Help!!!!
A system of inequalities is shown.
Which system Is represented in the graph?

Answer:

The function is increasing from x = 0 to x = 1.

Step-by-step explanation:

A function is increasing when the y-value increases as the x-value increases.

A function is decreasing when the y-value decreases as the x-value increases.

From x = -2 to x = -1 the function is decreasing as the y-value decreases as the x-value increases:  

From x = -1 to x = 0 the function is increasing as the y-value increases as the x-value increase:  

From x = 0 to x = 1 the function is increasing as the y-value increases as the x-value increase:  

Answer:

(-5, 2)

Step-by-step explanation:

Given system of equations:

[tex]\begin{cases}-2x-5y=20\\y=\dfrac{4}{5}x+2\end{cases}[/tex]

Both equations are linear equations.

Rearrange Equation 1 to make y the subject:

[tex]\implies -2x-5y=20[/tex]

[tex]\implies -5y=2x+20[/tex]

[tex]\implies y=-\dfrac{2}{5}x-4[/tex]

Therefore, the graph of this equation is a straight line with a negative slope and a y-intercept of (0, -4).

Find two points on the line by substituting two values of x into the equation:

[tex]x = 0\implies y=-\dfrac{2}{5}(0)-4=-4 \implies (0,-4)[/tex]

[tex]x = 5 \implies y=-\dfrac{2}{5}(5)-4=-6 \implies (5,-6)[/tex]

Plot the found points and draw a straight line through them.

The graph of this equation is a straight line with a positive slope and a y-intercept of (0, 2).

Find two points on the line by substituting two values of x into the equation:

[tex]x = 0 \implies y=\dfrac{4}{5}(0)+2=2 \implies (0,2)[/tex]

[tex]x = 5 \implies y=\dfrac{4}{5}(5)+2=6 \implies (5,6)[/tex]

Plot the found points and draw a straight line through them.

The solution(s) to a system of equations is the point(s) of intersection.

From inspection of the graph, the point of intersection is (-5, -2).

To verify the solution, substitute the second equation into the first and solve for x:

[tex]\implies \dfrac{4}{5}x+2=-\dfrac{2}{5}x-4[/tex]

[tex]\implies \dfrac{6}{5}x=-6[/tex]

[tex]\implies 6x=-30[/tex]

[tex]\implies x=-5[/tex]

Substitute the found value of x into one of the equations and solve for y:

[tex]\implies \dfrac{4}{5}(-5)+2=-2[/tex]

Hence verifying that (-5, -2) is the solution to the given system of equations.

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First simplify first one

Another one is

On first line

at x=0

At x=5

On second line

At x=0

At x=5

Graph attached

Solution is (-5,-2)

Answer:

4) 7a+20

5) 14+2b

6) 25c² - 15

Step-by-step explanation:

4) 9a+7-2a+13= 9a-2a+7+13 = 7a+20

5) 21-3b+5b-7= 21-7+5b-3b = 14+2b

6) (3c)² + (8c)² - 15 = 9c² + 16c² - 15 = 25c² - 15

[tex]\huge\text{Hey there!}[/tex]

[tex]\huge\textsf{Equation:}[/tex]

[tex]\mathsf{2[(8 \div 4)-(-5)] + 6}[/tex]

[tex]\huge\textsf{Solving:}[/tex]

[tex]\mathsf{2[(8 \div 4)-(-5)] + 6}[/tex]

[tex]\mathsf{= 2[((2 - (-5)] + 6}[/tex]

[tex]\mathsf{= 2(7) + 6}[/tex]

[tex]\mathsf{= 2 \times 7 + 6}[/tex]

[tex]\mathsf{= 14 + 6}[/tex]

[tex]\mathsf{= 20}[/tex]

[tex]\huge\textbf{Therefore, your answer should be: }[/tex]

[tex]\huge\boxed{\frak{20}}}\huge\checkmark[/tex]

[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]

~[tex]\frak{Amphitrite1040:)}[/tex]

[tex]\huge\underline{\underline{\boxed{\mathbb {SOLUTION:}}}}[/tex]

▪ [tex] \sf{2[(8 ÷ 4)-(-5)] + 6}[/tex]

First, we will start with the division:

[tex]\longrightarrow \sf{2[(2) − (−5)] +6}[/tex]

Now we will resolve what is inside the bracket:

[tex]\longrightarrow \sf{2[2+5] +6}[/tex]

[tex]\longrightarrow \sf{2 \times 7 +6}[/tex]

Now we will solve the multiplication:

[tex]\longrightarrow \sf{14 +6= 20}[/tex]

[tex]\huge\underline{\underline{\boxed{\mathbb {ANSWER:}}}}[/tex]

[tex] \bm{2[(8 ÷ 4)-(-5)] + 6 = \boxed{\bm {20}}}[/tex]

Answer: A

Step-by-step explanation: The question states that the change wasn't a positive one, it was a negative one as it states that the temperature changed an average of -2.250 Fahrenheit per hour. So, we multiply that by 3 to get -6.75. This is why A is correct.

