The figure shows two concentric circles with center A. The shaded region is a ring and the portion of that ring enclosed by
The width of the ring is 11 cm.
(you won't need the radius of the full circle)
The central angle is in radians
What to include in your work
(a) properties, definitions, and strategy used in your solution
(b) formula(s) used to find the area of this partial ring
(c) Show all work used to calculate the area of the partial ring
0 = 11/18 pi
11 cm
Answers
we can handiest specific the location of the partial ring in terms of the vital perspective θ and the unknown radius of the bigger circle.
(a) properties, definitions, and strategy used in your solution:
a hoop is a area bounded through two circles that share the identical center.
The width of the ring is given as 11 cm.
The principal attitude is in radians, this means that we need to use trigonometric functions to discover the vicinity of the partial ring.
we are able to use the method for the place of a sector of a circle and subtract the areas of two sectors to find the place of the partial ring.
(b) components(s) used to discover the region of this partial ring:
The components for the area of a region of a circle is A = \(r^{2}\)θ/2, wherein A is the area of the sector, r is the radius of the circle, and θ is the central attitude in radians.
(c) show all work used to calculate the region of the partial ring:
let's name the radius of the bigger circle R and the radius of the smaller circle r. We do not want to recognise their precise values.
The vicinity of the larger zone is A1 = R^2θ/2, and the place of the smaller zone is A2 = r^2θ/2.
The place of the partial ring is the difference among the areas of the two sectors: A_ring = A1 - A2.
We want to find R and r in terms of the given information. since the width of the hoop is 11 cm, we've got R - r = 11. We also recognise that the significant perspective of the world is eighteen/11 radians (because the width of the hoop is eleven cm and the radius of the larger circle isn't always given, we cannot at once use the width of the hoop to discover the significant perspective).
To find R and r, we are able to use the fact that the length of the arc that bounds the hoop is identical to the width of the hoop. The period of an arc of a circle is given through s = rθ, wherein s is the arc length, r is the radius of the circle, and θ is the relevant angle in radians. for the reason that arc duration that bounds the hoop is equal to the width of the hoop, we have (Rθ - rθ) = 11. Simplifying this equation, we get R - r = 11/θ.
Now we've two equations with two unknowns:
R - r = 11/θ
R + r = ? (we do not know the exact fee of R)
including the two equations, we get 2R = eleven/θ + ?, or R = (11/θ + ?)/2.
Subtracting the two equations, we get 2r = (eleven/θ - ?), or r = (11/θ - ?)/2.
Now we will substitute these expressions for R and r into the formulation for the area of the partial ring: A_ring = (R^2 - r^2)θ/2.
Simplifying this expression, we get A_ring = [(11/θ + ?)^2 - (11/θ - ?)^2]θ/8.
This expression can be similarly simplified the usage of algebra and trigonometric identities, however considering we don't know the exact value of R, we can not locate an specific numerical solution. we can handiest specific the location of the partial ring in terms of the vital perspective θ and the unknown radius of the bigger circle.
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Related Questions
(02.02 MC)
Given the function g(x) = 8x − 2, compare and contrast g(−2) and g(4). Choose the statement that is true concerning these two values.
Group of answer choices
The value of g(−2) is larger than the value of g(4).
The value of g(−2) is the same as the value of g(4).
The value of g(−2) is smaller than the value of g(4).
The values of g(−2) and g(4) cannot be compared.
Answers
Answer:
The value of g(-2) and g(4) cannot be compared because they are two different functions with two completely different values.
Step-by-step explanation:
So, you plug in -2 in the function of the x in g(x) = 8x - 2
Then, you multiply 8 by -2 in g(-2) = 8x - 2
8 × -2 would be -16
Afterwards you subtract -16 by 2 in g(-2) = -16 - 2
The function of g(-2) is -14 in g (x) = -14
You plug in 4 in the function of x in g(4) = 8x - 2
g(4) = 8 (4) - 2
Then, You multiply 8 by 4 which will give you 32 in
g(4) = 32 - 2
Lastly, you subtract the 32 by 2 and the function of the answer would be 30 in g(x) = 30
Prove that the sum of the squares of the diagonals of a parallelogram is equal to the sum of squares of its sides.
Answers
We have proven that the sum of the squares of the diagonals of a parallelogram is equal to the sum of squares of its sides.
