Given the table of values below, which of the following ordered pairs are found on the graph of the inverse function?
A. (2.-12), (1, -9), (0.-6),(-1, -3), (-2,0)
B. (-2,-12), (-1,-9), (0, -6), (1, -3), (2,0)
C. (12,-2), (9, -1). (6.0), (3, 1), (0.2)
D. (-12, 2), (-9,1),(-6, 0).(-3,-1), (0.-2)​

Answer:

B. x=2

Step-by-step explanation:

The formula to find the axis of symmetry is -b/2a.

So, in this case, we find our b and a, which are 3 and -12.

Plug them into the formula.

-(-12)/2(3)

The negative sign times another negative makes it into a positive, now we have a positive 12 and then 2 multiplied by 3 equals 6.

Our new equation is 12/6.

Then, simply solve it, 12 divided by 6 equals 2.

Therefore, B would be your answer, x=2.

The axis of symmetry of the parabola defined by the equation y = 3x^2 - 12x + 11 is x = 2.

To find the axis of symmetry of the parabola defined by the equation y = 3x2 - 12x + 11,

we can use the formula for the axis of symmetry for a parabola in standard form which is x = -b/2a.

In this equation, a is the coefficient of x2, which is 3, and b is the coefficient of x, which is -12.

Plugging the values into the formula, we get x = -(-12)/(2*3) = 12/6 = 2.

Therefore, the axis of symmetry of the given parabola is x = 2.

Answer: 64

Step-by-step explanation:

l x w

8 x 8

= 64 ft^2

Answer:The area of the shape is 16 pi unites

Step-by-step explanation:

Step 1: Find the area of the full circle

Step 2: Find the area of 1/4 a circle

64/4 pi = 16

Answer:

Positive

Step-by-step explanation:

Slope: (6-4)/(45-30)

= 2/15

The slope of 2/15 miles/minute is positive, representing Robi's speed from the 4-mile mark to the 6-mile point of the race. It is calculated by taking the difference in distance and dividing it by the difference in time.

The question presented is dealing with the concept of slope, which is a foundational aspect of algebra and indicative of the rate of change in a given situation. In this context, the slope represents Robi's speed or velocity during a race. Since Robi has run the first 4 miles in 30 minutes and reached the 6-mile point after 45 minutes, we can calculate her average speed (slope) between these two points. To find the slope (rate), we can use the change in distance over the change in time, which in this case is:

Change in distance (miles) = 6 miles - 4 miles = 2 miles

Change in time (minutes) = 45 minutes - 30 minutes = 15 minutes

Then, we calculate the slope:

Slope = Change in distance / Change in time = 2 miles /15 minutes = 2/15 miles/minute

This slope is a positive value, indicating that Robi's speed is in the forward or positive direction. It is not negative, zero, or undefined.

Additionally, the information provided about the percentage of runners and their speeds gives us a context within which we can compare Robi's speed to understand her performance relative to other runners. It's important to note that these percentages do not affect the calculation of the slope.

Answer:

the answer is C.62

Step-by-step explanation:

have a great day

Answer:

THE ANSWER IS 62IN^2

Step-by-step explanation:

BECAUSE I HAVE PROOF

Answer:

Where is the cylinder?

Step-by-step explanation:

Sorry, cannot determine the solution to this problem. Unless, if it is pi times r squared times the height of the shape.

Answer:

384 square cm

Step-by-step explanation:

Fabric used will be equal to the total surface of the cubical block.

[tex]fabric \: used \\ = 6 {side}^{2} \\ = 6 \times {8}^{2} \\ = 6 \times 64 \\ = 384 \: {cm}^{2} \\ [/tex]

Answer:

17

Step-by-step explanation:

4 1/4 - 2 5/6

These are mixed fractions

Step one

Convert mixed fraction to improper fraction

4 1/4 = [(4×4)+1]/4=(16+1)/4=17/4

2 5/6 = [(2×6)+5]/6=(12+5)/6=17/6

Step 2

Difference between 17/4 and 17/6

Find the lowest common multiples of the denominators of both fractions

Multiples of 4

4×1=4

4×2=8

4×3=12

Multiples of 6

6×1=6

6×2=12

The lowest common multiple(LCM) of 4 and 6 is 12

Step 3

Multiply each fraction by the LCM , 12

[(17/4)×12] - [(17/6)×12]=51-34=17

The value of the d is 6.48, if the angle D E F is 90 degrees and angle F D E is 42 degrees and the length of D E is 7.2 and the length of E F is d.