(i) The percentage of students who got high scores in both the subjects English and Mathematics is 46%.

(ii) The total number of students who got high scores either in Mathematics or in English if 300 students had attended the exam exists 138.

The probability exists in the analysis of the possibilities of happening of an outcome, which exists acquired by the ratio between favorable cases and possible cases.

The number of students who got high scores in Mathematics was 75%.

The number of students who got high scores in English was 65%.

(i) The percentage of students who got high scores in both the subjects

100% - 6% = 94%

(75% + 65%) - 94%

= 140% - 94%

= 46%

Therefore, the percentage of students who got high scores in both the subjects English and Mathematics is 46%.

(ii) The total number of students who got high scores either in Mathematics or in English if 300 students had attended the exam

= 300 [tex]*[/tex] 46%

= 300 [tex]*[/tex] (46 / 100)

= 300 [tex]*[/tex] 0.46

= 138.

Therefore, the total number of students who got high scores either in Mathematics or in English if 300 students had attended the exam exists 138.

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Answer:

15

Step-by-step explanation:

from the first then it is 0+7=7

and from the last it is 0+8=8

then the number of cars available in the station is 8+7=15

The terms of this series may be arranged without changing the value of the series. The sum of the reciprocals of the squares of the odd positive integers is [tex]\pi ^{2} /8[/tex].

In mathematics, a sequence is the cumulative sum of a given collection of terms. Usually, those phrases are actual or complicated numbers, but plenty of extra generalities are feasible.

A series is described as an arrangement of numbers in a specific order. then again, a chain is described as the sum of the factors of a sequence.

In mathematics, a series is, more or less speaking, a description of the operation of including infinitely many quantities, one after the alternative, to a given beginning quantity. The look at of series is a primary part of calculus and its generalization, mathematical analysis.

k=1

1/(1)2+1/(2)2+1/(3)2+1/(4)2+1/(5)2+1/(6)2+1/(7)2+.

up to ∞ terms = 2/6

[1/(1)2+1/(3)2+1/(5)2+1/(7)2+]+[1/(2)²+1/(4)²+1/(6)²+

..∞0] = T²/6

→ [1/(1)² + 1/(3)² + 1/(5)2+1/(7)2+......00] + [1/4 (1)² + 1/4(2)²+

1/4(3)²+....0] =²/6

[1/(1)²+1/(3)²+1/(5)2+1/(7)2+.......)] + 1/4[1/(1)² + 1/(2)²+

1/(3)²+....x] = 2/6

⇒ [1/(1)² + 1/(3)² + 1/(5)²+1/(7)²+..] + 1/4 [π²/6] = 2/6

⇒ [1/(1)² + 1/(3)² + 1/(5)²+1/(7)²+] = (1-1/4)/6

⇒ [1/(1)²+1/(3)2+1/(5)2+1/(7)2+..∞ = 3/4 x π²/6

=

↑

[1/(1)2+1/(3)2+1/(5)2+1/(7)²+] = 2/8

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Answer:

a = 97° , b = c = 146°

Step-by-step explanation:

a and 83° are same- side interior angles and sum to 180°

a + 83° = 180° ( subtract 83° from both sides )

a = 97°

34° and b are same- side interior angles and sum to 180°

b + 34° = 180° ( subtract 34° from both sides )

b = 146°

b and c are corresponding angles and are congruent , so

c = b = 146°

Answer:

< a = 97 degrees.

< b = 146 degrees.

< c = 146 degrees.

Step-by-step explanation:

We have 2 lines crossing 2 parallel lines.

Internal angles between the 2 parallel lines add up to 180 degrees, so

34 + <b = 180

<b = 180 - 34 = 146 degrees

Also

<a + 83 = 180 degrees (also internal angles)

---> <a = 97 degrees

< c and < b are corresponding angles so are congruent, therefore

<c = < b = 146 degrees.

