The graph of y=f(x) is shown on the grid.
Use the graph to workout and estimate for f(2.5)

Answer:

[tex]A = 256[/tex]

Step-by-step explanation:

Since the hexagon is regular, we know that all of the side lengths are equal. We can find the length of the sides by solving for [tex]l[/tex] in the formula for the area of a hexagon:

[tex]A = \frac{3\sqrt{3}}{2}l^2\\384\sqrt{3} = \frac{3\sqrt{3}}{2}l^2\\384 = \frac{3}{2}l^2\\256 = l^2\\16 = l[/tex]

Now that we have the side length, we can find the area of the square:

[tex]A = l^2\\A = 16^2\\A = 256[/tex]

Answer:

256 in²

Step-by-step explanation:

Area of a Hexagon (To find side length)

Area of square

The value of y in the given question will be y = -2x  +  26.

It is defined as the relation between two variables, if we plot the graph of the linear equation we will get a straight line.

The value of y will be calculated as:-

Given the equation :-

4y  -  2x  =  12

y =  x / 2 + 12

Now for two perpendicular lines, the product of the intercepts is -1

m₁  x  m₂  = -1

So the new intercept will be

m₂ = -1 / m₁ = -1 / 1 / 2 = -2

So new equation will be

y  =  -2x  +  c

2 = -2  x  12  +  c

c  =  26

So the equation will be:-

y =  -2x  +  26

Therefore the value of y in the given question will be y = -2x  +  26.

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(a) 12 boys play basketball

(b) See figure 2 below

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Explanation:

Part (a)

You are on the right track so far when you wrote the partial table.

There are 15 girls in the class, and 8 girls that play basketball. That must mean 15-8 = 7 girls do not play basketball.

Focusing on the first row only, we'll have 7 go in the second column and 15 go in the third column. The first row is filled out entirely.

There are 32 students and 15 girls. This means there are 32-15 = 17 boys. We'll write 17 at the end of the second row.

The other missing value of this row is 17-5 = 12 to represent the number of boys who play basketball. This is because of the 5 boys that don't play basketball.

To fill out the missing items in the third row, add the columns straight down.

We have 8+12 = 20 basketball players and 7+5 = 12 people who do not play basketball. Notice how 20+12 = 32 along the bottom row to help confirm the correct values.

Check out figure 1 to see the entire two-way frequency table.

We see that there are 12 boys that play basketball.

------------------------------------------------

Part (b)

The previous part detailed how to set up the two-way frequency table.

For this part, we'll be creating the two-way relative frequency table. The keyword "relative" means that we'll divide each item by the grand total 32.

For instance, in the first row & first column we have 8/32 = 0.25; do the same with the other values. Do not round. The reason for this is because each decimal item is a terminal decimal, meaning the digits stop at some point. If your teacher instructs you to round, then be sure to follow those instructions of course.

Check out figure 2 so you can see the two-way relative frequency table.

A result like 0.25 in the first row & first column tells us that 25% of the class is a girl and plays basketball.

Answer:

you didn't give a picture bestie but it'll be kind of money U and it should be up 3 on the graph

Answer:

Below:

Step-by-step explanation:

1. 2 15/28  

2. 2 7/10  

3. 5/6

4. 1  5/12

5. 2 1/12

The root of the polynomial function f(x) = 3x⁵ - 2x² + 7x is 0

The polynomial function is given as:

f(x) = 3x⁵ - 2x² + 7x

Set the function to 0

3x⁵ - 2x² + 7x = 0

Factor out x

x(3x⁴ - 2x + 7) = 0

Divide both sides by (3x⁴ - 2x + 7)

x = 0

Hence, the root of the equation is 0

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Answer:

B

Step-by-step explanation:

cause math

Answer:

the correct answer is C her puppy weighted 20 pounds

b = speed of the boat in still water

c = speed of the current

when going Upstream, the boat is not really going "b" fast, is really going slower, is going "b - c", because the current is subtracting speed from it, likewise, when going Downstream the boat is not going "b" fast, is really going faster, is going "b + c", because the current is adding its speed to it.

now, going either way the boat travelled the same 18 miles.

[tex]\begin{array}{lcccl} &\stackrel{miles}{distance}&\stackrel{mph}{rate}&\stackrel{hours}{time}\\ \cline{2-4}&\\ Upstream&18&b-c&4.5\\ Downstream&18&b+c&2 \end{array}\hspace{5em} \begin{cases} 18=(b-c)4.5\\\\ 18=(b+c)2 \end{cases} \\\\[-0.35em] ~\dotfill[/tex]

[tex]\stackrel{\textit{using the 1st equation}}{18=(b-c)4.5}\implies \cfrac{18}{4.5}=b-c\implies 4=b-c\implies \boxed{4+c=b} \\\\\\ \stackrel{\textit{substituting on the 2nd equation}}{18=[~(4+c)+c~]2}\implies \cfrac{18}{2}=4+2c\implies 9=4+2c \\\\\\ 5=2c\implies \blacksquare~~ \cfrac{5}{2}=c ~~\blacksquare\hspace{5em}4+\left( \cfrac{5}{2} \right)=b\implies \blacksquare~~ \cfrac{13}{2}=b ~~\blacksquare[/tex]

Answer:

A positive exponent tells us how many times to multiply a base number, and a negative exponent tells us how many times to divide a base number. We can rewrite negative exponents like x⁻ⁿ as 1 / xⁿ. For example, 2⁻⁴ = 1 / (2⁴) = 1/16.

