A student graphed the line y = 3x + 2 plotting and connecting points A, B, and C. How can the student use points A, B, and C to find the graph of y =3x - 5?

Answer: 6.2054 > 5.3115

Compare 6 and 5

6 > 5

Therefore 6.2054 > 5.3115

Answer:

[tex]6.2054 > 5.3115[/tex]

Step-by-step explanation:

[tex]6.2054 > 5.3115[/tex]

it's easy, first compare Number 6 and 5

[tex]6 > 5[/tex]

Answer:

234 cubic inches

Step-by-step explanation:

12.9 will round to 13

9.2 will round to 9

2.2 will round to 2

the equation for volume is [tex]V=whl[/tex] which mean you will multiply all three of the numbers to get 234 cubic inches

i hope i could help :)

Answer:

No slant asymptote.

Step-by-step explanation:

No it hasn't .

If we do the division we find the quotient is a trinomial in x^2 so not a straight line, so there is no slant asymptote.

The one asymptote is the vertical line x = 3, because when x = 3 the denominator becomes 0.

Final answer:

To find the slant asymptote for the given function f(x), perform long division of the numerator by the denominator. The result is a quadratic function, which is the equation of the slant asymptote, specifically y = x^2 - x - 3.

Explanation:

The function f(x) = (x^3 - 4x^2 + 2x - 6)/(x - 3) does indeed have a slant asymptote, since the degree of the numerator is exactly one more than the degree of the denominator. To find the equation of the slant asymptote, you may perform polynomial long division or synthetic division. You would divide x^3 - 4x^2 + 2x - 6 by x - 3 to obtain the quotient which will be the equation of the slant asymptote.

When you do that, you'll find that the quotient is x^2 - x - 3. Since there's no remainder, or the remainder is of lesser degree than the denominator, the function approaches the line y = x^2 - x - 3 as x approaches infinity or negative infinity. This quadratic function is the slant asymptote for f(x).

Answer: 28.26 meters

Step-by-step explanation:

Hi, to answer this question we have to find the perimeter of the semicircle.

P = (2 π r ) /2 (perimeter of a circle divided by 2)

The length of AB is the diameter of the circle (18 meters)

Since

Diameter (d) = 2 radius (r)

Replacing with the value given:

18 =2r

18/2=r

9 =r

Back on the perimeter formula

P = (2 π r ) /2

Replacing with the values given

P = (2 x 3.14 x 9) /2

P = 28.26 meters

Answer:

he's right it is 28.26

Step-by-step explanation:

Answer:

The answer is |3x-3|-5

I have RSM too it’s irritating

Answer:

y=|3x-3|-5

Step-by-step explanation:

y=|3x-3|-5

Answer:

john 2 1/2 years old jack is 7

in 5 years he will be 7 like jack is now

in two years jack is 9 and john is 4.5

Step-by-step explanation:

You could also say john is 3 and jack 8 in 5 years he is 8 like jack

and in 2 years he is 5 and jack is 10 which is twice the age.

it doesn't work for other ages.

Answer:

Terri is wrong the roots are -4 and 3. She mixed up the numbers

Step-by-step explanation:

Hope it helps mark me brainliest

Answer:

l

Step-by-step explanation:ll

Answer:

y=-3x+10

Step-by-step explanation:

Answer:

304

Step-by-step explanation:

total students of Mr. Jones' class = 10 + 13 = 23

boys who attend the school = (700 / 23) x 10 = approximately 304 boys

The domain of a function is the set of input values where function defines thus the domain will be all real numbers so option (A) is correct.

A function's range is the set of all values that the function accepts, and its domain is the set of all values for which the function is defined.

The domain is for the independent variable while the range is for the dependent variable.

As per the given graph,

The function is continuous at every interval of x so the domain will be negative infinity to positive infinite or all real numbers.

Hence "The domain of a function is the set of input values where function defines thus the domain will be all real numbers".

For more details about the range and domain of the function,

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Answer:

d.  none, expression is not a polynomial

Step-by-step explanation:

right on edg. :)

Answer:

-5/6* -3/1 = A and D

Step-by-step explanation:

When you divide fractions, it's the same as multiplying a fraction and the second fractions reciprocal together.

