The table represents a function.
A 2-column table with 4 rows. The first column is labeled x with entries negative 6, negative 2, 0, 3. The second column is labeled f of x with entries 3, 1, 4, negative 2.

What is f(–2)?

Answer:

2^3 * 3^2

Step-by-step explanation:

Step 1:  Convert into exponent form

2 * 2 * 2 * 3 * 3

2^3 * 3^2

Answer:  2^3 * 3^2

Answer:

just complete the whole drawing

Step-by-step explanation:

Answer:

Is the -8x2 a -8x squared? Because the answer of this problem can be different.

Step-by-step explanation:

The expression (√12) / (√6) simplifies to √2 by combining square roots and simplifying the fraction. The final simplified form is √2. Here option A is correct.

Given Expression:

(√12) / (√6)

Step 1: Write as Quotient of Square Roots

(√12) / (√6) can be expressed as √(12/6)

We express the division of square roots as the square root of the division of the radicands.

Step 2: Simplify the Quotient Under the Radical

√(12/6)

To simplify the fraction under the square root, divide the numerator by the denominator:

√(12/6) = √2

Step 3: Write the Answer in Simplified Form

√2

Therefore, the given expression (√12) / (√6) simplifies to √2.

We simplified the expression by combining the two square roots into one using the rule for dividing square roots and then simplified the fraction under the square root to arrive at the final answer, which is √2. Here option A is correct.

The correct option is A and C.

The equivalent choices to the given quotient [tex]\(\frac{\sqrt{12}}{\sqrt{6}}\)[/tex] are A [tex](\(\sqrt{2}\))[/tex] and C [tex](\(\frac{\sqrt{4}}{\sqrt{2}}\))[/tex].

The question shows a math problem asking which choices are equivalent to the given quotient:

[tex]\[ \frac{\sqrt{12}}{\sqrt{6}} \][/tex]

We'll solve this step by step:

1. Simplify the square roots by factoring out squares:

[tex]\[ \sqrt{12} = \sqrt{4 \cdot 3} = \sqrt{4} \cdot \sqrt{3} = 2\sqrt{3} \][/tex]

[tex]\[ \sqrt{6} = \sqrt{2 \cdot 3} = \sqrt{2} \cdot \sqrt{3} \][/tex]

2. Write the original quotient with the simplified square roots:

[tex]\[ \frac{\sqrt{12}}{\sqrt{6}} = \frac{2\sqrt{3}}{\sqrt{2} \cdot \sqrt{3}} \][/tex]

3. Cancel out the common terms:

[tex]\[ \frac{2\sqrt{3}}{\sqrt{2} \cdot \sqrt{3}} = \frac{2}{\sqrt{2}} \][/tex]

4. Rationalize the denominator by multiplying the numerator and denominator by [tex]\(\sqrt{2}\)[/tex]:

[tex]\[ \frac{2}{\sqrt{2}} \cdot \frac{\sqrt{2}}{\sqrt{2}} = \frac{2\sqrt{2}}{2} \][/tex]

5. Simplify the fraction:

[tex]\[ \frac{2\sqrt{2}}{2} = \sqrt{2} \][/tex]

So the simplified quotient is [tex]\(\sqrt{2}\)[/tex]. Now let's check the options in the image to see which ones are equivalent to [tex]\(\sqrt{2}\)[/tex]:

A. [tex]\(\sqrt{2}\)[/tex] - This is the correct simplified form of the given quotient.

B. [tex]\(2\)[/tex] - This is incorrect because it is not the square root of 2.

C. [tex]\(\frac{\sqrt{4}}{\sqrt{2}}\)[/tex] - Since [tex]\(\sqrt{4} = 2\)[/tex], this simplifies to [tex]\(\frac{2}{\sqrt{2}}\)[/tex], which after rationalization becomes [tex]\(\sqrt{2}\)[/tex], so this is also correct.

