Which of these is an exponential parent function?

Answer:

x = p + yp / y - 1

Step-by-step explanation:

y = x+p / x-p

y(x-p) = x + p

y(x-p) -x = p

yx - yp - x = p

yx - x = p + yp

x(y - 1) = p + yp

x = p + yp / y - 1

                   [tex]\rule{50}{1}\large\blue\textsf{\textbf{\underline{Question:-}}}\rule{50}{1}[/tex]

            Find the equation of the line passing through (4, 5) and parallel to

                3x-2y=4.

 [tex]\rule{50}{1}\large\blue\textsf{\textbf{\underline{Answer and how to solve:-}}}\rule{50}{1}[/tex]

First of all, We need to convert this equation from standard form (ax+by=c) into slope-intercept form (y=mx+b).

[tex]\rightarrow[/tex] First, add 2y on both sides:-

                            [tex]\Large\textsf{3x+2y=4}[/tex]

[tex]\rightarrow[/tex] Now, subtract 3x on both sides:-

                  [tex]\Large\textsf{2y=-3x+4}[/tex]

[tex]\rightarrow[/tex] Divide by 2 on both sides

    [tex]\Large\text{$y=-\displaystyle\frac{3}{2}x +2$}[/tex]

[tex]\rule{300}{3}[/tex]

Now, let's find the equation of the line that's parallel to the given line.

Remember, if lines are parallel to each other, then their slope's the same.

So the slope of the line that's parallel to the line whose equation we just found, is

[tex]\Large\text{$-\displaystyle\frac{3}{2}$}[/tex]

Now let's write the equation in point-slope form:-

[tex]\hookrightarrow\sf{y-y_1=m(x-x_1)}[/tex]

Replace numbers with letters, as follows:-

[tex]\sf{y-5=-\displaystyle\frac{3}{2} (x-4)}[/tex]

The equation above is the equation in point-slope form.

Incase you need it converted to slope intercept form, refer to the steps below ~

Multiply -3/2 times x and -4:-

[tex]\hookrightarrow\sf{y-5=-\displaystyle\frac{3}{2} x-6}[/tex]

Now, Add 5 on both sides:-

[tex]\hookrightarrow\sf{y=\displaystyle\frac{3}{2} x+1}[/tex]

[tex]\Uparrow\sf{Our\:equation\:in\:slope\;intercept\;form}[/tex]

#TogetherWeGoFar

[tex]\rule{300}{1}[/tex]

y = - 0

The line is horizontal.

Answer:

Your answer is in the picture.

Step-by-step explanation:

Visit the website if you want to factor polynomial.

Answer:

[tex]\frac{-2}{x^{2} } -2[/tex]

Step-by-step explanation:

[tex]x^{2} + \frac{x-2}{x^{3} } -x^{2} +2x-2[/tex]

= [tex]\frac{-2}{x^{2} } -2[/tex]

Answer: see photo#2

Step-by-step explanation:

The slope of the cubic polynomial and it's y-intercept are respectively; f(1) = -4 and f(0) = -6

We are given the equation;

f(x) = 2x³ - 6

Now, because the highest power of x is 3, it means that this is a cubic polynomial and not linear because it has a degree of 3

Thus, let us differentiate to get the slope;

f'(x) = 6x² - 6

At f'(x) = 0; x = 1

Thus, slope is;

f(1) = 2(1)³ - 6

f(1) = -4

y-intercept is f(x) at x = 0. Thus;

f(0) = 2(0³) - 6

f(0) = -6

Read more about slope of equation at; https://brainly.com/question/1884491

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Answer:

Where's the picture?

Step-by-step explanation:

Please provide a picture

Answer:

3.5

Step-by-step explanation:

17.50 divided by 5 is 3.5 so 1 pound is 3.5

Answer:

y = -6/5x - 2

Step-by-step explanation:

The line intercepts the y-axis 2 below 0, and down 6 for every 5 to the right on the x-axis

to get the equation of any straight line, we simply need two points off of it, let's use those points in the picture below.

[tex](\stackrel{x_1}{-5}~,~\stackrel{y_1}{4})\qquad (\stackrel{x_2}{5}~,~\stackrel{y_2}{-8}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{-8}-\stackrel{y1}{4}}}{\underset{run} {\underset{x_2}{5}-\underset{x_1}{(-5)}}}\implies \cfrac{-12}{5+5}\implies \cfrac{-12}{10}\implies -\cfrac{6}{5}[/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}{4}=\stackrel{m}{-\cfrac{6}{5}}(x-\stackrel{x_1}{(-5)})\implies y-4=-\cfrac{6}{5}(x+5) \\\\\\ y-4=-\cfrac{6}{5}x-6\implies y=-\cfrac{6}{5}x-2[/tex]

answer is here about stem and leaf

Answer & step-by-step explanation:

See the image attached below:

Answer:

2/23

Step-by-step explanation:

Answer:

c.

Step-by-step explanation:

The leading coefficient is 5 (positive) so they both open upwards.

f has -3  (below x axis) and g has + 3. (above x-axis)

Answer:

A fruit seller buys some oranges and by selling 40% of them he realizes the cost price of all the oranges. As the oranges being to grow over-ripe, he reduces the price and sells 80% of the remaining oranges at half the previous rate of profit.

Step-by-step explanation:

Answer:

1440 cubic inches

V = [tex]l[/tex] × [tex]w[/tex] × [tex]h[/tex]

V = 12 × 10 × 12 = 1,440 cubic inches

Answer:

The answer is 1:15

That means for every 1 chaperone, there is 15 students

Answer:

8.382 cm

Step-by-step explanation:

1in = 2.54 cm

3.30 x 2.54 = 8.382 cm

Answer:

The answer is (-2,0)

Step-by-step explanation:

The rest of them is not a right triangle or just upside down.
Hope this helps! ;-)

Answer:

B

a circle with a diameter of 19.3 inches

Answer:

4 × 10^-1

Step-by-step explanation:

ask if you need further explanation

Answer:  See the table below

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

Explanation:

The first task is to sort the values from largest to smallest.

