Write the inverse of the given relation.

y=x/2+5

Answer:

y = 2x - 19

Step-by-step explanation:

Graph the points on the table and you'll be able to see the answer. That's how I went about it.

or use m = y^2 - y^1 divided by x^2 - x^1 to find the slope, then solve for the initial value from there

The value of the exponent given as 2^18 times 2^9 is 2^27.

The exponent is the number of times that a number is multiplied by itself. It should be noted that the power is an expression which shows the multiplication for the same number. For example, in 6⁴ , 4 is the exponent and 6⁴ is called 6 raise to the power of 4.

In this case, 2^18 times 2^9 will be illustrated thus:

= 2^18 times 2^9

= 2^(18 + 9)

= 2^27

The value is 2^27.

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The largest area of the rectangle is 2 square units.

We have a right angled isosceles triangle with hypotenuse 4 units.

so its base will be equal to the perpendicular  , let it be B

So we know ,

B² + P² = H²

2B² = H²

B²  = 16/2

B = 2√2

So base is equal to perpendicular = 2√2 units

Now let consider a rectangle inside the triangle with length 2x and the width y , and the area will become

A = 2xy  ....(1)

we see from the figure the length of the perpendicular AD drawn on the hypotenuse is

BD² + AD² = AB²

AD² = AB² - BD²

      = 8 - 4

AD² = 4

AD = 2 units

Now we see triangle ABD and AEG are similar to each other , So

AD/BD = AG/GE

2/2 = 2-y/x

therefore

x = 2-y

put this value in eqn (1)

A = 2(2-y)y

A = 4y - 2y²

Now to maximize the area we take the derivative of the equation and then put it equal to zero

∴ 4 - 4y = 0

y = 1

∴ x = 2-y = 2-1 = 1 units

So area will be maximum when length and width are 1 units each.

therefore , largest area (A) of the rectangle is  = 2xy = 2 square units.

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to get the equation of any straight line, we simply need two points off of it, let's use the ones in red provided in the table in the picture below

[tex](\stackrel{x_1}{-3}~,~\stackrel{y_1}{2})\qquad (\stackrel{x_2}{3}~,~\stackrel{y_2}{6}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{6}-\stackrel{y1}{2}}}{\underset{run} {\underset{x_2}{3}-\underset{x_1}{(-3)}}} \implies \cfrac{4}{3 +3} \implies \cfrac{ 4 }{ 6 } \implies \cfrac{2 }{ 3 }[/tex]

[tex]\begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{2}=\stackrel{m}{ \cfrac{2 }{ 3 }}(x-\stackrel{x_1}{(-3)}) \implies y -2 = \cfrac{2 }{ 3 } ( x +3) \\\\\\ y-2=\cfrac{2 }{ 3 }x+2\implies {\Large \begin{array}{llll} y=\cfrac{2 }{ 3 }x+4 \end{array}}[/tex]

The equation  of the line  in slope-intercept forms expressed as: y = y = 1x + 3

How to Write the Equation of a Line?

To wrote the equation of a line in slope-intercept form, first, find the slope (m) of the line, determine the y-intercept (b) of the line, then substitute the values into y = mx + b (equation in slope-intercept form).

Using two points on the line, (0, 3) and (4, -1):

Slope (m) = change in y / change in x = (3 - -1)/(0 - 4)

Slope (m) = 4/-4

Slope (m) = -1

The slope of the line is m = -1.

Find the y-intercept (b) by substituting one point, (x, y) = (0, 3), and m = -1 into y = mx + b and solve for b:

3 = 1(0) + b

3 = 0 + b

b = 3

Write the equation of the line by substituting b = 3 and m = -1 into y = mx + b:

y = 1x + 3

Thus, the equation in slope-intercept form of the line is expressed as: y = 1x + 3

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The equation of parabola is ( x + 5 )² = 16 ( y - 6 )

What is a Parabola?

