Draw triangle GMT

PLS CREATE DRAWING!! refer to attachment

Answer:

first one, u can't ride a decimal of a ride

Step-by-step explanation:

y = 7.50 + 2.50x

Answer: 8/175

Step-by-step explanation:

Answer: 8/175

Step-by-step explanation: to multiply fractions, multiply both numerators first then the denominators.

4x2=8

35x5=175

Answer:

Δ = 349

Step-by-step explanation:

Given a quadratic equation in standard form

ax² + bx + c = 0 ( a ≠ 0 ) , then the discriminant is

Δ = b² - 4ac

9x² + 5x - 9 = 0 ← is in standard form

with a = 9, b = 5 , c = - 9 , then

b² - 4ac

= 5² - (4 × 9 × - 9)

= 25 - (- 324)

= 25 + 324

= 349

Answer:

y = 14

You have to travel 101 miles. On the first day, you traveled 3 miles. How many miles do you need to travel each day after that to reach your destination in 7 days?

Step-by-step explanation:

You have to travel 101 miles. On the first day, you traveled 3 miles. How many miles do you need to travel each day after that to reach your destination in 7 days?

7y=98

y=14

Answer: 14

Step-by-step explanation:

First you do 3 - 3 which cancels each other out.

2nd step :

you do 101 - 3 which equals 98

3rd step :

Divide 98 by 7 and your final answer is 14 !! <3

Answer:

Step-by-step explanation:

Step-by-step explanation:

f^-1 means the inverse function that finds the x responsible for the creation of a given y (functional result) value.

y = 3x - 1

3x = y + 1

x = 1/3(y + 1)

and now we rename x to y and y to x, so that we get a normal function definition :

y = 1/3(x + 1) = (1/3)x + 1/3

now we create the first derivative d/dx of this function :

y' = 1/3

since both f(x) and f^‐1(x) are line functions with a constant slope, it is not surprising that the first derivative (the function of the slope of the base function) is a constant function.

so, for any value of x (incl. the requested x = 11) d/dx f^-1(x) = 1/3.

therefore also d/dx f^-1(11) = 1/3.

y = 2×sqrt(x)

sqrt(x) = y/2

x = y²/4

again we rename the variables, so that we get a normal function definition for the inverse function :

y = x²/4

the first derivative is :

y' = 2x/4 = x/2

so, d/dx f^-1(6) = 6/2 = 3

Use the inverse function theorem: if f(x) is continuously differentiable at x = a, and given f(a) = b, then f is invertible around x = a, and

[tex]\left(f^{-1}\right)'(b) = \dfrac1{f'(a)}[/tex]

Both the given functions f(x) meet the conditions above. Note that you don't need to actually compute the inverse function itself.

If f(x) = 3x - 1, then f(x) = 11 when

3x - 1 = 11   ⇒   3x = 12   ⇒   x = 4

Now if f(4) = 11, it follows from the inverse function theorem that

[tex]\left(f^{-1}\right)'(11) = \dfrac1{f'(4)} = \boxed{\dfrac13}[/tex]

since f'(x) = 3.

If f(x) = 2√x, then f(x) = 6 when

2√x = 6   ⇒   √x = 3   ⇒   x = ±9

But note that f(x) is defined only for x ≥ 0, so we must take x = 9. Now if f(9) = 6, the inverse function theorem says

[tex]\left(f^{-1}\right)'(6) = \dfrac1{f'(9)} = \dfrac1{\frac1{\sqrt9}} = \boxed{3}[/tex]

since f'(x) = 1/√x.

Answer:

1. 1+6

2. 2+5

3. 3+4

4. 4+3

5. 5+2

6. 1+6

Step-by-step explanation:

Based on the question, the volume of the cylinder is approximately 56,520 cubic meters.

The formula for the volume of a cylinder is seen as:

V = πr²h

where

V  = volume

r =  radius of the base

h = height of the cylinder.

Then by Substituting the given values, we will have:

V = π(10m)²(18m)

= π(100m²)(18m)

= 18000π cubic meters

To be able to  find the value to the nearest tenths place, we need to use π ≈ 3.14. hence:

V ≈ 18000 × 3.14

= 56520 cubic meters

Therefore, the volume of the cylinder is about 56,520 cubic meters to the nearest tenths place.

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Answer:

First, we will change dissimilar fractions into similar fractions by finding the least common denominator. Second, add them like similar fractions. And then finally, convert the answer in the lowest term. Example No.6 Subtract 3/4 from 4/5. What will be our least common denominator? The least common multiple of 5 and 4 is 20. That was an Example

Step-by-step explanation:

Answer:

It would be 2 times the old perimeter.

Answer: 3

Step-by-step explanation:

There are 24 students

1 student = 250 ml

24 students = 250ml x 24

= 6000 ml

To convert from millilitres to litres, divide by 1000

6000ml = 6000/1000l = 6 litres

2litres = 1 bottle

6 litres = 6/2 = 3 bottles

Therefore, she will need 3 2-litre bottles of soda

Answer:

The answer is 3

Step-by-step explanation:

Answer:

10

because when you plus 3+7 is 10

Answer:

B

Step-by-step explanation:

It touches the y-axis (one y - intercept)

It also touches the x-axis( one x-intercept)

-Chetan K

Answer:

None of those answers are right. It should be

[tex] - \frac{23}{24} [/tex]

Step-by-step explanation:

You have to find common denominators first. Multiply -5/6 by 4/4 to get -20/24. Multiply 1/8 by 3/3 to get 3/24.

