given the function f(x)= √x+7, find the value of x when f(x)=1

Answer: y=-3x+2

Step-by-step explanation: quik maf

Answer:

y = -3x + 2

Step-by-step explanation:

Slope = Change in y / Change in x

Slope = -3/1

Slope = -3

Y-intercept = when x = 0, y = 2, therefore y-intercept = 2

Hence, equation:

y = -3x + 2

Hope this helps!

Answer:

1. One solution

2. Infinitely many solutions

3. No solution.

Answer:

Kindly check explanation

Step-by-step explanation:

A.)

Differentiating based on the shape of the box and whisker plot.

The first plot, named shrella depicts a skewed distribution, (negative skew) highlighted by the long whisker (tail) to the left with the median also shifting towatds to the right of the box away from the box center. This could mean that the time difference between the coins aren't even and older coins seem to exhibit a larger time gap than newer coins.

The second plot however. VENITA, depicts a distribution which could be described as normal, as the whiskers are aodt of equal length and the median centered in the middle of the box. This could mean that Venita's coins are evenly spread out based time.

B.)

As for the overall spread, Shrella's plot covers a wider range, hence (larger spread) than Venita's plot. Thanks to the long whiskers in Shrella's plot.

For the spread within the boxes, Venita's plot has a larger within box spread than Shrella. With Venita's plot has a wider box tham Shrella's box plot.

C)

The appropriate measure of centre to be used is the median which is denoted by the vertical line in between the box. Shrella's plot has a median value of about 68 while Venita's has a median value of 60. The median value are still s bit close or similar.

Answer:

0.5 seconds

Step-by-step explanation:

Equation: h(t) = -5t²+5t=10

Where h(t) is in meter, t is in seconds.

The driver will reach maximum height when d[h(t)]/d(t) = 0

From the equation,

d[h(t)]/d(t) = -10t+5

Therefore,

-10t+5 = 0

Solve for t

-10t = -5

10t = 5

t = 5/10

t = 0.5 seconds.

Hence the height will be maximum in 0.5 seconds.

Answer:

A=4  

B=8  

C=6  

D=10  

SA=208    

Surface area=bh+(s1+s2+s3)H  

=6×8+(4+6+10)(8)  

=208

Step-by-step explanation:

Answer:

Step-by-step explanation:

The probability that a randomly selected student from the all-boys school will be shorter than 63 inches tall is approximately 0.9%.

To find the probability that a randomly selected student will be shorter than 63 inches tall, we need to use the standard normal distribution table or a statistical calculator.

Calculate the z-score for the value of 63 inches using the formula:

z = (X - μ) / σ

where X is the value (63 inches), μ is the mean (70 inches), and σ is the standard deviation (3 inches).

z = (63 - 70) / 3

z = -7 / 3

z = -2.3333

Now, we look up the area to the left of the z-score -2.3333 in the standard normal distribution table.

Using a standard normal distribution table, the cumulative probability for z = -2.33 (rounded to two decimal places) is approximately 0.009.

So, the probability that a randomly selected student will be shorter than 63 inches tall is approximately 0.009 or 0.9% (rounded to the nearest thousandth).

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Answer:

Step-by-step explanation:

Answer:

angle EGF = 100°

Step-by-step explanation:

here's your solution

==> angle DGE = angle AGB. [ vertical angle]

==> angle DGE = 30°

==> angle ( FGE + EGD + DGC) = 180° [ linear pair]

==> 2x + 30° + 50° = 180°

==> 2x = 180° - 80°

==> x = 100°/2

==> x = 50°

==> 2x = 100°

[tex]\huge\mathfrak\red{hope \: it \: helps...}[/tex]

Answer:

x ≈ 11.89

Step-by-step explanation:

Using the cosine rule

x² = 4² + 9² - ( 2 × 4 × 9 × cos128° )

    = 16 + 81 - 72cos128°

     = 97 - (- 44.33 )

      = 141.33 ( take the square root of both sides )

x = [tex]\sqrt{141.33}[/tex] ≈ 11.89 ( to 2 dec. places )

Answer:

(-3‚1) lies in second quadrant.

Answer:

https://e-eduanswers.com/mathematics/question176807332

Step-by-step explanation:

Answer:

Sushil gets $219.

Step-by-step explanation:

With the information provided, you can write the following equations:

It says that £730 is divided between June, Sushil & Fiona, which can be expressed as:

x+y+z=730 (1), where:

x is the amount June gets

y is the amount Sushil gets

z is the amount Fiona gets

Also, the statement indicates that June gets twice as much as Sushil which means that the amount June gets is equal to two for the amount Sushil gets:

x=2y (2)

Besides, you know that Sushil gets three times as much as Fiona which means that the amount Sushil gets is equal to 3 for the amount Fiona gets:

y=3z (3)

Now, you can replace (3) in (1) and (2) and you will have 2 new equations:

x=2(3z)

x=6z (4)

x+3z+z=730

x+4z=730 (5)

You have the following equations:

x=6z (4)

x+4z=730(5)

Next, you can replace (4) in (5) and solve for z:

6z+4z=730

10z=730

z=730/10

z=73

Now, you can replace the value of z in (3):

y=3z

y=3(73)

y=219

Finally, you can replace the value of y in (2):

x=2y

x=2(219)

x=438

According to this, the answer is that Sushil gets $219.