A Parabola, open curve, a conic section produced by the intersection of a right circular cone and a plane parallel to an element of the cone. A parabola is a plane curve generated by a point moving so that its distance from a fixed point is equal to its distance from a fixed line

The equation of the parabola is given by

( x - h )² = 4p ( y - k )

where ( h , k ) is the vertex and ( h , k + p ) is the focus

y is the directrix and y = k - p

Given data ,

The vertex of the parabola is ( -5 , 6 )

The directrix of the parabola y = 2

From the equations of parabola , we know that

The vertex ( h , k ) = ( -5 , 6 )

h = -5

k = 6

y = k - p

y = 2

k - p = 2

Substituting the value k in the equation , we get

6 - p = 2

On Simplifying , we get

p = 4

So , now we have the values of h , k , and p

The equation of the parabola is

( x - h )² = 4p ( y - k )

Substituting the values , we get

( x - (-5) )² = 4 x 4 ( y - 6 )

( x + 5 )² = 16 ( y - 6 )

x² + 25 + 10x = 16y - 96

x² + 10x - 16y = -121

Hence , the equation of parabola is ( x + 5 )² = 16 ( y - 6 )

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The speed at which conical tank water will rise is 9/8[tex]\pi[/tex] m/min.

What is cone?

A cone could be a three-dimensional geometric type with a flat base and a sleek tapering apex or vertex.

Main body:

The quick way of solving this is simply to consider the horizontal cross sectional area of the tank at the 2m water depth. This is  2/3  of the way up a tank having radius increasing linearly with depth, and so the radius is  2/3  of the 2m at the top, i.e:  4/3  m. So the area is:

πr²=π(4/3)2=16/9π

Now water having this cross section filling at 2 m³  per minute would fill a cylinder having this volume and cross section each minute. A cylinder has volume equal to cross section times length, so the cylinder would have a height of:

2/(16/9π)=9/8π metres

Therefore the water at this depth is rising at a rate of  9/8π  meters per minute.

The longer way around is to calculate the water volume for a given depth and differentiate. We know that the volume of a cone is a third that of a cylinder with the same dimensions, ie:  1/3πr²h . So if our tank has radius R and height H, then the radius of the surface of the water at depth h is  (R/H)h , and so the water volume having this depth is:

v=1/3π(R/H)h)²h=[tex]\frac{\pi r^{2} }{3H^3} h^2[/tex]

We’re interested in rate of change with respect to time, so let’s try differentiating this formula with respect to time, remembering that  h  is changing with time and so we need to use the chain rule:

[tex]\frac{dv}{dt}[/tex]=[tex]\frac{\pi r^{2} }{3H^2} 3h^2[/tex][tex]\frac{dh}{dt}[/tex]=[tex]\frac{\pi r^{2} }{H^2} h^2[/tex][tex]\frac{dh}{dt}[/tex]

Notice that we can solve this for [tex]\frac{dh}{dt}[/tex] , which is the rate of water height change, i.e: the value that we want:

[tex]\frac{dh}{dt}[/tex]= [tex]\frac{H^2 }{\pi r^{2}} h^2[/tex][tex]\frac{dh}{dt}[/tex]

The rate of change of water volume  dv/dt  is just the rate that water flows in, so now all we need to do is slot the given numbers into the equation:

dh/dt=2(3²/π2²2²)=9/8π meters per minute

Hence the answer is 9/8[tex]\pi[/tex] m/min.

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The values of y when x=-1,0,1,2,3,4,5,6 are 9,3,-1,-3,-3,-1,3,9 respectively.  

Given the function is,

y = x²-5x+3

Finding the values we get,

substituting the value x=-1 we get,

y = (-1)²-5(-1)+3 = 1+5+3 = 9

substituting the value x=0 we get,

y = 0²-5*0+3 = 3

substituting the value x=1 we get,

y = 1²-5*1+3 = 1-5+3 = -1

substituting the value x=2 we get,

y = 2²-5*2+3 = 4-10+3 = -3

substituting the value x=3 we get,

y = 3²-5*3+3 = 9-15+3 = -3

substituting the value x=4 we get,

y = 4²-5*4+3 = 16-20+3 = -1

substituting the value x=5 we get,

y = 5²-5*5+3 = 25-25+3 = 3

substituting the value of x=6 we get,

y = 6²-5*6+3 = 36-30+3 = 9

Hence the values of y when x=-1,0,1,2,3,4,5,6 are 9,3,-1,-3,-3,-1,3,9 respectively.  

