Mathematics High School

Consider the function y = x^2 − 18x. Enter the values for the variables to complete the inverse

Answers

Answer 1

Given the equation:

y = x^2 – 18x

 

Rewrite in vertex form:

y = x^2 – 18x + (18/2)^2 – (18/2)^2

y = (x – 9)^2 – 81

 

Swap x and y:

x = (y – 9)^2 – 81

 

Solve for y:

x + 81 = (y – 9)^2

 

y – 9 = sqrt (x + 81)

y = sqrt (x + 81) + 9

or

y = (x + 81)^(1/2) + 9

Related Questions

Find three consecutive odd integers whose sum is negative 465

Answers

465 / 3 = 155

so -153 + -155 + -157 = -465

Which ordered pair comes from the table ? HELPPP!

Answers

It's (4,2). Can you comment why you're having a struggle with this? I might be able to help you.
The answer is B.(4,2). Hope this helps.

PLZ HELP ILL GIVE A BRAINLIEST SHOW ALL WORK!!!!

Answers

Step 1. Collect like terms
(√3 + 2√3) + √7
Step 2. Simplify 
3√3 + √7
That's all.

Two integers with the sum of -17 and the product of 52?

Answers

let the integers be x and y
you have x+y=-17 ---------(1)
xy=52 ---------(2)
from eqn (1) x=-17-y --------(3)
, so subsitute eqn (3) in to eqn(2)
(-17-y)y=52
-17y-y²=52
:
-y²-17y-52=0 same as y²+17y+52=0
y²+13y+4y+52=0
y(y+13)+4(y+13)=0
(y+4)(y+13)=0
therefore y=-4 or -13
now substitute y=-4 or -13 in eqn (3)
x=-17-(-4) or -17-(-13)
x= -13 or -4
so when x=-13 ,y=-4 and when x=-4 ,y=-13

so the integers are -13 and -4

An automobile manufacturing organization noted a drop in sales after an incident occurred due to the lack of a safety feature in their cars. Many customers began considering other brands of cars after this incident. How can the organization avoid losing customers

Answers

By paying the person who was involved in the incident

Recalling the effected car and fixing the issue

Answer:

introducing customer retention strategies

Step-by-step explanation:

The relation of this set of points is a function. True or false.

{(−2, 6), (4, 5), (3, −3), (6, 9), (4, −4)}

Question 1 options:
True
False
Save

Answers

Just graph it... Firstly though, do you know what a function is?
Google linear function, parabolic function, exponential function etc. to get familiar with what a function looks like.

Firstly, no function that I know has
(4, 5) and (4, -4) where there are two y coordinates for 1 x coordinate.
It is not linear, parabolic, or exponential, it could be some other type of function. But assuming you're in high school i'd say its safe to bet the answer is FALSE.

does anyone know how to do this?

Answers

You're looking for values to factor this equation into (x+p)(x+q)
such that pq=12 and p+q=b

Assuming we're looking for simple values, you can start by factorizing 12:

12 = 3*4 = 2*6 = 12*1 = -3*-4 = -2*-6 = -12*-1

For 3 and 4, b would be 7
2 and 6 => b=8
12 and 1 => b=13

and for the negatives

b can be -7, -8 or -13

So the total set is -13, -8, -7, 7, 8, 13
It is factorable if you can solve it when it equals 0. 
There are many ways to do this. 

X^2+bx+12=0 

[tex](-b +- \sqrt{ b^{2} -4*12 } )/2 [/tex]

This equation gives a good answer if 
[tex]b ^{2} \geq 48[/tex]

which ordered pair is a solution of the equation y=x-4

Answers

the answer would be y=-4 and x=4, so pick which ever number/letter has this answer.

Answer:

Step-by-step explanation:

y = x - 4

there are so many ordered pairs which are the solution of the given equation.

for example,

x = 0, y = -4

x = 1 , y = -3

x = 2, y = -2

x = 3, y = -1

x = 4, y = 0

x = - 1, y = - 5

x = - 2, y = - 6

x = - 3, y = - 7

x = - 4, y = - 8

given a line whose slope is, m, is -6/5, and passes through point (-5,3), the graph will?

Answers

Using the point-gradient form y - y₁ = m ( x - x₁ )
y₁ = 3;  x₁ = -5;  m =  [tex]- \frac{6}{5} [/tex]

 ⇒  y - 3 =  [tex]- \frac{6}{5} [/tex] ( x - (-5))
 ⇒  y - 3 =  [tex]- \frac{6}{5} [/tex] (x + 5)

Now, you can approach here in two ways: put it in the y-intercept form or the general form.

