Keyla has one pizza. She wants to share her pizza
with her 5 tiends (and herself) How much pizza will
each person receive!

Answer:

All of the examples define relations between a domain and range.

Such a relation will be a function if and only if each value in the domain corresponds to at most one value in the range.

In the first example, the value

−

1

in the domain is associated with two values in the range, namely

−

5

and

1

.

In the second example, the value

−

1

in the domain is associated with two values in the range, namely

7

and

1

.

In the third example, the value

3

in the domain is associated with two values in the range, namely

2

and

4

.

In the fourth example, each of the values in the domain is associated with one value in the range, so this describes a function. Note however that the values

−

4

and

−

7

are both mapped to

5

. So the function described is not one to one and consequently its inverse is not a function.

[tex]\begin{array}{ccll} completion&hours\\ \cline{1-2} \frac{2}{5}&\frac{3}{4}\\[1em] x&1 \end{array}\implies \cfrac{~~ \frac{2}{5}~~}{x}=\cfrac{~~ \frac{3}{4}~~}{1}\implies \cfrac{2}{5x}=\cfrac{3}{4} \\\\\\ 8=15x\implies \cfrac{8}{15}=x[/tex]

The fraction of the project that the student can complete per hour is 8/15

There is independent quantity, and a quantity which depends on it (dependent quantity). When independent quantity moves by a unit measurement (single unit increment), the increment in dependent quantity is called rate of increment of dependent quantity per unit increment in independent quantity.

For this case the problem is asking about the amount of project that can be completed per hour.

The independent quantity is the time spent by student on the project.

The dependent quantity here is the amount of the project completed by the student in the time spent.

Thus, we get the unit rate of amount of project completed per unit amount of time (unit time is one hour here) as:

[tex]R = \dfrac{\text{Amount of project completed}}{\text{Time taken}} = \dfrac{2/5}{3/4} = \dfrac{2}{5} \times \dfrac{4}{3} = \dfrac{8}{15} \: \rm project / hour[/tex]

We used the fact that:

[tex]\dfrac{a}{b} = a \times \dfrac{1}{b}\\\\and\\\dfrac{1}{a/b} = \dfrac{b}{a}[/tex]

Thus, that student can complete the considered project's 8/15 part per hour.

Learn more about fractions here:
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Answer:

a)never b)always c)never d)sometimes.

Step-by-step explanation:

I’ll try to explain by giving examples for each:

a) let’s take n=-1 => 2*1/10= 2/10 =0,2 = > the number won’t be negative => answer:never.

b)let’s take q=-2 => (-2)*100000=-200000 => answer:always.

c)let’s take m=-2 => 6*1/100 = 6/100 =0,06; and 60^-2 = 1/60^2=1/360=0.02... => answer:never.

d)let’s take 1) p=1000; => 1000/1000=1. 2) p= 2 => less than 1. => answer:sometimes.

Answer:

Step-by-step explanation:

Answer:

Step-by-step explanation:

The side opposite the given width of x is also x.

So you have to relate 3 facts.

The angle

The adjacent side

The hypotenuse.

Formula

Cos(28) = x / 35

Solution

Cos(28) = x / 35                Multiply both sides by 35

35 cos(28) = 35 * x / 35   Cancel

35 cos(28) = x                  Multiply

30.90 = x

Rounded, it is 30.9

Answer:30.9 cm

Step-by-step explanation:  =X/35

X= 35 cos 28'

X= 30. 90cm

width 06

Rectangle = 30.9cm

Answer:

f=-14.4

Step-by-step explanation:

[tex]14- 2.5f = 50\\\\14-50=2.5f\\\\-36=2.5f\\\\f=\frac{-36}{2.5}\\\\f=-14.4[/tex]

Hi!

14-2.5f=50

Move 14 to the right, using the opposite operation:

-2.5f=50-14

-2.5f=36

Divide both sides by -2.5 to isolate f:

f=-14.4

Hope it helps!

Have a Great Day!

