How do you find the domain and range of Y 3x 5?

In mathematics, a straight line can be represented by a linear function, which is defined as a function of the form y = mx + b, where m is the slope of the line and b is the y-intercept.

A linear function is a function whose graph is a straight line.

A straight line has the property that any two distinct points on the line can be used to define its slope, which is the ratio of the change in the y-coordinate to the change in the x-coordinate.

Linear equations can also be written in other forms, such as Ax + By = C, where A and B are not equal to zero.

The slope-intercept form is the most common form of linear equation used in algebra and it's the most easy to understand and use.

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The 3 acute angles are the angles that all measure less than 90°.

An acute angle is described as an angle that measures less than 90 degrees i.e. measures between 0° to 90°. Some examples are 60°, 30°, 45 degrees, etc. A triangle constructed by all the interior angles measuring less than 90° is called an acute triangle. For example, an equilateral triangle is an acute triangle because the interior angles measure 60°.

Some more examples of acute angle degrees are 63°, 31°, 44°, 68°, 83°, and 85°. Hence, the acute angle lies within the ranges from 0° to less than 90°.

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The negative solution to the question is -6

A word problem is a mathematical exercise which is in the form of a hypothetical question that needs mathematical analysis and equations to be solved.

The question can be interpreted as;

x^2 - 54 = 3x

x^2 - 54 - 3x = 0

x^2 - 3x - 54 = 0

Finding the common factors

x^2 - 9x + 6x -54 = 0

Factoring out the common factors

x(x-9) +6(x-9) = 0

(x+6)(x-9) = 0

Hence,

x + 6 = 0

x = -6

Hence, -6 is the negative solution to the question

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The equivalent expression for  1.5 cubed over 1.3 raised to the fourth power all raised to the power of negative seven is ((1.5³/1.6⁴)⁻7

Given the following statement

1.5 cubed over 1.6raised to the fourth power all raised to the power of negative seven

1.5 cubed over 1.6  is expressed as 1.5³/1.6

If the expression is all raised to the fourth power, hence;

(1.5³/1.6)⁴

If the final expression is raised to the power of negative seven then we have;

((1.5³/1.6)⁴)⁻7

The equivalent expression for  1.5 cubed over 1.6 raised to the fourth power all raised to the power of negative seven is ((1.5³/1.6)⁴)⁻7

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Answer:

50

Step-by-step explanation:

If u look below the second point, it shows 50.

Therefore, the answer is 50

Cheers

The percentage of girls in the group of 250 middle school students is 40%.
The percentage of students who prefer playing video games is 36%.

Percentage is a way of expressing a number as a fraction of 100. It is often denoted using the percent sign (%). A percentage can represent a proportion or part of a whole. For example, if a person scored 80% on a test, it means they got 80 out of a possible 100 questions correct.

The percentage of the students who are girls is 250/250 x 100 = 100%.

The percentage of the students who prefer playing video games is (43+62)/250 x 100 = 50%.

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Answer:

9974

Step-by-step explanation:

If 9973 is a prime number, then the only factors of 9973 is itself and one, therefore the factors are, "9973" and "1", and if we want to find the sum of that, we add it together to get 9974.

The ordered pair is (x,y) that is (12/11 , 57/33 ) from the given two expressions.

What is Algebraic expression ?

Algebraic expression can be defined as the combination of variables and constants.

Given,

Expressions,

y <=  2/3 x + 1

y >=  -1/4x + 2

From the Given expressions

we can say that ,

2/3x + 1  = -1/4 x + 2

2/3 x + 1/4 x = 2-1

x (2/3 + 1/4) = 1

x ( 8 + 3 / 12) = 1

x ( 11/12) = 1

x = 12/ 11

Substitute the value of x in the any expression,

we get,

y = 2/3 * 12/11 + 1

y =24/33 + 1

y = 24+33 / 33

y = 57/33

Hence, The ordered pair is (x,y) that is (12/11 , 57/33 ) from the given two expressions.

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Answer: 160

Step-by-step explanation:

32/w = 20/100 = 32 x 100/20xw = 3200 divided by 20 = 160

Multiplicative inverse of -3/4's is -4/3

A number that, when multiplied by the inputted number, produces the result 1 is said to be the multiplicative inverse of that number. It is a number's reciprocal according to the multiplicative inverse definition. A^-1 or denotes the multiplicative inverse of the number "a".

The multiplicative inverse of a number x is represented by x^-1, which has the property that when multiplied by the original number, it has a value of 1. For instance, 2^-1 is the multiplicative inverse of 2, as it meets the formula: 2 x 2^-1 = 2 x 12 = 1. The reciprocal of a number is another name for it.

