Answer:

-147

Step-by-step explanation:

i took the test :P

Answer:

C

Step-by-step explanation:

morgan = x

megan = x+3

marie = x+2

x+x+3+x+2=3x+5

Answer:

\(2000 {(1 + \frac{.07}{12}) }^{5 \times 12} = 2835.25\)

The side length of the the rectangular garden are 20 feet by 5 feet.

Let

s = side length of the square garden

l = length of the rectangular garden

w = width of the rectangular garden

From the problem statement,

area of the square garden = area of the rectangular garden

Since the area of a square is just the side length squared, we can write:

s² = l * w

We also know that the length of the rectangular garden is 10 feet longer than the side of the square garden, and that the width of the rectangular garden is 5 feet shorter than the side of the square garden. We can express them as:

l = s + 10

w = s - 5

Now we can substitute these expressions for l and w into our first equation:

s² = (s + 10) * (s - 5)

Expanding the right-hand side, we get:

s² = s² + 5s - 50

0 = 5s - 50

5s = 50

Dividing both sides by 5, we get:

s = 10

Since the side length of the square garden is 10 feet.

We can use this to find the dimensions of the rectangular garden:

l = s + 10 = 10 + 10 = 20

w = s - 5 = 10 - 5 = 5

So the dimensions of the rectangular garden are 20 feet by 5 feet.

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Out of the 30, 15 students brought snacks

From the question, we have it that out of the 30 students, only 3/6 bought

The number that brought snacks can be calculated by multiplying the fraction with the number of students

Mathematically, we have this as;

Answer:

The amount of data used and the number of messages sent are two independent variables that could result in a change in a monthly cell phone bill.

You have the following inequality:

x≤2

the prevous inequality can be written in interval notation as follow:

(-oo, 2]

then, you can conclude that the inequality is represented by a half-open interval (this happens when you have an open parentheses and a close parentheses)

Answer:

=1800g

Step-by-step explanation:

T + S=4050

T + W=2550

let s:w be 3t:t

4050-3t=2550-t

collect like terms

-2t= -1500

-2 -2

t=750g

therefore

T= 2550-750

=1800g

Answer:

175..................................

Answer:

A.

Step-by-step explanation:

Let's think of this as a clock.  We can see that the 2 lines start in the same place, around 3 o'clock.  Next, one of the line segments shifts down to around 6 o'clock.  Next, it shifts to about 9 o'clock.  Logically, the next step (in a clock) would be 12 o'clock, making A the correct choice.

We can also just use a regular circle, with one of the line segments moving 90 degrees each time.

Hope this helps! :)

Answer:

19

Step-by-step explanation:

81/3=27

27-8=19

19

3 feet = 1 yard

36 inches = 3 feet = 1 yard

4 feet = 48 inches

Step-by-step explanation:

yard = 3 feet

feet = 12 inches

Answer:

3 feet = 1 yard

36 inches = 3 feet = 1 yard

4 feet = 48 inches

Step-by-step explanation:

3 feet = 1 yard

36 inches = 3 feet = 1 yard

4 feet = 48 inches

Answer:

104.75

Step-by-step explanation:

90+6.75+96.75

96.75+7.98=104.73

104.73+0.02=104.75

Answer:

B). F(1, 12) = 16.00

Step-by-step explanation:

'ANOVA' is a measure employed for 'analysis of a variance' in a given set of data of treatments or populations. While t-test helps in comparing their means.

As per the question, the F-ratio using ANOVA would be 'F(1, 12) = 16.00.' In order to calculate the variances, the distinction among the samples. The б^2 denotes the difference of representative means which is augmented by n(in case of samples being same). So, the ratio of F(1, 12) would be б^2 i.e. 4^2 = 16 since the sample sizes are distinct. Thus, option B is the correct answer.

Answer:

ok was it college math if so the I don't know

Answer:

number 21; x =80°

Step-by-step explanation:

1) 180 - 118 = 62° because all angles on straight lines add to 180.

2) 62°+38°= 100

3) 180 - 100 = 80°

Answer:

6π cm

Attached is the missing image

Step-by-step explanation:

The circumference of a circle can be expressed as;

C = 2πr

The length of an arc with angle ∅ (in radian) can be expressed as;

Arc Length = radius × radian angle

L = r∅

Given; from the attached image

Radius r = 18 cm

Radian angle ∅ = π/3 radians

Substituting the values;

Arc length L = 18cm × π/3 = 18/3 π cm

Arc length L = 6π cm

Answer:

its A

Step-by-step explanation:

6 CM

Answer:

\(\displaystyle{f(x)=3^x-5}\)

Step-by-step explanation:

Being translated up-down means that the value exists outside of x. Therefore, we can cancel B and C choice since those are horizontal (left-right) translation.

Our only choice is A and D. However, D is being translated up since it's +5. Thus, the only correct answer that a function is being translated down is:

\(\displaystyle{f(x)=3^x-5}\)

or A choice.

Answer:

y = -1/8

Step-by-step explanation:

substitute 9 in for x in the equation

3(9) - 8y = 28

27 - 8y = 28

-27 from both sides to get

-8y = 1

divide both sides by -8

y = -1/8

Research Report:

Title: The Number of Coins Carried by Teachers

Introduction:

This research report aims to investigate the number of coins carried by teachers. The study seeks to understand the reasons behind carrying coins and whether there are any patterns or correlations between the number of coins and certain factors such as age, gender, and occupation.

The data was collected through a survey distributed among teachers from various educational institutions. The findings of this study provide insights into teachers' habits and preferences when it comes to carrying coins.

Results and Analysis:

A total of 300 teachers participated in the survey. The data revealed that the majority of teachers (60%) carry less than 5 coins, while 25% carry between 5 and 10 coins. Only a small percentage (15%) reported carrying more than 10 coins.

Further analysis based on demographic factors indicated that age and occupation had a significant influence on the number of coins carried. Older teachers were more likely to carry fewer coins, with 70% of teachers above the age of 50 carrying less than 5 coins.

Additionally, primary school teachers tended to carry more coins compared to secondary school teachers.

Discussion and Interpretation:

The findings suggest that the number of coins carried by teachers is influenced by various factors.

Teachers may carry coins for a range of reasons, such as purchasing small items, providing change for students, or utilizing vending machines.

The lower number of coins carried by older teachers could be attributed to a shift towards digital payment methods or a preference for carrying minimal cash.

The discrepancy between primary and secondary school teachers could be due to differences in daily activities and responsibilities.

This research provides valuable insights into the habits and preferences of teachers regarding the number of coins they carry.

Understanding these patterns can assist in designing more efficient payment systems within educational institutions and potentially guide the development of tailored financial solutions for teachers.

Further research could explore the reasons behind carrying coins in more depth and investigate how the digitalization of payments affects teachers' behavior in different educational contexts.

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