D. [tex]\(\frac{2}{\sqrt{3}}\)[/tex] - This is incorrect because it does not simplify to [tex]\(\sqrt{2}\)[/tex].

E. [tex]\(\frac{\sqrt{6}}{\sqrt{2}}\)[/tex] - Since [tex]\(\sqrt{6} = \sqrt{2 \cdot 3}\)[/tex], this simplifies to [tex]\(\sqrt{3}\)[/tex], which is incorrect.

F. [tex]\(\frac{\sqrt{6}}{2}\)[/tex] - This does not simplify to [tex]\(\sqrt{2}\)[/tex] and is therefore incorrect.

The correct answer choices are A and C, which are both equivalent to [tex]\(\sqrt{2}\)[/tex].

The complete question is here:

The linear function that models the data in the table is [tex]\( f(x) = 2x + 3 \)[/tex].

To find the linear function, we need two key pieces of information: the slope mn and the y-intercept b. In the given function f(x) = 2x + 3, the coefficient of x (2) represents the slope, and the constant term (3) represents the y-intercept.

The slope m indicates the rate at which the function is changing, and in this case, it is 2. This means that for every unit increase in x, y increases by 2 units. The y-intercept b is the value of y when x is zero, which is 3 in this case. Therefore, the linear function f(x) = 2x + 3 accurately models the relationship between x and y in the given dat x in a linear manner.

In summary, the general form of a linear function is [tex]\(f(x) = mx + b\)[/tex], where m is the slope and b is the y-intercept. The values of m and b can be determined from the data or information provided.

The linear function that models the data in the table is [tex]\(f(x) = \frac{13}{7}x + 1\)[/tex], where x represents the input and f(x) the output.

To find a linear function that models the data in the table, we can use the slope-intercept form of a linear equation: f(x) = mx + b, where m is the slope and b is the y-intercept.

Let's find the slope (m) first using the given data points (-4, -6) and (3, 7):

[tex]\[m = \frac{\text{change in } y}{\text{change in } x} = \frac{7 - (-6)}{3 - (-4)} = \frac{13}{7}.\][/tex]

Now that we have the slope, we can use any point from the table to find the y-intercept (b). Let's use the point (0, 1):

[tex]\[1 = m(0) + b \implies b = 1.\][/tex]

Now, we can write the linear function:

[tex]\[f(x) = \frac{13}{7}x + 1.\][/tex]

So, the linear function that models the data in the table is [tex]\(f(x) = \frac{13}{7}x + 1\)[/tex].

Step-by-step explanation:

1/3 x 1/2

3 x 2=6

so ∴1/3 x 1/2=1/6

Answer:

a. For each company, write an equation Ichiro could use to calculate the cost for any number of posters.

b. For what number of posters is the cost the same for both companies?

c. Which company do you think the class should buy posters from?

d. If Ms. Chang’s class has an $18 budget for posters, which company do you think the class should buy posters from?

e. If Ms. Chang donates an additional $10 for ordering posters, does it impact the decision made?

What factors influenced your decision?

Explanation:

a. For each company, write an equation Ichiro could use to calculate the cost for any number of posters.

Clear prints

Call p, the number of posters. The cost is the number of posters, p. times the unit cost per poster ($2):

Sue

Using the same variable, p, for the number of posters, the cost is the flat rate, $15, plus the number of posters multiplied by the unit cost per poster, $0.50:

The equations fhat Ichiro could use to calculate the cost for any number of posters, are:

b. For what number of posters is the cost the same for both companies?

Solve the system: equate both equations:

Conclusion: For 10 posters the cost is the same for both companies.

c. Which company do you think the class should buy posters from?

It depends on the budget and the number of posters desired.

You can calculate the range in which the cost is lower by one company of the other.

You already know that if you are ordering 10 posts, the cost is the same for both companies.

How much is that cost? Compute Cost (10):

What happens if the number of posters is less or greater than 10.

Solve an inequality:

Hence,

d. If Ms. Chang’s class has an $18 budget for posters, which company do you think the class should buy posters from?

In this case the decision is driven by the buget.

How may posters can the class order to pay $18?

With Clear Prints:

With Sue:

Then, with a budget of $18, the class should buy posters from Clear Print.

e. If Ms. Chang donates an additional $10 for ordering posters, does it impact the decision made?