Step-by-step explanation:

The given is,

                    Angle D E F is 90 degrees

                    Angle F D E is 42 degrees

                    The length of D E is 7.2

                    The length of E F is d

Step:1

                   For the given values,

                   Triangle DEF is right angle triangle,

                   Ref the attachment,

                             Angle FDE, ∅ = 42°

                                               DE = 7.2

                                               EF = d

                   Trigonometric ratio for the given right angle triangle,

                                            [tex]tan[/tex] ∅ = [tex]\frac{Opp}{Adj}[/tex]

                                            [tex]tan[/tex] ∅ = [tex]\frac{EF}{DE}[/tex]

                                            [tex]tan 42 = \frac{d}{7.2}[/tex]

                 ( the value of tan 42° = 0.900404 )

                            [tex](0.900404)(7.2)= d[/tex]

                                                 [tex]d=6.48[/tex]

                                         EF = d = 6.48

Result:

           The value of the d is 6.48, if the angle D E F is 90 degrees and angle F D E is 42 degrees and the length of D E is 7.2 and the length of E F is d.

Answer:

6.48

Step-by-step explanation:

just did the test

In mathematics and related fields, if no number is written next to a variable or as a coefficient, it is implicitly understood to be 1. This concept applies across algebra, chemistry, scientific notation, and more, illustrating the importance of context in interpreting mathematical and scientific notation.

If no number is written next to a variable, it is understood to be the number 1. This foundational concept is seen across multiple mathematical and scientific disciplines. In algebra, for instance, writing x is the same as writing 1x. Similarly, in chemistry, a coefficient of 1 is usually omitted when writing chemical equations - for example, H2O is understood to have a coefficient of 1 for both hydrogen and oxygen.

The notion of coefficients being implied to be 1 is also prevalent in contexts such as scientific notation and computer programming. In scientific notation, a number like 7.9345104 has 7.9345 as its coefficient, and while explicit, the idea of implicit values is similar. In programming, operations assume an implicit understanding of values, much like the implicit coefficient of 1.

Answer:

y = 10m

Step-by-step explanation:

Step 1:  Rewrite

y = centimeters

y = millimeters * 10

y = 10m

Answer: y = 10m

Answer:

y = -2x-2

Step-by-step explanation:

y=mx+b

m is the slope, which you already wrote (-2)

b is the initial condition, the value of y when x equals 0.

For (-4,6), we need a value 0 for x, so we add 4, but for each x value added, we add -2 to the y value, so 4 times, 6 - 8 = -2

Hope that helps

Answer:

$205

Step-by-step explanation:

To solve this problem, we need to multiply $2,560 by 8%. Don't forget to change 8% into its decimal form (8% -> .08).

2,560 x .08 = 204.8

Fran budgets $205 dollars for groceries each month.

Given:

Polynomials: [tex]a+3 \text { and }-2 a^{2}+15 a+6 b^{2}[/tex]

To find:

The product of the polynomials.

Solution:

[tex](a+3)(-2 a^{2}+15 a+6 b^{2})[/tex]

Using distributive property: [tex]x(y+z)=xy+xz[/tex]

[tex](a+3)(-2 a^{2}+15 a+6 b^{2})=a(-2 a^{2}+15 a+6 b^{2})+3(-2 a^{2}+15 a+6 b^{2})[/tex]

Now multiply each of the first term with each of the second term.

                             [tex]=a\left(-2 a^{2}\right)+a \cdot 15 a+a \cdot 6 b^{2}+3\left(-2 a^{2}\right)+3 \cdot 15 a+3 \cdot 6 b^{2}[/tex]

Applying plus minus rule: [tex]+(-x)=-x[/tex]

                            [tex]=-2 a^{2} \cdot a+15 a \cdot a+6 a\cdot b^{2}-3 \cdot 2 a^{2}+3 \cdot 15 a+3 \cdot 6 b^{2}[/tex]

Apply the exponent rule: [tex]x^{n} \cdot x^{m}=x^{n+m}[/tex]

                          [tex]=-2 a^{3}+15 a^2+6 a b^{2}-6 a^{2}+45 a+18 b^{2}[/tex]

Add or subtract the like terms:

                          [tex]=-2 a^{3}+15 a^2-6a^2+6 a b^{2}+45 a+18 b^{2}[/tex]

                          [tex]=-2 a^{3}+9 a^{2}+6 a b^{2}+45 a+18 b^{2}[/tex]

Arrange in the order.

                          [tex]=-2 a^{3}+9 a^{2}+45 a+6 a b^{2}+18 b^{2}[/tex]

The product of [tex]a+3 \text { and }-2 a^{2}+15 a+6 b^{2}[/tex] [tex]-2 a^{3}+9 a^{2}+45 a+6 a b^{2}+18 b^{2}[/tex].

