Answer:
4.75
Step-by-step explanation:
Given
f(x)= (x^2-1)/(x-4)
The average rate of change for the interval a≤x≤b is given by:
Rate of change= (f(b)-f(a))/(b-a)
In our question,
a=2
and
b=6
So,
f(2)= ((2)^2-1)/(2-4)
=(4-1)/(-2)
= -3/2
And
f(6)= ((6)^2-1)/(6-4)
=(36-1)/2
= 35/2
Rate of change= ( 35/2-(-3/2))/(6-2)
=(35/2+3/2)/(6-2)
= ((35+3)/2)/4
=(38/2)/4
=19/4
=4.75
The average rate of change is 4.75 ..
Answer:
Average rate of change =4.75.
Step-by-step explanation:
Given function is [tex]f\left(x\right)=\frac{x^2-1}{x-4}[/tex].
Now we need to find the average rate of change of f(x) for [tex]2\le x\le6[/tex].
So plug these values into average rate of change (ARC) formula.
[tex]ARC=\frac{f\left(b\right)-f\left(a\right)}{b-a}[/tex]
[tex]ARC=\frac{f\left(6\right)-f\left(2\right)}{6-2}[/tex]
[tex]ARC=\frac{\frac{6^2-1}{6-4}-\frac{2^2-1}{2-4}}{4}[/tex]
[tex]ARC=\frac{\frac{36-1}{6-4}-\frac{4-1}{2-4}}{4}[/tex]
[tex]ARC=\frac{17.5-\left(-1.5\right)}{4}[/tex]
[tex]ARC=\frac{19}{4}[/tex]
[tex]ARC=4.75[/tex]
So the final answer is average rate of change =4.75.
At A Sale, Sarah Bought 4 T-shirts And 3 Pairs Of Jeans For $181. Jenna Bought 1 T-shirt and 2 Pairs Of Jeans For $94. The T-shirts Were All The Same Price And The Jeans Were All The Same Price, So The Following system of Equations Represents This Situation. Determine The Best Method To Solve The System of Equations of Equations. Then Solve The System.
The T-shirts are $16 each while the jeans are $39 each Hope it helps
3. Consider the following box plot.
(a) Find the interquartile range.
(b) What percent of values is included in the interquartile range?
Answer:
A) 2.5
B) 50% of the values.
Step-by-step explanation:
A)
The range of data starts at 2.0 and ends at 4.5 (i know it's a bit hard to tell lol), by subtracting 2.0 from 4.5 you get the interquartile range, 2.5.
B)
25% of the values are mentioned in the box plot before the median, and 25% of the values are mentioned after the median in the box plot. This together gives you a sum of 50% of the values. Another way to do it is that outside of the interquartile range is 50% of the values.
NEED HELP FAST!!!!!!!
Answer:
A. [tex]C=K-273[/tex]
Step-by-step explanation:
You are given the formula
[tex]K=C+273[/tex]
You have to find C in terms of K. Subtract 273 from both sides of this equation:
[tex]K-273=C+273-273\\ \\K-273=C\\ \\C=K-273[/tex]
ANSWER
C=K-273
EXPLANATION
The given formula is: K=C+273
We need to solve this formula for the variable, C.
This means that we need to isolate the variable C on one side of the equation, leaving any other terms on the other side of the equation.
We subtract 273 from both sides of the equation to obtain,
K-273=C
This is the same as
C=C-273
given the table of values below, which of the following ordered pairs are found on the graph of the inverse function?
Answer:
Option A. is the correct option.
Step-by-step explanation:
As per table given in this question values of the function has been given as
f(x) = -3 for x = -2
We can rewrite the function as f(-2) = -3
As we know inverse of the function means [tex]-2 = f^{-1}(-3)[/tex]
or inverse function g(-3) = -2
and the ordered pair for the inverse function will be (-3, -2)
Similarly other ordered pairs for the inverse function given will be
(3, -1), (9, 0), (15, 1), (21, 2)
Therefore, the ordered pairs will be (-3, -2), (3, -1), (9, 0), (15, 1), (21, 2)
Option A is the right option.
Which of the following is a correct interpretation of the expression 2 + 7?
Choose 1 answer:
(A)
The number that is 2 to the left of - 7 on the number line
i on the number line
(c)
The number that is T to the left of 2 on the number line
(D). The number that is 7 to the right of 2 on the number line
Answer:
(D). The number that is 7 to the right of 2 on the number line
Step-by-step explanation:
It could also be the number that is 2 to the right of 7 on the number line. When numbers are added, the distances of each to the origin are laid end-to-end from the origin to the right on the number line.