In the y-intercept form;
      y - 3 = [tex]- \frac{6}{5} [/tex]x + ([tex]- \frac{6}{5} [/tex] (5))
      y - 3 =  [tex]- \frac{6}{5} [/tex]x - 6
           y =  [tex]- \frac{6}{5} [/tex]x - 3

In the general form;
    y - 3 =  [tex]- \frac{6}{5} [/tex] (x + 5)
       by multiplying through by 5
⇒    5 ( y - 3 ) = -6 ( x + 5)
⇒       5y - 15 = -6x - 30
⇒      5y + 6x = -15

∴ the line that passes through (-5, 3), with gradient [tex]- \frac{6}{5} [/tex] is 
 y =  [tex]- \frac{6}{5} [/tex]x - 3 (y-intercept form)  OR  5y + 6x = -15 (general form).

What is the value of N?

-10= N over -0.2

Answers

The answer would be N= -10.2

Please help with these questions thank you.

Answers

1.D
2. B
3.A
these should be correct

Given:
AC = BC
∠3 = ∠4

Based on the given information and the algebraic and geometric properties presented or proven thus far, choose the congruence theorem that could be used to prove that triangle ACM is congruent to triangle BCM. If it is not possible to prove the triangles are congruent, choose "not possible".

Choices:
SSS
SAS
ASA
not possible

Answers

SAS You've been given that AC = BC. So that's the first side or S of the proof. Then you've been given â 3 = â 4, which is the angle. And finally, CM = CM, which is the second S. So you have AC=BC, and â 3 = â 4, and finally CM = CM. So SAS can be used to prove that triangle ACM is congruent to triangle BCM.

Answer:

SAS Postulate

Step-by-step explanation:

Given that a line has a slope of -3 and a point on the line is (2,-4),
1.what is the equation of the line in point-slope form?
2.how do we create slope-intercept form?
*please show all work, step by step.

Answers

The equation in Point Slope Form is

y + 4 = -3(x - 2)

We can convert this to Slope-Intercept Form by isolating y.

y + 4 = -3(x - 2)
y + 4 = -3x + 6
Subbtract 4 from both sides.
y = -3x + 2

The equation in Slope-Intercept Form is y = -3x + 2.

You were assigned to read 5⁄8 of your book. how many sixteenths is that? fraction

Answers

5/8 = 10/16

You just multiply the numerator and the denominator by 2

Hope I helped :)

PLEASE HELP!!!! WILL MARK THE BRAINLIST!!!! PLEASE PLEASE PLEASE PLEASE PLEASE PLEASE


a) The shoe store manager borrowed $17,000.00 from the bank to purchase 1000 pairs of shoes. The bank charges a simple interest rate of 5% per year on a loan to a business. If it takes 3 years to pay back the loan and interest, what is the total amount of interest that the shoe store will pay? (2 points)


b) What is the total amount, including interest, that the shoe store must pay on the loan? (2 points)


c) How could you use estimation to determine if your answer is reasonable? Explain. (2 points)

Answers

A) 17000*(1+(0.05*3) = 19550

19550-1700 = $2,550 total interest


B)  $19,550 total amount


C) multiply 5 by 3  = 15 than multiply by 17 = 17 * 15 = 255 , then make it a thousands amount by adding a zero at the end


Answer:

A)

p = 17000

r = 5% or 0.05

t = 3

Simple interest formula = p x r x t

Interest paid in 3 years = [tex]17000\times0.05\times3=2550[/tex] dollars

B)

Total amount to be paid = [tex]17000+2550=19550[/tex] dollars

C)

You can first multiply the years and rate that is 5 and 3 to make 15. Then you can multiply by 17. Then put proper decimals as per the values.

Which of the sets of ordered pairs represents a function? (4 points)

A = {(−4, 5), (1, −1), (2, −2), (2, 3)}
B = {(2, 2), (3, −2), (9, 3), (9, −3)}

you can do both or neither as well THX

Answers

neither set of ordered pairs here is a function

If f(x)=5x^0+4x^-3 then f(a)=?

Answers

x=a
f(a)=5(a^0)+4a^-3          a^0=1
=5(1)+4/a^3
=5+4/(a^3)
Final answer:

To find f(a) for the given function, substitute a for x in the function and simplify the expression.

Explanation:

Given the function f(x) = 5x0 + 4x-3, we need to find f(a). To find f(a), we substitute a for x in the function. Plugging in a, we get f(a) = 5a0 + 4a-3. Since any number raised to the power of 0 is equal to 1, we have f(a) = 5(1) + 4a-3. Simplifying further, we get f(a) = 5 + 4/a3.