Answer:

k = 3

Step-by-step explanation:

The two triangles are congruent;

Triangle EFD is and enlargement of triangle QRP by scale factor 2;

So we can get side RP (k) by halving FD.

Answer: I'm sure it is 33

Answer:

x² - 5x - 36 = 0

(x - 9)(x + 4) = 0

x = 9 is the positive solution.

Mr Abbot's son mowed more of the lawn. In total, they mowed 19/28 or approximately 68% of the lawn. Hence, approximately 32% or 9/28 of the lawn still has to be mowed.

To find out who mowed more lawn and how much of the lawn is still left to be mowed, we need to compare the fractions and then add them together.

Mr. Abbot mowed 1/4 of his lawn and his son mowed 3/7 of it. To compare these fractions, you can turn them into decimals or percent by dividing the numerator (the top number) by the denominator (the bottom number). Doing that, we find Mr. Abbot mowed 0.25 (or 25%) of the lawn and his son mowed approximately 0.43 (or 43%) of the lawn. Therefore, the son has mowed more lawn.

To figure out how much lawn is still left to be mowed, we add up the fractions of the lawn that Mr. Abbot and his son mowed: [tex]1/4 + 3/7 = 7/28 + 12/28 = 19/28[/tex]. Thus, 19/28 of the lawn have been mowed, and to figure out what fraction is left, we subtract this number from 1 since 1 represents the whole or 100% of the lawn: [tex]1 - 19/28 = 9/28[/tex]. So, 9/28 of the lawn still needs to be mowed.

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Answer:

⅔

Step-by-step explanation:

Total females: 48

Female and invisibility: 32

P(invisibility/female) = 32/48

2/3

The probability that a female student chose invisibility as their superpower is 2/3

Probability determines the chance that an event would occur. The chance that an event would occur is between 0 and 1. It is zero if the event does not occur and 1 if the event occurs.

In this question, two groups of students were surveyed : male and female. Also, there were three groups of superpowers: fly, indivisibility and others.

The probability of a female student chose indivisibility as superpower = number of female students that chose indivisibility as superpower / number of female students

= 32/48

To simplify, divide both numerator and the denominator by 18

= 2/3

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Answer:

D is the right answer

Step-by-step explanation:

Answer:

-7 =x

Step-by-step explanation:

−30=5(x+1)

Divide each side by 5

−30/5=5/5 (x+1)

-6 = x+1

Subtract 1 from each side

-6-1 = x+1-1

-7 =x

Answer: x=-7

Step-by-step explanation:

-30=5(x+1)

multiply the brackets

-30=5x+5

take away 5x from both sides of the equation

-30-5x=5

add 30 to both sides

-5x=35

divide both sides by -5

x=-7

Answer:

Fig. 1 has less surface area than Fig. 2, but both figures have the same volume.

Step-by-step explanation:

The formulas for the surface area and volume are equal to:

[tex]A_{s} = n_{s} \cdot l^{2}[/tex]

[tex]V = n_{v}\cdot l^{3}[/tex]

Where:

[tex]n_{s}[/tex] - Number of faces.

[tex]n_{v}[/tex] - Number of cubes.

[tex]l[/tex] - Length of a cube side.

Surface Area

Fig. 1 has 34 faces, whereas Fig. 2 has 36 faces. The surface area are, respectively:

Fig. 1

[tex]A_{s} = 34\cdot (1\,u)^{2}[/tex]

[tex]A_{s} = 34\,u^{2}[/tex]

Fig. 2

[tex]A_{s} = 36\cdot (1\,u)^{2}[/tex]

[tex]A_{s} = 36\cdot u^{2}[/tex]

Fig. 2 has more surface area than Fig. 1

Volume

Fig. 1 has 9 cubes, whereas Fig. 2 has 9 cubes.

Fig. 1

[tex]V = 9\cdot (1\,u^{3})[/tex]

[tex]V = 9\,u^{3}[/tex]

Fig. 2

[tex]V = 9\cdot (1\,u^{3})[/tex]

[tex]V = 9\,u^{3}[/tex]

Both have the same volume.

Answer:

The two figures have equal volume, but different surface areas.

Step-by-step explanation:

Since the small cubes are congruent with side length of 1 unit, the area of its surfaces is 1 squared unit.

For fig 1, the surface area = number of faces × 1 squared unit

                                          = 34 ×1 squared unit

                                          = 34 squared unit

For fig 2, the surface area = number of faces × 1 squared unit

                                           = 38 ×  1 squared unit

                                           = 38 squared unit

The volume of a cube = 1 cube unit

For fig 1, volume  = number of cubes ×1 cube unit

                                  = 9 × 1 cube unit

                                 = 9 cube unit

For fig 2, volume = number of cubes ×1 cube unit

                            = 9 × 1 cube unit

                           = 9 cube unit

Answer:

21 > 3x ≥ 12

Step-by-step explanation:

Let's represent "a number" with the variable x.