2+7 can mean that the distance 2 is added to the distance 7, or vice versa. (The commutative property of addition says order does not matter.)
Answer: D is right, not lying
Step-by-step explanation:
If m is a prime number, list all factors of m×m.
For a prime number m, the only factors of m x m would be 1, m, and [tex]m^2[/tex]
If m is a prime number, the factors of m would be 1 and m itself since prime numbers have no divisors other than 1 and themselves. When you calculate m x m which is [tex]m^2[/tex], the factors list expands slightly but remains quite simple due to the nature of prime numbers.
1 (1 can divide any number)m (since m is a prime and can divide its square)[tex]m^2[/tex] (the square of the prime number is a factor of itself)Those would be all the factors of [tex]m^2[/tex] when m is a prime number.
Which expression shows six less than the product 12 and 8?
Answer: (12)(8)-6
Step-by-step explanation: Product indicates you are going to multiply the numbers. When you see the phrase "less than" you want to flip the numbers.
Which points are coplanar and non-collinear.Will mark Brainiest
Answer:
I believe A, C, and D are Coplanar and i think B. is non-collinear.
Step-by-step explanation:
A, C and D are coplanar because they lie on the same line.
B is non-collinear, because it don't lie on the same line as A, C, and D.
Hope my answer has helped you!
Equal measure? Need help with the questions? Question are at the top in the pic ?
Answer:
1. 4; 2. 32; 3. 9; 4. 8; 5. 12; 6. 16; 7. 6; 8. 8; 9. 8; 10. 8
The number 15. 24 is an example of a repeating decimal.
true. false.
No, the number 15.24 is not a repeating decimal.
Explanation:No, the number 15.24 is not an example of a repeating decimal.
A repeating decimal is a number whose decimal representation goes on forever and repeats a block of one or more digits. For example, the number 0.3333... is a repeating decimal because the digit 3 repeats infinitely.
In the case of 15.24, the decimal representation terminates after two decimal places.
This is because it has a fixed and finite decimal representation. The digits "15" represent the whole number part, and the "24" represents the fractional part. Since there is no repeating pattern of digits after the decimal point, 15.24 is classified as a terminating decimal, not a repeating one.
Therefore, it is not a repeating decimal.
2/3(1/4x—2)=1/5(4/3x—1)
Answer:
I got 15 and 1/3.
Identify the method that will be used to solve for x for each equation.
4x = 20
x – 11 = 9
5x + 6x = 22
5(x – 2) = 30
Answer:
for 4x = 20 you have to use the division property of equality divide 20 by 4
for x - 11 = 9 you have to use the addition property of equality add 9 to 11
for 5x + 6x = 22 you have to combine like terms add 5x and 6x to make 11x
for 5(x – 2) = 30 you have to use the distributive property multiply 5 and x; 5 and -2
4x = 20; x = 5
x - 11 = 9; x = 20
5x + 6x = 22; 11x = 22; x = 2
5(x – 2) = 30; 5x - 10 = 30; x = 8
Answer:
1. B
2. A
3. A
4. B
Step-by-step explanation:
Which of the following has the same value as C(10, 3)? P(10, 3) C(10, 7) C(9, 6)
Answer: second one P(10,3)?
Step-by-step explanation:
Answer:
The Answer is C(10,7) Just did it on my homework
Step-by-step explanation:
1/3 b = 5/4 . Which of the following equals b in this equation? A. 2 2/5 B. 1 1/8 C. 2/5 D. 1/4
Answer:
Step-by-step explanation:
Multiplying both sides of this equation by 3/1 will isolate b:
(3/1)(1/3)b = (3/1)(5/4) = 15/4 or 3 3/4.
Answer:
15/4
Step-by-step explanation:
Ok so the equation we have is:
[tex]\frac{1}{3} b = \frac{5}{4}[/tex]
Now we can multiply both sides by 3
[tex]1b = 15/4[/tex]
[tex]\frac{15}{4}[/tex]
THIS IS 61 POINTS. Find the first three terms of the sequence described by the following recursive formula: an = 3an – 1 + 2 where a4 = 20
a1=
a2=
a3=
Answer:
see explanation
Step-by-step explanation:
Given the recursive formula
[tex]a_{n}[/tex] = 3[tex]a_{n-1}[/tex] + 2 and a₄ = 20
Then working in reverse
3a₃ + 2 = 20 ( subtract 2 from both sides )
3a₃ = 18 ( divide both sides by 3 )
a₃ = 6
3a₂ + 2 = 6 ( subtract 2 from both sides )
3a₂ = 4 ( divide both sides by 3 )
a₂ = [tex]\frac{4}{3}[/tex]
3a₁ + 2 = [tex]\frac{4}{3}[/tex] ( subtract 2 from both sides )
3a₁ = - [tex]\frac{2}{3}[/tex] ( divide both sides by 3 )
a₁ = - [tex]\frac{2}{9}[/tex]
Hence
a₁ = - [tex]\frac{2}{9}[/tex]
a₂ = [tex]\frac{4}{3}[/tex]
a₃ = 6
a1 = (-2/9)
a2 = 4/3
a3 = 6
Hope this helps!
help me with this one
Answer: IM pretty sure its A
Step-by-step explanation: Thanks for being Brain member help.
