F(x)=-14/x^2 average rate

The inverse of any function is where you sway the 'y' and 'x' positions.

Thus if the equation is [tex]y = 4x[/tex]

The inverse is:

  [tex]x = 4y\\y = \frac{1}{4} x\\[/tex]

Therefore the inverse is  [tex]h(x) = \frac{1}{4} x[/tex]

Hope that helps!

Answer:

5 1/3 ÷ 4 = 16/3

Step-by-step explanation:

basically what I did was 5 × 3 = 15 + 1 = 16/3

Answer:

[tex]1\frac{1}{3}[/tex]

Step-by-step explanation:

Given the following question:

[tex]5\frac{1}{3} \div4[/tex]

To find the answer convert the mixed numbers into improper fractions and then divide using KCF. (Keep, Change Flip)

[tex]5\frac{1}{3} \div4[/tex]
[tex]5\frac{1}{3} =3\times5=15+1=16=\frac{16}{3}[/tex]
[tex]\frac{16}{3} \div4[/tex]
[tex]4=\frac{4}{1}[/tex]
[tex]\frac{16}{3} \div\frac{4}{1}[/tex]

Apply KCF:

[tex]\frac{16}{3} \div\frac{4}{1}[/tex]
[tex]\frac{16}{3} \times\frac{1}{4}[/tex]
[tex]16\times1=16[/tex]
[tex]3\times4=12[/tex]
[tex]=\frac{16}{12}[/tex]

Simplify by reducing:

[tex]\frac{16}{12}[/tex]
[tex]16\div4=4[/tex]
[tex]12\div4=3[/tex]
[tex]=\frac{4}{3}[/tex]

Convert into mixed number:

[tex]\frac{4}{3}[/tex]
[tex]\frac{4}{3} =4\div3=1\frac{1}{3}[/tex]
[tex]=1\frac{1}{3}[/tex]

Which means your answer is "4/3 or 1 1/3."

Hope this helps.

Answer:

y(x) = c_1 e^(-1/(2 x^2))

Step-by-step explanation:

Solve the separable equation x^3 (dy(x))/(dx) - y(x) = 0:

Solve for (dy(x))/(dx):

(dy(x))/(dx) = y(x)/x^3

Divide both sides by y(x):

((dy(x))/(dx))/y(x) = 1/x^3

Integrate both sides with respect to x:

integral((dy(x))/(dx))/y(x) dx = integral1/x^3 dx

Evaluate the integrals:

log(y(x)) = -1/(2 x^2) + c_1, where c_1 is an arbitrary constant.

Solve for y(x):

y(x) = e^(-1/(2 x^2) + c_1)

Simplify the arbitrary constants:

Answer: y(x) = c_1 e^(-1/(2 x^2))

Answer:

A. 3

Step-by-step explanation:

3x+137+2x+28 = 180

5x + 165 = 180

5x = 15

x = 3

Answer:

I’m not sure about I-ready, everyone has different ones but I’ll give you some options.

A rectangle is a quadrilateral

A rectangle is a parallelogram

Unless I-ready is asking bout which SHAPE can be a rectangle then it’s a lot of different options.
A square can be a rectangle

Or a parallelogram with the givens being able to fit in to all the things that defines as a rectangle.

These are the options I can think of but pretty sure theres more. But it’s I-ready so it’s not complicated.

Answer: wut?

Step-by-step explanation:

Answer:

a⁵

Step-by-step explanation:

During these events, when the base is same( in this case, 'a'), the powers gets added

thus

[tex]a^{2} * a^{3} \\a^{2+3}\\a^{5}[/tex]

so when we add to the function outside of the parentheses of (x)^3, we are moving the graph in the up down direction so it would look like x^3 but shifted up 2 units. the way to easily know which one it is, plug in zero for x in the original and 0^3 is zero so we know the original fuction will go through the origin so the function who's center is is only shifted up (because it's positive 2) two units so graph 1

note: the reason i know that what looks like a center point is actually at the origin is because f(x)= x^3 is a very famous graph that you should know the shape of :)

Answer:

See attached image

Step-by-step explanation:

Attached

Answer: $0.32

Rounded to the nearest penny = tenths.

We must round 0.325675 to the nearest tenth.

Answer = 0.32.

Hope this helps!

Answer:

Curtis will get $38.40 back

Step-by-step explanation:

First, we need to find out how much "real" money he has. The equation I did was:

50 + 30 + 30 + 8 = 118

Next, we must convert this into dollars, by multiplying by 0.325675

118 x 0.325675 = 38.42965

We round 38.42965 to the nearest penny:

38.42965

    -->   2 rounds down to 0, so we keep just the $0.40

our answer is:

$38.40

Answer:

The numbers are 20 and 10.

