f(x)= -2x^3-6

Determine whether the inverse of f is a function. Then find the inverse.

The nearest Whole percent, the percent increase of women students is approximately 21%.

The percent increase of women students, we need to compare the number of women students in 2005 and 2006.

In 2005, the number of women students was 123.

In 2006, the number of women students was 149.

To find the increase, we subtract the initial value (2005) from the final value (2006):

Increase = Final Value - Initial Value

Increase = 149 - 123

Increase = 26

Next, we need to calculate the percent increase. The percent increase is given by the formula:

Percent Increase = (Increase / Initial Value) * 100

Plugging in the values:

Percent Increase = (26 / 123) * 100

Calculating the percent increase:

Percent Increase ≈ 21.14%

Rounding to the nearest whole percent, the percent increase of women students is approximately 21%.

Therefore, the answer is 21%.

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So, the trade discount for 15 boxes of computer paper if the unit price is $14.26, and a single trade discount rate of 45% allowed is $96.255.

Trade discount refers to the reduction in list price known as a discount, allowed by a supplier to the consumer while selling the product generally in bulk quantities to the concerned consumer to increase the sales of the business as more customers are attracted when the discount is given on the list price of the product.

We have to calculate the trade discount for 15 boxes of computer paper.

the unit price of computer paper is $ 14.26, and a single trade discount rate is 45% allowed.

The trade discount on one unit computer paper is.

= 45%×14.26

= $6.417

now, trade discount on 15 unit of computer paper box is.

=6.417×15

=$96.255.

So, the trade discount for 15 boxes of computer paper if the unit price is $14.26, and a single trade discount rate of 45% allowed is $96.255.

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Answer:

Measure of angle B = 39

Step-by-step explanation:

(7x-20) + (2x-7) = 180 (combime like terms)

9x - 27 = 180 (move 27 to the other side)

9x = 207 (divide both sides by 9)

x = 23

2x - 7 (subsititute x with 23)

2 (23) - 7

46 - 7

39

measure of angle b = 39

there is not enough information here to complete the problem.

a. In interval notation, Increasing intervals: (12pm, 1pm) U (1pm, 2pm) U (2pm, 3pm). Decreasing intervals: (8am, 9am) U (11am, 12pm). Constant intervals: (9am, 10am) U (10am, 11am)

b. The increase in cost between 12 noon and 3 pm is $2.

c. Yellow Cab has a lower price per 1km than Swift ride at (8am, 9am) (9am, 10am) (2pm 3pm)

Interval notation is used to represent continuous intervals of numbers or values, like ranges on a number line.

The graph shows that from 8-9am, and 11-12pm, the cost from Swift Ride decreases.

We can represent it as (8am, 9am) U (11am, 12pm).

It increases at these times (12pm, 1pm) U (1pm, 2pm) U (2pm, 3pm).

And stays constant at : (9am, 10am) U (10am, 11am)

We simply deduct the 12pm's cost from 3pm's cost.

So, we have

Cost increase = $3.5 - $1.5

Evaluate the difference

Cost increase = $2

Hence, the cost increase is $2

When you plot the points provided for Yellow cab, you'll notice that Yellow Cab has a lower price per 1km than Swift ride at (8am, 9am) (9am, 10am) (2pm 3pm)

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Answer:

can u type it again

Step-by-step explanation:

It is always a good practice to simplify the result whenever possible, but in this case, V14 is the simplest form of the product of V7 and V2.

To multiply the square roots V7 and V2, we can combine the numbers inside the square roots and simplify the result.

V7 * V2 = V(7 * 2) = V14

Multiplying the numbers under the square roots, we get 7 * 2 = 14. Therefore, the product of V7 and V2 is V14.

This means that the square root of 14 is the result of multiplying V7 and V2. However, it is important to note that V14 cannot be further simplified because 14 does not have any perfect square factors.