~Content Teen

[tex]\bf{-MistySparkles^**^*[/tex]

===============================================

Explanation:

Let x be the number of purple sections.

x/8 represents the probability of landing on purple since we have 8 equal sections total of this pizza.

Multiply this with the probability of landing on heads (1/2)

(1/2)*(x/8) = x/16

x/16 is the probability of getting a purple section and having the coin land on heads.

Set that equal to the 1/8 mentioned in the instructions and solve for x.

x/16 = 1/8

8x = 16

x = 16/8

x = 2

Or you can solve like this

x/16 = 1/8

x/16 = 2/16

x = 2

Kevin needs to shade 2 of the sections purple.

Side note: It's a bit unfortunate that the entire paper is purple overall. Though I'm probably being a bit nitpicky right now.

Answer:

6 people

Step-by-step explanation:

6 whole pies for 6 people

Answer:

6

Step-by-step explanation:

If each apple pie is 1 whole and Axel is giving 1 whole pie out to everybody then you take the amount of pies and that's your answer

Answer:

-2/3

Step-by-step explanation:

We can use the slope formula when we have two points

m = ( y2-y1)/(x2-x1)

   = ( 4 - -2)/( -5 -4)

   = ( 4+2)/( -5-4)

    = 6/ -9

Simplifying

  = -2/3

Slope:-

find y=mx+b for line parallel to AB.

The line that is parallel will have the same slope as line AB:

the slope of line AB is

m=(8-3)/(-10-2)

=5/-12

=-5/12

Since the line going through X is parallel the vertical distance of the new line to AB is the same for all values of the domain(x-axis).

at x=-5 the point X has the y value of 10 which is 4 more than the y value for AB based on the graph.

To find the intercept b of the line going through X that is parallel to AB we just add 4 to the intercept of AB, which is 4 so

4+4=8

Answer:

$5

Step-by-step explanation:

6:40 to 7:30 is 50 minutes

6 per hour

6÷6=1

1x5=5

hope this helps

The necessary step for constructing parallel lines is to draw a line that intersects the first line using a straightedge.

Two lines are said to be parallel in a plane if they do not intersect each other even if extended till infinite in both the directions.

Steps to construct a parallel line using ruler and compass are:

To learn more about parallel lines, refer:

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Answer:

your choice is correct

Step-by-step explanation:

f(x) = x^2 does not pass the horizontal line test (a horizontal line intersects its graph in two places), so its inverse does not pass the vertical line test. The inverse is not a function.

_____

Comment on the graph

The original function f(x)=x^2 is shown by the red curve. Its reflection across the orange dashed line y=x gives the inverse relation, in blue. The black horizontal and vertical lines show the multiple points of intersection with the curves, indicating the inverse relation is not a function.

Step-by-step explanation: hope this helps a little bit

Answer:

$11

Step-by-step explanation:

5*2=10 (for 5 yards) plus  1.00 for the 1/2 yard

Answer:

$ 11.00 or 11

Step-by-step explanation:

2.00 X 5 1/2 = 11

You would multiply the cost of $ 2.00 (one yard) with the total yard 5 1/2 and get 11 or $11

So your answer is for a total of 5 1/2 yards it would cost $11.

Answer:

I believe the answer is D.

Answer:

3

Step-by-step explanation: First find out 1/6 of 18 which is 3 so that's your answer

Answer:

[tex]- 5 {x}^{2} + 12x - 4[/tex]

Step-by-step explanation:

[tex]4 {x}^{2} - (3x - 2)^{2} \\ \\ = 4 {x}^{2} - [ {(3x)}^{2} - 2(3x)(2) + {(2)}^{2} ]\\ \\ = 4 {x}^{2} - [ 9 {x}^{2} - 12x + 4]\\ \\ = 4 {x}^{2} - 9 {x}^{2} + 12x - 4\\ \\ = - 5 {x}^{2} + 12x - 4[/tex]

Answer:

-5x² + 12x - 4

Step-by-step explanation:

4x² - (3x - 2)²

4x² - (3x - 2) * (3x - 2)

4x² - (9x² - 6x - 6x + 4)

4x² -1 (9x² - 6x - 6x + 4)

(4x² - 9x²) + (6x + 6x) - 4

-5x² + 12x - 4

Hope this helps!