Doing so gets us this list

57, 51, 48, 46, 45, 44, 43, 41, 40, 39, 39, 38, 37, 36, 36, 35, 35, 34, 33, 32, 31, 29, 29, 28, 24, 21, 19, 18, 13, 8

Next, we look for values that are between 56 and 60. That would be the single value of 57. This means we have 1 tally mark for the first row and the frequency is 1.

After that, we look for values between 51 and 55. That would be the single value of 51. Like the previous row, we'll have a single tally and a frequency of 1.

The 46-50 group will have the values 48 and 46 in it, so we have two tally marks and a frequency of 2 for this row.

This process is continued until all the values are accounted for. Effectively you are sorting the values into the proper bins.

You should end up with the table below. The fourth column is optional. It helps show where all of the values are sorted (to help confirm we have the correct tallies and frequencies).

Answer:

[tex]-x - y = 2[/tex].

Step-by-step explanation:

If the slope of a line in a plane is [tex]m[/tex] and the [tex]y[/tex]-intercept of that line is [tex]b[/tex], the slope-intercept equation of that line would be [tex]y = m\, x + b[/tex].

Rearrange the equation of the given line [tex]-x + y = 7[/tex] in the slope-intercept form to find the slope of this line:

[tex]-x + y = 7[/tex].

[tex]x -x + y = x + 7[/tex].

[tex]y = x + 7[/tex].

Notice that in the slope-intercept equation of this given line, the coefficient of [tex]x[/tex] is [tex]1[/tex]. Thus, the slope of the given line would be [tex]m_{1} = 1[/tex].

Two lines in a plane are perpendicular to one another if the product of their slopes is [tex](-1)[/tex]. In other words, if [tex]m_{1}[/tex] and [tex]m_{2}[/tex] are the slopes of two lines perpendicular to each other, then [tex]m_{1}\, m_{2} = (-1)[/tex].

Since [tex]m_{1} = 1[/tex] for the given line, the slope of the line perpendicular to this given line would be:

[tex]m_{2} = (-1) / m_{1} = (-1) / 1 = -1[/tex].

If the slope of a line in a plane is [tex]m[/tex], and that line goes through the point [tex](x_{0},\, y_{0})[/tex], the equation of that line in point-slope form would be:

[tex]y - y_{0} = m\, (x - x_{0})[/tex].

The slope of the line in question is [tex]m = (-1)[/tex]. It is given that this line goes through the point [tex](-1,\, -1)[/tex], where [tex]x_{0} = (-1)[/tex] and [tex]y_{0} = (-1)[/tex]. Thus, the equation of this line in point-slope form would be:

[tex]y - y_{0} = m\, (x - x_{0})[/tex].

[tex]y - (-1) = (-1)\, (x - (-1))[/tex].

[tex]y + 1 = -(x + 1)[/tex].

Rearrange this equation to match the format of the choices:

[tex]y + 1 = -x - 1[/tex].

[tex]x + y = -2[/tex].

[tex]-x - y = 2[/tex].

The hypotheses that represent the appropriate pair of hypotheses will be H₀: p = 0.75 and Hₐ: p ≠ 0.75. Then the correct option is C.

In null hypotheses, there is no relationship between the two phenomena under the assumption that it is not associated with the group. And in alternative hypotheses, there is a relationship between the two chosen unknowns.

A large company boasts in their promotional literature that 75% of their employees have college degrees.

A simple random sample of 54 employees from this company is taken, and the proportion with a college degree is calculated.

If a hypothesis test were to be performed to test the company’s claim.

Then the hypotheses represent the appropriate pair of hypotheses will be

H₀: p = 0.75

Hₐ: p ≠ 0.75

Thus, the correct option is C.

More about the null hypotheses and alternative hypotheses link is given below.

https://brainly.com/question/9504281

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Answer:

Most people know Pi up to 2 decimal places (3.14) because you can always refer to the internet for those extra decimal places anytime you want.

Step-by-step explanation:

It's easy to create rational approximations for π. Every time you write down π to a few decimal places, that's a rational approximation.

Depending on the purpose of a calculation, π can be approximated by using fractions for ease of calculation. The most notable such approximations are 22⁄7 (relative error of about 4·10−4) and 355⁄113 (relative error of about 8·10−8).

Answer: 9x⁴y⁶

Step-by-step explanation:

[tex](3x^{2}y^{3})(3x^{2}y^{3}) = 9x^{4}y^{6}[/tex]

Answer:

5.6 x 10^-1

Step-by-step explanation:

give brainliest, please!

hope this helps :)

Answer:

B

Step-by-step explanation:

there is a common difference between consecutive terms in the sequence, that is

20 - 4 = 36 - 20 = 52 - 36 = 16

thus to obtain the next term in the sequence add 16 to the previous term

To obtain 2 terms distant then add 16 + 16 = 32

so 6th term = 52 + 32 = 84

Answer:

3/9 (or) 1/3 (reduced)

Step-by-step explanation:

1.  Before handing pencils to the students, the teacher had 9 out of 9 (9/9) pencils.

2.  When she gave pencils to the students, she gave them 6 of the 9 pencils (6/9)

3.  Now we do the math:

9/9 - 6/9

= 3/9 (or) 1/3 (reduced)

Therefore, the teacher now has 3/9 or 1/3 of the pencils left.