which function has no horizontal asymptote?

A. f(x)= 2x-1/3x^2
B. f(x)=x-1/3x
C. f(x)= 2x^2/3x-1
D. f(x)= 3x^2/x^2 -1

Answer:

135 non union members

Step-by-step explanation:

sum the parts of the ratio, 8 + 5 = 13 parts

divide the amount of employees by 13 to find one part of the ratio.

351 ÷ 13 = 27 ← value of 1 part of the ratio, then

5 parts = 5 × 27 = 135 ← non union members

There are 135 nonunion members working for the company.

A ratio is defined as a relationship between two quantities, it is expressed as one divided by the other

Given that for every 8 union members, there are 5 nonunion members.

Here, the total number of employees can be represented as:

8x + 5x = 13x, where x is a constant.

Since the total number of employees is 351, so we can solve for x as follows:

13x = 351

x = 27

So, the nonunion members: 5x = 5 × 27 = 135

Therefore, there are 135 nonunion members working for the company.

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Consider a circle whose equation is x2 + y2 – 2x – 8 = 0. The true statements are the center of the circle lies on the x-axis and the standard form of the equation is (x - 1)^2 + y^2 = 3. So, the correct answers are B and D.

To determine which statements are true about the circle with equation x^2 + y^2 - 2x - 8 = 0

First, we can rewrite the equation by completing the square

(x^2 - 2x + 1) + y^2 = 9

(x - 1)^2 + y^2 = 3^2

Therefore, the center of the circle is at (1, 0), which lies on the x-axis.

The radius of the circle is sqrt(3), which is not equal to 3, so the statement "The radius of the circle is 3 units" is false.

Since the center of the circle is on the x-axis, the statement "The center of the circle lies on the y-axis" is false.

The standard form of the equation is (x - 1)^2 + y^2 = 3, which is true.

Finally, the radius of the circle whose equation is x^2 + y^2 = 9 is 3 units, which is not the same as the radius of the given circle. Therefore, the statement "The radius of this circle is the same as the radius of the circle whose equation is x² + y² = 9" is false.

So, the correct options are B and D.

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Answer:

3(4 + x)

3 * 4 + 3 * x, OR 3(4) + 3(x)

12 + 3x

Brainliest? ;)

Answer:

17.36

Step-by-step explanation:

The formula to find the circumference of a circle is:

Circumference = π x Diameter

Where π (pi) is a mathematical constant approximately equal to 3.14159.

So, if the diameter of the circle is 5.52, the circumference can be calculated as:

Circumference = π x 5.52

Circumference ≈ 17.36 (rounded to two decimal places)

Therefore, the circumference of a circle with a diameter of 5.52 is approximately 17.36 units.

The equation could represent function g the result of this transformation is,

g (x) = - tan (1/2x)

Tangent function:

The tangent function is:

y = tan x

Since, Horizontally compressed by a factor of 1/2

Hence, Horizontally compressing by a factor of 1/2 is multiplying by 1/2.

So, It is Reflected over the x-axis.

g (x) = tan (1/2x)

Thus, Reflecting a function over the x-axis is the same as multiplying it by -1.

Then, g is given by:

g (x) = - tan (1/2x)

Thus, The equation could represent function g the result of this transformation is,

g (x) = - tan (1/2x)

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Answer:

Step-by-step explanation:

You want the values of m and c for the equation y = mx + c that describes the line on the graph.

The coefficient 'm' in the equation y = mx + c is the slope of the line. It is the ratio of the "rise" to the "run". The "rise" is the vertical distance from one point to another on the line. The "run" is the corresponding horizontal distance between the points.

For finding these values, it is convenient to locate points on the graph that cross grid line intersections. These are circled in the attachment.

The slope (m) of this line is ...

  m = 5/1 = 5

The constant 'c' in the equation y = mx + c is the y-intercept of the line. It is the value of y when x=0. On the graph, it is the y-coordinate of the point where the line crosses the y-axis.