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Answer:

33

Step-by-step explanation:

first we divide 33 by 33 then we have 1 now we have times 33 which is 33 now 33-33 is 0 not we add 33 to 0 now we have 33

The equation that represents each of the figure in slope intercept form are

equation of the left side - y = 3x + 2

equation of the right side - y = 3x - 4

equation of the top side - y = 5

equation of the bottom side - y = -1

The the slope intercept form has the formula

y = mx + c

where

m = slope

c = intercept

x = input variables

y = output variables

The left and right side's slopes require calculation however the top and bottom slope is zero

equation of the left side

The points used for the slope is gotten from the graph as (1. 5)  (0, 2)

m = (y₂ - y₁) / (x₂ - x₁)

substituting the values

= (2- 5) / (0 - 1)

= -3 / -1

= 3

writing the equation using points (0, 2)

(y - y₂) =  m(x - x₂)

y - 2 = 3(x - 0)

y = 3x + 2

equation of the right side

The points used for the slope is gotten from the graph as (5. 5)  (3, -1)

m = (y₂ - y₁) / (x₂ - x₁)

substituting the values

= (-1 - 5) / (3 - 5)

= -6 / -2

= 3

writing the equation using points (3, -1)

(y - y₂) =  m(x - x₂)

y - -1 = 3(x - 3)

y + 1 = 3x - 3

y = 3x - 4

equation of the top side

the top side is a horizontal line and the equation is written by picking the point where the line cut the y axis. from the graph the point is 5 hence

y = 5

equation of the bottom side

the bottom side is a horizontal line and the equation is written by picking the point where the line cut the y axis. from the graph the point is -1 hence

y = -1

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Ninety-five percent of people have IQs between 70 and 130.99.7 percent of people have IQ scores between 55 and 145.With IQ scores between 55 and 145, only 0.3% of the population falls outside this range.

How likely is it that a student chosen at random will have an IQ of 115 or higher?

Since half should be over the normal of 100 (by evenness), this implies 50 - 34.13 = 15.87 (%) has an intelligence level score over 115.

Which level of understudies might have scored either higher than 90 or lower than 70?

That always prompts the same response: 95%!Since we are aware that one standard deviation equals five points, two standard deviations equal two x 5.As a result, 95% of scores fall between 70 and 90, which is 10 points above the mean of 80.

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The starting point of the number line drawn using the age is zero

A number line is an image of numbers plotted on a straight line, either horizontally or vertically. We can compare numbers and execute simple arithmetic operations on them easily by writing the numbers down on a number line. The starting point of a number line is often regarded as zero (0). The numbers on the left of zero are all negative, whereas the numbers on the right of zero are all positive.

The starting point of the number line drawn using the age is zero and it is why because every human life starts at the age of months/years.

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Kozol notices the stress on the 3,300 kids at Fremont during lunch, when the entire meal is provided in a single 30-minute period. One teacher estimates that the lengthy distance to the cafeteria and the lengthy queues for food provide children a 10-minute window during which to eat. As a result, many students frequently skip meals entirely (176).

Given,

Lunch was served to the pupils in this school in a single sitting, unlike the staggered luncheon sessions I saw at Walton High. 3,300 children cannot be fed at once due to physical limitations, the teacher explained. "The session lasts barely 30 minutes, and there is a very large line for children to obtain their food. They must wait in line for fifteen minutes before they can even walk there from their classes. They most likely have 10 minutes to eat their food. Many of them don't even try.

You've worked as a teacher, so you know what it's like for students to go a whole day without eating. Here at Fremont, the school day lasts eight hours.

Here,

Kozol notices the stress on the 3,300 kids at fremont during lunch, when the entire meal is provided in a single 30-minute period. One teacher estimates that the lengthy distance to the cafeteria and the lengthy queues for food provide children a 10-minute window during which to eat. As a result, many students frequently skip meals entirely .

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Given question is incomplete. Completed question is here;-

Unlike the staggered luncheon sessions I observed at Walton High, lunch was served in a single sitting to the students in this school. "It's physically impossible to feed 3,300 kids at once," the teacher said. "The line for kids to get their food is very long and the entire period lasts only 30 minutes. It takes them 15 minutes just to walk there from their classes and get through the line. They get 10 minutes probably to eat their meals. A lot of them don't try. You've been a teacher, so you can imagine what it does to students when they have no food to eat for an entire day. The schoolday here at Fremont is eight hours long."