Keep in mind: times means multiplication. *

21 > 3x ≥ 12

The part on the left shows us that the 3x is less than 21. The part on the right shows that it's greater than or equal to 12.

Answer:

64 cups

Step-by-step explanation:

16 quarts ; 1 quart = 4 cups ; 16*4=64

Answer:

1 quart = 4 cups

Therefore 16 quarts = 16 * 4 cups or

64 cups.

Step-by-step explanation:

Answer:

All of the numbers are solutions.

Step-by-step explanation:

Step 1:  Solve for x in the first equation

[tex]3x - 1 + 1 > 8 + 1[/tex]

[tex]3x / 3 > 9 / 3[/tex]

[tex]x > 3[/tex]

Step 2:  Solve for x in the second equation

[tex]7 - x - 7 > 3 - 7[/tex]

[tex]-x / -1 > -4 / -1[/tex]

Since you divided by a negative, you must flip the sign.

[tex]x < 4[/tex]

Step 3:  Find the number

x > 3 and x < 4

Answer: All of the numbers are solutions.

Answer:

Patrick walk approximately 112 yards.

Step-by-step explanation:

Given:

A rectangular field is 50 yards wide and 100 yards long.

Patrick walks diagonally across the field.

Now, to find the distance he walk.

Length of the field = 100 yards.

Width of the field = 50 yards.

Now, to get the diagonal distance we put formula:

[tex]Diagonal = \sqrt{length^2+width^2}[/tex]

[tex]Diagonal = \sqrt{100^2+50^2}[/tex]

[tex]Diagonal = \sqrt{10000+2500}[/tex]

[tex]Diagonal = \sqrt{12500}[/tex]

[tex]Diagonal = 111.80[/tex]

Therefore, Patrick walk approximately 112 yards.

Using the Pythagorean Theorem, we find that the diagonal distance Patrick walks across the rectangular field is approximately 111.8 yards.

To find how far Patrick walks when he travels diagonally across the rectangular field, we need to use the Pythagorean Theorem, which states that in a right triangle, the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the lengths of the other two sides.

The rectangular field forms a right triangle when we draw the diagonal. One of the other sides of this triangle is the width of the rectangular field, and the other side is the length. So the lengths of the two sides of the right triangle are 50 yards (width) and 100 yards (length).

Applying the Pythagorean Theorem, we get the square of the hypotenuse (diagonal) equal to the square of 50 yards (2500 yard2) plus the square of 100 yards (10000 yard2). This results in 12500 yard2. The length of the diagonal is then the square root of 12500 yard2, which is approximately 111.8 yards.

So, Patrick walks about 111.8 yards when he travels diagonally across the field.

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Answer: 8(4p + 3)

Step-by-step explanation: Let's first rewrite this as 32p + 24.

If you're asked to factor a polynomial, the first thing you want to look for is the greatest common factor between the terms that are involved.

So what is the greatest common factor between 32p and 24?

Well if you use a factor tree, you'll figure out that the greatest common factor between 32p and 24 is 8.

What that means is that 2 factors out of this polynomial and what you're left with is each of these terms divided by the number that factors out.

In other words 32p divided by 8 or 4p and 24 divided by 8 which is 3.

So your answer is 8(4p + 3) and that is a factored version of 24 + 32p.

Answer:

8(4p + 3)

Step-by-step explanation:

Answer: No.

Step-by-step explanation: Joe is 4'6" tall. Convert 54" to feet by dividing by 12. 54/12=4.5. Half of a foot is 6 inches.

Joe is 54 inches tall, which is taller than the kid zone's maximum allowed height of 52 inches (4 feet 4 inches). Therefore, he is not allowed to play in the kid zone area.

To determine if Joe is allowed to play in the kid zone area, we must compare his height to the maximum height allowed for the kid zone. The maximum height for the kid zone is 4 feet 4 inches, which needs to be converted to inches to compare easily with Joe's height.

First, we know that 1 foot equals 12 inches. So, 4 feet is equal to 4 x 12 inches, which is 48 inches. Adding the extra 4 inches from the height limit gives us 48 + 4 inches, which is 52 inches. This is the maximum height allowed for the kid zone.

Since Joe is 54 inches tall, which is greater than the maximum 52 inches, it means he is too tall to play in the kid zone. Therefore, he is not allowed to play there according to the height restriction.

Answer:

it is 4

Step-by-step explanation:

i know it i had that question