Answer:

x = 17

Step-by-step explanation:

(17+1) 2 - 36 = 0

If you don't think this is right, you may clarify it by plugging it in and multiplying :) thank you for your time <3

Answer:

x=17

Step-by-step explanation:

Answer:

p=20

6p=120

Step-by-step explanation:

Answer:

A: 6p = 120

Solution:

6 / p = 120 / 6

p = 20

dont forget to five-star and heart! ;)

Answer:

See Explanation

Step-by-step explanation:

The question is incomplete, as a table or chart that shows the required data is not given.

To answer this, I will make use of the following frequency table

[tex]\begin{array}{cccccc}{Miles} & {1} & {1\frac{1}{2}} & {2} & {2\frac{1}{2}} & {3} \ \\ {Students} & {10} & {0} & {5} & {10} & {5} \ \end{array}[/tex]

From the above table.

[tex]2\frac{1}{2}\ miles \to 10\ students[/tex]

[tex]3\ miles \to 5\ students[/tex]

So:

[tex]2\frac{1}{2}\ or\ 3\ miles = 10+5[/tex]

[tex]2\frac{1}{2}\ or\ 3\ miles = 15\ students\\[/tex]

From the above table.

[tex]1\ miles \to 10\ students[/tex]

[tex]1\frac{1}{2}\ miles \to 0\ students[/tex]

So:

[tex]1\frac{1}{2}\ or\ 1\ miles = 0+10[/tex]

[tex]1\frac{1}{2}\ or\ 1\ miles = 10\ students[/tex]

The difference (d) is then calculated by subtracting the number of students in both categories

[tex]d = 15\ students - 10\ students[/tex]

[tex]d = 5\ students[/tex]

Answer:

As a fraction 1/1000 and as a decimal 0.001

Answer:

first option

Step-by-step explanation:

y = 1/4x - 5/4

this line has a slope of 1/4 and a y-intercept of -5/4

Answer:

[tex]\frac{a}{25}[/tex] That is the answer if you're finding the exact form...

Step-by-step explanation:

Simplify the expression

Step-by-step explanation:

12*4 - 2*2

48 - 4

44 ft of carpet.

Answer:

x = -7

Explanation:

Move the constant to the right-hand side and change its sign:

3x = -26 + 5

Calculate the sum:

3x = -21

Divide both side of the equations by 3:

Therefore, the answer will be x = -7

Answer:

[tex]3x - 5 = - 26 \\ \\ = > 3x = - 26 + 5 \\ \\ = > 3x = - 21 \\ \\ = > x = - \cancel\frac{ - 21}{3} \\ \\ = > x = - 7[/tex]

Answer:

The x-intercepts of this quadratic function would be (-1, 0) and (4, 0).

Step-by-step explanation:

The x-intercepts of a function are where the graph of the function hits the x-axis on a coordinate plane, meaning the y-coordinate of an x-intercept would always be 0. In this quadratic function's graph, the parabola crosses the x-intercept at two points: (-1, 0) and (4, 0). So that would be the correct answer.

Answer:

3x - (15 x 3) = 90

or

3x - 45 = 90

Explanation:

there are 3 boxes. We don't know how many are in them yet, so we write this as 3x. However, we know that we give away 15 to 3 different teachers. 15 x 3 = 45

Therefore the first part is 3x - 45

We also know that in the end we have 90 left.

So our final equation is:

3x - 45 = 90

Answer:

I think it is 336.

Step-by-step explanation:

7 x 8 x 6 (Though my process could be wrong, I hope I'm correct)

Answer:

(5,7   6,2   4,8   1,3) and (7,1  5,3   4,8   6,2)

Answer: 5,7 6,2 4,8 1,3 7,1 5,3 4,8 6,2

Step-by-step explanation:

Answer:

915 in²

Step-by-step explanation:

The area of the rectangle :

Length = 32 inches

Width = 25 - (10+10) = 25 - 20 = 5 inches

Area of rectangle = Length * width

Area = 32 * 5 = 160 in²

Area of triangle :

Base = 25 inches

Height = (46 - 32) inches = 14 inches

Area of triangle = 1/2 * base * height

Area of triangle = 1/2 * 25 * 14 = 175 in²

Total area = (160 + 175)in² = 335 in²

Total area of cardboard :

50 inches * 25 inches = 1250 in²

Amount of cardboard not used :

(1250 - 335) in² = 915 in²

Answer:

The volume of the prism is not equal to the volume of the cylinder.

Step-by-step explanation:

I took the test and it was right

If the base area of a triangular prism and a right cylinder are congruent then the volume of both can not be the same.

It deals with the size of geometry, region, and density of the different forms both 2D and 3D.

The cross-sectional areas of a triangular prism and a right cylinder are congruent.

The triangular prism has a height of 10 units, and the right cylinder has a height of 7 units.

The volume of the triangular prism will be

[tex]\rm Triangular \ prism \ volume = \dfrac{1}{2} \times a \times b \times 10\\\\\rm Triangular \ prism \ volume = 5ab[/tex]

Where a is the height of the triangle and b is the base of the triangle.

The volume of the right cylinder will be

[tex]\rm Right \ cylinder \ volume = \pi \times r^2 \times 7\\\\\rm Right \ cylinder \ volume = 22\ r^2[/tex]

Where r is the radius of the base circle.

If the base area of a triangular prism and a right cylinder are congruent then the volume of both can not be the same.

More about the geometry link is given below.

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