linear or nonlinear x-3y=10

Answer:

(0, –2); maximum

Step-by-step explanation:

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

WE are given with the quadratic equation.

Vertex form of quadratic equation is in the form of [tex]y=a(x-h)^2+k[/tex]

where (h,k) is the vertex

[tex]y = -(x-0)^2 - 2[/tex]

The value of a=-1

when the value of 'a' is negative, then the vertex is maximum

To find the vertex we look at the value of h  and k

h=0 and k= -2

Vertex is (0,-2)

(0, –2); maximum

x = -4, so use the first equation, x^2 = -4^2 = -16

x = 4, use 3rd equation, sqrt(x) = sqrt(4) = 2

The base of the triangle is calculated to be 12 inches using the area and height. Then, through the Pythagorean theorem, the hypotenuse is found to be approximately 36.06 inches.

The subject of the question is related to the calculation of a triangle's hypotenuse using the area and height of a right triangle. Given that the area of a triangle is calculated by halving the product of the base and the height (Area = 1/2 * base * height), we can use the given area to find the base of the right triangle.

First, we call the base of the triangle 'x'. The area is 210 square inches and the height is 35 inches.

We rearrange the formula for the area of a triangle to find 'x' as follows:  base = (2*Area) / height.

Our calculation then becomes x = (2*210) / 35. This simplifies to x = 12 inches.  

Next, we use the Pythagorean Theorem, that states: a² + b² = c², where 'c' represents the hypotenuse. Here, 'a' is the base found (12 inches), 'b' is the height (35 inches), and 'c' is the hypotenuse we're seeking.

Plugging the values into the theorem, we get c = √(12² + 35²). Hence, the hypotenuse of the right triangle is approximately 36.06 inches.

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(5,-1) because it would turn the points to their opposite "charge" and turn the positive to a negative and a negative to a positive

Answer:

Option C. [tex]BC=31.2\ units[/tex]

Step-by-step explanation:

step 1

In the right triangle ABD find the length side AB

Applying the Pythagoras Theorem

[tex]AB^{2}=5^{2}+12^{2}[/tex]

[tex]AB^{2}=169[/tex]

[tex]AB=13\ units[/tex]

step 2

In the right triangle ABD

we know that

[tex]m<ABD=m<BCD[/tex]

[tex]sin(<ABD)=\frac{5}{13}[/tex] -------> equation A

step 3

In the right triangle ABC

[tex]sin(<BCD)=\frac{13}{5+DC}[/tex] ------> equation B

Remember that

[tex]m<ABD=m<BCD[/tex]

so equate equation A and equation B solve for DC

[tex]\frac{5}{13}=\frac{13}{5+DC}[/tex]

[tex]5(5+DC)=13*13[/tex]

[tex]25+5DC=169[/tex]

[tex]5DC=169-25[/tex]

[tex]5DC=144[/tex]

[tex]DC=144/5=28.8\ units[/tex]

step 4

In the right triangle BDC find the length side BC

Applying the Pythagoras Theorem

[tex]BC^{2}=28.8^{2}+12^{2}[/tex]

[tex]BC^{2}=973.44[/tex]

[tex]BC=31.2\ units[/tex]

The square root of 7 is an irrational number because it cannot be expressed as a ratio of two integers and its decimal form is infinite and non-repeating.

The square root of 7 is indeed an irrational number. An irrational number is one that cannot be expressed as the ratio of two integers, or as a predictable or repeating decimal. Unlike the square roots of perfect squares like 4 or 25, which are 2 and 5 respectively, the square root of 7 does not result in a whole number or a rational fraction. Additionally, this number cannot be exactly represented by a finite or repeating decimal sequence, which means it continues infinitely without repetition.

When we use a calculator to determine the square root of 7, we might see a value such as 2.646, but this is only an approximation because the actual decimal expansion goes on infinitely without repeating. Furthermore, the square root of a number like 7 does not solve a polynomial with rational coefficients, which further proves its irrationality.

Rational numbers, on the other hand, include integers and fractions where the numerator and the denominator are both integers. Numbers like 2/3 are rational because they have a clear ratio. However, roots of numbers that are not perfect squares, such as √7, cannot be expressed in such a ratio and are therefore irrational.