In summary, the product of V7 and V2 is V14. It is worth mentioning that when multiplying square roots, we can multiply the numbers inside the square roots and keep the square root symbol intact, unless the numbers inside have perfect square factors that can be simplified further.

It is always a good practice to simplify the result whenever possible, but in this case, V14 is the simplest form of the product of V7 and V2.

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The P-value is not given, we can use the information from the answer choices to deduce the P-value range. The correct answer is a. x² = 1.941; 0.15 < P-value < 0.20.

The researchers are conducting a chi-square test of independence to determine if there is a relationship between being a vegetarian and having a favorite season. To calculate the test statistic, we need to compare the observed counts with the expected counts for each cell and then sum these values.
The formula for the chi-square test statistic is:
χ² = Σ [(O - E)² / E]
where O is the observed count and E is the expected count for each cell.
Calculating the test statistic:
χ² = [(6-8.4)²/8.4] + [(78-75.6)²/75.6] + [(9-6.4)²/6.4] + [(55-57.6)²/57.6] + [(15-14.8)²/14.8] + [(133-133.2)²/133.2] + [(6-6.4)²/6.4] + [(58-57.6)²/57.6]
χ² = 0.684 + 0.075 + 1.018 + 0.114 + 0.003 + 0.0003 + 0.025 + 0.003
χ² = 1.941
The test statistic is χ² = 1.941. Since the P-value is not given, we can use the information from the answer choices to deduce the P-value range. The correct answer is a. x² = 1.941; 0.15 < P-value < 0.20.

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Answer:χ

2

=1.966;

P-value>0.25

​

Step-by-step explanation:

Answer:

5. 8/6x + 2

6. -4x - 2

7. y=3

Step-by-step explanation:

Graph is attach below for this question and the equation of this graph is

\(A(x) = 400(1.25)^{x} + 0.\\\)

In mathematics, "graph" can refer to (at least) two different things. In elementary mathematics, the term "graph" indicates a plot or a function graph. A graph is, in the language of mathematicians, a set of points and the connections between some subset of those points (which may be empty).

Given that the boat's value increasing at a rate of 25% per year.

So after each year the value becomes = 1 + 25% = 1 + 0.25 = 1.25 of the previous year.

So the equation becomes: \(A(x) = 400(1.25)^{x} + 0.\\\)

Since, b = 1.25 > 1, so A(x) is a increasing function. And for every value of x, A(x) < 0.

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The range is the best measure of variability for this data, and its value is 4.

The line plot displays the number of roses purchased per day at a grocery store, with the data values ranging from 0 to 4 (since there are no dots above 4).

The best measure of variability for this data is the range, which is the difference between the maximum and minimum values in the data set. In this case, the minimum value is 0 and the maximum value is 4, so the range is:

Range = Maximum value - Minimum value = 4 - 0 = 4

Therefore, the range is the best measure of variability for this data, and its value is 4.

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Answer:

Step-by-step explanation:

we add 1 hour and 54 minutes to 17:30, then we add the 13 minute break and we have the end time of the movie

17:30 + 01:54 = 19:24

19:24 + 00:13 = 19:37 (your answer)

19:37

To calculate the time when the movie finished, we need to add the duration of the movie to the time when Sebastian started watching, taking into account the pause duration.

The movie duration is 1 hour and 54 minutes, which is equivalent to 1 hour + 54 minutes = 114 minutes.

Sebastian paused the movie for 13 minutes.

To find the total elapsed time, we add the movie duration and the pause duration:

114 minutes (movie duration) + 13 minutes (pause duration) = 127 minutes.

Now, we need to add the elapsed time of 127 minutes to the starting time of 17:30.

17:30 + 2 hours and 7 minutes (127 minutes) = 19:37.

Therefore, the movie finished at 19:37 on the 24-hour clock.