Parallelograms are quadrilaterals with opposite sides parallel to each other. They have many interesting properties, one of which is the relationship between the sum of the squares of the diagonals and the sum of squares of their sides. In this explanation, we will prove this relationship mathematically.
Let us consider a parallelogram with diagonals AC and BD, and sides AB, BC, CD, and DA.
To begin, let us draw line segments from the midpoints of each side to the midpoint of the opposite side. This divides the parallelogram into four congruent triangles, as shown below:
We can now use the Pythagorean theorem to find the length of each line segment. Let us denote the midpoint of AB as M, the midpoint of BC as N, and the midpoint of CD as P. Then we have:
AM² = AB²/4 + BM²
BN² = BC²/4 + CN²
CP² = CD²/4 + DP²
DM² = DA²/4 + AM²
Note that the line segments AM, BN, CP, and DM are half the length of the diagonals AC and BD. We can now add all these equations together:
=> AM² + BN² + CP² + DM² = (AB² + BC² + CD² + DA²)/4 + (AC² + BD²)/4
Rearranging this equation gives us:
=> AC² + BD² = 2(AM² + BN² + CP² + DM²) - (AB² + BC² + CD² + DA²)
Now, recall that the four triangles we divided the parallelogram into are congruent. Therefore, AM = BN = CP = DM, and AB = CD, BC = DA. Substituting these equalities into the above equation, we get:
=> AC² + BD² = 4(AM² + BN²) - 4(AB² + BC²)
We can further simplify this expression using the fact that the diagonals of a parallelogram bisect each other. Therefore, AM = CP and BN = DM. Substituting these equalities gives us:
AC² + BD² = 4(AM² + BN²) - 4(AB² + BC²)
= 4(AM² + BN² - AB² - BC²)
= 4(AN² + BM²)
Recall that AN and BM are half the length of the sides of the parallelogram. Therefore, we can write:
=> AC² + BD² = 4(AN² + BM²) = 4(AB² + BC² + CD² + DA²)
This completes the proof. We have shown that the sum of the squares of the diagonals of a parallelogram is equal to the sum of squares of its sides.
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Aunt rose baked 2 1/2 dozen cookies. Her grandson, ricky ate _ of them. How many cookies did rocky eat?
Answers
y=-x-4
4y - 2x = 8
Using the graphing method, which of the following choices is the solution of the system:
ОООО
(-6, -2).
(-4, 0)
Infinite solutions
No solution
Answers
Answer:
(-4 , 0)
Step-by-step explanation:
Graph attached
Seth is using the figure shown below to prove Pythagorean Theorem using triangle similarity:
In the given triangle ABC, angle A is 90° and segment AD is perpendicular to segment BC.
The figure shows triangle ABC with right angle at A and segment AD. Point D is on side BC.
Which of these could be a step to prove that BC2 = AB2 + AC2?
possible answers -
By the cross product property, AB2 = BC multiplied by BD.
By the cross product property, AC2 = BC multiplied by BD.
By the cross product property, AC2 = BC multiplied by AD.
By the cross product property, AB2 = BC multiplied by AD.
Answers
The correct step to prove that \(BC^2 = AB^2 + AC^2\) is:
By the cross product property, \(AC^2 = BC \cdot AD\).
To prove that \(BC^2 = AB^2 + AC^2\), we can use the triangle similarity and the Pythagorean theorem. Here's a step-by-step explanation:
Given triangle ABC with right angle at A and segment AD perpendicular to segment BC.
By triangle similarity, triangle ABD is similar to triangle ABC. This is because angle A is common, and angle BDA is a right angle (as AD is perpendicular to BC).
Using the proportionality of similar triangles, we can write the following ratio:
\($\frac{AB}{BC} = \frac{AD}{AB}$\)
Cross-multiplying, we get:
\($AB^2 = BC \cdot AD$\)
Similarly, using triangle similarity, triangle ACD is also similar to triangle ABC. This gives us:
\($\frac{AC}{BC} = \frac{AD}{AC}$\)
Cross-multiplying, we have:
\($AC^2 = BC \cdot AD$\)
Now, we can substitute the derived expressions into the original equation:
\($BC^2 = AB^2 + AC^2$\\$BC^2 = (BC \cdot AD) + (BC \cdot AD)$\\$BC^2 = 2 \cdot BC \cdot AD$\)
It was made possible by cross-product property.
Therefore, the correct step to prove that \(BC^2 = AB^2 + AC^2\) is:
By the cross product property, \(AC^2 = BC \cdot AD\).