The line on this graph crosses the y-axis at y = -2.

The value of 'c' is -2.

The equation of the line is y = 5x -2.

__

Additional comment

You can find the values of "rise" and "run" from coordinates, or by counting grid squares on the graph. Often, counting the grid lines is easier.

Here, the "rise" is 3 -(-2) = 5, the difference of y-coordinates of the circled points.

The "run" is 1 -0 = 1, the difference of the corresponding x-coordinates of the circled points.

The slope is rise/run = 5/1 = 5.

The correct graph would be best to display the data is,

Steven can easily see which genres received the most responses and which genres received the least responses.

Now, we get;

For display the data on different genres and compare the percentage of responses, a pie chart would be the best option.

A pie chart can easily show the distribution of responses across different genres, and the size of each slice will correspond to the percentage of responses for that genre.

By comparing the sizes of the slices, Steven can easily see which genres received the most responses and which genres received the least responses.

Thus, The correct graph would be best to display the data is,

Steven can easily see which genres received the most responses and which genres received the least responses.

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Answer: 1: C, 2: D, 3: B , 4: A.

I believe this is what your asking.

Step-by-step explanation: Please give brainiest.

Hope this helps!!!!

I will answer more questions for Brainleist and points.

If Santiago has been approved for a mortgage up to $195,000 and the conventional loan requires a 20% down payment, then his down payment will be:

Down payment = 20% * $195,000

Down payment = $39,000

Therefore, if Santiago buys a house for the maximum amount he has been approved for, he will need to make a down payment of $39,000.

To calculate how much house Santiago can afford, we need to subtract the down payment from the total amount he has been approved for:

Maximum home price = Total mortgage amount - Down payment

Maximum home price = $195,000 - $39,000

Maximum home price = $156,000

Therefore, Santiago can afford a home up to a maximum price of $156,000.

To summarize:

Santiago's down payment will be $39,000.

Santiago can spend up to $156,000 on a house.

I'm sorry to disturb but can you please mark me BRAINLEIST if this ans is helpfull

The company will make a net profit of $11,000 and will also receive a higher return on investment (57.89%) compared to the return on investment of 4.8% that they will receive if they choose to scrap the inventory.

Cost is the total expenditure incurred in the production or acquisition of goods and services. It includes labour, material, and other related expenses. Cost is an important factor in any business decision as it determines the price of a product or service and provides a guide to how much can be produced and how much profit will be generated. Cost also helps in setting budgeting and pricing strategies and helps businesses manage their resources efficiently.

George should process the inventory further at a cost of $19,000. This decision is the most profitable one for Truck Accessories. This is because the company will incur a net profit of $11,000 (34,000 - 19,000) from the sale of the inventory if he decides to process it further. If he chooses to scrap the inventory, the company will incur a net loss of $76,500 (80,500 - 4,000). Thus, the processing option is the more profitable one in this case.

In terms of return on investment, the processing option will yield a return of 57.89% (11,000/19,000), which is significantly higher than the return of 4.8% that the company will get from scrapping the inventory. This shows that processing the inventory further is the wiser decision for Truck Accessories.

In conclusion, the processing option is the better choice for Truck Accessories. The company will make a net profit of $11,000 and will also receive a higher return on investment (57.89%) compared to the return on investment of 4.8% that they will receive if they choose to scrap the inventory.

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Answer:

the answer is 1296

Step-by-step explanation:

It is because 2² is 4 and x² is 9 and x is 3 and when 2 number are put together in algebra = multiplication so it is equals to 36 and for the bottom xy² , x is 3 and y is 2 and so 3 time 2 is 6 and double it is 36and so u double it again because outside the brackets the is still ² so the answer is 36 times 36 which is 1296

The expression (2x²) evaluates to 18 when the value of 'x' is 3.