Answer: B

Step-by-step explanation: what I did was I drew a square and folded it if both sides matched i knew that that was a line of symmetry

1  1 / 6  litres of water is needed to watering the entire garden at the given rate.

We need to find how many litres of water is needed to watering the entire garden at this rate.

Let the total garden be x  parts then,

Therefore,

2 / 7 x  = 1 / 3

cross multiply

2x × 3 = 7

6x = 7

divide both sides by 6

6x / 6 = 7 / 6

x = 1 1 / 6

Therefore, Thus,  1 1 / 6  litres of water is needed to watering the entire garden at the given rate.

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Answer:

  1/2

Step-by-step explanation:

The "Pythagorean relation" between trig functions can be used to find the sine.

The relation between sine and cosine is the identity ...

  sin(x)² +cos(x)² = 1

This can be solved for sin(x) in terms of cos(x):

  sin(x) = √(1 -cos(x)²)

For the present case, using the given cosine value, we find ...

  sin(x) = √(1 -(√3/2)²) = √(1 -3/4) = √(1/4)

  sin(x) = 1/2

__

Additional comment

The sine and cosine of an angle are the y and x coordinates (respectively) of the corresponding point on the unit circle. The right triangle with these legs will satisfy the Pythagorean theorem with ...

  sin(x)² + cos(x)² = 1 . . . . . . where 1 is the hypotenuse (radius of unit circle)

A calculator can always be used to verify the result.

Answer: i believe the answer is 26

Step by step explanation

Total no. of observation = (12+13) = 25

Median = Average of 18/2 observation + (18/2+1)

=1/2 (12th observation + 13 observation)

1/2 × (25 +27) = 1/2 × 52

=26

Answer:

The answer would be (7, 18)

Step-by-step explanation:

The answers simple,

in the equation y=|-3x+3|

x and y would be said like this (x,y). just like the answer choices

now in the first option, x is R, so i couldn't understand that. so I'm gonna skip that.

in the second one, (7,0) would no work as

0=|-3(7) + 3|

0=|-21+3|

0=|-18|

and since "|" is absolute value, meaning that instead of the number being negative or positive the number will just be translated into how much distance is from the number and 0, or just make the number positive.

lets continue,

0=18, so (7,0)

the second one, (7,-18)

-18=|-3(7)+3|

-18=|-18|

again, its absolute value so

-18=18, so it still doesn't work

the last one, (7,18)

18=|-3(7)+3|

18=|18|

18=18

so (7,18) would work.

Step-by-step explanation:

since the 2 arc angles cover the full circle, we know their sum must be 360°.

so,

23x - 5 + 37x + 5 = 360

60x = 360

x = 6

and so the angle at V = 5×6 + 17 = 30+17 = 47°

Answer:

  180 yards

Step-by-step explanation:

The number of yards she sprints on day 21 can be found by evaluating the formula with n=21.

  a21 = 100 +(21 -1)4 = 100 +(20)(4) = 100 +80 . . . . . use 21 in place of n

  a21 = 180

Marika sprints 180 yards on day 21.

⟨A = 7•x + 40° and ⟨B = 3•x + 112°

From a possible diagram of the question, ⟨A = ⟨B, which gives;

Given;

⟨A = 7•x + 40°

⟨B = 3•x + 112°

In the diagram from a similar question posted online, we have;

Corresponding angles formed by parallel lines having a common transversal are congruent, therefore;

Which gives;

7•x + 40° = 3•x + 112°

7•x - 3•x = 112° - 40° = 72°

7•x - 3•x = 4•x = 72°

x = 72° ÷ 4 = 18°

Therefore;

Which gives;

⟨A = 7•x + 40°

⟨A = 7 × 18 + 40° = 166°

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Answer:d

Step-by-step explanation:

khan

Answer: 57

I'm pretty sure that's what it is

Step-by-step explanation:

Answer:

1. AC is perpendicular to BD

1. Given

2. ACB is a right angle

2. Definition of perpendicular lines

3. Triangle ACB is a right triangle

3. Definition of right triangles

4. Angles 1 and 3 are complementary

4. Interior angles of a triangle add up to 180 degrees (Triangle Interior Angle Sum Theorem), and m<ACB = 90 degrees (definition of right angles), so m<1 + m<3 = 90 degrees (subtraction property of equality). By the definition of complementary angles, angles 1 and 3 are complementary.

