Image attached. Thank you

Answer:

-2

Step-by-step explanation:

I'm not 100% sure but...

The x-intercept is when the y is 0.

And if we look at the coordinate plane, then we see that the x-intercept is two units down, and y is zero, which means that it would probably mean that the x-intercept is -2.

Answer:

From left to right: 1, 6, and 7

Step-by-step explanation:

Answer:

The first, sixth, and seventh.

Step-by-step explanation:

Answer:

its c

Step-by-step explanation:

9514 1404 393

Answer:

  1)  f⁻¹(x) = 6 ± 2√(x -1)

  3)  y = (x +4)² -2

  5)  y = (x -4)³ -4

Step-by-step explanation:

In general, swap x and y, then solve for y. Quadratics, as in the first problem, do not have an inverse function: the inverse relation is double-valued, unless the domain is restricted. Here, we're just going to consider these to be "solve for ..." problems, without too much concern for domain or range.

__

1) x = f(y)

  x = (1/4)(y -6)² +1

  4(x -1) = (y-6)² . . . . . . subtract 1, multiply by 4

  ±2√(x -1) = y -6 . . . . square root

  y = 6 ± 2√(x -1) . . . . inverse relation

  f⁻¹(x) = 6 ± 2√(x -1) . . . . in functional form

__

3) x = √(y +2) -4

  x +4 = √(y +2) . . . . add 4

  (x +4)² = y +2 . . . . square both sides

  y = (x +4)² -2 . . . . . subtract 2

__

5) x = ∛(y +4) +4

  x -4 = ∛(y +4) . . . . . subtract 4

  (x -4)³ = y +4 . . . . . cube both sides

  y = (x -4)³ -4 . . . . . . subtract 4

Answer:

charlie has 624.32 more than andy

Step-by-step explanation:

im smart trust

Answer:

Its 4

Step-by-step explanation:

[tex]2 + 2 = 4 \\ [/tex]

Answer:

2+2=4 lol

And it says I need 20 characters so here are the 20 characters, bRaInLy

Answer:

1:1.66

Step-by-step explanation:

you can round it up to 1:1.7 if that's what your teacher says

Answer:

33 students

If you divided the class into groups with 4 boys and 7 girls in each group, there will be 11 students in each group.

The total number of students in the class therefore must be a multiple of 11.

The only multiple of 11 between 24 and 40 is 33.

There are therefore 33 students.

4/11×33=12 are boys and 7/11×33=21are girls.

12:21= 4:7

hope it helps you

please mark me as brainlist

Answer:

x=20

Step-by-step explanation:

3x-10=x+30

2x-10=30

2x=40

x=20

Answer:

X=20

Step-by-step explanation:

So their alternate interior angle which is equal

3x-10=x+30

Solve and you would get 20

Answer:

Area = 13.8 cm²

Step-by-step explanation:

Area of a triangle = ½*base*height

base = 4 cm

height = ?

Find height using trigonometry function:

Reference angle = 60°

Opp = height = BC

Adj = 4 cm

Apply TOA:

Tan 60 = Opp/Adj

Tan 60 = BC/4

BC = 4*Tan 60

BC = 6.92820324 ≈ 6.9 cm

✔️Area of triangle = ½*4*6.9

= 13.8 cm²

Answer:

........................point A

Answer:

point C

Step-by-step explanation:

if you count from 0 with the difference of number 5 then it will be 0.75 in point C

Answer:

The answer is 4

Step-by-step explanation:

The angles in a triangle add up to 180 degrees.

You have two angles given 90(right angle) and 57.

Add them to get 147 then subtract from 180.

180 - 147 = 33

Set 33 equal to the expression

33 = 4x + 17

33- 17 = 4x

16 = 4x

4 = x

Answer:

8, 11, 14, 17

Step-by-step explanation:

For example,

Given: an=2an−1−xan=2an−1−x

a5=99a5=99

a3=27a3=27

a5=2a4−x=2(2a3−x)−x=4a3−3x=99a5=2a4−x=2(2a3−x)−x=4a3−3x=99

4(27)−3x=994(27)−3x=993x=108−99=93x=108−99=9

x=3x=3

Answer:

photo is not clear so i can't help u

Answer:

i cant really see the q so sorry but goodluck <3

Answer:

Hi! The answer to your question is A. 24

Step-by-step explanation:

☆*: .｡..｡.:*☆☆*: .｡..｡.:*☆☆*: .｡..｡.:*☆☆*: .｡..｡.:*☆

☆Brainliest is greatly appreciated!☆

Hope this helps!!!