In this mathematical problem, you are asked to evaluate the expression (2x²) for x = 3 and y = 2. Although the question gives a value for 'y', it is not needed in this evaluation since our expression contains only 'x'. Therefore, let's substitute the value x = 3 into the equation.

The expression now reads, 2*(3²). The square of 3 is 9, and if we multiply this by 2, the final answer of the expression is 18.

So the evaluation of the expression (2x²) for x = 3 is 18.

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Using the fact that the triangles are similar, we can see that x = 2

The triangles are similar because lines WR and RT have the same slopes compared to SR and RV.

Now, we know that there is a scale factor between them, so if that scale factor is k, we can write:

8*k = 10

k = 10/8

k = 1.25

Then:

(x + 6)*1.25 = 2x + 6

Now we can solve this for x.

1.25x + 7.5 = 2x + 6

7.5 - 6 = 2x - 1.25x

1.5  = 0.75x

1.5/0.75 = x =2

That is the value of x.

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The vertices of the rectangular garden is plotted on the graph

Given data .

Let the rectangular garden be represented as ABCD

Now , the vertices of the garden is

A ( 4 , 3 ) , B ( 6 , 3 ) , C ( 6 , 9 ) and D ( 4 , 9 )

On plotting the coordinates on the graphical plane , we get

So , the perimeter of the garden is P = 2 ( 2 + 6 )

P = 16 units

And , area of garden is A = 12 units²

Hence , the vertices of the garden is plotted

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The equation of the quadratic function C(t) is:

[tex]C(t) = -t^2 + 5[/tex]

A quadratic function is a function of the form f(x) = ax^2 + bx + c, where a, b, and c are constants and a is not equal to zero. This function is a second-degree polynomial function, which means it has a degree of two.

To find the equation of the quadratic function C(t), we need to use the general form of a quadratic function:

[tex]C(t) = at^2 + bt + c[/tex]

where a, b, and c are constants to be determined.

We can use the given values of t and C(t) to form a system of equations and solve for the constants.

From the table, we have:

t = -2, C(t) = 1

t = -1, C(t) = 4

t = 0, C(t) = 5

t = 1, C(t) = 4

t = 2, C(t) = 1

Substituting these values into the equation of the quadratic function, we get:

[tex]a(-2)^2 + b(-2) + c = 1\\a(-1)^2 + b(-1) + c = 4\\a(0)^2 + b(0) + c = 5\\a(1)^2 + b(1) + c = 4\\a(2)^2 + b(2) + c = 1[/tex]

Simplifying each equation:

[tex]4a - 2b + c = 1\\a - b + c = 4\\c = 5\\a + b + c = 4\\4a + 2b + c = 1[/tex]

Using the third equation, we can immediately find that c = 5. Substituting this into the other equations, we get:

[tex]4a - 2b = -4\\a - b = -1\\a + b = -1\\4a + 2b = -4[/tex]

Simplifying further, we get:

2a - b = -2

a + b = -1

2a + b = -2

Solving for a and b using any method of solving linear equations, we get:

a = -1, b = 0

Therefore, the equation of the quadratic function C(t) is:

[tex]C(t) = -t^2 + 5[/tex]

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The equation of [tex]C(t) = -x^2 + 5.[/tex]

What is equation?

An equation is a mathematical statement that shows that two expressions are equal. It typically contains variables, constants, and mathematical operations such as addition, subtraction, multiplication, and division.

To find the equation of the quadratic function C(t), we can use the vertex form of a quadratic function:

[tex]C(t) = a(t - h)^2 + k[/tex]

where (h, k) is the vertex of the parabola and "a" determines the direction and shape of the parabola.

From the given table, we can see that the vertex of the parabola is at t = 0, C(0) = 5. Also, since the parabola is opening downward, the coefficient "a" must be negative.