Which of the following statements is equivalent to P(Z21.7)?
O P(Z2-1.7)
O 1 - P(z2-1.7)
O P(Z51.7)
O 1-P(z21.7)
The equivalent expression of the expression P (z ≥ 1.7) is,
⇒ 1 - P (z ≥ - 1.7)
What is mean by Probability?The term probability refers to the likelihood of an event occurring. Probability means possibility. It is a branch of mathematics that deals with the occurrence of a random event. The value is expressed from zero to one.
We have to given that;
The expression is,
⇒ P (z ≥ 1.7)
Now, By definition of Probability of z - score we get;
⇒ P (z ≥ 1.7) = 1 - P (z ≥ - 1.7)
Thus, The equivalent expression of the expression P (z ≥ 1.7) is,
⇒ 1 - P (z ≥ - 1.7)
Learn more about the probability visit:
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Simplify (4x + 12) - (6x - 18)
Answer:
Rearrange the equation by subtracting what is to the right of the equal sign from both sides of the equation :
4*x-12-(6*x-18)=0
Step-by-step explanation:
Pull out like factors :
-2x + 6 = -2 • (x - 3)
Hello there!
Start by removing the parenthesis combining like terms.
(4x + 12) - (6x - 18)
4x + 12 - 6x - 18
4x - 6x + 12 - 18
Next, simplify.
-2x + 12 - 18
-2x - 6
This is the final answer and it cannot be simplified any further, I hope this was helpful!
Plz help me with this
Answer: B) rate of change of f(x) > rate of change of g(x)
Step-by-step explanation:
f(x) = 2ˣ
f(2) = 2² = 4 --> (2, 4)
f(3) = 2³ = 8 --> (3, 8)
rate of change (aka slope) of f(x):
[tex]\dfrac{8-4}{3-2}=\dfrac{4}{1}=\large\boxed{4}[/tex]
g(x) = 2x (graph)
g(2) = 4
g(3) = 6
rate of change (aka slope) of g(x):
[tex]\dfrac{6-4}{3-2}=\dfrac{2}{1}=\large\boxed{2}[/tex]
Ari’s teacher says he may have his report grade based on either the mean or the median of his last six test scores.
88%, 73%, 97%, 76%, 90%, 80%
Which measure of center would best represent Ari’s grade?
The mean would be the best! The mean is when you add up all of those grades and divide by the amount of exams.
If you're solving it,
504 is the total divided by 6 tests would be 84.
The answer is 84 I’m glad i could help you
Can you help me with this word problem?
Answer:
The ratio of flour to sugar is 2:1
Step-by-step explanation:
Let f = weight of a bag of flour
Let s = weight of a bag of sugar
3f+2s = 32
4f = 32
We have 2 equations and 2 unknowns, we can solve
4f=32
Divide by 4
4f/4 = 32/4
f = 8
Each bag of flour weights 8 pounds
Substitute this back into the first equation
3(8) +2s = 32
24+2s = 32
Subtract 24 from each side
24-24 +2s =32-24
2s = 8
Divide by 2
2s/2 = 8/2
s = 4 pounds
Flours weighs 8 pounds and sugar weights 4 pounds
We want the ratio of flour to sugar
Flour: sugar
8:4
We can divide each side by 4
8/4: 4/4
2:1
What should be done to x^2+ 15x in order to create a perfect square?
Answer:
Add 225/4 to x^2 + 15x.
Step-by-step explanation:
Take the coefficient of the middle term, 15.
Now divide it by 2, 15/2.
Square that, 225/4.
Add 225/4 to x^2 + 15x.
To create a perfect square, add 225/4 in the quadratic function x²+ 15x.
What is a quadratic equation ?Any equation of the form [tex]\rm ax^2+bx+c=0[/tex] Where x is variable and a, b, and c are any real numbers where a ≠ 0 is called a quadratic equation.
As we know, the formula for the roots of the quadratic equation is given by:
[tex]\rm x = \dfrac{-b \pm\sqrt{b^2-4ac}}{2a}[/tex]
We have a quadratic function:
= x²+ 15x
To create a perfect square, add and subtract by 225/4
= x²+ 15x + 225/4 - 225/4
= x²+ 15x + 15²/2² - 225/4
= (x + 15/2)² - 225/4
Thus, to create a perfect square, add 225/4 in the quadratic function x²+ 15x.