Answer:

the answer is c} 375

Answer:50 percent

Step-by-step explanation:You need to subtract 2.25 and 1.50 and get 0.75 then divide it to 1.5 and 0.5 then convert it into decimal form and its 50%.

log(35) = 1.544

 rounded to nearest tenth = 1.5

Answer: The magnitude of the earthquake that is 35 times more intense than a standard earthquake=1.5

Step-by-step explanation:

Given : The magnitude M of an earthquake is defined to be  [tex]M=\log \frac{I}{S}[/tex]---(1)

, where I is the intensity of the earthquake (measured by the amplitude of the seismograph wave) and

S is the intensity of a “standard” earthquake, which is barely detectable.

If  the magnitude of an earthquake that is 35 times more intense than a standard earthquake

⇒Intensity of earthquake I=35 S

Substitute the value of I in (1), we get [tex]M=\log(\frac{35S}{S})=\log(35)=\log(5\times7)=1.544068[/tex] [tex]\approx1.5[/tex]

∴ The magnitude of the earthquake that is 35 times more intense than a standard earthquake=1.5

Michael made 48 cookies and is bringing 75% of them to a school party. To calculate this, multiply 48 (the total number of cookies) by 0.75, resulting in 36 cookies that he will bring to school.

Michael made 4 dozen chocolate chip cookies. He wants to bring 75% of them to school for a party. To find out how many cookies he will bring, we need to calculate 75% of 4 dozen cookies. Since each dozen is 12 cookies, 4 dozen would be 4 times 12, which equals to 48 cookies.

To find 75% of 48, you can either multiply 48 by 0.75 or calculate 75/100 of 48:

Therefore, Michael will bring 36 cookies to the school for the party.

Michael brings 36 cookies to school for the party.

To find out how many cookies Michael brings to school, we need to calculate 75% of the total number of cookies he made.

Michael made 4 dozen cookies, and a dozen is equal to 12, so he made a total of 4 x 12 = 48 cookies.

75% of 48 is calculated by multiplying 48 by 0.75. 48 x 0.75 = 36.

Therefore, Michael brings 36 cookies to school for the party.

For the function f (x) = 15x - 7, the value of f ⁻¹ (x) is,

⇒ f ⁻¹ (x) = (x + 7) / 15

A relation between a set of inputs having one output each is called a function. and an expression, rule, or law that defines a relationship between one variable (the independent variable) and another variable (the dependent variable).

Given that;

The function is,

⇒ f (x) = 15x - 7

Now, We can find the inverse of f (x) as;

⇒ f (x) = 15x - 7

Substitute y = f (x),

⇒ y = 15x - 7

Solve for x;

⇒ y + 7 = 15x

⇒ x = (y + 7) / 15

Hence, We get;

⇒ f ⁻¹ (x) = (x + 7) / 15

Thus, The inverse function is,

⇒ f ⁻¹ (x) = (x + 7) / 15

Learn more about the function visit:

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greg score = x

 kara score = 3/4x-1

x + 3/4x-1 = 153

1 3/4x -1 = 153

1 3/4x = 154

x = 154 / 1 3/4 = 88

gregs score was 88

 kara s score was 153 -88 = 65

12  x 10  = 120

12   X 100  = 1200

Take for instance in 6 x 2, 6 x 20 and 6 x 200. Find the factors and these are the computations. We can also say: 

6 x 20 = 6 x 2 x 10 = 12 x 10 = 120 
60 x 20 = 6 x 10 x 2 x 10 = 12 x 10 x 10 = 1200

It must be remembered that in the commutative and associative properties of multiplication, the order of the factors does not matter when solving this kind of problem

1/2 x 80 x 60 = 2400 square feet was the area

The required number is 27.

A linear equation only has one or two variables. No variables in a linear equation is raised to power greater than 1 or used as denominator of a fraction.

Let x be the number,

Then

Twenty-four is subtracted from a number = x - 24

and number divided by nine = x/9

Now according to the question,

x - 24 = x/9

Multiplying whole equation by 9 we get,

9x - 216 = x

Adding 216 both the sides we get

9x  = x + 216

Substracting x both the side we get

8x = 216

Dividing whole equation by 8 we get

x = 27

which is the required number.

Hence,the required Number is 27.

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Final answer:

The student made an error in describing the expression 5/n as "the quotient of n and 5." The correct phrase to describe this expression would be "the quotient of 5 and n."

Explanation:

The student made an error in describing the expression 5/n as "the quotient of n and 5." The correct phrase to describe this expression would be "the quotient of 5 and n."

When describing division, it is important to remember that the dividend (the number being divided) comes before the divisor (the number dividing the dividend).