Solve for x. Represent your answer on a number line.½x − 3 < − 4

First let's draw the graph

Now, we can see that the graph is increasing when x<0! thus the answer is (C)

Answer:

x = {x: -1, 5}

Step-by-step explanation:

[tex]{ \rm{f(m) = (x + 1)(x - 5)}}[/tex]

- To find the values of function f(m), we consider its zero or its root by letting f(m) = 0

[tex]{ \rm{f(m) = 0 = (x + 1)(x - 5)}} \\ { \rm{(x + 1)(x - 5) = 0 \: \: \: \: \: \: \: \: \: \: \: \: \: }}[/tex]

- Either (x + 1) or (x - 5) is equated to zero

[tex]{ \rm{x + 1 = 0}} \\ { \rm{x = - 1}}[/tex]

[tex]{ \rm{x - 5 = 0}} \\ { \rm{x = 5}}[/tex]

Therefore, x is -1 and 5

[tex]{ \bold{ \boxed{ \red{ \delta}}}}{ \underline{ \red{ \mathfrak{ \: \: creed}}}}[/tex]

Answer: Domain is All real Numbers and The range is also All real numbers

Step-by-step explanation:

Well any value can be used to fit in for the x value

To solve the problem find the value of (45)^2 at first

The answer is 25 with the remainder 75

You can simplify the fraction to be 25/26

We have a KLM triangle which as l = 48 in, the angle opposed to K = 55° and the angle opposed to L = 46°.

For this triangle, we have the following relation:

k^2 = l^2+m^2-2*l*m*cos 55°

Without m, we can't find k

Solving the inequality the range of x becomes 9.523 ≤ x ≤ 22.222.

The given inequality which needs to be solved is 200 ≤ 15.75x + 50 ≤ 400.

If 50 is subtracted from each part or side of the inequality we get,

200 - 50 ≤ 15.75x + 50 - 50 ≤ 400 -50 which will be equal to,

150 ≤ 15.75x ≤ 350, now to solve this inequality divide the given inequality with the coefficient of x which is 15.75 to get the range of x.

Hence the inequality becomes 150÷15.75 ≤ 15.75x÷15.75 ≤ 350÷15.75. solving this equation the value of x becomes 9.523 ≤ x ≤ 22.222.

So the range of inequality that represents Kalis earning potential ranges from (9.523,22.222) for the given question.

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Answer:

rational

Step-by-step explanation:

it is because

it can be written in p/q form as answer is -6

The complex expression (2+5) - (-6 +bi) in the form a + bi is 13 - bi

The expression is given as

(2+5) - (-6 +bi)

The above expression is a complex expression

So, we have the following expression

(2+5) - (-6 +bi)

Remove the brackets in the above expression

So, we have the following expression

(2+5) - (-6 +bi) = 2 + 5 + 6 - bi

Evaluate the like terms in the above equation

So, we have the following expression

(2+5) - (-6 +bi) = 13 - bi

Hence, the solution to the complex expression is 13 - bi

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ANSWER :

4.47%

EXPLANATION :

The APY Formula is :

where r = annual percentage rate

n = number of compounding in a year

From the problem, r = 4.4% or 0.044 and n = 4 (Quarterly)

That will be :

The APY is 4.47%

Answer: 12.69067

Step-by-step explanation:

Answer: Please check attached image

Answer:W=6.5

Step-by-step explanation:

74-8w=22

subtract 74 from both sides

-8w=-52

divide both sides by -8

w=6.5

Answer:

-8w=22-74

-8w=52

w=52÷(-8)

w=-6.5

Since we want the points where both the parabola and the line have in common (i.e., they intersect), then we have the following:

Now we solve for x to find the first two values of the points that we are looking for:

Now we use these values of x to find other pair of values for y:

Therefore, the intersection points are (3,0) and (-2,-5)

In this kind of question, we always need to know what is the equivalence between two measures:

We already know that in 1 centimeter there are 10 millimeters. With this equivalence, we can write:

740.2 millimeters * ( 1 centimeter / 10 millimeters )

When we have a unit in the numerator and also in the denominator, like millimeters, in this case, both units are converted in 1, and they do not need to be in the final answer (millimeters/millimeters = 1). Therefore:

740.2 * ( 1 centimeter / 10 ) =

( 740.2 / 10 ) centimeter =

When we divide a number by 10, 100, 1000, we write the decimal point to the left as many zeros have the 10, 100, 1000. In this case, we only have one zero.

Thus, we write the decimal part one digit to the left:

( 740.2 / 10 ) centimeter =

74.02 centimeter (this is the answer).

