Find the asymptotes of the following functions

Answer:

604.58

Step-by-step explanation:

because hegarty says its 604.58

Answer:

an Enlargement because K>1

If I did the math correct, the answer is -1 1/4, i'll attach a ss in a second.

Answer:

ask me some thing i under stand ur confusing

Step-by-step explanation:

dsf

Answer:

w = 2   He bought 2 packages of white socks

Step-by-step explanation:

6(8) + 4w = 56

48 + 4w = 56

4w = 8

w = 2

Check your work

6(8) + 4(2) = 56

48 + 8 = 56

56 = 56

Answer:

Area of the Rectangle is (length×breadth)

[tex]5 {x}^{5} {y}^{3} \times {(7 {x}^{3}y) }^{4} = 5 {x}^{5} {y}^{3} \times 2401 {x}^{12} {y}^{4} \\ = 12005 {x}^{17} {y}^{7} [/tex]

Third option is the right answer.

Answer:

c

Step-by-step explanation:

Answer:

Correct answers: Part A: Moe = 2500 + 125n and Meo = 2000 + 150n. Part B: oe: 12 machines; eo: 14 machines. Part C: 20 machines or higher.

PARCC evidence statement(s) tested: HS.D.1-1:

Solve multi-step contextual problems with degree of difficulty appropriate to the course, requiring application of knowledge and skills articulated in 7.RP.A, 7.NS.3, 7.EE, and/or 8.EE.

The evidence statement above references mainly Math Practice 4 in the Common Core:

[MP.4] Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. … By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

It may also reference other standards of mathematical practice, including MP.1 (make sense of problems and persevere in solving them), MP.2 (reason abstractly and quantitatively), and MP.5 (use appropriate tools strategically).

The question requires students’ prior understanding of the eighth-grade Common Core standard 8.EE.C, found under Expressions and Equations (analyze and solve linear equations and pairs of simultaneous linear equations), which states that they should be able to [EE.C.7] “solve linear equations in one variable” and [EE.C.8] “analyze and solve pairs of simultaneous linear equations.”

Note that the PARCC question referenced here simply uses understanding of these standards from eighth grade, considering this understanding to be securely-held knowledge. The PARCC question in Algebra 1 tests students’ ability to model with mathematics, as referenced in Math Practice 4.

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

To get from 1 to 5, add 4.

To get from 3 to 7, add 4.

To get from 4 to 8, add 4.

Hope this helps!

Answer:

The notation of the segment AB will be:

Step-by-step explanation:

We know that a line segment is a line of part with two endpoints.

For example,

Let AB be the line segment

Here A and B are the endpoints of a part of a line.

Thus, the notation of the segment AB will be:

Answer: may i see a picture then I can help

Step-by-step explanation:

Answer:

Are you doing Pythagorean theorem?

If not, what is your unit topic?

Answer:

Step-by-step explanation:

3. 17

4. 24

5. 24.21

6. 40

7. 15.81

8. 16

Answer:

$392

Step-by-step explanation:

Given the expression :

Total cost = 20a + 13c

a = adult

c = student

The total cost for 4 adults and 24 students

a = 4 ; c = 24

Total cost :

20(4) + 13(24)

80 + 312

= $392

Answer:

Step-by-step explanation:

the coefficient is the number that is multiplied by x² so is 17

the constant term is the one without any x ( it does not change when x changes) so is -13

Answer:

You need to ask a question for someone to answer it.

Are you looking for their derivatives?

-x² + 164x - 64  => -2x + 164

-4x² - 10x + 84 => -4x - 10

3x² + 24 => 6x

Indefinite Integrals?

-x² + 164x - 64  => -x³/3 + 82x² - 64x + C

-4x² - 10x + 84 => -4x³/3 - 5x² + 84x + C

3x² + 24 => x³ + 24x + C

Want them factored?

-x² + 164x - 64  => has no factors

-4x² - 10x + 84 => 2(2x - 7)(x + 6)

3x² + 24 => 3(x² + 8)

We can't ensure a proper answer if you don't ask the question.

Answer:

(x + 5) B. (x - 5) C. (x + 3) D. (x - 3) = = 0

Step-by-step explanation:

The calculator performs basic and advanced operations with fractions, expressions with fractions combined with integers, decimals, and mixed numbers. It also shows detailed step-by-step information about the fraction calculation procedure. Solve problems with two, three, or more fractions and numbers in one expression.

Rules for expressions with fractions:

Fractions - use the slash “/” between the numerator and denominator, i.e., for five-hundredths, enter 5/100. If you are using mixed numbers, be sure to leave a single space between the whole and fraction part.

The slash separates the numerator (number above a fraction line) and denominator (number below).

Mixed numerals (mixed fractions or mixed numbers) write as non-zero integer separated by one space and fraction i.e., 1 2/3 (having the same sign). An example of a negative mixed fraction: -5 1/2.

Because slash is both signs for fraction line and division, we recommended use colon (:) as the operator of division fractions i.e., 1/2 : 3.