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The value of x given that m∠ABC=(8x−48)° and m∠ABD=44° is 23°.

From the information, it should be noted that we are informed that m∠ABC=(8x−48)° and m∠ABD=44° depicts the angle in a straight line. It's important to note that the value of the angle on a straight line is 180°.

In this case, we are going to add the angles that are given and then equate them to 180°. This will be:

8x - 48 + 44 = 180

8x - 4 = 180

8x = 184

Divide

x = 184 / 8

x = 23°

The value of x is 23°.

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Complete question

If m∠ABC=(8x−48)° and m∠ABD=44° depicts the angle in astraight line. Find the value of x.

The thickness of each card is 0.038 centimetres.

The stack of 50 cards is 1.9 centimetres thick. A ll the card in the stack have the same thickness. The thickness of one of the cards can be calculated as follows:

Therefore, each of the thickness of the cards are the same.

Hence,

thickness of each card = thickness of the whole stack / number of cards

Hence,

thickness of the whole stack  = 1.9 cm

number of cards = 50

Therefore,

thickness of each card = 1.9 / 50

thickness of each card = 0.038 cm

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The three form of equations of a line:

point-slope form,

standard form,

and slope-intercept form.

We know that the standard form of the equation of a straight line is ax + by + c = 0, where a, b, c are real numbers.

Sometimes equation of line is of the form y = mx + b where m is the slope (or gradient) and b is the y-intercept (the height at which the line crosses the y -axis)

This form of equation of line is also known as slope-intercept form of line.

If we know the slope of the line and a point (x₁, y₁) , then the equation of line passing through point (x₁, y₁) with slope m is:

(y -  y₁) = m(x - x₁)

Thus, there are three major forms of equation of line are: point-slope form, standard form, and slope-intercept form.

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The slope of the line given by the equation 3x-y=6 is -3.

The slope of a line can be calculated by using the formula m = (y2 - y1) / (x2 - x1). In this formula, m represents the slope of the line, y represents the y-coordinate of the two points, and x represents the x-coordinate of the two points.

For the equation 3x-y=6, we can substitute the two points (0,6) and (2,0). This means that for the formula, y1 = 6, y2 = 0, x1 = 0, and x2 = 2. Substituting these values into the formula, we get m = (0 - 6) / (2 - 0), which simplifies to m = -6 / 2, or m = -3. Therefore, the slope of the line given by the equation 3x-y=6 is -3.

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Similar triangles are two triangles that have the same shape but not necessarily the same size.

1. The corresponding angles are equal.

2. The corresponding sides are in proportion.

Similar triangles are two triangles that have the same shape but not necessarily the same size. They can be congruent, meaning they have the same size and shape, or they can be similar without being congruent. Two main properties of similar triangles are:

1. The corresponding angles are equal. This means that the angles of one triangle are congruent (or equal) to the angles of the other triangle.

2. The corresponding sides are in proportion. This means that the sides of one triangle are proportional to the sides of the other triangle. For example, if one side of a triangle is twice as long as another side, then the corresponding sides of the other triangle will also be twice as long.

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The table represents an exponential function. This is seen as the Y values are multiplied by three for every one X value. A linear function would be adding or subtracting, instead.

Naoko could have made a down payment of $500 instead of $950.

Payment is usually made in exchange for goods or services, and it is an essential part of any transaction. Payment helps to create trust between parties, and it is a key factor in keeping businesses and economies running smoothly.

This would have resulted in a smaller monthly payment of $253.37, a savings of $49.09 each month. In the long run, this would amount to a total savings of $1,964.36 over the course of the 4-year lease.

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Length of the Panama canal in yards = 88000 yards.

The act of measuring an object's length in one or more specified units which may be standard or non-standard is referred to as length measurement.

Understanding and being able to measure the lengths of items is a very important ability since it enables us to engage with our surroundings in a more structured way.

Units of lengths and their values.

1 meter = 100 cm

1 kilometer = 1000 cm

1 mile = 1760 yards

1 nautical mile = 1.151 miles  

1 furlong = 220 yards  

Given that, The Panama Canal is about 50 miles long.  

As we know, 1 mile = 1760 yards

=> 50 miles = 50 × 1760 yards = 88000 yards

Therefore,

Length of the Panama canal in yards = 88000 yards.  

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Answer:

(-3,-3)

Step-by-step explanation:

The point (-3,0) is on the graph of the function y = f(x), the point cannot be on the graph of y = f(x) is (-3, -3). So Option B is correct

Function is a relation between a set of inputs and a set of outputs which are permissible. In a function, for particular values of x we will get only a single image in y. It is denoted by f(x).