So:

-5/6 divided by -1/3=

-5/6* -3

Which is congruent to 5/6 divided by 1/3

Answer:

A. [tex] ( - \frac{5}{6} ).( - 3) [/tex]

D. [tex] ( \frac{5}{6} ) \div (\frac{1}{3}) [/tex]

Step-by-step explanation:

[tex] = > \frac{ - \frac{5}{6} }{ - \frac{1}{3} } \\ \\ = > ( - \frac{5}{6} ) \div ( - \frac{1}{3} ) \\ \\ = > ( - \frac{5}{6} ) \times ( - 3) \\ \\ = > ( - \frac{5}{6} ).( - 3)\\AND \\ = > ( \frac{5}{6} ) \div (\frac{1}{3}) [/tex]

Answer:

1. 5*10=50

2. Draw an array that's 4 by 5, 2 by 10, or 1 by 20

Step-by-step explanation:

For the first problem, since there are 5 rows and 10 columns, the expression is 5*10. This is equal to 50. For the second problem, the array could either be an array with 2 rows and 10 columns, 4 rows and 5 columns, 1 row and 20 columns, or vice versa. Hope this helps!

Answer:

The correct answer is 13

Step-by-step explanation:

a.

The polynomial w^2+18w+84 cannot be factored

The perfect square trinomial is w^2+18w + 81

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The reason the original can't be factored is that solving w^2+18w+84=0 leads to no real solutions. Use the quadratic formula to see this. The graph of y = x^2+18x+84 shows there are no x intercepts. A solution and an x intercept are basically the same. The x intercept visually represents the solution.

w^2+18w+81 factors to (w+9)^2 which is the same as (w+9)(w+9). We can note that w^2+18w+81 is in the form a^2+2ab+b^2 with a = w and b = 9

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b.

The polynomial y^2-10y+23 cannot be factored

The perfect square trinomial is y^2-10y + 25

---------

Using the quadratic formula, y^2-10y+23 = 0 has no rational solutions. The two irrational solutions mean that we can't factor over the rationals. Put another way, there are no two whole numbers such that they multiply to 23 and add to -10 at the same time.

If we want to complete the square for y^2-10y, we take half of the -10 to get -5, then square this to get 25. Therefore, y^2-10y+25 is a perfect square and it factors to (y-5)^2 or (y-5)(y-5)

The equation of the line of symmetry of the parabola y = x² + 16x + 64 will be x + 8 = 0.

Let the point (h, k) be the vertex of the parabola and a be the leading coefficient. Then the equation of the parabola will be given as,

y = a(x - h)² + k

The equation of the parabola is given below.

y = x² + 16x + 64

Convert the standard equation into a vertex form. Then we have

y = x² + 16x + 64

y = (x + 8)²

We know that the line of symmetry passes through the vertex of the parabola. Then the equation of the line of symmetry is given as,

x + 8 = 0

The equation of the line of symmetry of the parabola y = x² + 16x + 64 will be x + 8 = 0.

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

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Answer:

A B D E F G

Step-by-step explanation:

Integer is a whole number (not a fraction)

Answer:

A, B, D, E, F, G

Step-by-step explanation:

An integer can only be a WHOLE number. C and H are decimals [NOT WHOLE NUMBERS] so they wouldn't satisfy the requirements.

Answer:

Option D: 159 3/8 cm^3

Step-by-step explanation:

1. Let us rewrite the dimensions, and the options to make this a little more clear ~ (dimensions) 5 cm, 8 1/2 cm, 3 3/4 cm ⇒ (options) 17 1/4 cm^3, 18 3/4 cm^3, 27 1/4 cm^3, and 159 3/8 cm^3

2. To find the volume of most 3-dimensional figures, you would have to multiply the Base * height, so for a rectagular prism ⇒ Base * height = length * width * height

3. Substitute and compute the volume through algebra:

5 cm * 8 1/2 cm * 3 3/4 cm =

5 cm * 17/2 cm * 15/4 cm =

85/2 cm^2 * 15/4 cm =

1275/8 cm^3 =

159 3/8 cm^3

4. This means that the Volume of the Rectangular Prism = 159 3/8 cm^3 (Option D)

The volume of the rectangular prism is 159/8 cm³.

The area that any three-dimensional solid occupies is known as its volume. These solids can take the form of a cube, cuboid, cone, cylinder, or sphere.