Decimals (decimal numbers) enter with a decimal point . and they are automatically converted to fractions - i.e. 1.45.

The colon : and slash / is the symbol of division. Can be used to divide mixed numbers 1 2/3 : 4 3/8 or can be used for write complex fractions i.e. 1/2 : 1/3.

An asterisk * or × is the symbol for multiplication.

Plus + is addition, minus sign - is subtraction and ()[] is mathematical parentheses.

The exponentiation/power symbol is ^ - for example: (7/8-4/5)^2 = (7/8-4/5)2

Answer:

there were 60 people that are under 16 and 190 people above 16.

Answer: first one is a. (v = 1 2/3) the second on is c. (line up numbers at the decimal point)

Step-by-step explanation:

Answer:

[tex]\frac{a^3b^{-2}}{ab^{-4}} = a^{2}b^{2}[/tex]

Step-by-step explanation:

Given

[tex]\frac{a^3b^{-2}}{ab^{-4}}[/tex]

[tex]a\ne 0; b \ne 0[/tex]

Required

Evaluate

[tex]\frac{a^3b^{-2}}{ab^{-4}}[/tex]

Apply the following law of indices:

[tex]\frac{x^m}{x^n} = x^{m-n}[/tex]

So, the expression becomes:

[tex]\frac{a^3b^{-2}}{ab^{-4}} = a^{3-1}b^{-2-(-4)}[/tex]

Remove brackets

[tex]\frac{a^3b^{-2}}{ab^{-4}} = a^{3-1}b^{-2+4}[/tex]

[tex]\frac{a^3b^{-2}}{ab^{-4}} = a^{2}b^{2}[/tex]

Answer:

D. a^3 b^4 / ab^2

Step-by-step explanation:

Answer:

a. Interest = $300

b. Payment to principal = $86.40

c. New balance = $‭59,913.6‬0

Step-by-step explanation:

The monthly payment has both an interest component and a principal repayment component.

The interest component is based on the total principal still due at the time and the principal repayment component will be the rest of the payment.

As the interest is listed in annual terms, it needs to be made a monthly rate:

= 6%/12 months

= 0.5%

Interest = 60,000 * 0.5%

= $300

Payment to principal = 386.40 - 300

= $86.40

New balance = Amount due - payment to principal

= 60,000 - 86.40

= $‭59,913.6‬0

Answer: 12 people or less

Step-by-step explanation:

114≥30+5x+2x

114-30≥5x+2x

84≥7x

84/7≥7x/7

12≥x

There can be at  12 people or less who can attend the Friday night

Answer

f(x)=9/x , g(x) = x / x + 1 = 9/2

Step-by-step explanation:

Answer:

I have made it in above picture

Answer:

the actual answer is 20 units

Step-by-step explanation:

The value of x which is equal to length RQ is 20 units.

The given parameters;

From the given triangle we can apply similar triangle property as follows;

[tex]\frac{base \ of \ triangle \ SRQ}{hypotenuse \ of \ triangle \ SRQ} = \frac{base \ of \ triangle \ RTQ}{hypotenuse \ of \ triangle \ RTQ} \\\\\frac{RQ}{SQ} = \frac{TQ}{RQ} \\\\\frac{x}{(9 + 16)} = \frac{16}{x} \\\\x^2 = 25 \times 16\\\\x = \sqrt{25 \times 16} \\\\x = 5 \times 4\\\\x = 20 \ units[/tex]

Thus, the value of x which is equal to length RQ is 20 units.

Learn more about similar triangles here: https://brainly.com/question/11899908

Answer:

It's 17

Step-by-step explanation:

1.        15 squared is 225

2.       8 squared is 64

3.       225+64=289

4.       find the square root of 289

5.       17 is because when you square 17, you get 289.

P.S mark ar brainliest, rate 5 stars and hit that thanks button.

Answer:

4

Step-by-step explanation:

-x + 5 = 1

-x = 1 - 5

-x = -4

x = 4

Answer:

X=4 ; X minus two equals zero

Step-by-step explanation:

X minus two equals zero:

x-2=2

Add two to both sides:

x=4

Answer:

Step-by-step explanation:

The proportion relationship is:

Using the table we find the value of k:

For the value of x = 125, the value of y is:

Answer:

Elena could tell without finishing by simplifying both sides. The next step would have been 30x +24x = 30x+24. This would have been simplified down to x=1

Step-by-step explanation:

She got to the last line 36x + 18 = 36x + 18 when she stopped and said the equation has infinitely many solutions.

The allocation of weights to the important variables that produce the calculation's optimum is referred to as a direct consequence.

The equation is given as,

12x +6(4x + 3) = 6(6x + 4) - 6

Simplify the equation, then we have

12x +6(4x + 3) = 6(6x + 4) - 6

12x + 24x + 18 = 36x + 24 - 6

36x + 18 = 36x + 18

She got to the last line 36x + 18 = 36x + 18 when she stopped and said the equation has infinitely many solutions.

More about the solution of the equation link is given below.

https://brainly.com/question/545403

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