The value of x in the triangle is 4

The complete question is added as an attachment

From the question, the given parameters are as follows:

Hypotenuse = 8

Adjacent = x

Angle = 60

The cosine of the angle is then calculated as:

cos(angle) = Adjacent/Hypotenuse

Substitute the known values in the above equation

cos(60) = x/8

Multiply both sides by 8

x = 8 * cos(60)

Evaluate the product

x = 4

Hence, the value of x in the triangle is 4

So, the complete parameters are:

Hypotenuse = 8

Adjacent = x

Angle = 60

x = 4

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Answer:

Secant 60 degrees = StartFraction 8 Over x EndFraction. 2 = StartFraction 8 Over x EndFraction. 2 x = 8. x = 4.

Step-by-step explanation:

The answer above is correct.

The feet of cloth that she should buy for the capes is 4 feet.

The mathematical operations that would be used to determine the answer are addition and multiplication.

Addition is the process of summing two or more numbers together. Multiplication is the process of determining the product of two or more numbers.

The first step is to convert yard to feet

According to the unit of conversion : 1 yard = 3 feet

1 x 3 = 3 feet

The second step is to add the feet needed for Akira's cape with the foot needed for the puppy's cape

Total feet needed = 3 + 1 = 4 feet

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Answer:

3

Step-by-step explanation:

The interquartile range is where the 2nd and 5th dots are, on the opposite ends of the square, from 15-18.

Answer:

3

Step-by-step explanation:

The interquartile range (IQR) is the difference between the upper quartile (Q₃) and the lower quartile (Q₁).

In a box plot:

From inspection of the given box plot:

Therefore:

IQR = Q₃ - Q₁

      = 18 - 15

      = 3

So the interquartile range of the given box plot is 3.

Answer:

Speed of the plane in still air: [tex]779\; {\rm km \cdot h^{-1}}[/tex].

Windspeed: [tex]100\; {\rm km \cdot h^{-1}}[/tex].

Step-by-step explanation:

Assume that [tex]x\; {\rm km \cdot h^{-1}}[/tex] is the speed of the plane in still air, and that [tex]y\; {\rm km \cdot h^{-1}}[/tex] is the speed of the wind.

The question states that when going against the wind ([tex]v = (x - y)\; {\rm km \cdot h^{-1}}[/tex],) the plane travels [tex]6111\; {\rm km}[/tex] in [tex]9\; {\rm h}[/tex]. Hence, [tex]9\, (x - y) = 6111[/tex].

Similarly, since the plane travels [tex]7911\; {\rm km}[/tex] in [tex]9\; {\rm h}[/tex] when travelling in the same direction as the wind ([tex]v = (x + y)\; {\rm km \cdot h^{-1}}[/tex],) [tex]9\, (x + y) = 7911[/tex].

Add the two equations to eliminate [tex]y[/tex]. Subtract the second equation from the first to eliminate [tex]x[/tex]. Solve this system of equations for [tex]x[/tex] and [tex]y[/tex]: [tex]x = 779[/tex] and [tex]y = 100[/tex].

Hence, the speed of this plane in still air would be [tex]779\; {\rm km \cdot h^{-1}}[/tex], whereas the speed of the wind would be [tex]100\; {\rm km \cdot h^{-1}}[/tex].

Answer: Answer is B, Mark me brainliest please

Step-by-step explanation:

The correct option is B.

Rank

The RANK function in a Microsoft Excel spreadsheet enables users to order the various pieces of data by their numerical values. By entering an absolute value for the range of cells the user wants to rank, they can also use the rank function. If an absolute value is not specified, the program's auto-formula may cause the rank of the various cells to alter.

A spreadsheet is a computer program used for organizing, organizing, analyzing, and storing tabular data. Spreadsheets were created as electronic alternatives to paper accounting worksheets. Data typed into table cells serves as the program's input.

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Using the fundamental theorem of calculas the derivative of function g(x)=[tex]xt^{3}+t^{5}[/tex] at x=0 is [tex]t^{3}[/tex].

Given a function g(x)=[tex]xt^{3}+t^{5}[/tex].

We are required to find the derivative of the function g(x) at x=0.

Function is relationship between two or more variables expressed in equal to form. The values entered in a function are part of domain and the values which we get from the function after entering of values are part of codomain of function. Differentiation is the sensitivity to change of the function value with respect to a change in its variables.

g(x)=[tex]xt^{3}+t^{5}[/tex]

Differentiating with respect to x.

d g(x)/dx=[tex]t^{3}[/tex]+0  [Differentiation of x is 1 and differentiation of constant is 0]

=[tex]t^{3}[/tex]

Hence using the fundamental theorem of calculas the derivative of function g(x)= [tex]xt^{3}+t^{5}[/tex] at x=0 is [tex]t^{3}[/tex].