To find the volume of a rectangular prism, we multiply the length, width, and height.

The length of the prism is 5 cm, the height is 8 and one-half cm (or 17/2 cm), and the width is 3 and three-fourths cm (or 15/4 cm).

So, the volume is:

V = l × w × h

V = 5 cm × 15/4 cm × 17/2 cm

V = 159/8 cm³

Therefore, the volume of the rectangular prism is 159/8 cm³.

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Answer:

left

Step-by-step explanation:

because -0.3 is a negative number, it will be on the left side of the x axis.

Answer:

D

Step-by-step explanation:

On the graph, the first action you see is a straight line going up. The key word you look for in the word explanations are "increase" and "constant rate". Then, the 2nd action you see is a straight line not going up or down, just staying on the same level. This could be called "remaining the same" or stopping/resting. Then, you see a straight line going down. You look for "decrease" at a "constant rate." D matches all of those.

315 students would answer "yes". If 42 out of 50 students answered yes, that'd be 84% (you can determine this by dividing 42/50). Once you've determined that part,  you can multiply 375 by 0.84 (converting a percentage to a decimal), which would give you 315.

Please mark brainliest if this helped in any way, thank you! Have a great day! :)

Out of 50 surveyed students, 84% answered 'yes' to the question about starting a recycling program. Applying this percentage to the whole school of 375 students, we estimate that about 315 would say 'yes'. So, the correct choice is C. 315.

To answer this question, we first need to find out what fraction of students surveyed answered 'yes'. In this case, it's 42 out of 50 students, or 84%. If we apply this percentage to the entire school population, we can estimate how many of the 375 students would likely answer 'yes'.

To do this, you multiply the total number of students (375) by the percentage that answered 'yes' (.84 or 84%) which would give us 315.

So, out of 375 students, we can estimate that approximately 315 would answer 'yes' to the question about starting a recycling program. Hence, the correct answer is C. 315.

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Preventing identity theft involves securing personal items like credit cards and wallets, using strong passwords, monitoring credit history, and being cautious when sharing personal information, especially during job searches or online interactions.

Best Practices to Prevent Identity Theft

Identity theft, or 'True-name Fraud,' is a significant threat where criminals use stolen personal information to commit fraud. Protecting oneself from identity theft involves a number of crucial steps:

Answer:

c) 15

Step-by-step explanation:

The answer is attached.

Answer:

The answer is 106

Step-by-step explanation:

for every triangle's measurement adds up to 180 degrees so if you take 74 degrees and subtract it with 180 you would get 106 degrees.

HOPE THIS HELPS

The measure of angle of triangle XWY is 106°.

A triangle is "closed, 3-dimensional shape with 3 - sides, 3 - edges and 3- angles".

According to the question,

The triangle has an angle is 74°.

Sum of angle of triangle is 180°

Measure of an angle XWY  = 180 -74

=106°.

Hence, the measure of angle of triangle XWY is 106°.

Learn more about triangle here

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Answer:

32 cm

Step-by-step explanation:

Add 12+5+5+4+6 to get the perimeter.

Answer:

I believe it would be J

Step-by-step explanation:

Answer:

Fill in the following tables, using the equations.

Cost of owning and operating the vehicles

Vehicle    0              1              2             3             4               5             6    

Van     $20,523   $23,723  $26,923  $30,123  $33,323 $36,523  $39,723

Car      $23,540  $25,990  $28,440  $30,890 $33,340 $35,790  $38,240

How much does each vehicle cost initially?

How much does each cost to operate for one year?

Which one initially costs less?

Which one will cost less over the six years?

When do they cost about the same?

By calculating the costs over various years, you can determine which vehicle is more cost-effective based on the expected ownership duration. For instance, over 5 years, the fuel-efficient car is cheaper.

To compare the total cost of the van and the fuel-efficient car over time, we will use the given equations:

Here, Y represents the total cost over X years. To determine which vehicle is more cost-effective over a certain period, we need to calculate and compare the costs for various values of X.

Example Calculation:

Suppose we compare the costs for 5 years.

In this 5-year scenario, the fuel-efficient car is cheaper than the van.

By performing similar calculations for different time periods, you can determine which vehicle is more cost-effective based on your expected ownership duration.