- Brooklynn Deka

Answer:

1 1/2 teaspoons!

Step-by-step explanation:

Answer:

1 1/2 teaspoons

Step-by-step explanation:

3/4 is to 1 1/8 as 1 is to x

converting 1 1/8 to an improper fraction gives:  

3/4 is to 9/8 as 1 is to x

  (3/4)/(9/8) = 1/x

cross multiply

(3/4)x = 9/8

multiply both sides by 4/3

x = (9/8)(4/3)

x = = 3/2 = 1 1/2

1 1/2 teaspoons of salt are needed

Answer:

-a+11

Step-by-step explanation:

hard to explain. but should be correct

Answer:

53.1

Step-by-step explanation:

They're equal, so 8 = 31 and 13.7 = x

8/31 = 13.7/x

31(13.7) / 8 = 53.0875

Round your answer to nearest tenth to get 53.1

The rounded length of DE is 53.1.

What is similar triangles?

Similar triangles are triangles that have the same shape, but their sizes may vary.

The both the triangles are similar, so the side length CB will be equal to FE and the side length AB will be equal to DE. Hence, the equation formed will be,

[tex]\frac{8}{31}=\frac{13.7}{DE}[/tex]

On solving this equation, we have DE=53.0875.

Therefore, the rounded length of DE is 53.1.

Learn more: https://brainly.com/question/870035

#SPJ2

Answer:

x = 18

Step-by-step explanation:

All triangle angles add up to 180 so:

x + 5x + 72 = 180

6x + 72 = 180

6x = 180 - 72

6x = 108

x = 18

Answer:

21.6

Step-by-step explanation:

5x+72=180 (set it to 180 because the total angle sum of a triangle is 180)

5x=108

x=21.6

Answer:

4 batches of cookies

Step-by-step explanation:

Answer:

9x+4

Step-by-step explanation:

Answer:

3r1

The accompanying table shows the number of bacteria present in a certain culture over a 4 hour period, where x is the time, in hours, and y is the number of bacteria.Write an exponential regression equation for this set of data, rounding all coefficients to the nearest thousandth. Using this equation, determine the number of bacteria present after 11 hours, to the nearest whole number.

Answer: 7041 is the answer. I’m not sure how to explain. I took a lucky guess on my quizzez assignment and got it correct.

Answer:

(0,2) is the answer - Option C.

Step-by-step explanation:

Equation of a line:

The equation of a line, in point-slope form, is given by:

[tex]y - y_0 = m(x - x_0)[/tex]

In which m is the slope and the point is [tex](x_0,y_0)[/tex]

Slope of 9/5 if one of the points on the line is (-10, -16)

This means that [tex]m = \frac{9}{5}, (x_0,y_0) = (-10,-16)[/tex]. So

[tex]y - y_0 = m(x - x_0)[/tex]

[tex]y - (-16) = \frac{9}{5}(x - (-10))[/tex]

[tex]y + 16 = \frac{9}{5}(x + 10)[/tex]

Which of the following could be another point on the line?​

We have to find a point for values of x and y which gives us an identity. So

Option A:

x = -5, y = -6

Lets see

[tex]-6 + 16 = \frac{9}{5}(-5+10)[/tex]

[tex]10 = \frac{9*5}{5}[/tex]

[tex]10 = 9[/tex] -> False

So this is not the answer.

Option B:

x = 4, y = 11

[tex]11 + 16 = \frac{9}{5}(4 + 10)[/tex]

[tex]27 = 9*14/5[/tex]

False

Option C:

x = 0, y = 2

[tex]2 + 16 = \frac{9}{5}(x+10)[/tex]

[tex]\frac{90}{5} = 18[/tex]

[tex]18 = 18[/tex]

True, so (0,2) is the answer - Option C.

Answer:

Hi gimmie brainly

thanks

Answer:

use photomath it'll slove it for you

Step-by-step explanation:

Answer:

Keep it up

Step-by-step explanation:

Your teacher is nice for posting it to you iif you can not solve again brick it to me and followed me

Answer:

c

Step-by-step explanation:

use the pythagorean theorem

Answer:

Its 8

I know this because its bigger than 7 and it cant be 9