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BRAINLIEST TO CORRECT
Answers
First, the quotient of x and 4 is simply put into a division as x/4.
Then, 12 more is on the right side of x/4 because my teacher taught me that when it says 12 more, it’s on the right side.
Is equal to means = 25
2.3 Where in real-life will we come across something that is more than 100%
e.g.135 %? Give two examples.
2.4 Look at the given question: +
Analyse the answer of one learner. Identify the leamer's misconceptions
applicable in the different steps and explain how the misconceptions can be
(6)
rectified.
1/2 + + 7× 2 / 2
LAS
** × 2*5
2.V 5
6x5
10
lo alo
STEP I
STEP 2.
STEP 3
STEP 4
Answers
Real-life examples of values more than 100%:
a. In finance, when a stock or an investment increases in value by more than 100%, it indicates that the return on the investment has exceeded the initial amount.
What's the example?For example, a stock price increase by 135% means that the current value is 2.35 times the original investment.
b. In sports, when athletes give their performance ratings, it is common to hear them claim to give more than 100%. For example, an athlete might say they gave 135% effort during a game, symbolizing their extraordinary commitment and dedication to the sport.
Analyzing the learner's work:
1/2 + 7× 2 / 2
LAS (likely means "least to greatest" order of operations)
** × 2*5 (misconception: unclear operation, possibly meant to multiply by 2 and then by 5)
2.V 5 (misconception: unclear notation, possibly meant to represent a calculation)
6x5 (misconception: incorrect calculation from the previous step)
10 (misconception: incorrect result from previous calculation)
Misconceptions can be rectified by:
Reviewing the order of operations (PEMDAS/BODMAS): Parentheses/Brackets, Exponents/Orders, Multiplication and Division (from left to right), Addition and Subtraction (from left to right).
Clearly stating the operations and using correct notation.
Double-checking calculations to ensure accuracy.'
The correct solution:
1/2 + 7× 2 / 2
= 1/2 + (7×2) / 2
= 1/2 + 14 / 2
= 1/2 + 7
= 7.5
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Next
Comparing Functions: Mastery Test
1
Select the correct answer.
Melissa and Robbie are flying remote control gliders.
The altitude of Melissa's glider, h(s), in feet, is modeled by this function, where sis time, in seconds, after launch.
The altitude of Robbie's glider is modeled by function r, where sis time, in seconds, after launch.
Answers
Answer:
C. Robbie's glider
Step-by-step explanation:
P.S -The exact question is -
Given - Melissa and Robbie are flying remote control gliders.
The altitude of Melissa's glider, h(s), in feet, is modeled by this function, where sis time, in seconds, after launch.
m(s) = 0.4(s³ - 11s² + 31s – 1)
The altitude of Robbie's glider is modeled by function r, where sis time, in seconds, after launch.
To find - Which glider reaches the greater maximum altitude in the first 6 seconds after launch?
A. Neither glider reaches a maximum altitude on the given interval.
В. Melissa's glider
C. Robbie's glider
D. Both gliders reach the same altitude on the given interval.
Proof -
At t = 6 sec,
Melisa glider is
h(6) = 0.4((0.6)³ - 11(0.6)² + 31(0.6) – 1)
= 0.4( 0.216 - 3.96 + 18.6 - 1 )
= 0.4(13.856) = 5.5424
⇒h(6) = 5.5424
∴ we get
At t = 6 seconds, Melissa glider is at the altitude of 5.54 feet
Now,
From the figure, we can see that,
At t = 6 seconds, Robbie's glider is approximately at an altitude of 13 feet
Now,
As 13 > 5.5
So,
Robbie's glider is at maximum height in 6 seconds after the launch.
So,
The correct option is - C. Robbie's glider
If $5.00 were invested at 3% interest 600 years ago, how much would that investment be worth today?
Answers
A = P * (1 + r/n)^(n*t)
Where:
A = the future value of the investment
P = the principal amount (initial investment)
r = annual interest rate (as a decimal)
n = number of times interest is compounded per year
t = number of years
In this case, the principal amount (P) is $5.00, the annual interest rate (r) is 3% (or 0.03 as a decimal), the investment has been held for 600 years (t), and the interest is compounded annually (n = 1).
Plugging these values into the formula, we get:
A = 5 * (1 + 0.03/1)^(1*600)
Calculating this expression:
A = 5 * (1.03)^600
A ≈ 5 * 37.282
A ≈ 186.41
Therefore, the $5.00 investment would be worth approximately $186.41 today after 600 years at a 3% interest rate.