Learn more about Functions here:

https://brainly.com/question/21145944

#SPJ2

MATH PLEASE HELP 50 POINTS 1 QUESTION
Complete the reasons in the proof below.

Given: ∠1 and ∠5 are supplementary.
Prove: a ∥ b


Statements
1. ∠1 and ∠5 are supplementary
2. ∠1 ≅ ∠2
3. ∠2 and ∠5 are supplementary
4. a ∥ b

Answers

For 1, ∠1 and ∠5 are supplementary is a given, so you can just write 'Given'
For 2, due to that 1 and 2 are vertical angles (angles that are opposite to each other when two lines cross according to Math is Fun)
For 3, since ∠1=∠2, ∠1 can be substituted by ∠2 in ∠1+∠5=180 to get ∠2+∠5=180. Therefore, they are supplementary.

For 4, due to that we have Consecutive Interior Angles (they are angles that are on one side of a transversal, which is the line that cuts through a and b,but inside the two lines according to Math is Fun) adding up to 180 degrees, a  || b

Feel free to ask if you have any questions!

i need someones help please?

Answers

y = mx + b

m = slope

plug in 1 and -7 to it's respective places

y (-7) = -2/3(x + 1)

D is your answer

hope this helps


Hey there!

The answer would be y+7= -2/3(x-1)

Hope this helps!

Find the 31st term of the following sequence.

9, 15, 21, ...

Answers

Notice that the above sequence is arithmetic because the common difference: d is constant.

d = second term - first term.

= 15 - 9

= 6

The general term of an arithmetic sequence is,

a_{n} =a_{1} +(n-1)d

Where , nth term = [tex] a_{n} [/tex]

[tex] a_{1} [/tex] = First term

and d = common difference.

The given sequence is: 9, 15, 21, ...

Here a_{1} = 9,

d = 6

We need to find the 31st term. So, n = 31.

Next step is to plug in these values in the above formula. Therefore,

[tex] a_{31} =9 +(31-1)*6 [/tex]

= 9 + 30* 6

= 9 + 180

= 189

So, 31st term of this sequence is 189.

Hope this helps you.

Answer:

189

Step-by-step explanation:

Merry and pippin were working on a project in carpentry class. they needed to cut 4 lengths of 1 5/8 feet from a board. how long must the board be to allow this?

Answers

Attached the solution and work.

Answer:

Hence, the length of board is:

6.5 feet

Step-by-step explanation:

Merry and pippin were working on a project in carpentry class.

They needed to cut 4 lengths of 1 5/8 feet from a board.

That means each of the  piece  is of length 1 5/8 feet which could be written in fraction as:

[tex]1\frac{5}{8}=\dfrac{13}{8} feet[/tex]

Hence, the otal length of the board is addition of length of each board.

i.e.

[tex]\dfrac{13}{8}+\dfrac{13}{8}+\dfrac{13}{8}+\dfrac{13}{8}=4\times \dfrac{13}{8}=\dfrac{13}{2}feet=6.5feet[/tex]

Hence, the length of board is:

6.5 feet

Each of ten tickets is marked with a different number from 1 to 10 and put in a box. if you draw a ticket from the box, what is the probability that you will draw 2, 8, or 4?

Answers

10% would be you chance of get one of those numbers but together its 30%

Answer: [tex]\dfrac{3}{10}[/tex]

Step-by-step explanation:

Given : Each of ten tickets is marked with a different number from 1 to 10 and put in a box.

i.e. The total number of outcomes : 10

Favorable outcomes : 2, 8, or 4

i.e. Number of favorable outcomes = 3

Now, the probability that you will draw 2, 8, or 4 is given by :-

[tex]=\dfrac{\text{Number of favorable outcomes}}{\text{Total outcomes}}\dfrac{3}{10}[/tex]



Which of the following properties is 5(3 + 2) = 15 + 10 an example of?
associative property
commutative property
multiplicative identity
distributive property

Answers

It's the distributive property. It takes the equation, 15+10 and finds the greatest common factor of 5. it divides both numbers by 5 and puts the 5 outside of the parentheses.

Answer: Distributive property

Step-by-step explanation:

Associative property states that either in addition or multiplication we can changes the position of parenthesis.

That is, a.(b.c) = (a.b).c  or  a+(b+c) = (a+b)+c

Commutative property states that in addition or multiplication we can change the order.

That is, a.b = b.a or a+b = b+a

Multiplicative identity is an element that gives the same number after multiplication.

That is, a × 1/a = 1 ⇒ 1/a is the multiplicative identity of a.

Distributive property lets us multiply a sum by multiplying each addend separately and then add the products.

That is, a(b+c) = a.b + a.c

Thus, it is clear that ,

5(3 + 2) = 5× 3+ 5×2 = 15 + 10  is the example of distributive property.