Repeat the calculations:

For Clear print:

For Sue:

With a budget of $38 the class can buy more posters from Sue.

What factors influenced your decision?

Solution:

Given that,

Jim earned $700 this week

This was $20 less than four times the amount he earned last week

To find: amount of money Jim earned last week

Let "x" be the amount of money Jim earned last week

From given,

Jim earnings this week = $20 less than four times the amount he earned last week

Therefore,

700 = 4x - 20

Thus the equation is found

Answer:

9.4 units.

Step-by-step explanation:

Given information: |OQ| = 9.4 units, |OQ’| = 17.1 units, and |P’Q’| = 17.1 units.

Dilated figure is similar to the original figure. It means the corresponding sides are proportional.

[tex]\dfrac{|OQ|}{|OQ'|}=\dfrac{|PQ|}{|P'Q'|}[/tex]

Substitute the given values.

[tex]\dfrac{9.4}{17.1}=\dfrac{|PQ|}{17.1}[/tex]

Multiply both sides by 17.1.

[tex]\dfrac{9.4}{17.1}\times 17.1=\dfrac{|PQ|}{17.1}\times 17.1[/tex]

[tex]9.4=|PQ|[/tex]

Hence, the measure of |PQ| is 9.4 units.

Answer:

hrhehehehrjejehejrjrjr in graduation in a Raha hai tu kya bolata of infectious agents and managers and managers in mmg of the marks the end of your ad on CL ad and I will send it out here

Step-by-step explanation:

bfyhh a ryagdh a child with hai tu ki baat nahin hota ha ha bol de mon iPhone and I will send you a Raha tha u y ok bye uy y ok bye y ok Sharjah United Arab and I have written to occur

Final answer:

Ben goes to the grocery store at a rate of 7 times a week. To find out how many times he goes in 17 weeks, you multiply 7 by 17, which equals 119. Therefore, Ben is expected to go to the grocery store 119 times in 17 weeks.

Explanation:

To calculate how many times Ben goes to the grocery store in 17 weeks, given that he goes at a rate of 7 times a week, we need to multiply the number of weeks by the frequency of his visits per week. The calculation is as follows:

As a proportion, this can be represented as:

V
--- =
weeks

7 times/week
-------------- =
1 week

Which can be scaled up to represent the 17 weeks:

119 times
--------------
17 weeks

[tex]\bf (\stackrel{x_1}{-2}~,~\stackrel{y_1}{4})\qquad (\stackrel{x_2}{1}~,~\stackrel{y_2}{-2}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{-2}-\stackrel{y1}{4}}}{\underset{run} {\underset{x_2}{1}-\underset{x_1}{(-2)}}}\implies \cfrac{-6}{1+2}\implies \cfrac{-6}{3}\implies -2[/tex]

[tex]\bf \begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{4}=\stackrel{m}{-2}[x-\stackrel{x_1}{(-2)}]\implies y-4=-2(x+2) \\\\\\ y-4=-2x-4\implies y = -2x[/tex]

A) No one in the class studied more then 5 hours

Answer:

d

Step-by-step explanation:

trust me

Let's see by using the Pythagorean theorem.

3 and 4 are legs. 3 is the shortest leg.

7 is the hypotenuse.

The theorem states that:

a² + b² = c²

a = 3

b = 4

c = 7

3² + 4² = 7²

9 + 16 = 49

25 = 49 (Incorrect)

So it is not possible for 3,4,7 to be a right triangle.

The numbers 3, 4, and 7 do not satisfy the Pythagorean theorem, as the sum of the squares of 3 and 4 is 25, which does not equal the square of 7 (49). Hence, these numbers cannot form a right triangle.

To determine if the numbers 3, 4, and 7 can form the sides of a right triangle, we use the Pythagorean theorem. The theorem states that in a right-angled triangle, the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the lengths of the other two sides. In this case, we would expect the square of the longest side (7) to be equal to the sum of the squares of the other two sides (3 and 4).