On her lunch break, Eden visits two food courts where she can build her own salad. At both locations, the cashier weighs the salad to calculate the cost. Lunch Rush charges $1.50
for the container and $0.59
per ounce. Healthy Bites does not charge for the container but charges $0.99
per ounce. Calculate the cost of a salad at each location for 1
ounce, 2
ounces, 3
ounces, 4
ounces, and 5
ounces.
When does the cost at Healthy Bites become more expensive than Lunch Rush?
Responses
1.) at 3 ounces
2.) at 4 ounces
3.) at 5 ounces (wrong answer)
4.) at 2 ounces
Answers
Answer:
At 3 ounces
Step-by-step explanation:
Answer: XXX at 5 ounces
Step-by-step explanation:
A particular disease is tested for and the results determine that it occurs in about 1 of every 750 Hispanic females and about 1 of every 138,000 non-Hispanic females 26,000 Hispanic females were to be tested, about how many of them would you expect to have this particular disease?
Answers
Approximately 34.658 Hispanic females out of 26,000 to have this particular disease.
Hispanic female;A woman or girl who identifies as Hispanic or Latino, which usually refers to persons of Spanish-speaking origin or lineage from Latin America or Spain, is referred to as a "Hispanic female."
The proportion of Hispanic females with the disease is 1 in 750, which can be expressed as:
1 / 750 = 0.001333
This means that for every 750 Hispanic females, one is expected to have the disease.
To calculate the expected number of Hispanic females with the disease in a group of 26,000, we can multiply the proportion by the total number of Hispanic females:
0.001333 * 26,000 = 34.658
So we would expect approximately 34.658 Hispanic females out of 26,000 to have this particular disease.
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PLEASE ANSWER THE QUESTION IN THE PICTURE BELOW
Answers
9514 1404 393
Answer:
32 in²
Step-by-step explanation:
The area is given by ...
A = bh
A = (8 in)(4 in) = 32 in²
The area of the parallelogram is 32 square inches.
What is the solution of log(4-3) = log(17-41)?
O4
O 5
O 15
O 20
Answers
Explanation:
The rule is that if log(A) = log(B), then A = B
Using this idea, we can then say,
log(t - 3) = log(17 - 4t)
t - 3 = 17 - 4t
t+4t = 17+3
5t = 20
t = 20/5
t = 4
The solution to the logarithmic equation is t = 5
What is Logarithm?The power to which a number must be increased in order to obtain another number is known as the logarithm. A power is the opposite of a logarithm. In other words, if we subtract an exponentiation from a number by taking its logarithm
The properties of Logarithm are :
log A + log B = log AB
log A − log B = log A/B
log Aⁿ = n log A
Given data ,
Let the logarithmic equation be represented as A
Now , the value of A is
log ( t - 3 ) = log (17 - 3t ) be equation (1)
On simplifying , we get
The bases of the logarithm are equal
So , the values are equal and therefore
t - 3 = 17 - 3t
Adding 3t on both sides , we get
4t - 3 = 17
Adding 3 on both sides , we get
4t = 20
Divide by 4 on both sides , we get
t = 20 / 4
t = 5
Therefore , the value of t is 5
Hence , the logarithmic equation is solved
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AYUDA IM NOT GOOD WITH MATH aka mathematics we here
Answers
Answer: 15
(if i'm not being a idiot)
5x=4x+3
1x = 3
3 x 5
AB=15
Solve the formula 6x−4y=−22 for y when x=−7.
Answers
Answer:
6x−4y=−22
Agrega 4y a ambos lados.
6x=−22+4y
La ecuación está en formato estándar.
6x=4y−22
Divide los dos lados por 6.
6
6x
=
6
4y−22
Al dividir por 6, se deshace la multiplicación por 6.
x=
6
4y−22
Divide −22+4y por 6.
x=
3
2y−11
Resolver para y
y=
2
3x+11
Step-by-step explanation:
Can someone help me
Answers
Answer:
Y = -½x + 3/2
Y = -3x + 5
Y = 1/4x - 3¼
Step-by-step explanation:
Parallel implies they have the same gradient
Perpendicular implies the gradient is a negative reciprocal of the other.
Malcolm has $50 gift card to a local car wash and order is the ultimate car wash each visit is $8.95
Answers
The amount cheaper is the car washes Malcolm orders than the car washes Martha's order is $13.