Answer:

\((\frac{dy}{dx})x_{= \frac{\pi }{2} } = f^{1} (\frac{\pi }{2} ) =2\)

Step-by-step explanation:

Step(i):-

Given that

 \(f(x) = \frac{5x}{sinx} -3xsinx\)

Apply (UV )¹ = UV¹+VU¹

\(\frac{d}{dx} (\frac{U}{V} ) = \frac{V U^{l} -VU^{l} }{V^{2} }\)

Step(ii):-

\(f^{1} (x) = 5\frac{sin x(1)-x(cos x)}{sin^{2}x } - 3(x cos x + sin x(1))\)

put  \(x = \frac{\pi }{2}\)

\(f^{1} (\frac{\pi }{2} ) = 5\frac{sin \frac{\pi }{2} (1)-\frac{\pi }{2} (cos \frac{\pi }{2} )}{sin^{2}(\frac{\pi }{2} ) } - 3(\frac{\pi }{2} cos \frac{\pi }{2} + sin(\frac{\pi }{2}) (1))\)

we know that  

\(cos(\frac{\pi }{2}) = 0\)  

\(sin(\frac{\pi }{2} ) = 1\)

\(f^{l} (\frac{\pi }{2} ) = \frac{5(1-0)}{1} -3(0+1)\)

\(f^{1} (\frac{\pi }{2} ) = 5-3 =2\)

Final answer:-

\((\frac{dy}{dx})x_{= \frac{\pi }{2} } = f^{1} (\frac{\pi }{2} ) =2\)

Answer:D.CENTROID

Step-by-step explanation: THE ONLY CORRECT ANSWER IS CENTROID

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

x= -4

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Step-by-step explanation:

solution,or, 5x-3(x-2)=3x-2(x-1)   or,5x-3x+6 =3x-2x+2  or,2x+6=x+2 or, 2x-x=6+2 ( therefore, x=-4)

Probability of red or green card = 3/5

Number of red cards = 3

Number of blue cards = 6

Number of green cards = 6

Total number of cards = 6 + 6 + 3 = 15

Probability of red or green card = Probability of red card + Probability of green card

Probability of red card = number of red cards/total number of cards

Probability of red card = 3/15

Probability of green card = number of green cards/total number of cards

Probability of green card = 6/15

Probability of red or green card = 3/15 + 6/15

Probability of red or green card = 9/15

In simplest term:

Probability of red or green card = 3/5

Answer:

85% but in a fraction 17/20

Step-by-step explanation:

The asterisk (*) represents the vertex of the angle, the initial side is the positive x-axis, and the terminal side is the red line segment that forms an angle of 8/3 π with the positive x-axis.

What is the standard position of angles?

Standard position simply means that the vertex of the angle is at the origin of the circle and that one ray of the angle is on the positive x-axis. The other ray of the angle is placed at the angle measure formed by traveling counter-clockwise along the circle.

To draw an angle in standard position with measure 8/3 π, follow these steps:

Start with the positive x-axis.

Counterclockwise, rotate the initial side of the angle until it coincides with the positive x-axis.

Starting from the initial side on the positive x-axis, rotate the terminal side of the angle in a counterclockwise direction until the angle measures 8/3 π.

The resulting angle will have a measure of 8/3 π and will look like the following:

       |

       |

--------*-----------

       |

       |

Here, the asterisk (*) represents the vertex of the angle, the initial side is the positive x-axis, and the terminal side is the red line segment that forms an angle of 8/3 π with the positive x-axis.

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Answer:

A''(3, 2), B''(-1, 4), C''(2, 0)

Step-by-step explanation:

For the first step, negate the y coordinate.

For the second step, add 4 to the x coordinate and 5 to the y coordinate.

\(A(1,-3) \longrightarrow A'(-1, -3) \longrightarrow A''(3, 2) \\ \\ B(5,-1) \longrightarrow B'(-5,-1) \longrightarrow B''(-1, 4) \\ \\ C(2, -5) \longrightarrow C'(-2, -5) \longrightarrow C''(2, 0)\)

The probability of rolling a sum from 2 to 12 on 2 dices is 100%

Given the data,

The two dice should be rolled.