Calculating, we have:
32 + 42 = 9 + 16 = 25.
The square of the longest side is 72 = 49.

Since 25 does not equal 49, the sides 3, 4, and 7 do not satisfy the Pythagorean theorem and therefore cannot form a right triangle.

Answer:

It equals 4 miles

Answer:

The answer is the second one because it is less than or equal to 35

Answer:

Second one

Step-by-step explanation:

Answer:

Mount Everest is taller by 9,688 ft.

Step-by-step explanation:

Find the difference between the heights.

29,028 - 19,340 = 9,688

Answer:

Slope=3

Step-by-step explanation:

Slope=Rise/Run=(11-2)/(6-3)=9/3=3

Answer:

The slope is 3.

Step-by-step explanation:

Use the slope formula.

[tex] slope = m = \dfrac{y_2 - y_1}{x_2 - x_1} [/tex]

We use the y-coordinates of the two points as y2 and y1.

We use the x-coordinates of the two points as x2 and x1. x2 goes with y2. x1 goes with y1.

[tex] slope = m = \dfrac{11 - 2}{6 - 3} = \dfrac{9}{3} = 3[/tex]

The slope is 3.

The perpendicular of the line is -4/3.

Two geometric objects are perpendicular in simple geometry if they intersect at a right angle. The perpendicular sign ⊥ , can be used to visually depict the state of perpendicularity. It can be defined between two planes, two lines, or two planes and another line.

Given a line has a slope of 3/4.

So the slope of the line perpendicular will have the opposite reciprocal as a slope,

That means perpendicular of a line = - reciprocal of slope of the line

perpendicular of a line = - (4/3)

Therefore the perpendicular of the line is -4/3.

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Answer:

21 mg

Step-by-step explanation:

0.7 × 2 × 15 = 21

Answer:

1/7 so around 7

Step-by-step explanation:

becuase there are 6 numbers and there is a 1/6 chance to get each number and 42/6 is seven so there is a 1/7 chance to get each number.

Answer:

1/7 or 7

Step-by-step explanation:

There are 6 numbers on a number cube and when you divide 42/6 you get 7, so 1/7 should be your answer.

Answer:

a) Positive Correlation

b) 69.5

c) Base advertisement fee    

Step-by-step explanation:

a) Relationship between money spent on advertising and items sold

If we spent greater amount of money on advertisement, thus, we create more awareness and thus, the number of item sold increases.

Similarly, if less money is spent on advertisement, the number of items sold will be less.

Thus, the money spent on advertisement varies directly with the number of items sold.

Thus, they have a positive relationship or a positive correlation.

b) Money spent in advertising to sell 30 items

We are given the function:

[tex]y= 1.6x+ 21.5[/tex]

We put x = 30

[tex]y(30)= 1.6(30)+ 21.5\\y(30) = 69.5[/tex]

Thus, the score predicted by model is 69.5 units.

c) Interpretation of 21.5

Comparing the equation to a general linear equation, we get

[tex]y = mx + c[/tex]

where m is the slope and c is the y-intercept.

y-intercept tells us the value of function when x is zero.

Thus, for the given scenario it will tell about the basic advertisement fee to be paid if we want to sell 0 products.

Comparing we get,

c  = 21.5

Interpretation:

Thus, 21.5 units is the basic amount of advertisement fee that needed to be paid( the number of items sold is 0)

Set contain all the elements present in both the sets.

Step-by-step explanation:

Definition:

The union of two mathematical sets can be defined as the set that consists of all the elements present in both the sets without the repetition of elements.

Consider, A  and B be the sets.

A =  {1,7,5,6,0}

B = {2,3,4,5,6}

U is the symbol of union of sets, so A U B = {1,2,3,4,5,6,7,0}

Here 5 and 6 are the elements present in both the sets, so written only once in the set of A U B.

Answer: The probability is 1/52 or .0192.

Step-by-step explanation:

A standard deck of cards has 52 so the probability of picking 1 card would be 1/52.

(a) The probability of drawing a spade is 1/4.

(b) The probability of drawing a face card (jack, queen, or king) is 3/13.