From Kozol, Jonathan. The Shame of the Nation: The Restoration of Apartheid Schooling in America. New York: Crown, 2005. Print. The passage appears on page 176.

Answer

2inch tall

Explanation

let the height of the building in the picture = y

5ft -––- ½ inch

20 ft -––- y inch

Cross multiply ✖️

20 × ½ = 5 × y

10 = 5y

10/5 = y

y = 2

Answer:

Basically you need to show on a graph the cost half of the Drinks and the Popcorn and then when everything is graphed and then the rest of the instructions are stated below:

A) Sketch the graph that represents the situation and label the intercepts. Use one axis to represent the number of bags of popcorn and the other axis to represent the number of drinks. (3 points - 1 for x-intercept, 1 for -intercept, 1

PLEASE GIVE BRAINLIEST THANK YOU!!!

Answer: [tex]-4(3-1)+2=-4(2)+2=-8+2=-6[/tex]

3.406 tall is the goalpost

given that

she walk a distance of 12.75 meters from the goalpost, then place a mirror flat on the ground, marked with an X at the center. She then walks 6. 55 more meters past the mirror

Her partner measures the distance from her eye to the ground to be 1. 75 meters.

based on the given condition [tex]\frac{1.75}{6.55}[/tex] = [tex]\frac{x}{12.75}[/tex]

                   x = [tex]\frac{1.75}{6.55}[/tex] ×12.75

                 x = 3.406

Therefore, 3.406 tall is the goalpost

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Answer:

52????? It's in the question.

Step-by-step explanation:

Step-by-step explanation:

you have to transform the equations, so that in the end you have only x on one side, and everything else on the other.

and that is the solution.

remember, when doing such transformations, we have to do every change to both sides at the same time.

a)

x/5 = 3 | multiply both sides by 5

x = 3×5 = 15

b)

x/2 = 8.5 | multiply both sides by 2

x = 8.5×2 = 17

Answer:

a=15 b=17

Step-by-step explanation:

since we know x divided by something is 3 we do the inverse method so it's going to b 15. The same thing happened with b.

I hope this helps!!

Determine whether 8 > -191/48 is true or false :

=> True.

Other option are False.

Given,

In the question:

The set is given as:

y> -1/6x - 4

To check the which ordered pair is in the solution set of y> -1/6x - 4

Now, According to the question:

A) Substitute x = -8 , y = 8 into  y> -1/6x - 4

8 > -1/ 6 x (-8) - 4

LHS = 8

RHS = -1/ 6 x (-8) - 4 = -191/48

Write in the form

8 > -191/48

Hence, Determine whether 8 > -191/48 is true or false :

=> True.

Other option are False.

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Answer:

Step-by-step explanation:

(1 + 1/3)^2 - 2/9

= (3/3 + 1/3)^2 - 2/9

= (4/3)^2 - 2/9

= 16/9 - 2/9

= 14/9

Answer:

900kW

Step-by-step explanation:

3kW = 1 month

xkW = 25 years

First, change 25 years into months:

12 months = 1 year

Therefore,

25 years = 12 × 25

= 300 months

If

3kW = 1 month

x = 300 months

cross-multiply

Hence,

1 monthX = 300 months × 3kW

= 900kW months

Divide both sides by the coefficient of X

X = 900kW months / 1 month

= 900kW

Therefore, Jalen's first trip will take 900kW

A contingency table is a table in which frequencies correspond to two variables.

Explanation:

What is frequency table?

What does "two way frequency table" mean?

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Answer: -5/2

Step-by-step explanation:

Using slope formula which is [tex]\frac{y_2-y_1}{x_2-x_1}[/tex] you can substitute in the numbers which leads you to getting [tex]\frac{-1-4}{-3-(-5)}[/tex] which equals to -5/2

Answer:

not sure what the question is but if you look for the equation

it's
1/4 * x + 1
or in decimal
0.25x + 1

Using percent method we can solve the problem. Kal's acting class is 40 minutes long in total.