Using the vertex and one of the other points, say (-2, 1), we can find the value of "a":

[tex]1 = a(-2 - 0)^2 + 5[/tex]

1 = 4a + 5

4a = -4

a = -1

Therefore, the equation of C(t) is:

[tex]C(t) = -(t - 0)^2 + 5[/tex]

Simplifying, we get:

[tex]C(t) = -t^2 + 5[/tex]

Therefore, the correct option is [tex]C(t) = -x^2 + 5.[/tex]

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In a case whereby Danielle sells beauty supplies and earns a base salary of $450 per week plus a 9% commission on sales and During one particular week, she sells $895 worth of beauty supplies  the commission that she make for that week is  $530,55

The base salary from the question is $450. The commision = 9%

Then the Commission that can be gotten from the week= ($895 x 0,09= $80,55)

Total salary= ($450 +80,55)

Total salary= $530,55

Therefore, the commission that she make for that week is  $530,55

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Upon answering the query  Alexis will thus need about 26.7 minutes to equation catch up to David.

An equation in math is an expression that connects two claims and uses the equals symbol (=) to denote equivalence. An equation in algebra is a mathematical statement that establishes the equivalence of two mathematical expressions. For instance, in the equation 3x + 5 = 14, the equal sign places a space between each of the variables 3x + 5 and 14. The relationship between the two sentences that are written on each side of a letter may be understood using a mathematical formula. The sign and only one variable are frequently the same. as in, 2x - 4 equals 2, for instance.

The formula is as follows:

Time = Speed / Distance

First, let's determine the distance David covered in 30 minutes:

Distance is determined by multiplying time and speed.

Distance = 72 km/h times 0.5 hours.

a 36 km distance

Let's now construct an equation to determine how much time Alexis will need to cover David's identical distance:

Distance is determined by multiplying time and speed.

36 km = time x 81 km/h

Calculating time:

Time = Speed / Distance

time equals 36 kilometres at 81 km/h

the number of hours is 0.4444

We can multiply by 60 to get the time in minutes:

time is 0.4444... hours x 60 minutes/hour

minutes = 26.666 seconds

Alexis will thus need about 26.7 minutes to catch up to David.

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Answer:
The correct answer will be C. 3

Step-by-step explanation:

Hope this helps you :)

As a result, the cylinder's surface area at a height of 2 feet and a radius of 3 feet is roughly 37.699 square feet.

The entire area occupied by the cylinder's flat, round bases and its curved surface is referred to as the surface area of a cylinder. Since the cylinder's base is a circle, it may be stated that it is the sum of the area of a circle and the area of the curved surface, which is a rectangle.

A = 2rπh, where r is the cylinder's radius and h is its height, is the formula for a cylinder's lateral surface area1.

Use the formula to determine the surface area of a cylinder with a height of 2 feet and a radius of 3 feet.

The formula for the lateral surface area of a cylinder, A = 2rh, can be used to determine the surface area of a cylinder with a height of two feet and a radius of three feet.

Al = 2(3)π(2) = π12 square feet is the result of replacing r = 3 feet and h = 2 feet in the previous formula.(π=3.14)

To the nearest thousandth, we may round this number to get 37.699 square feet.

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The 99.7% confidence interval for the true proportion of teachers who provide extra credit is 0.21 to 0.33.

Number is a mathematical concept used to quantify a particular quantity or amount, or to name a specific object or entity. It is used in a variety of ways such as counting, measuring, comparing, estimating, and expressing mathematical relationships. Numbers are used for counting, measuring, and many other operations. Numbers can be expressed in numeric form, such as 1, 2, 3; in algebraic form, such as x^2-3x+2; or in symbolic form, such as √2. Numbers can also be used to represent functions or variables.

A 99.7% confidence interval for the true proportion of teachers who provide extra credit can be calculated as:

p′ ± 3σp′ = 0.27 ± (3 × 0.03) = 0.21 to 0.33

This confidence interval indicates that the true proportion of teachers who provide extra credit is between 0.21 and 0.33 with a 99.7% confidence level. That is, there is a 99.7% probability that the true proportion of teachers who provide extra credit is between 0.21 and 0.33.