Step-by-step explanation:

Let's say these teo numbers are x and y.

The sum of two numbers is 30

x + y = 30
Isolate y
y = 30 - x

Their quotient is 2
plug the newfound y value in the second equation.

x / y = 2

[tex]\frac{x}{30-x} = 2[/tex]

multiply both sides by (30 - x) to get rid of the fraction.

x = 2(30 - x)

x = 60 - 2x

x + 2x = 60 + 2x

3x = 60

dividie both sides by 3

x = 20

find y

y = 30 - x

y = 30 - 20 = 10
y = 10

The numbers are 20 and 10.

Answer:

10 and 20.

Step-by-step explanation:

x + y = 30

x/y = 2

x = 2y so substituting in the first equation:

2y + y = 30

y = 10

and  x + y =30

so x + 10 = 30  giving x = 20.

Answer:

It means multiple•

Step-by-step explanation:

Answer:

multiplication

Step-by-step explanation:

if this isnt what you mean, please comment down below so i can help you out !!

Answer:

D. x - 4

Step-by-step explanation:

x² - 3x - 4 = ( x - 4 )( x + 1 )

main formula: x² + ( a + b )x + ab = ( x + a )( x + b )

Answer:

1152$

Step-by-step explanation:

Intrest is 252

Answer:

26 seconds

Step-by-step explanation:

39 - 13 = 26

Answer:

50 the answer is 50

Step-by-step explanation:

50% that's it ok?

Hi, I believe your answer is ---150%--- because if each square is one whole, that makes them 200% combined. Since one square is only halfway shaded, it is only 50%. I hope this helps you! Good luck and have a great day. :)

keeping in mind that perpendicular lines have negative reciprocal slopes, let's check for the slope of the equation above

[tex]y=\stackrel{\stackrel{m}{\downarrow }}{-\cfrac{2}{9}} x-7\qquad \impliedby \qquad \begin{array}{|c|ll} \cline{1-1} slope-intercept~form\\ \cline{1-1} \\ y=\underset{y-intercept}{\stackrel{slope\qquad }{\stackrel{\downarrow }{m}x+\underset{\uparrow }{b}}} \\\\ \cline{1-1} \end{array}[/tex]

so then we can say that

[tex]\stackrel{~\hspace{5em}\textit{perpendicular lines have \underline{negative reciprocal} slopes}~\hspace{5em}} {\stackrel{slope}{-\cfrac{2}{9}} ~\hfill \stackrel{reciprocal}{-\cfrac{9}{2}} ~\hfill \stackrel{negative~reciprocal}{-\left( -\cfrac{9}{2} \right)\implies \cfrac{9}{2}}}[/tex]

so we're really looking for the equation of a line whos slope is 9/2 and passes through (2 , 3)

[tex](\stackrel{x_1}{2}~,~\stackrel{y_1}{3})\qquad \qquad \stackrel{slope}{m}\implies \cfrac{9}{2} \\\\\\ \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}{3}=\stackrel{m}{\cfrac{9}{2}}(x-\stackrel{x_1}{2}) \\\\\\ y-3=\cfrac{9}{2}x-9\implies \boxed{y=\cfrac{9}{2}x-6}[/tex]

now as far as the parallel line

keeping in mind that parallel lines have exactly the same slope, so we're really looking for the equation of a line whose slope is -2/9 and passes through (2 , 3)

[tex](\stackrel{x_1}{2}~,~\stackrel{y_1}{3})\qquad \qquad \stackrel{slope}{m}\implies -\cfrac{2}{9} \\\\\\ \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}{3}=\stackrel{m}{-\cfrac{2}{9}}(x-\stackrel{x_1}{2}) \\\\\\ y-3=-\cfrac{2}{9}x+\cfrac{4}{9}\implies y=-\cfrac{2}{9}x+\cfrac{4}{9}+3\implies \boxed{y=-\cfrac{2}{9}x+\cfrac{31}{9}}[/tex]

Answer: here

Step-by-step explanation:

The answer comes from the derivation of a straight line model for the cost vs students. Note that the change in cost of 145-135.50 = 9.50 for an increase of students from 25 to 30. The ratio of change of cost to change of students = 9.50/5 = 1.9 and becomes the slope coefficient "m" in the formula y= mx + b. y = the total cost, mx becomes the variable cost and b becomes the fixed cost. To find b, use the data point given where the total cost = $135.50 when the students = 25, or 135.50 = 1.9*25 +b. Solving for b yields $ 88. Note that the other data point is where the total cost is $145 for students = 30. Using the new total cost equation shows that 30*1.9+88= 145 thus verifying the math model works for the data points provided.