[tex] - \frac{20}{24} = z + \frac{3}{24} [/tex]

Subtract 3/24 from both sides since it is being added.

[tex] - \frac{20}{24} = z + \frac{3}{24} \\ - \frac{3}{24} \: \: \: \: \: \: \: \: \: \: - \frac{3}{24} [/tex]

Since there are two negatives on the left, add the fractions together and keep the negative sign.

[tex] - \frac{23}{24} = z[/tex]

You cannot reduce this fraction.

Using the principle of proportional relationship, the amount in pounds of Grow better Fertilizer exceeds the required amount of Feed all Fertilizer. Hence, more of Grow better Fertilizer would be needed.

Feed - All Fertilizer :

2 pounds = 100 foot row

x pounds = 450 foot row

Cross multiply

100x = 900

Divide both sides by 100

x = 900 / 100

x = 9 pounds

Grow better Fertilizer :

25 pounds = 1000 foot rows

x pounds = 450 foot rows

Cross multiply

1000x = 450 × 25

1000x = 11250

Divide both sides by 1000

x = 11250 / 1000

x = 11.25 pounds

Hence, Cala will need more of Grow better Fertilizer.

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Answer: 12 students

Step-by-step explanation:

Let X and Y stand for the number of students in each respective class.

We know:

X/Y = 2/5, and

Y = X+24

We want to find the number of students, x, that when transferred from Y to X, will make the classes equal in size. We can express this as:

(Y-x)/(X+x) = 1

---

We can rearrange X/Y = 2/5 to:

X = 2Y/5

The use this value of X in the second equation:

Y = X+24

Y =2Y/5+24

5Y = 2Y + 120

3Y = 120

Y = 40

Since Y = X+24

40 = X + 24

X = 16

--

Now we want x, the number of students transferring from Class Y to Class X, to be a value such that X = Y:

(Y-x)=(X+x)

(40-x)=(16+x)

24 = 2x

x = 12

12 students must transfer to the more difficult, very early morning, class.

Answer:

The answer is 5x + 25

Explanation:

Apply distribution

distribute 5 to the equation inside the parenthesis

5x + 5 × 5

5x + 25

Answer:

Either 2.34 or 2.345

Step-by-step explanation:

Answer:

x = -24 + 3y

Step-by-step explanation:

Answer:

VALUE OF C = SUCK IT BRO

Step-by-step explanation:

Answer:

8.125 inches

Step-by-step explanation:

Ok so basically what you needed to do was this

Find out what was the value like this 3 1/4 = 3.25 and 2 1/2 = 2.5

Then you will do

3.25 x 2.5 and get your answer

8.125

There you go! Have a Wonderful Day

Answer:

Answer is d

Step-by-step explanation:

Answer:

answer is 400060

have a good day!!

If it's help pls give me Brainliest

tysm

Answer:

4000,060

answer explanation : when you add 4 times 100,000 ypu get 400,000 and now you get 400,000 and now you are going to muptiple 4,000,6 and 10.000 which is equal to 4,000,060

Answer:

perpendicular

Step-by-step explanation:

Parallel lines have equal slopes

The product of the slopes of perpendicular lines = - 1

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

y = - 4x + 3 ← is in slope- intercept form

with slope m = - 4

x - 4y =  8 ( subtract x from both sides )

- 4y = - x + 8 ( divide through by - 4 )

y = [tex]\frac{1}{4}[/tex] x + 2 ← in slope- intercept form

with slope m = [tex]\frac{1}{4}[/tex]

Since the slopes are not equal the lines are not parallel

- 4 × [tex]\frac{1}{4}[/tex] = - 1

Then the lines are perpendicular

Answer:

8:16

Step-by-step explanation:

Answer:

1

Step-by-step explanation:

If the plane goes 250 per HOUR, then it will take that one hour to get to 250

Answer:

m

Step-by-step explanation:

Constant rates are used to illustrate linear functions.

(a) The average rate of change

This is calculated using:

[tex]\mathbf{Rate = \frac{y_2 -y_1}{x_2 -x_1}}[/tex]

So, we have:

[tex]\mathbf{Rate = \frac{31.5-22.50}{3.5 - 2.5}}[/tex]

[tex]\mathbf{Rate = \frac{9}{1.0}}[/tex]

[tex]\mathbf{Rate = 9.0}[/tex]

Hence, the average rate of change is $9.0 per hour

(b) A function that models the table of values

Let x represent hours, and y represent the earnings.

So, we have:

[tex]\mathbf{y =m (x - x_1) + y_1}[/tex]

Where:

m =Rate = 9.0

So, we have:

[tex]\mathbf{y = 9(x - 2.5) + 22.5}[/tex]

Expand

[tex]\mathbf{y = 9x - 22.5 + 22.5}[/tex]

[tex]\mathbf{y = 9x }[/tex]

Represent as a function

[tex]\mathbf{f(x) = 9x }[/tex]

Hence, the function that models the table is: [tex]\mathbf{f(x) = 9x }[/tex]

(c) Amount earned for 7.5 hours

This means that x = 7.5

So, we have:

[tex]\mathbf{f(7.5) = 9 \times 7.5 }[/tex]

[tex]\mathbf{f(7.5) = 67.5}[/tex]

Hence, the amount earned in 7.5 hours is $67.5

Read more about constant rates at:

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Answer:

a

Step-by-step explanation: