The graph below shows the function f (x) = StartFraction 5 x + 10 Over x squared + 7 x + 10 EndFraction.

On a coordinate plane, a hyperbola is shown. Both curves approach x = negative 5. There is a hole at x = negative 2.

Where is the removable discontinuity of f(x) located?
x = –5
x = 0
x = –2
x = 5

Answer:

comment when you get the picture and i will try to answer !

Step-by-step explanation:

Step-by-step explanation:

A Tyler made mistake in the third step

B Tyler didi not multiply 4 by 6

C 9 - 20x + 24

- 20x + 15

-5 (4x - 3)

Tyler is using the distributive property on the expression 9 - 4(5x – 6).

His work

9 - 4(5x - 6)

9+(-4)(5x +-6)

9 +-20x +-6

3 – 20x

The distributive property states that an expression that is given in form of A (B + C) can be solved as A × (B + C) = AB + AC.

A . Tyler made mistake in the third step

B . Tyler did not multiply 4 by 6

C. Correct steps are,

9 - 4(5x - 6)

9+(-4)(5x +-6)

9 - 20x + 24

- 20x + 15

-5 (4x - 3)

To learn more about the distributive property visit:

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Answer:

A = bh, so the correct answer is A.

Answer:

D: (5/2x, 5/2y)

Step-by-step explanation:

A dilation is an enlargement only when the dilation factor > 1

Only 5/2 is greater than 1

Others are less than 1

Dilation is a transformation that changes the size of a figure without changing its shape. It is represented algebraically as 'y=a*x' or 'y=a*x+b', where 'a' is the scale factor. If 'a' is greater than 1, it represents an enlargement.

In algebra, a dilation is a transformation that changes the size of a figure without altering its shape. It can either enlarge (expansion) or reduce (contraction) a figure depending on the scale factor. If the scale factor is more than 1, the dilation is an enlargement. Any algebraic representation, such as 'y=a*x' or 'y=a*x+b' where 'a' is greater than 1, represents a dilation that is an enlargement. For instance, if we have y=2x, the '2' is the scale factor that determines the enlargement. The greater the number, the larger the image after dilation.

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Answer:

7.07cm

Step-by-step explanation:

A=πr2

= 100 π

= 314.159265359/2 (squared)

50% = 157.07963268cm ^2

We look for radius in the area formula

A=πr2

(A / π ) = 157.07963268/ 3.14159265359 =  √50 = 7.07106781187

We do not need to half this as already has been squared.

To solve the equation I = v/r and show how R = v/l, we can rearrange the equation I = v/r to solve for r, which gives r = v/I. Then substitute v/l for I to get r = v/(v/l) = l. Therefore, R = l.

To solve for R = v/l, we can start by rearranging the equation I = v/r to solve for r. Multiply both sides of the equation by r to isolate it, which gives us I * r = v. Then divide both sides of the equation by I to solve for r, which gives us r = v/I. Now substitute v/l for I to get r = v/(v/l). Simplify the expression by multiplying the numerator and denominator by l, which gives us r = lv/v = l. Therefore, R = l.

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This shows how the original equation [tex]\( I = \frac{v}{r} \)[/tex]can be rearranged to solve for[tex]\( R \) (or \( r \))[/tex] in the form [tex]\( R = \frac{v}{I} \)[/tex]. It is important to note that in the context of physics, [tex]\( I \)[/tex] typically represents current, [tex]\( v \)[/tex]represents voltage, and [tex]\( R \)[/tex] represents resistance. The equation [tex]\( I = \frac{v}{r} \)[/tex] is Ohm's law, which relates the voltage, current, and resistance in an electrical circuit. The rearranged form [tex]\( R = \frac{v}{I} \)[/tex] is used to find the resistance when the voltage and current are known.

To solve the equation [tex]\( I = \frac{v}{r} \)[/tex] for [tex]\( R \)[/tex], we need to isolate [tex]\( R \)[/tex] on one side of the equation. Here are the steps to do so:

1. Start with the original equation:

[tex]\[ I = \frac{v}{r} \][/tex]

2. Multiply both sides of the equation by [tex]\( r \)[/tex] to eliminate the denominator:

[tex]\[ I \cdot r = v \][/tex]

3. Now, we want to solve for [tex]\( R \)[/tex], so we need to divide both sides of the equation by [tex]\( I \)[/tex] to isolate [tex]\( R \)[/tex] on one side:

[tex]\[ r = \frac{v}{I} \][/tex]

4. Notice that in the original equation, [tex]\( I \)[/tex] is used, but in the desired equation, [tex]\( R \)[/tex] is used. This seems to be a typo in the question, as [tex]\( I \)[/tex]and [tex]\( R \)[/tex] are likely meant to represent the same variable. Assuming [tex]\( I \)[/tex]and [tex]\( R \)[/tex] are the same, we can rewrite the equation as:

[tex]\[ R = \frac{v}{I} \][/tex]

5. Now, we have [tex]\( R \)[/tex] isolated on one side, which is the desired form of the equation.

Therefore, the final answer, assuming [tex]\( I \)[/tex] and [tex]\( R \)[/tex] represent the same variable, is:

[tex]\[ \boxed{R = \frac{v}{I}} \][/tex]

Answer:

7 lawns per day

Step-by-step explanation:

42 ÷ 6 = 7

Answer:9x

Step-by-step explanation: u would just do 27-18

Answer:hey there

Step-by-step explanation:

Answer:

B.

Step-by-step explanation:

I'm assuming it's written like this when solving it:  [tex]9\frac{4}{5} x-\frac{4}{80} x[/tex]

first change the mixed number to an improper fraction and change to a common denominator

[tex]\frac{49}{5}x-\frac{4}{80}[/tex]  -----> [tex]\frac{784}{80} - \frac{4}{80}[/tex]

[tex]\frac{784}{80}x - \frac{4}{80}x = \frac{39}{4}x\\[/tex] ≈ [tex]9\frac{4}{5}x[/tex]

Answer:

7 to 5 or 7/5

Step-by-step explanation:

Answer:

The frequency table is shown below.

Step-by-step explanation:

(i) Half of the tuna sandwich were on white bread = 21

On brown bread, tuna = 42 - 21 = 21

(ii) 25% of the ham sandwiches sold were on brown bread.

= 25% (32) = 8

On white bread, 32 - 8 = 24

Frequency table:

                     Tuna             Cheese          Ham         Total

Brown             21                     11                    8                40

White              21                     15                  24               60

Total                42                     26                 32              100

Answer:

he has 11.4 dollars left

Step-by-step explanation:

54.26+34.34=88.6

100-88.6=11.4

Answer:

11.40

Step-by-step explanation:

I did the math.

54.26+34.34=88.6

100-88.6=11.40

Answer:

Step-by-step explanation:

No because the quadratic form is ax^2 + bx + c = 0. The equation,  xº -5x + 6 = 0, is not in quadratic form because xº is not x^2, yet the rest of the equation follows the quadratic equation template.

Probability that a student will play both is 7/30

Step-by-step explanation:

Total students = 30

No. of students who play basketball = 18

Probability that a student will play basketball = 18/30

= 3/5

No. of students who play baseball = 9

Probability that a student will play baseball = 9/30

= 3/10

No. of students who play neither sport = 10

Probability that a student will play neither sport = 10/30

= 1/3

To find :

Probability that a student will play both = p(student will play both)

No.of students who play sport = 30 - 10

= 20

Out of 20 students 18 play basketball and 9 play baseball.

So, some students play both the sports.

No. of students who play both sports = 18 + 9 - 20

= 7

p(student will play both) = 7/30

Probability that a student will play both is 7/30

Answer: He should have used the mean to determine the average because the data sets are approximately symmetric.

Step-by-step explanation

Answer:

B

Step-by-step explanation:

Answer:

its D. I, II, and III

Answer:

I, II, and III

Step-by-step explanation:

A set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

Answer:

8,820

Step-by-step explanation:

One candle:

½ × 10 × 7 × 6

= 210 cm³

42 candles:

42 × 210

= 8,820 cm³

Answer:

8820 cm^3

Step-by-step explanation:

Volume of one prism = A(base prism)*height(prism)

A(base prism)= A(triangle) = 1/2*(base triangle)*Height(triangle)= 1/2*10*7 = 35 cm^2

Volume of one prism(or one candle) = A(base prism)*height(prism)= 35*6=210 cm^3

Volume of 42 candles = 210*42= 8820 cm^3

Answer:

Follow steps 1, 2 and 3.

Step-by-step explanation:

What we must do we will follow in the following steps:

1. Draw a line and make 5 vertical marks about 1/2 inch.

2. Label the middle one 0 and then label the right ones zero 1 and 1.5.

3. Perform the same procedure from step two on the left but negative.

Answer:

1 3 /4

is equal to 1.75. I would plot 1.5 and 1.75 between 1 and 2, but 1.75 would be closer to 2. Since 1.75 is further to the right, it is greater than 1.5.

Step-by-step explanation:

Answer:

10

Step-by-step explanation:

Answer:

x=90

Step-by-step explanation

multiply by two both sides -x=82-8 move terms -8-82=-x calculate x=90

Step-by-step explanation:

12+6x-9+4

6x+7

option B

Answer:

6x + 7

Step-by-step explanation:

Let's simplify step-by-step.

12 + 3(2x−3) + 4

Distribute:

=12 + (3)(2x) + (3)(−3) + 4

=12 + 6x + −9 + 4

Combine Like Terms:

=12 + 6x + −9 + 4

=(6x) + (12 + −9 + 4)

=6x + 7

Answer:

0

Step-by-step explanation:

Answer:

The range of the data set listed above would be 0.

Step-by-step explanation:

Because there is no greatest or least number, then its just 0. Just to make sure you could enter your data set into www.calculator.net. When I entered it, it said 0 :)

Please vote me brainliest.

Answer:

6 cm

Step-by-step explanation:

Answer:

Step-by-step explanation:

hello :

sin x + 2 sin x cosx = 0   equivalent to : sinx(1+2cosx) =0

sinx=0 means :  general solution is  : x= kπ....k in Z

1+2cosx=0  means : cosx= -1/2 general solution is : x= ±π/6+kπ...k in Z

The question seems to involve solving a trigonometric equation with an incomplete equation provided. It suggests the use of trigonometric identities and basic values of sin and cos at 0 degrees to simplify and solve trigonometric equations.

The question appears to be incorrectly phrased or incomplete. However, it seems to involve solving a trigonometric equation involving sine and cosine functions. To approach such equations, one common strategy is to use trigonometric identities to simplify the equation.

For instance the given expression sin x + 2 sin x cos x can be simplified using the double angle identity or factoring, allowing for easier solution. Yet, without a clear equation to solve or a specific value to find, it's challenging to provide a direct answer.

Solving trigonometric equations often requires understanding basic trigonometric functions like sin 0, which is 0, and cos, which is 1 at 0 degrees. These values are fundamental and help in simplifying equations to find solutions within a given domain, typically between 0° and 360° for high school mathematics problems.

Answer:

( x − 2 ) ( 6 + y )

Step-by-step explanation:

Answer:

(x - 2)(6 + y)

Step-by-step explanation:

Given

6(x - 2) + y(x - 2) ← factor out (x - 2) from each term

= (x - 2)(6 + y) ← in factored form

Answer:

Distribution

Step-by-step explanation:

On the second step he distributed the 1/4 to x, but not to twelve.

Answer:

Andre made a mistake in the first part of the equation when he was distributing.

Step-by-step explanation:

He got the 1/4x but forgot to distribute to the 12 which would have gotten him 1/4x + 3

Answer: height of the tower is 1064 feet

Step-by-step explanation:

We want to determine the height of the tower.

Assuming her line of sight of the top of the tower is a straight line, then a right angle triangle is formed. The height, h of the tower represents the opposite side of the triangle. Her distance from the foot of the tower represents the adjacent side of the triangle.

To determine h, we would apply the tangent trigonometric ratio which is expressed as

Tan θ = opposite side/adjacent side

Therefore,

Tan 85.7 = h/80

h = 80tan 85.7

h = 1064 feet

Answer:

The tower is 1063.97 feet.

Step-by-step explanation:

please see the attached files for details