Now, there are 36 possibilities that might occur while rolling two normal six-sided dice. The reason for this is that when rolling two dice, the total number of outcomes is the product of the numbers of outcomes for each die, and each die has six potential outcomes (numbers 1 through 6).

The resultant 36 results are as follows:

1-1, 1-2, 1-3, 1-4, 1-5, 1-6

2-1, 2-2, 2-3, 2-4, 2-5, 2-6

3-1, 3-2, 3-3, 3-4, 3-5, 3-6

4-1, 4-2, 4-3, 4-4, 4-5, 4-6

5-1, 5-2, 5-3, 5-4, 5-5, 5-6

6-1, 6-2, 6-3, 6-4, 6-5, 6-6

When using two dice, there are a total of 36 possibilities that might occur.

As a result, the results' total ranges from 2 to 12.

Hence , the probability is 100 %

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Answer:

81%

Step-by-step explanation:

22+5=27

22/27

Answer:

46 days

Step-by-step explanation:

Answer:

\((x+3)^{2} + 1\)

Step-by-step explanation:

Step1: First break "10" into 9 + 1

Arrange the given expression according to the formula;

\(\\Step 2: (a+b)^{2} = a^{2}+2ab+b^{2}\)

\(x^{2} + 2 (x)(3) + (3)^{2} + 1\)

\((x + 3)^{2} + 1\)

Answer:

a) (x + 3)^2 + 1

we know that ( x + a )^2 = x^2 + 2ax + a^2

so just need to think whats number will be 6 after times 2

until here we can get (x + 3)^2

expand it you can only get x^2 + 6x + 9

so +1 to make it become 10

this is my method as I think it's fast to get the answer if you don't get it you may just follow completing the square formula

b) ( -3 , 1 )

you can just get it after you completing the square

Answer:

the slope intercept form is   y = (1/2)x - 1

Step-by-step explanation:

The slope-intercept form is, y = mx + b

We see from looking at the graph that,

at x = 0, y = -1

So, from this we find that b = -1

at x = 2, y = 0,

now, we find the slope m,

using,

\(m = \frac{y_{2} -y_1}{x_2-x_1}\)

Using x_2 = 2, y_2 = 0,

x_1 = 0, y_1 = -1, we get,

m = (0-(-1))/(2-0)

m = 1/2

So, the slope intercept form is,

y = (1/2)x - 1

Answer:

Pythagoras

Step-by-step explanation:

Pythagoras

Answer:

Domain = x ≥ 0

Range = y ≥ 20

Step-by-step explanation:

The equation in slope-intercept form would look like this:

y = 4x + 20

The slope is $4 because that is the money that can be made depending on the week. Because he received a random $20 at the beginning, this is just an additional income.

                     ---------------------------------------------------------------------------

In this scenario, the domain (x-values) represent the number of weeks. The range (y-values) represent the total money made.

So the domain is asking, what is the lowest/highest amount of weeks he can save for? We know the number of weeks cannot be negative because he can't save for negative weeks. However, he could save for zero weeks. He can be saving for theoretically infinite weeks. Therefore, the domain is x ≥ 0.

The range is asking, how much money can he save? Since he starts out with a baseline of $20, this is the lowest amount of money he can have. If he were to save for an infinite amount of weeks, he could make an infinite amount of money. Therefore the range is y ≥ 20.

Answer:

i really don't know because i'm only in 7th grade but if this helps then yea

Step-by-step explanation:

Step 1: Set up the synthetic division. ...

Step 2: Bring down the leading coefficient to the bottom row.

Step 3: Multiply c by the value just written on the bottom row. ...

Step 4: Add the column created in step 3.

Answer:

Step-by-step explanation:

Answer:

The third one