The confidence interval for the true proportion of teachers who provide extra credit is determined by calculating the sample proportion (p′), sampling standard deviation (σp′), and the critical value of the normal distribution (Zc), which is the number of standard deviations from the mean that the sample proportion is likely to be. In this case, the critical value of the normal distribution is 3, because a 99.7% confidence level corresponds to a Z-score of 3. The confidence interval is calculated by adding and subtracting the critical value multiplied by the standard deviation from the sample proportion.

This confidence interval is an estimate of the true proportion of teachers who provide extra credit, and it can be used to make decisions or predictions about the population proportion. For example, a school administrator may use the confidence interval to determine the likely proportion of teachers who provide extra credit and make decisions about how to allocate resources.

In conclusion, the 99.7% confidence interval for the true proportion of teachers who provide extra credit is 0.21 to 0.33. This confidence interval is an estimate of the true proportion of teachers who provide extra credit, and it can be used to make decisions or predictions about the population proportion.

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The 99.7% confidence interval for the true proportion of teachers who provide extra credit is 0.21 to 0.33.

What is number?

Number is a mathematical concept used to quantify a particular quantity or amount, or to name a specific object or entity. It is used in a variety of ways such as counting, measuring. comparing, estimating, and expressing mathematical relationships. Numbers are used for counting, measuring, and many other operations. Numbers can be expressed in numeric form, such as 1, 2, 3; in algebraic form, such as x^2-3x+2; or in symbolic form, such as √2. Numbers can also be used to represent functions or variables.

A 99.7% confidence interval for the true proportion of teachers who provide extra credit can be calculated as:

p' ± 3op' = 0.27 ±(3 x 0.03) 0.21 to 0.33

This confidence interval indicates that the true proportion of teachers who provide extra credit is between 0.21 and 0.33 with a 99.7% confidence level. That is, there is a 99.7% probability that the true proportion of teachers who provide extra credit is between 0.21 and 0.33.

The confidence interval for the true proportion of teachers who provide extra credit is determined by calculating the sample proportion (p'), sampling standard deviation (op'), and the critical value of the normal distribution (Zc), which is the number of standard deviations from the mean that the sample proportion is likely to be. In this case, the critical value of the normal distribution is 3, because a 99.7% confidence level corresponds to a Z-score of 3. The confidence interval is calculated by adding and subtracting the critical value multiplied by the standard deviation from. the sample proportion.

This confidence interval is an estimate of the true proportion of teachers who provide extra credit, and it can be used to make decisions or predictions about the population proportion. For example, a school administrator may use the confidence interval to determine the likely proportion of teachers who provide extra credit and make decisions about how to allocate resources.

In conclusion, the 99.7% confidence interval for the true proportion of teachers who provide extra credit is 0.21 to 0.33. This confidence interval is an estimate of the true proportion of teachers who provide extra credit, and it can be used to make decisions or predictions about the population proportion.

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Answer: C

Step-by-step explanation:

Therefore, the solutions of the given equation in the interval [0, 21) are 0, 2π, and 3π/2. We write the answer in terms radians of π and separate the solutions with commas:

0, 2π, 3π/2.

Trigonometric identities are equations that relate different trigonometric functions to each other. These identities are true for all values of the variables involved in the equation. There are several different types of trigonometric identities, including:

Pythagorean identities: These are equations that relate the squares of the three basic trigonometric functions: sine, cosine, and tangent. The most common Pythagorean identity is:

[tex]sin^2 \alpha + cos^2 \alpha = 1[/tex]

This identity is true for all values of [tex]\alpha[/tex].