Answer:

Question 1:

• Let the number be x

[tex]{ \tt{9x - 3x}} \\ { \boxed{ \tt{ = 6x}}}[/tex]

Question 2:

[tex]{ \tt{5x - 4x}} \\ { \boxed { \tt{ = x}}}[/tex]

The numbers are 6x and x.

Subtraction can be done for any numbers or algebraic expressions. It is the process of taking out certain value from a given amount of number.

The process of subtraction can also be termed as finding difference.

1) Let the number be x.

product of nine and a number means 9x.

three times the number means 3x.

The difference between the product of nine and a number and three times the number means that 9x - 3x.

9x - 3x = 6x

2) Let the number be x.

five times a number is 5x

four times the number is 4x

The difference between five times a number and four times the number is 5x - 4x = x.

Hence the numbers are 6x and x respectively.

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Answer:

d

Step-by-step explanation:

tan 60 = x/9. the vertical line bisects the base

x = 9√3

sin60 = x/y

√3/2 = 9√3/y

y = 18

Answer:

Step-by-step explanation:

Answer:

unlikely bcz it didn't reach the half of rate (10)

Answer:

x>0

Step-by-step explanation:

i took the quiz :))

Answer:

Keep Change Flip. Then, multiply out.

You will get:

x^3 - 9x +2x^2 - 18 / 3x^3 - x^2 - 27x + 9

Now factorise top and bottom to get :

(x+2)(x+3)(x-3) / (3x-1)(x+3)(x-3)

The same bracket at the top and bottom cancels out to give the final answer of:

x+2 / 3x-1

Or

x+2 ÷ 3x-1

Hope this helps!

Use the difference of 2 squares to expand x^2-9 to (x+3)(x-3).

factorizing 3x^2 + 8x -3 gives (3x-1)(x+3). With all these, we can simplify as shown in the picture above

Answer:

33

Step-by-step explanation:

There's 60 minutes in an hour

Divide the revolutions in 1 hour (1980) by 60

and that equals 33

Answer:

let the P(ride roller coaster) be A and P(play games) be B

a. P(AUB) = P(A) + P(B) - P(AnB)

= 130/200 + 86/200 - 70/20.

= 146/200

= 73/100

b. P(A) = 130/200

= 13/20

c. not mutually exclusive

Answer:-m or m+3

Step-by-step explanation:

[tex]x^{2} -3x -(m^{2}+3m) =0\\\\x^{2} -3x -m^{2} -3m=0\\[/tex]

[tex]x^{2} -m^{2} -3x - 3m=0[/tex]

Applying difference of two squares

⇒([tex]x^{2} -m^{2}[/tex])=(x+m)(x-m)

Substituting this for ([tex]x^{2} -m^{2}[/tex])

Factorising -3x-3m=-3(x+m)

(x+m)(x-m)-3(x+m)=0

since we have double (x+m),we'll pick one

⇒(x+m)=0

or (x-m-3)=0

⇒x=-m or x= m+3

Step-by-step explanation:

(a) How would you characterize the relationship between the hours spent on homework and the test scores? Explain

For this case what we see is that we have a scatter diagram, which we can model using a linear trend defining the following variables:

x: number of hours studied.

y: test scores.

The linear relationship would be of the form:

y = mx + b

(b) Paul uses the function y = 8x + 40 to model the situation. What score does the model predict for 3 h of homework?

y = 8x + 40

For three hours of study we have that the note would be approximate:

y = 8 * (3) + 40

y = 64

(c) What does the number 40 in Part (b) mean in the context of the situation?

The number 40 means that if you do not devote any study time, then you expect the test score to be 40.