The function given in the question is incomplete. The right function will be g(x)=[tex]xt^{3}+t^{5}[/tex].

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.

The graph in the question is of the function f(x)=[tex]log _{0.2}x[/tex] which is option a.

Given a graph which is downward sloping and we are required to find the function whose the graph is.

Function is like a relationship between two or more variables expressed in equal to form. It may be a linear function,exponential function, logarithmic function or quadratic function.

In the given graph the values of y becomes negative when the curve crosses then x axis. For all x>1 the value of log x is greater than 0. So the value of [tex]log_{2}x,log_{4}x,log_{20}x[/tex] should be greater than 0 for x greater than 1. But in graph it is negative. That's why the graph will be of y=[tex]log_{0.2}x[/tex].

Hence the given graph is of the function f(x)=[tex]log _{0.2}x[/tex] which is option a.

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Answer: (-1, 1)

Step-by-step explanation:

Since the graph is already given, we could directly refer to the intersecting point of the system of equations.

According to the graph, [ y = 2x + 3 ] and [ y = -x ] intersect at (-1, 1).

Therefore the solution is [tex]\Large\boxed{(-1,1)}[/tex]

Given equation

1) y = 2x + 3

2) y = -x

Substitute the y value in the 1) equation by the 2)

(-x) = 2x + 3

Add x on both sides

-x + x = 2x + 3 + x

0 = 3x + 3

Subtract 3 on both sides

0 - 3 = 3x + 3 - 3

-3 = 3x

Divide 3 on both sides

-3 / 3 = 3x / 3

x = -1

Substitute the x value into one of the equations to find the y value

y = -x

y = - (-1)

y = 1

Therefore, the solution is [tex]\Large\boxed{(-1,1)}[/tex]

Hope this helps!! :)

Please let me know if you have any questions

Answer:

I am not 100% confident, but I think that she is 11.

Step-by-step explanation:

Answer:

14 years old

Step-by-step explanation:

Define the variable

Let x be the actual age of Zeba (in years).

Create an equation using the give information and the variable x:

[tex](x - 5)^2=5x+11[/tex]

To find Zeba's age now, solve the equation for x.

Expand the brackets:

[tex]\implies x^2-10x+25=5x+11[/tex]

Subtract 5x from both sides:

[tex]\implies x^2-10x+25-5x=5x+11-5x[/tex]

[tex]\implies x^2-15x+25=11[/tex]

Subtract 11 from both sides:

[tex]\implies x^2-15x+25-11=11-11[/tex]

[tex]\implies x^2-15x+14=0[/tex]

Factor the found quadratic

To factor a quadratic in the form [tex]ax^2+bx+c[/tex], find two numbers that multiply to [tex]ac[/tex] and sum to [tex]b[/tex], then rewrite [tex]b[/tex] as the sum of these two numbers:

[tex]\implies x^2-14x-x+14=0[/tex]

Factor the first two terms and the last two terms separately:

[tex]\implies x(x-14)-1(x-14)=0[/tex]

Factor out the common term (x - 14):

[tex]\implies (x-1)(x-14)=0[/tex]

Apply the zero product property:

[tex]\implies (x-1)=0 \implies x=1[/tex]

[tex]\implies (x-14)=0 \implies x=14[/tex]

Therefore, Zeba's age now is either 1 or 14 years.

As the question states "If Zeba were younger by 5 years" then 1 must be an extraneous solution since 1 - 5 = -4 and Zeba cannot be -4 years old.

Therefore, Zeba's age now is 14 years old.

Check

Given the actual age of Zeba is 14 years old.

Therefore, If Zeba were younger by 5 years, she would be 9 years old as:  14 - 5 = 9

The square of 9 is:  9² = 81.

5 times her actual age:  5 × 14 = 70

81 is 11 more than 70, hence verifying that her actual age is 14 years old.

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Answer:

I forgot the name but I can show you how to do it lol

Step-by-step explanation:

x+5(-2)-1

x-10-1 we multiplied 5 and -2

x-11

x=11

how I did the last one is there is a non-existent 0 with an equal sign like my teacher says  so we added 11 to both sides.