We start by using the trigonometric identity:

sin²θ + cos²θ = 1

Rearranging it, we get:

sin²θ = 1 - cos²θ

So, we can rewrite the given equation as:

sin²0 = sin²0 + cos²0 - cos0

Simplifying further, we get:

cos0 = cos²0

This gives us two cases:

Case 1: cos0 = 0

This occurs when 0 is an odd multiple of π/2. In the given interval [0, 21), the only solution in this case is 3π/2.

Case 2: cos0 = 1

This occurs when 0 is an even multiple of π. In the given interval [0, 21), the solutions in this case are 0 and 2π.

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The interquartile range (IQR) of the data is 42.

The interquartile range (IQR) is the box plot showing the middle 50% of scores and can be calculated by subtracting the lower quartile from the upper quartile (e.g., Q3−Q1).

In the image, The data set is:

20 40 E 60 80 E 100​

Now, We have to find the interquartile range of the data.

The IQR is the difference between the upper quartile Q₃ and the lower quartile Q₁

Q₃ is the value at the right side of the box plot , that is

Q₃ = 62

Q₁ is the value at the left side of the box plot , that is

Q₁ = 20

then

IQR = Q₃ - Q₁ = 62 - 20 = 42

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2 equals 9, 3 equals 27, and n represents the number of years after the first year

Based on the given information, the company has the following:

At the start of year 1, the company has 3 employees.

At the start of year 2, the company plans to triple the number of employees, so it will have 3 x 3 = 9 employees.

At the start of year 3, the company plans to triple the number of employees again, so it will have 9 x 3 = 27 employees.

Therefore, 2 equals 9, 3 equals 27, and n represents the number of years after the first year.

So, the general formula for the number of employees in year n is:

number of employees in year n = 3 x 3^(n-1)

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The pattern of association for the scatter plot is a strong, negative nonlinear association.

Since, We know that;

A scatter plot is a type of graph used to display the relationship between two variables.

In a scatter plot, each observation consists of a pair of values, one for each variable, and is represented by a single point on the graph.

Now,

Looking at the scatter plot, we can observe that the points do not form a straight line, indicating that there is a nonlinear association between the number of cupcakes and the cost per cupcake.

We can also see that as the number of cupcakes ordered increases, the cost per cupcake generally decreases until it reaches a minimum value, after which it remains relatively constant.

Therefore, the pattern of association for the scatter plot is a strong, negative nonlinear association.

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Answer:

  (c)  There is a strong, negative linear association

Step-by-step explanation:

You want to know the pattern of association for the attached scatter plot.

The attachment shows a line of best fit drawn through the given data. The correlation coefficient is computed as -0.97, considered to be a strong negative association. The match between the line and the data suggests the association might be linear.

We can describe the pattern as ...

  There is a strong, negative linear association, choice C.

__

Additional comment

The match is slightly better to an exponential curve, so we might say there is a strong negative nonlinear association. (r²=0.9738 vs 0.9489 for a linear model.)

We note that the total cost for 8 or 9 cupcakes is less than the total cost for some lesser numbers.

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Answer:

Step-by-step explanation:

x^2 + 6x + 9

D = 6^2 - 9 * 4 = 36 - 36 = 0

x1= [tex]-\frac{6}{2}[/tex]=-3

Answer:

$2102.48.

Step-by-step explanation:

FV=PV⋅(1+r)n

where:

FV is the future value

PV is the present value

r is the interest rate per period

n is the number of periods

In your case, the present value is 2000, the interest rate per year is 0.03, and the number of years is 18/12 = 1.5. However, since the formula uses the interest rate per period and the number of periods, you need to convert them to match the frequency of compounding. For example, if the interest is compounded monthly, then you need to divide the annual interest rate by 12 and multiply the number of years by 12. Let’s assume that the interest is compounded monthly in this case. Then, you can plug in the values into the formula and get:

FV=2000⋅(1+120.03​)1.5⋅12

Using a calculator, you can simplify this expression and get:

FV=2000⋅1.031518

FV=2000⋅1.0512

FV=2102.48