(c) The probability of drawing a red card is 1/2.

(d) The probability of drawing a card that is not an ace is 12/13.

It is the chance of an event to occur from a total number of outcomes.

The formula for probability is given as:

Probability = Number of required events / Total number of outcomes.

Example:

The probability of getting a head in tossing a coin.

P(H) = 1/2

We have,

(a) The probability of drawing a spade.

There are 13 spades in a standard deck of 52 cards, so the probability of drawing a spade is:

P(spade) = 13/52 = 1/4

(b) The probability of drawing a face card (jack, queen, or king).

There are 12 face cards (4 jacks, 4 queens, and 4 kings) in a standard deck of 52 cards, so the probability of drawing a face card is:

P(face card) = 12/52 = 3/13

(c) The probability of drawing a red card.

There are 26 red cards (13 hearts and 13 diamonds) in a standard deck of 52 cards, so the probability of drawing a red card is:

P(red card) = 26/52 = 1/2

(d) The probability of drawing a card that is not an ace.

There are 48 cards that are not aces in a standard deck of 52 cards (there are 4 aces), so the probability of drawing a card that is not an ace is:

P(not ace) = 48/52 = 12/13

Thus,

(a) The probability of drawing a spade is 1/4.

(b) The probability of drawing a face card (jack, queen, or king) is 3/13.

(c) The probability of drawing a red card is 1/2.

(d) The probability of drawing a card that is not an ace is 12/13.

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The complete question:

A card is randomly chosen from a standard deck of cards. Find each probability.

(a) The probability of drawing a spade.

(b) The probability of drawing a face card (jack, queen, or king).

(d) The probability of drawing a card that is not an ace.

Answer:

x = 5 and x = -5

Step-by-step explanation:

Given x^2 = 25, we take the square root of both sides.  The two solutions are x = 5 and x = -5

The values for x in the equation x2 = 25 are 5 and -5. These solutions are represented on a number line at points 5 and -5.

The equation x2 = 25 can be solved by taking the square root of both sides of the equation. When we take the square root of a number, we get two possibilities: a positive and a negative value, since squaring a number always results in a positive number. Therefore, the values for x in the given equation would be x = 5 and x = -5.

On a number line, these points would be represented at the 5 and -5 positions. Therefore the number line that represents all the values of x for the equation x2 = 25 is the one that includes both -5 and 5. Keep in mind that no other numbers would satisfy the equation x2 = 25.

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Answer: d-16/3=4

Step-by-step explanation: thats the equation!

hope it helps please mark brainliest

Final answer:

The equation representing the statement "The quotient of d minus 16 and 3 is 4" is (d - 16) / 3 = 4. By solving the equation, we find that d = 28.

Explanation:

The question asks to find the equation that represents the statement: "The quotient of d minus 16 and 3 is 4." This translates to a mathematical equation by dividing the difference of d and 16 by 3, which equals 4. The equation that shows this relationship is (d - 16) / 3 = 4.

To solve this equation for d, you can follow these steps:

Multiply both sides of the equation by 3 to eliminate the denominator: (d - 16) = 12.

Add 16 to both sides of the equation to solve for d: d = 12 + 16.

This gives you d = 28 as the solution.

Therefore, the equation that accurately represents the given statement is (d - 16) / 3 = 4, and the value of d that satisfies this equation is 28.

Answer:

Below.

Step-by-step explanation:

They are all the same shape.

Also, the only parameter of a sphere that can vary is the radius, so they are all similar.

Answer:

B: M

C: Side AB is 20ft

C: Perimeter = 96ft

Answer:

y=2^x - 5

Step-by-step explanation:

"- 5" demonstrates a verical shift 5 units down

Answer:

f(-2) = 2

Step-by-step explanation:

I'm assuming "-6x2" is actually "6x^2"

f(x) = -6x^2 - 5x + 4

Plug in -2 for the x's

f(-2) = -6(-2)^2 - 5(-2) +4

f(-2) = -6(2) - 5(-2) + 4

f(-2) = -12 + 10 + 4

f(-2) = -12 + 14

f(-2) = 2