Jesse ate 100 donughts i 5 days each day she ate 6 more then the day before how many did she eat each day

Answers

506. donuts


hoped it helped! :D



Segment AB is rotated to form ​ A'B'¯¯¯¯¯¯¯ ​. The coordinates of point A are (1, 5) and the coordinates of point B are (−6, 4) . Which clockwise rotation around the origin results in the transformation of ​ AB¯¯¯¯¯ ​ to form​ A'B'¯¯¯¯¯¯¯ ​?

Answers

It is rotated 180 degrees, and it doesn't matter wether clockwise or counterclockwise. 180 degrees results in the same thing both ways

The correct answer is 180 degrees.

Find the 20th term in arithmetic sequence -4, 1, 6, 11, 16,

Answers

91, I just kept adding 5 until I got to the 20th term

What is the volume if something measures 6.2 cm x 13.7 cm x 26.9 cm?

Answers

2284.886 cubic centimeter.

The calculated volume is 2284.886 cubic centimeters.

The volume of a rectangular prism (or box) is calculated using the formula:

Volume = length x width x height

For the given measurements:

Length (l) = 6.2 cmWidth (w) = 13.7 cmHeight (h) = 26.9 cm

Plug the values into the formula:

Volume = 6.2 cm x 13.7 cm x 26.9 cm

First, calculate the product of the length and width:

6.2 cm x 13.7 cm = 84.94 cm²

Next, multiply this result by the height:

84.94 cm² x 26.9 cm = 2284.886 cm³

Therefore, the volume of the object is 2284.886 cubic centimeters.

Find the value of x so that the line passing through (10, 5) and (x, 9) has a slope of -2.

Answers

Ok, so here, we need to use the slope formula which is:

(y2 - y1)/(x2-x1)

y2 = 9
y1 = 5

x2 = x
x1 = 10

So:

(9-5)/(x-10) = -2

Now, we just solve for x,

9-5  =  -2(x-10)

4  =  -2x+20

2x  =  16

x  =  8

The point MegaMarket sold 450 organic pears last season. this season they only sold 360 What was the percent decrease in sales

Answers

First, you would need to determine the difference between last season's pear sales and this season's pear sales.  
450 - 360 = 90

Next, you would need to create an equation to determine what percentage 90 is of 450. Let x represent the unknown sales decrease percentage. 
[tex] \frac{90}{450} [/tex] = [tex] \frac{x}{100} [/tex]

Cross multiply. 
450x = 9,000

Now, all you would need to do is isolate the x. To do this, you would divide both sides of the equal sign by 450. 
x = 20
x = 20%

The percent decrease was 20%.

I hope this helps!


The length of a rectangular plot of land is 10 yards more than its width. If the area of the land 600 square yards , find the dimensions

Answers

Let the width of the rectangular plot of land be 'x' yards. Given that the length of the rectangular plot of land is 10 yards more than its width. So, width of the rectangular plot of land = (x + 10) yards. Also given that the area of the rectangular plot of land is 600 square yards. We know that, area of a rectangle = length * width That is, (x+10) * x = 600 x^2 + 10x = 600 x^2 + 10x - 600 = 0 x^2 + 30x - 20x -600 = 0 x(x + 30) - 20(x + 30) = 0 (x +30)(x -20) =0 Therefore, either (x + 30) = 0 or (x - 20) = 0 If x + 30 = 0, then x = -30 and If x - 20 = 0, then x = 20 Since 'x' represents the width of a rectangular plot of land it cannot be negative. Therefore, width of the rectangular plot of land = 20 yards length of the rectangular plot of land= x + 10 = 30 yards

Final answer:

The dimensions of the rectangular plot of land, where the length is 10 yards more than its width and the area is 600 square yards, are 20 yards by 30 yards. We arrived at this by setting up a quadratic equation and solving for the width.

Explanation:

To find the dimensions of a rectangular plot of land where the length is 10 yards more than its width and the area is 600 square yards, we can set up an equation. Let w be the width of the plot. Then the length is w + 10 yards. The area of a rectangle is given by the formula length × width, which in our case is (w + 10) × w = 600.

Setting up the equation, we get:

w(w + 10) = 600

w^2 + 10w - 600 = 0

To solve the quadratic equation, we can factor it, use the quadratic formula, or complete the square. Factoring the equation, we find that:

(w - 20)(w + 30) = 0

Thus, the width w can be either 20 yards or -30 yards. Since a width cannot be negative, we take w = 20 yards. Then, the length is:

w + 10 = 20 + 10 = 30 yards

The dimensions of the rectangular plot of land are 20 yards by 30 yards.

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