The correct answer choice is option B.
How much cheaper is the car washes Malcolm orders than the car washes Martha's order?Malcolm's gift card = $50.
Cost Malcolm's car wash per visit = $7
Martha's gift card = $180
Cost Martha's car wash per visit = Difference between gift card balance of first and second visit
= $180 - $160
= $20
How cheap is the car washes Malcolm orders than the car washes Martha's order = $20 - $7
= $13
Therefore, Malcolm's car wash is cheaper than Martha's car wash by $13
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A mason gets $684 for 9 days
of work how many days
should he work to get $912
Answers
Answer:
12days
Step-by-step explanation:
A mason gets 76 dollars per day. To get 912 dollars, divide 912 by 76. 12days.
Answer:
12 days
Step-by-step explanation:
912/76 = 12
Candace sold 125 stickers on Monday. This is 50% of the total amount she sold during the whole week. How many stickers did she sell in all?
25 stickers
75 stickers
250 stickers
350 stickers
Answers
Answer: I THINK 250
Step-by-step explanation: 125 is half and 125 times 2 is 250.
what is the value of x^2 - 6x + 9 when x = 2 + i?
Answers
The Expression x^2 - 6x + 9 when x = 2 + i is -2i
To evaluate the expression x^2 - 6x + 9 when x = 2 + i, we substitute the value of x into the expression:
(2 + i)^2 - 6(2 + i) + 9
Simplifying the first term, we get:
(2 + i)^2 = 2^2 + 2(2)(i) + i^2 = 4 + 4i + i^2
Since i^2 = -1, we can substitute that in and simplify further:
(2 + i)^2 = 4 + 4i - 1 = 3 + 4i
Now we substitute this into the original expression:
(2 + i)^2 - 6(2 + i) + 9 = (3 + 4i) - 6(2 + i) + 9
Simplifying further, we get:
= 3 + 4i - 12 - 6i + 9
= 0 - 2i
= -2i
Therefore, the value of x^2 - 6x + 9 when x = 2 + i is -2i.
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Brian set his compass equal to the radius of circle C and drew two circles centered at points A and B on circle C. He labeled the points of intersection of the two circles as shown.
Two circles are drawn by having another circle in the center. The center circle has points A, M, N, B, P, Q, and C. At C the two circles intersect, and at P the center circle and the top circle intersect.
To complete his construction, Brian only needs to use his straightedge to draw some chords of circle C.
Which figures could Brian be constructing?
equilateral triangle MNQ inscribed in circle C
equilateral triangle ANP inscribed in circle C
regular hexagon AMNBPQ inscribed in circle C
square MNPQ inscribed in circle C
square ANBQ inscribed in circle C
Answers
The correct options that could be constructed by Brian using his straightedge to draw some chords of circle C are:
Equilateral triangle MNQ inscribed in circle C
Regular hexagon AMNBPQ inscribed in circle C
Brian is constructing figures inscribed in circle C.
Equilateral triangle MNQ inscribed in circle C:
This option is possible since the points M, N, and Q are labeled and they lie on circle C.
Equilateral triangle ANP inscribed in circle C:
This option is not possible. The points A and P are labeled, but the third vertex of the equilateral triangle is not specified.
Regular hexagon AMNBPQ inscribed in circle C:
This option is possible since the points A, M, N, B, P, and Q are labeled and they lie on circle C.
Square MNPQ inscribed in circle C:
This option is not possible based on the given information. The label points do not form a square.
Square ANBQ inscribed in circle C:
This option is not possible . The points A, N, B, and Q are labeled, but they do not form a square.
The correct options that could be constructed by Brian using his straightedge to draw some chords of circle C are:
Equilateral triangle MNQ inscribed in circle C
Regular hexagon AMNBPQ inscribed in circle C
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the tangent of theta is 1, the terminal side of theta lies in the 3rd quadrant. what is a possible value for theta? give your answer in radians or degrees
Answers
Answer:
5π/4 radians or 225°
Step-by-step explanation:
If lina takes an assignment at 4:30 and it takes her 12 minutes to complete it at what time did she finished?
Answers
Answer: 4:42
Step-by-step explanation:
4:30 + 0:12 = 4:42
Which of the following is the equation of the function f(x) graphed above? A. ƒ(x) = x(x − 2)²(x − 1)(x + 1) B. f(x) = (x - 2) (x − 1)(x + 1) c. f(x)= x(x - 2)²(x − 1)(x + 1) + 1)² D. f(x) = (x - 2)²(x - 1)(x - 1)^ E
Answers
A pasta machine costs $33. The ingredients to make one batch of pasta cost $0.33. The same amount of pasta purchased at a store costs $0.99 per batch. How many batches of pasta will you have to make for the costs of the machine and the ingredients to equal the cost of buying the same amount of past at the store? Select the equation that represents this situation.
33 = 0.33x + 0.99x
33 + 0.33x = 0.99x
33x + 0.33 = 0.99x
33 - 0.33x = 0.99x
Answers
I want the answer for this question please
Answers
use brainly and scan it, you will get some recommendation
\(▪▪▪▪▪▪▪▪▪▪▪▪▪ {\huge\mathfrak{Answer}}▪▪▪▪▪▪▪▪▪▪▪▪▪▪\)
Perimeter of given triangle is ~
\( \boxed{ \boxed{26 \: \: units}}\)
\( \large \boxed{ \mathfrak{Step\:\: By\:\:Step\:\:Explanation}}\)
The given triangle is an Isosceles triangle, with equal sides (4x + 2) and (7x - 4)
that is ~
\(4x + 2 = 7x - 4\)\(7x - 4x = 2 + 4\)\(3x = 6\)\(x = 6 \div 3\)\(x = 2\)Now, measure of its sides are ~
# 1 - 4x + 2 = (4 × 2) + 2 = 8 + 2 = 10 units# 2 - 7x - 4 = (7 × 2) - 4 = 14 - 4 = 10 units # 3 - 3x = (3 × 2) = 6 unitsSo, Perimeter = Sum of all three sides of the triangle ~
\(10 + 10 + 6\)\(26 \: \: units\)complete the partial two-way frequency table below that shows the extracurricular activities of high school students. Based on the data in the table, how many students do not play an instrument
Answers
According to the information, the missing number from the box is number 40.
How to find the missing number in the box?To find the missing number of the table we must take into account different elements. In particular we must look at the totals and the columns and rows in which the empty space is. Once we identify the totals we can subtract the other values from the total and find the missing number in the table.
According to the above we can infer that the missing number is 40.
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A one-factor ANOVA is used to evaluate the mean differences among four treatment conditions with a sample of n = 12 participants in each group. For this study, what is dfwithin treatments?
Answers
In this case, with four treatment groups and n = 12 participants in each group, dfwithin treatments would be equal to 3, because there are 4 - 1 = 3 treatment groups.
In a one-factor ANOVA, dfwithin treatments refers to the degrees of freedom within the treatment groups, which is a measure of the amount of variability that is present within each group.
The degrees of freedom within the treatment groups is used to calculate the mean square within treatments (MSwithin), which is a measure of the variability within each group. MSwithin is calculated by dividing the sum of the squared differences between each participant's score and the group mean by dfwithin. This value is then used to determine the statistical significance of the treatment effects, by comparing it to the mean square between treatments (MSbetween), which is a measure of the variability between the treatment groups.
In a one-factor ANOVA, the total degrees of freedom is equal to the number of participants in all of the groups combined (4 groups * 12 participants per group = 48) minus the number of groups (48 - 4 = 44). The degrees of freedom between treatments is equal to the number of groups minus 1 (4 - 1 = 3), and the degrees of freedom within treatments is equal to the total degrees of freedom minus the degrees of freedom between treatments (44 - 3 = 41).
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PLEASE HELP ASAP RN WILL GIVE BRAINLIST!!!!!!!!!!!!!
Answers
Answer:
221760
Step-by-step explanation:
You would multiply the numbers.
The answer to this problem please and thank you
Answers
Answer:
C
Step-by-step explanation:
The red dotted line we see is the asymptote, which is a line that the functions will never cross.
The asymptotes we see currently is:
x = -3
and
x = 2
We can find the vertical asymptotes using the denominator of the function since the x value that makes the denominator 0 is the asymptote. Since -3 and 2 is the asymptote, the denominator of the function will be:
(x-2) (x+3)
If we look at the answer choices, we can see that C is the only option with a denominator of (x-2)(x+3), so that is our answer.
Answer:
C
Step-by-step explanation:
there are 2 vertical asymptotes at x = - 3 and x = 2
then the factors on the denominator will be (x + 3) and (x - 2)
then
f(x) = \(\frac{1}{(x-2)(x+3)}\)