Learn more about quadratic equations here:
brainly.com/question/2263981
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John scored 48, 59, and 62 points. His average score was 60%. What was the last score to make it average?
91
26
78
71
Answer:
Hello! Your answer is 71.
Step-by-step explanation:
(48+59+62+71) =240
240 ÷ 4 = 60.
The 4 is the four different points he got.
The 60 is the average percent.
HOPE THIS HELPS!
48+59+62+x / 4=60
169+x / 4=60
169+x=60×4
169+x=240
x=240-169
x=71
This is the answer
hope you understand
Which figures can have two sides of the same length, but are not parallelograms?
quadrilateral
rectangle
square
isosceles trapezoid
Multiple Choice Question
Answer:
Isosceles trapezoid.
Step-by-step explanation:
That would be an isosceles trapezoid. The 2 non-parallel sides are equal.
Answer:
isosceles trapezoid
rectangle
Use the remainder theorem to divide 5x^2+9x-2 by x+3. What is the remainder
Answer:
16
Step-by-step explanation:
Given
f(x)=5x^2+9x-2
Remainder theorem states that when f(x) is divided by x-a then the remainder can be calculated by calculating f(a).
Now Using the remainder theorem to divide 5x^2+9x-2 by x+3 to find the remainder:
f(x)=5x^2+9x-2
f(-3) = 5(-3)^2 +9(-3) -2
=5(9) - 27 -2
= 45-29
= 16 !
Answer:
16
Step-by-step explanation:
apexs
Can anyone help me with this.
Answer:
a) third; from left most graph
b) fourth; right most graph
Step-by-step explanation:
Part a)
The graph is between the speed and time.
Nicole begin jogging faster and faster i.e. speed is increasing w.r.t time thus we have linear line in beginning.
Then she hits a comfortable speed and stayed at it i.e. speed remained constant for that time. Thus we have a straight line.
After that she gradually slows down,i.e speed is decreasing w.r.t time. Thus we have decreasing linear line.
So the graph shape is linear line with increasing slope-a constant straight line-linear line with decreasing slope
which is the third; from left most graph in option
Part b)
The graph is between Distance to campus and time.
As Dale is hiking towards campus, distance should decrease w.r.t time.
In beginning, he is hiking at constant speed towards campus thus the distance towards the campus is decreasing w.r.t time. We get a decreasing linear line.
*Note: here constant speed is not important, instead hiking towards i.e. the direction is important because of the campus distance covered
Then he sees a snake and turn and runs the other way. Thus now the distance towards the campus is increasing. And we get increasing linear line.
*Note running other way is important because of the campus distance covered
After that, he sits for a while i.e he stops and so the distance towards campus also become constant w.r.t time. we get a straight line on the graph.
So the graph shape is linear line with decreasing slope-linear line with increasing slope-a constant straight line
which is the right-most graph in option !
Find the percent change from 84 to 63.
Answer:
-25%
20 characters
so the difference is 84 - 63 = 21.
if we take 84 to be the 100%, what is 21 off of it in percentage?
[tex]\bf \begin{array}{ccll} amount&\%\\ \cline{1-2} 84&100\\ 21&x \end{array}\implies \cfrac{84}{21}=\cfrac{100}{x}\implies 4=\cfrac{100}{x}\implies 4x=100 \\\\\\ x=\cfrac{100}{4}\implies x=25[/tex]
The form he builds is 35 1/2 inches long, 20 inches deep, and 6 inches high. How much cement is neede to fill the form
Answer:
4260 square inches
Step-by-step explanation:
35.5 times 20 times 6 is 4260
Which statements are true about box plots? Check all that apply. They help describe sets of data. They include the mean. They show the data split into four parts. They show outliers through really short “whiskers.” Each section of a box plot represents 25% of the data.
Answer:
Step-by-step explanation:
a c e
is the answer
Answer:
a c e the one above me is ri
Step-by-step explanation:
How many gallons of 20% salt solution must be mixed with 4 gallons of 40% salt solution to make 25% salt solution?
If [tex]x[/tex] is the amount (gal) of the 20% solution to be used, then the mixture would have a total volume of [tex]x+4[/tex] gal. We want to end up with a 25% salt solution, so that
[tex]0.2x+0.4\cdot4=0.25(x+4)[/tex]
[tex]\implies0.2x+1.6=0.25x+1[/tex]
[tex]\implies0.6=0.05x[/tex]
[tex]\implies x=12[/tex]