Answer:

the rate of change from 4 to 8 is 4

Step-by-step explanation:

you can find this by subtracting the first number from the secone number and if the two numbers were in a diffrent order being 8 and 4 the answer would still be 4 because when you subtract 8 from 4 you ger-4 but with rate of change you always use the absolute value

hope this helped

Answer:

Step-by-step explanation:

45° Corresponds to (π÷4) which is a remarkable measure

We are all supposed to learn by heart the values of it’s ‘sin’ , ‘cos’ , ‘tan’ and ‘cot’ .

the same apply to 30° (corresponds to (π÷6))

……………………………………………………………

So without a calculator:

tan 45° = 1

cot 45° = 1

sin 30°​ = 1/2

therefore ,

tan 45°.sin 30° - cot45°​ = 1 × (1÷2) − 1 = (1÷2) − 1 = −(1÷2) = −0.5

Answer:

[tex]2cm[/tex]

Step-by-step explanation:

Volume of a cone= [tex]\pi r^2\frac{h}{3}[/tex]

Substitute: [tex]37.68cm^3=\pi r^2(\frac{9}{3})[/tex]

[tex]37.68cm^3=\pi r^2(3)[/tex]

[tex]37.68cm^3=\pi r^2(3)[/tex] Divide by 3

[tex]12.56cm=\pi r^2[/tex] Divide by pi

[tex]4cm=r^2[/tex]

[tex]r=\sqrt{4}[/tex]

[tex]r=2[/tex]

The steps for the geometry sequence with the help of two terms of the sequence, make a system of equation and solve them to find common ratio and first term.

Geometric sequence is the sequence in which the next term is obtained by multiplying the previous term with the same number for the whole series.

It can be given as,

[tex]a_n=a_1r^{n-1}[/tex]

Here, a₁ is the first term of the sequence and r is the common ratio.

The fourth term and sixth term given in for the geometric sequence are 3 and 3/16. For the fourth term,

[tex]a_4=a_1r^{4-1}\\3=a_1r^3[/tex]             ...1

For the sixth term,

[tex]a_6=a_1r^{6-1}\\\dfrac{3}{16}=a_1r^5[/tex]           ....2

On solving, we get,  a₁=192 and r=1/4. Thus, the geometric sequence can be given as,

[tex]a_n=a_1r^{n-1}\\a_n=192\times\dfrac{1}{4}^{n-1}[/tex]

Hence, the steps for the geometry sequence with the help of two terms of the sequence, make a system of equation and solve them to find common ratio and first term.

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[tex]\bf Blue \ Color \ Line : y = x^2[/tex]

When added all together:

[tex]\bf Black \ color \ Line: y=-\left(x+2\right)^{2}-10[/tex]    =  Final answer.

Answer:

f

Step-by-step explanation:

your welcome

Answer:

First number = 20

Second number = 12

Explanation:

Let the 1st number be x

Let the 2nd number be y

=====================

Condition 1

[tex]\sf \rightarrow x + 7 + \dfrac{y}{6} = 29[/tex]

[tex]\rightarrow \sf x=-\dfrac{y}{6}+22[/tex]

=====================

Condition 2

[tex]\rightarrow \sf 2y - (x - 5) = 9[/tex]

[tex]\rightarrow \sf x = 2y -4[/tex]

=====================

Substitute equations

[tex]\rightarrow \sf -\dfrac{y}{6}+22 = 2y-4[/tex]

[tex]\rightarrow \sf y=12[/tex]

=====================

Find value of 1st number

[tex]\rightarrow \sf x = 2y - 4[/tex]

[tex]\sf \rightarrow x = 2(12) - 4[/tex]

[tex]\rightarrow \sf x = 20[/tex]

Answer:

0.333333...

Step-by-step explanation:

2/6 = 1/3 = 0.33333...

You can divide on paper or on a calculator 2÷6 or 1÷3 to find this. If you are allowed to use a calculator and your calculator has F>D and D>F buttons they are for converting decimals and fractions back and forth. On paper, you are doing like a long division calculation. Put 2 inside the little dividing frame and put 6 on the outside. Or 1 inside and 3 outside. See image.

Answer:

Your first answer is correct.

Second question: 300 ft.

Step-by-step explanation:

2nd problem, create a proportion.

[tex]\frac{220}{x}=\frac{305}{416} \\305x = 91520\\\frac{305x}{305}= \frac{91520}{305} \\x=300[/tex]

Answer:

y = 12 mm

Step-by-step explanation:

Volume of a rectangular prism: length × width × height

V = L×W×H

Substitute the values above and solve for y:

2,016 = 14 × 12 × y

2,016 = 168y

2,016/168 = 1395v/168

12 = y

Final answer: 12 mm

Hope this helps!

Answer:

sorry this question is do not understand

AnsweB i think

Step-by-step explanation:

Answer: 20.4

Step-by-step explanation:

Answer:

-81/-9

both minus will be cut so

81/9

9

Step-by-step explanation:

the answer is 9

Answer:

Yes, it is correct.

Step-by-step explanation:

7x≥20x-39

39≥13x

x≤39/13

x≤3

Answer:

No there are 180 degrees on a line

Step-by-step explanation:

180

115-

065

65°

Answer:

  new equation: 2x +1 = 6 -3x

  solution: (x, y) = (1, 3)

Step-by-step explanation:

The Equal Values Method of solving a system of equations has you equate the two expressions that are equal to the same variable or expression. Here, we have two expressions that are equal to y.

The next step is to set them equal to each other:

  2x +1 = 6 -3x

__

This equation can be solved by adding 3x -1 to both sides to get ...

  5x = 5

Then dividing both sides by 5 gives ...

  x = 1

Substituting into either expression for y gives its value:

  y = 2x +1 = 2(1) +1 = 3

The solution to the system is (x, y) = (1, 3).