In which he practices lines about 28 minutes.

let "x minutes" be the total timing of kal's acting class .

Percent is always running between 0 to 100 where 0 % means nothing and 100% total about which we are considering the percent.

so, here x mintues is equal 100% timing

we have given that, kal practice lines for 28 minutes at his acting class and in percent form his timing is equal to 70% .

That's 70% time of entire acting class = 28 min

but we have to find the 100% of entire acting class i.e x minutes

Now, 70% time of entire class = 28 minutes

1% time of entire acting class = 28/70 minutes

100% time of entire acting class i.e x = ( 28/70)100

= 40 minutes .

So, the entire kal's acting class runs for 40 minutes .

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The best point estimate of the mean is 29 pounds.

Sample size n =65; sample means (X) =29; population std (s) =4.3

Since the sample size is more than 30 we can use the central limit theorem. Hence population means estimate is equal to the sample mean which is 29.

At 90% confidence z value = 1.645

Lower limit = X -z * s/[tex]n^{0.5}[/tex]= 29 -1.645 * 4.3/[tex]65^{0.5}[/tex] = 28.1

Upper limit = X -z * s/[tex]n^{0.5}[/tex] = 29 +1.645 * 4.3/[tex]65^{0.5}[/tex] = 29.9

At 95% confidence z = 1.96

Lower limit = X -z * s/[tex]n^{0.5}[/tex] = 29 -1.96 * 4.3/[tex]65^{0.5}[/tex] = 27.9

Upper limit = X -z * s/[tex]n^{0.5}[/tex] = 29 +1.96 * 4.3/[tex]65^{0.5}[/tex]= 30.1

95% confidence interval is larger. It has a wider range of values than 90% confidence. This is because we are covering more area on a normal curve with a higher confidence interval. So mean value is more likely to fall in the 95% range than the 90% range.

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Using Linear equation we get , Travis and Natalie's combined hourly wages are $135 and $137.

Combined Natalie earns $2 more an hour than Travis.

Natalie works 40 hours

Travis works 35 hours

for his or her work Salary difference = $755

we have to find out what percentage each of them contributes per hour.

Let Travis earn in dollars per hour = x

So if he works 35 hours his earnings in dollars

= 35x

Natalie can earn in dollars per hour = x+2

So If she works 40 hours, her income will be in dollars = 40x + 80 [use distribution]

The income difference will be:

⇒ 40x + 80 -35x = 755

=> 5x = 675 => x = 135

So Travis' hourly rate = $135

Natalie's hourly rate = 135+2= $137

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The corresponding measurements for angles A and B are 123° and 57°

Supplementary angles are angles that sum up to 180 degrees e.g angle 140° and angle 40° are supplementary angles because the sum of 140° and 40° is equal to 180°

Given that: angle A= (5x-22) and m∠B= (x+28),  and ∠A and angle ∠B are supplementary angles. Thus:

A + B = 180°

(5x-22) + (x+28) = 180°

5x-22 + x+28 = 180°

6x + 6 = 180

6x = 180 -6

6x = 174

x = 174/6 = 29°

∠A = (5x-22)           put x = 29°

∠A = 5(29) -22  

    = 145-22

    = 123°

∠B = 180 -123 = 57°

Therefore, the measurements for angles A and B are 123° and 57° respectively

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Answer:The corresponding measurements for angles A and B are 123° and 57°

The corresponding measurements for angles A and B are 123° and 57°

How to find the measurements of the angles?

Supplementary angles are angles that sum up to 180 degrees e.g angle 140° and angle 40° are supplementary angles because the sum of 140° and 40° is equal to 180°

Given that: angle A= (5x-22) and m∠B= (x+28),  and ∠A and angle ∠B are supplementary angles. Thus:

A + B = 180°

(5x-22) + (x+28) = 180°

5x-22 + x+28 = 180°

6x + 6 = 180

6x = 180 -6

6x = 174

x = 174/6 = 29°

∠A = (5x-22)           put x = 29°

∠A = 5(29) -22  

   = 145-22

   = 123°

∠B = 180 -123 = 57°

Therefore, the measurements for angles A and B are 123° and 57° respectively

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