Therefore, there are 74.02 centimeters in 740.2 millimeters.

the given expression is,

8x = 63.2

x = 63.2/8

x = 7.9

thus, the answer is x = 7.9

i have solved your problem in the answer tab.

if you have any doubt with this solution then let me know.

Answer:

81

Step-by-step explanation:

mean average= sum of values / amount of values

484/6=80.66666666

Step-by-step explanation:

Option Four is the correct answer.

Have a great day!

The appropriate statistical question for this survey is D. How many hours during the week do you eat in the cafeteria?

It should be noted that a survey is used by researchers in order to get information about a particular thing.

In this case, Susan wants to conduct a survey to find how much time the students of her school spent eating in a local cafeteria.

It should be noted that a statistical question should be able to address the question asked. Therefore, the correct option is D.

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a) the expression can be writen as:

because we move two units to the right the period.

b) the expression can be written as:

because we move the period 3 units to the right

We want to convert the equation to vertex form

The quotient can be determined as,

Thus, the required quotient is -16/35.

The equation of the line (segment) is:

Where y is the percentage of the charge, and x is the time (in minutes) that has passed since the charge started.

How do we know that? Because we can identify two points in the graph shown in the image:

Notice that the line intersects the y-axis in point 40 (when the battery had 40% of its charge)

You can easily see that the equation I first wrote is correct by simply substituting the values of those two points I just wrote above.

Since we need 'the battery's charging level when the charging began', we need to set x=0, as we need the value of y (percentage of the charge) when the charging started.

So, if x=, then:

Therefore, the answer is 40%

First we have to find the line y=x so we can do the reflection:

now in the graph we can se that the lines RO and BC are parallel to the line y = x

and there you can see that they are the same by moving the triangle 5 units to the right.

Other way you can check they are iqual, is by calculate the area of the triangles.

Answer:

In order to answer this question, you have to import and attachment to be more clear

Explanation

Step 1

we have a rigth triangle, then

Let

hence, we need a function that relates, angle, adjacent side and opposite side

now, replace.

I hope this helps you

They can use counters or their fingers, but they can also use doubles facts. If they know 5 + 5 = 10, they know that the sum of 5 + 6 will be one more.

One of the four fundamental mathematical operations, along with addition, subtraction, multiplication, and division, is addition.

The sum of 5 + 6.

They can utilize counters or their fingers, but they can even utilize doubles facts. If they understand 5 + 5 = 10, they know that the sum of 5 + 6 will be one more.

Therefore, 5 + 6 = 11.

Estimating other doubles-plus-one facts together, such as 3 + 4, 7 + 8, and 9 + 8.

Repeat the doubles facts so they can use them to solve equations.

They can also use doubles-minus-one facts to enable them solve equations.

Write down 9 + 10 and have your children find the sum.

If they know that 10 + 10 = 20, they know that the sum of 9 + 10 will be one less. Therefore, 9 + 10 = 19.

solving different number sentences together.

Therefore, they can utilize counters or their fingers, but they can even utilize doubles facts. If they understand 5 + 5 = 10, they know that the sum of 5 + 6 will be one more.

Therefore, the correct answer is option A) 5 + 5 = 10.

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1. cube root - a number whose cube equals the original number.

2.irrational number -a number that cannot be written in the form a/b, where a and b are integers and b≠ 0

3.Product of powers property- To multiply two powers with the same base, keep the common base and add the exponents.

4.perfect cube- the cube of an integer.

5.perfect square- a number that is the square of an integer.

6.Power of powers property-To multiply two  powers with the same exponent and different bases, multiply the bases and keep the exponent.

7.Powers of products property- when you have an exponent raised to a power ,keep the base and multiply the exponents.

8. scientific notation -a way to express a number as the product of two factors, one greater than or equal to 1 and less than 10  and the other a power of 10

9. square root - a number when multiplied by itself equals the original number

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To classify the equations, we will need to define some terms:

Inconsistent equations: Inconsistent equations is defined as two or more equations that are impossible to solve based on using one set of values for the variables.

inconsistent equations of linear equations are equations that have no solutions in common.

An example of a set of inconsistent equations is x+2=4 and x+2=6.

Independent equation: The equations 3x + 2y = 6 and 3x + 2y = 12 are independent because any constant times one of them fails to produce the other one.

Dependent system: Equations in a dependent system can be derived from one another; they describe the same line

We can now proceed to classify the equations.

Equating the two equations

simplifying further

Since it has a solution (x=3/2), and also if we multiply each equation by a constant, we will have an uncommon equation.

Thus, we can classify the system as Independent