Vertical line test:-

Whenever we want to check whether a given expression is a function or not we can apply a vertical line test, in this test we check for a single image of x , we are getting a single image or more.

If we get more images then it will not be a function.

For example, let us take, y² = 4ax

y = ±√4ax

For single value of x we get two values of y

Hence, it will not be a function.

Given that,

A function y = f(x)

A point which lies on the function (-3, 0)

for x = -3  value of y is equal to 0

So, according to definition of function for x  = -3, there will be only one value of y which is equal to zero,

Therefore, the point (-3, -3) can not lie on the function y = f(x)

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Solvable problems for which no polynomially bounded algorithms exist are called NP-hard problems.

In computer science, the class of problems known as NP (nondeterministic polynomial time) consists of decision problems that can be verified in polynomial time, meaning that the time it takes to verify a solution to the problem grows at most polynomially with the size of the input. NP-hard problems are a subset of NP that are at least as hard as the hardest problems in NP.

An algorithm for an NP-hard problem is considered polynomially bounded if the time it takes to solve the problem grows at most as a polynomial function of the size of the input. This means that for large inputs, the running time of the algorithm does not increase too quickly. NP-hard problems are of particular interest because, although they may not have a polynomial time solution, they can be used to model many real-world problems and can provide insights into the complexity of computational problems.

Examples of NP-hard problems include the traveling salesman problem, the subset sum problem, and the knapsack problem. These problems have been shown to be NP-hard through a process called reduction, in which a problem can be transformed into another problem that is known to be NP-hard. By showing that the original problem can be reduced to an NP-hard problem, it can be concluded that the original problem is also NP-hard.

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For given equation f(x)=9x² + 5x + 3, a = 9, b = 5 and c = 3

Also, the parabola opens upwards

We know that the standard form of quadratic function is f(x) = ax² + bx + c, where, a, b, c are real numbers with a ≠ 0

We have been given a quadratic equation f(x)=9x² + 5x + 3

Comparing above equation with the standard quadratic equation  f(x) = ax² + bx + c, we get a = 9, b = 5 and c = 3

We know that the graph of quadratic equation is a parabola.

So,  f(x)=9x² + 5x + 3 represents a parabola.

To determine whether the parabola opens up or down, we need to consider the coefficient 'a'.

if the leading coefficient 'a' is greater than zero, the parabola opens upward, and if the leading coefficient <  0, the parabola opens downward.

Here, a = 9 whch is greater than 0

So, the parabola f(x)=9x² + 5x + 3 open upward.

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(1) 1059.375 kg

Each kaings weight is 18.75 kilograms 18.75 kg each for the 56.5 kaings.

56.5 x 18.75 =1059.375 kg

Diego and other farmers harvested tomatoes for barangay's gulayan day.

(2) (a) ₹454.69

Each kaings weight is 18.75 kilograms tomatoes sell on ₹24.25 a kilograms

18.75 ×24.25 = 454.60 rupees

(2) (b) ₹25689.84

Each kaings weight is 18.75 kilograms

All kaings is 56.5 Total tomatoes weight is 1059.375 kg tomatoes sell on ₹24.25 a kilograms 24.25 × 1059.375 = 25689.84 rupees

(3) 18247.22 kg

Each kaings weight is 18.75 kilograms All kaings is 56.5 1.5 kilograms free for each kaing 18.75 – 1.5 = 17.25 kg 17.25 × 56.5 = 18247.22 kg.

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well, the radio was marked up by 30%, so the marked up price is 600 plus 30% of that

[tex]\begin{array}{|c|ll} \cline{1-1} \textit{\textit{\LARGE a}\% of \textit{\LARGE b}}\\ \cline{1-1} \\ \left( \cfrac{\textit{\LARGE a}}{100} \right)\cdot \textit{\LARGE b} \\\\ \cline{1-1} \end{array}~\hspace{5em}\stackrel{\textit{30\% of 600}}{\left( \cfrac{30}{100} \right)600}\implies 180~\hfill \stackrel{\textit{marked up price}}{780}[/tex]

but he had a sale going on, so it reduced it by 10%

[tex]\begin{array}{|c|ll} \cline{1-1} \textit{\textit{\LARGE a}\% of \textit{\LARGE b}}\\ \cline{1-1} \\ \left( \cfrac{\textit{\LARGE a}}{100} \right)\cdot \textit{\LARGE b} \\\\ \cline{1-1} \end{array}~\hspace{5em}\stackrel{\textit{10\% of 780}}{\left( \cfrac{10}{100} \right)780}\implies 78~\hfill \underset{\textit{sales price}}{\stackrel{\textit{reduced price}}{702}}[/tex]

so, what's the profit?

well, hell he bought it for 600 bucks, and sold it for 702 bucks, so that's a profit of 102 bucks, if we take 600(origin amount) to be the 100%, what's 102 off of it in percentage anyway?

[tex]\begin{array}{ccll} amount&\%\\ \cline{1-2} 600 & 100\\ 102& p \end{array} \implies \cfrac{600}{102}~~=~~\cfrac{100}{p} \\\\\\ \cfrac{ 100 }{ 17 } ~~=~~ \cfrac{ 100 }{ p }\implies 100p=1700\implies p=\cfrac{1700}{100}\implies \stackrel{\textit{17\% in profit}}{p=17}[/tex]

Answer:

D

Step-by-step explanation:

Required measures of the vertex angle ACE in the given isosceles trapezoid ABDE formed as a part of an isosceles triangle ACE is equal to 70°.

As given in the question,

In the isosceles triangle ACE,

Diagram is attached.

AC ≅CE

And isosceles trapezoid ABDE is a part of isosceles triangle ACE.

A-B-C and E - D- C

AB ≅ ED

BC ≅ DC

⇒∠DBC ≅ ∠BDC ( opposite angles to the equal sides )

It is a trapezoid one pair of side is parallel to each other,

⇒ BD || AE

Measure of ∠ABD = 125°

⇒∠ABD + ∠DBC = 180°

⇒∠DBC = 55°

⇒∠BDC = 55°

In ΔBDC,

∠BDC + ∠DBC + ∠DCB = 180°

⇒∠DCB = 70°

⇒∠ACE = 70° ( A-B -C , E- D - C )

Therefore, the measure of the vertex angle ACE in the given isosceles triangle with given conditions is equal to 70° .

The above question is incomplete, the complete question is:

The isosceles trapezoid ABDE is part of an isosceles triangle ACE. Find the measure of the vertex angle of ACE with given measure of angle ABD = 125°.

Diagram is attached.

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Their average daily balance rounded to the nearest cent is 319.42.

The average daily balance is calculated by adding up the balances for each day of the billing cycle and dividing the result by the total number of days in the period. The customer's financing fee is then calculated by multiplying the balance by the monthly interest rate, which is determined by dividing the cardholder's APR by 12.

A person has a balance of $3,290 on their credit card for 9 days.

3290 / 9 = 365.55

They then make a purchase and carry a balance of $ 4,490 for the next 11 days.

4,490/11 = 408.18

Then this person makes a payment and carries a balance of $2,030 for the remaining 11 days in the month.

2030/11 = 184.54.

Their average daily balance rounded to the nearest cent is

365.55 + 408.18 + 184.54 / 3 = 319.42.

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The interval notation for 7x + 20 < - 15 and x + 7 > 0 is (-∞,∞).

What is interval notation?

By using the numbers that bound them, interval notation can be used to express continuous sets of real numbers. Written intervals resemble ordered pairs to some extent. But they don't necessarily signify a certain idea. In contrast, they are intended to serve as a concise manner to express an inequality or set of inequalities.

In order to find the interval notation, we need to solve the inequalities.

So, we are given

⇒7x + 20 < - 15

⇒7x + 20 - 20 < -15 - 20  (Subtracting 20 on both sides)

⇒7x < -35

⇒7x/7 < -35/7                    (Dividing by 7 on both sides)

⇒x < -5

The interval notation is (-∞,-5).

Next we have,

⇒ x + 7 > 0

⇒ x + 7 - 7 > 0 - 7   (Subtracting 7 on both sides)

⇒ x  > -7

The interval notation is (-7,∞).

Hence, the interval notation for 7x + 20 < - 15 and x + 7 > 0 is (-∞,∞).

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Answer: x=1, y=4

Step-by-step explanation:

First, add these equations to eliminate y

x+y=5

x-y=-3

2x=2

Then solve 2x=2 for x

2x/2=2/2

x=1

Now we plug the x back to solve for y.

x+y=5

1+y=5

-1    -1

y=4

Answer:

y = 1/2x - 1

Step-by-step explanation:

we can solve by first finding the 'slope'

we can solve the equation for 'y' to get:

2y = -4x + 10

y = -2x + 5

the coefficient of the x-value, -2, represents the slope

but the slope of a line perpendicular to another is the inverse reciprocal so we must use 1/2 for the slope

now we can input '8' for 'x' and '3' for 'y' and '1/2' for 'm' into the

formula y = mx + b

3 = 1/2(8) + b

3 = 4 + b

-1 = b

'b' is the point at which our line intersects the y-axis

answer:  y = 1/2x - 1