Answer:

i think its 6

Step-by-step explanation:
3 then add one more 3 so then you add 3+3 and you'll get 6..!!

Answer: 5

Step-by-step explanation: add 3 ( \ \ \) to two ( \ \) and that would leave you with Five. (\\\\\)

Answer:

y=2x-1

Step-by-step explanation:

May God bless you and your family during this spring break

[tex](\stackrel{x_1}{2}~,~\stackrel{y_1}{3})\qquad (\stackrel{x_2}{4}~,~\stackrel{y_2}{7}) ~\hfill \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{7}-\stackrel{y1}{3}}}{\underset{run} {\underset{x_2}{4}-\underset{x_1}{2}}}\implies \cfrac{4}{2}\implies 2 \\\\\\ \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}{3}=\stackrel{m}{2}(x-\stackrel{x_1}{2}) \\\\\\ y-3=2x-4\implies y=2x-1[/tex]

Answer:

Opens up.

Step-by-step explanation:

See the 2 in front of the x? If that's positive, it opens up. If it's negative, it opens down.

Answer:

3 and 4 x=25, y=29

Step-by-step explanation:

I hope this helps. If you need any extra information, I will edit this later.

The unknown number is x .

An equation to find the value of x :-

[tex]x + 5 = - 4[/tex]

Let us solve this equation :-

[tex]x + 5 = - 4[/tex]

[tex]x = - 4 - 5[/tex]

[tex]x = - 9[/tex]

The value of x is -9 . Let us place -9 in the place of x , to check whether or not we have found out the correct value of x .

So :-

[tex] - 9 + 5 = - 4[/tex]

[tex] - 4 = - 4[/tex]

[tex]LHS = RHS [/tex]

As the left hand side of the equation is equivalent to the right hand side of the equation, we can conclude that we have found out the correct value of x .

Therefore , -9 + 5 = -4 and ( x = -9 ) .

5+x=-4 is equation of sentence 5 more than a number x is -4 and -9 is the solution of equation.

Two or more expressions with an Equal sign is called as Equation.

The given sentence is 5 more than a number x is -4.

Whenever there is a more than in a sentence means added with some number.

Let us consider the number be x.

5 more than a number x is -4 means 5 is added to number x which gives -4.

5+x=-4

This is the equation for the sentence.

Now let us solve the equation.

5+x=-4

Subtract 5 from both sides

x=-4-5

x=-9

Hence, 5+x=-4 is equation of sentence 5 more than a number x is -4 and -9 is the solution of equation.

To learn more on Equation:

https://brainly.com/question/10413253

#SPJ2

Answer:

7/25

Step-by-step explanation:

because its .28

The greatest between the 25% or [tex]\frac{7}{25}[/tex] should be considered as the [tex]\frac{7}{25}[/tex] because it is 28%.

Since one percentage i.e. 25% and one fraction i.e. [tex]\frac{7}{25}[/tex]

We need to determine greater between these two

So the fraction in percentage could be 28%

So we can say that the fraction should be bigger.

hence, The greatest between the 25% or [tex]\frac{7}{25}[/tex] should be considered as the [tex]\frac{7}{25}[/tex] because it is 28%.

Learn more about number here: https://brainly.com/question/17166653

Answer:

First, let's find out the sum;

1.30 + 1.25 = 2.55, is rational, so A

Step-by-step explanation:

The reason being this is because, 2.55 is a terminating decimal meaning that the decimal place does not go on forever.

Sara's classification is not correct because the sum is a rational number.

Irrational numbers are real numbers that cannot be expressed in fractions.

First, we can find the sum

i.e 1.3+1.25 = 2.55

Here, 2.55 is a rational number.

51/20 = 2.55

Since the sum is a rational number Sarah is not correct.

To learn more about irrational number, use the given link below:

https://brainly.com/question/17450097

#SPJ2

Answer:

3.78 + -5.4u

Step-by-step explanation:

Answer:

C = 18.1°

Step-by-step explanation:

A = 142 m²

a = 24 cm, b = 38 cm

Use the formula A = a*b*sinC/2

142 = 24 * 38 * sinC/2 = 456*sinC

sinC = 0.3114

C = 18.1°

Answer: (20)=2(1)+18 or (54)=2(18)+18