Help..................​

Answer:

answer is b

Step-by-step explanation:

got it right on khan

The domain of the function g(x) = √(8x) is all real numbers greater than or equal to 0, which can be expressed as [0, +∞).

option B is correct.

Here, we have,

The domain of a function refers to the set of all possible input values (x-values) for which the function is defined.

For the given function g(x) = √(8x), the function is defined as long as the expression inside the square root (√) is non-negative.

In this case, the expression inside the square root is 8x.

To ensure that it is non-negative, we need 8x ≥ 0.

Solving the inequality, we find:

8x ≥ 0

x ≥ 0/8

x ≥ 0.

Therefore, the domain of the function g(x) = √(8x) is all real numbers greater than or equal to 0, which can be expressed as [0, +∞).

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Answer:

come to mya massanger dk khanal fb user

Step-by-step explanation:

i will teach you by sending picture

p(0)=2

p(1)=2+1+2-1=4

p(2)=2+2+8-8=4

Answer:

[tex]23465459544 + 44492711 = 597595855122256.56114163174112113 \leqslant \leqslant \geqslant yhy \times \frac{?}{?}kwwkjuujsjkoodji \beta \pi \beta \cos(2216 {59 \times \tim3.5es - = 6 \\ \\ 53 \times }^{2} ) [/tex]

Answer:

The 3rd:

f(x) = (x - 1)(x - 1)(x – 6)

Step-by-step explanation:

Its roots are the x-values for which f(x)=0, that are:

x1=1

x2=1

x3=6

Answer:

3.8106327168

Step-by-step explanation:

x=2.5/sin(41) = 3.81063271676

Even function:

A function is said to be even if its graph is symmetric with respect to the , that is:

Odd function:

A function is said to be odd if its graph is symmetric with respect to the origin, that is:

So let's analyze each question for each type of functions using examples of polynomial functions. Thus:

FOR EVEN FUNCTIONS:

1. When  becomes  

1.1 Effects on the y-intercept

We need to find out the effects on the y-intercept when shifting the function  into:

We know that the graph  intersects the y-axis when , therefore:

So:

So the y-intercept of  is one unit less than the y-intercept of

1.2. Effects on the regions where the graph is increasing and decreasing

Given that you are shifting the graph downward on the y-axis, there is no any effect on the intervals of the domain. The function  increases and decreases in the same intervals of

1.3 The end behavior when the following changes are made.

The function is shifted one unit downward, so each point of  has the same x-coordinate but the output is one unit less than the output of . Thus, each point will be sketched as:

FOR ODD FUNCTIONS:

2. When  becomes  

2.1 Effects on the y-intercept

In this case happens the same as in the previous case. The new y-intercept is one unit less. So the graph is shifted one unit downward again.

An example is shown in Figure 1. The graph in blue is the function:

and the function in red is:

So you can see that:

2.2. Effects on the regions where the graph is increasing and decreasing

The effects are the same just as in the previous case. So the new function increases and decreases in the same intervals of

In Figure 1 you can see that both functions increase at:

and decrease at:

2.3 The end behavior when the following changes are made.

It happens the same, the output is one unit less than the output of . So, you can write the points just as they were written before.

So you can realize this concept by taking a point with the same x-coordinate of both graphs in Figure 1.

FOR EVEN FUNCTIONS:

3. When  becomes  

3.1 Effects on the y-intercept

We need to find out the effects on the y-intercept when shifting the function  into:

As we know, the graph  intersects the y-axis when , therefore:

And:

So the new y-intercept is the negative of the previous intercept shifted one unit upward.

3.2. Effects on the regions where the graph is increasing and decreasing

In the intervals when the function  increases, the function  decreases. On the other hand, in the intervals when the function  decreases, the function  increases.

3.3 The end behavior when the following changes are made.

Each point of the function  has the same x-coordinate just as the function  and the y-coordinate is the negative of the previous coordinate shifted one unit upward, that is:

FOR ODD FUNCTIONS:

4. When  becomes  

4.1 Effects on the y-intercept

In this case happens the same as in the previous case. The new y-intercept is the negative of the previous intercept shifted one unit upward.

4.2. Effects on the regions where the graph is increasing and decreasing

In this case it happens the same. So in the intervals when the function  increases, the function  decreases. On the other hand, in the intervals when the function  decreases, the function  increases.

4.3 The end behavior when the following changes are made.

Similarly, each point of the function  has the same x-coordinate just as the function  and the y-coordinate is the negative of the previous coordinate shifted one unit upward.

Answer:

His average speed is

12 km/hr

.

Step-by-step explanation:

Remember the triangle of Speed, Distance and Time. If you remember it, you'll ace these kinda questions.

I had trouble with these formulas but the triangle helped me a LOT! Anyways, let's get back to the question. The formula for average speed is pretty much the same as the formula for just speed. The average speed formula is

Average speed

=

Total Distance

Total Time

So......

48 km

4 hr

=

12 km/hr

My source

I hope this explanation helps you!

Answer:

y = - 0.5x

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

Calculate m using the slope formula

m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]

with (x₁, y₁ ) = (- 4, 2) and (x₂, y₂ ) = (2, - 1) ← 2 points on the line

m = [tex]\frac{-1-2}{2-(-4)}[/tex] = [tex]\frac{-3}{2+4}[/tex] = [tex]\frac{-3}{6}[/tex] = - 0.5

The line crosses the y- axis at (0, 0 ) ⇒ c = 0

y = - 0.5x + 0 . that is

y = - 0.5x

Answer:

D) 88 degrees

Step-by-step explanation:

Angle ABC is 1/2Arc AC (Inscribed angle theorem)

Answer: y,0

Step-by-step explanation:

Answer:

95k

Step-by-step explanation:

Given :

15 words or less = 50k

Every word above 15 = additional 3k

The cost of 30 words :

First 15 words = 50 k

Number of additional words = (30 - 15) = 15 words

Cost of every additional word = 3 k

Cost of 15 additional word = 15 * 3 = 45k

Total cost of 30 words :

50k + 45k = 95k

Answer:

x=12

Step-by-step explanation:

Line that's perpendicular to y=49 should be a vertical line of the form x=a

Now the line passes through (12,35) so the equation of the line is,

x=12

Answered by GAUTHMATH

Answer:

d∅/dt = √2/5 Rad/sec

Step-by-step explanation:

According to the Question,

Solution,

Let x be the Distance between the base of the wall and the bottom of the ladder.

and let ∅ be the angle between the top of the ladder and the wall.

Then, Sin∅ =x/10  so, x=sin∅ *10

Differentiating with respect to time t we get,

dx/dt = 10 * cos∅ * d∅ /dt

Now, Put these value we get

2 = 10 *(cos(π/4))* d∅/dt

2 = 10/√2 * d∅/dt

d∅/dt = √2/5 Rad/sec

Answer:

one solution

Step-by-step explanation:

Answer:

4/9 of an hour (26.666 minutes)

Step-by-step explanation:

4 * x * 40/60 = 1

x * 160/60 = 1

x=60/160 = 6/16 = 3/8 (this is the rate for one worker)

~~~~~~~~~~~~~~~~

6 * (3/8) * x = 1

x = 4/9

ok so we see that TR is 17 units, so RV is the same amount

3x+2 so 3x=15 so divide both sides by 3 we get x=5

now we know x=5 4x+1=21 and 9x-4=41

*drops microphone*

Answer:

TR = 12

=> 3x + 2 =17

=> x = 5

We have QT = QV (because QTV is an isosceles triangle)

=> QT = 4x+1=4x5+1=21 units

We have TS = SV (because TSV is an isosceles triangle)

=>SV = 9x-4= 9x5-4=41 units

Step-by-step explanation:

C. represent the number line for x

where x ix

Answer:

[tex]\approx 26.14[/tex]

Step-by-step explanation:

In this problem, one is given a right triangle, with the length of the hypotenuse given and one of the angles in the triangle. One is asked to find the length of one of the legs. In this situation, one can use right-angle trigonometry. Right angle trigonometry has the following ratios,

[tex]sin(\theta)=\frac{opposite}{hypotenuse}\\\\cos(\theta)=\frac{adjacent}{hypotenuse}\\\\tan(\theta)=\frac{opposite}{adjacent}[/tex]

Please note that the sides named (opposite) and (adjacent) are subjective depending on the angle of reference. The side named (hypotenuse) is the side opposite the right angle, its name does not change. In this case, one is given an angle measure and the measurement of the hypotenuse. One is asked to find the length of the side opoosite this angle. One should use the ratio of sine (sin) to achieve this.

[tex]sin(\theta)=\frac{opposite}{hypotenuse}[/tex]

Substitute,

[tex]sin(69)=\frac{opposite}{28}[/tex]

Inverse operations,

[tex]28(sin(69))=opposite[/tex]

[tex]26.14\approx opposite[/tex]

Answer:

26.14

Step-by-step explanation:

Answer:

Step-by-step explanation:

total number of students=22

number of female students=7

number of male students=22-7=15

number of male students not having A=3

Number of male students having A=15-3=12

P(male student having A)=12/22=6/11

The probability that a student who has an A is male is approximately 0.632

We can use the formula for conditional probability:

P(Male | A) = P(Male and A) / P(A)

We are given that there are 3 male students who do not have an A, so there are 22 - 3 = 19 students who have an A. Of these 19, we do not know how many are male. However, we do know that there are 7 female students, so the number of male students who have an A is:

19 - 7 = 12

Therefore, the probability that a student who has an A is male is:

P(Male | A) = 12 / 19

We can simplify this fraction by dividing the numerator and denominator by their greatest common factor (which is 1 in this case):

P(Male | A) = 12 / 19

So the probability that a student who has an A is male is approximately 0.632.

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Answer:

[tex]10x - \frac{1}{x} = 3 \\ 10x = 3 + \frac{1}{x} \\ 10x = \frac{3x + 1}{x} \\ 10x \times x = 3x + 1 \\ 10 {x}^{2} = 3x + 1 \\ 10 {x}^{2} - 3x - 1 = 0 \\ 10 {x}^{2} - 5x + 2x - 1 = 0 \\ 5x(2x - 1) + 1(2x - 1) = 0 \\ (5x + 1)(2x - 1) = 0 \\ \\ 5x + 1 = 0 \\ 5x = - 1 \\ x = \frac{ - 1}{5} \\ \\ 2x - 1 = 0 \\ 2x = 1 \\ x = \frac{1}{2} [/tex]

hope this helps you.

Have a nice day!

Answer:

3

Step-by-step explanation:

A = [tex]\frac{base1 + base2}{2}[/tex] x h     Formula

[tex]\frac{base1 + 5}{2}[/tex] x 20 = 80      Substitution

[tex]\frac{base1 + 5}{2}[/tex] = 4                 Work  (divide by 20, multiply by 2, subtract 5)

base1 + 5 = 8

base1 = 3                  Solution

Answer:

x = 2.5

Step-by-step explanation:

Because the triangles are similar, you can divide the sides and equal the results:

24/6 = 10/x

24•x/6 = 10

24•x = 10•6

24•x = 60

x = 60/24

x = 2.5

Answer:

x = 2.5 km

Step-by-step explanation:

In similarity triangles, corresponding sides are in same ratio.

[tex]\frac{DF}{BC}=\frac{EF}{AC}\\\\\frac{10}{24}=\frac{x}{6}\\\\\frac{10}{24}*6=x\\\\x=\frac{10}{4}\\\\x=\frac{5}{2}\\\\x= 2.5[/tex]

Answer:

c = (E/m)^1/2

Step-by-step explanation:

Here, we want to solve for c in the given equation

what we have here is that;

E = m•c^2

Thus;

c^2 = E/m

So we have

c^2(*1/2) = (E/m)^1/2

c = (E/m)^1/2

Answer: -1/9

Step-by-step explanation:

Answer:

- 1/9 OR -0.111....

Step-by-step explanation:

Make x= -3

-3^-2= -1/9

Step-by-step explanation:

hope it helps thnak you

brainliest pls ❤

Answer:

7a + 8b + 3c

Step-by-step explanation:

Group together like terms and simplifyy

Answer:

7a + 8b + 3c

Step-by-step explanation:

2a + 5b + 7a + 3b - 2a + 3c

= 2a - 2a + 7a + 5b + 3b + 3c

= 7a + 8b + 3c