Have an amazing day :)

Will give brainlst

Answer:

120,000

Step-by-step explanation:

The rectangle has a length of 8 units along the top and bottom sides, and a height of 6 units along the vertical sides.

A rectangle is a four-sided flat shape with four right angles (90 degree angles) between the sides. It is a type of quadrilateral, which means a shape with four sides.

To find the length of the sides of the rectangle, we can use the distance formula:

d = √((x2 - x1)²+ (y2 - y1)²)

Using the coordinates (-4,4) and (4,4) for the two endpoints of the top side of the rectangle, we get:

d = √((4 - (-4))² + (4 - 4)²) = 8

Since the top side has length 8 and there are two top and two bottom sides of equal length, the perimeter is:

20 = 28 + 2L

where L is the length of one of the vertical sides. Solving for L, we get:

L = (20 - 2*8)/2 = 2

Therefore, the length of the vertical sides of the rectangle is 2 units.

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The length of rectangle is 8 units on the x-axis, and the width of rectangle is 4 units along the y-axis.

The whole distance encircling a rectangle's edge is known as its perimeter. It is the total of the measurements of the rectangle's four sides.

The formula for calculating the perimeter P of a rectangle with length L and width W is as follows:

P = 2L + 2W

According to question:

To find the length of the sides of the rectangle, we can use the distance formula:

\(d = \sqrt{((x_{2} - x_{1} )^2+ (y_{2} - y_{1})^2)}\)

Using the coordinates (-4, 4) and (4, 4)

\(d = \sqrt{((4 - (-4) )^2+ (4 - 4)^2)}\) = 8 units

L (length) = 8 Units

So, the length of the horizontal sides (x-axis) of the rectangle is 8 units.

then, the top side has length 8 and there are top and bottom sides are equal length, the perimeter is: P = (8+8) + 2W

20 = 16 + 2W

where, L is the length of one of the vertical sides. Solving for L, we get:

W = (20 - 16)/2 = 2

So, the length of the vertical sides (y-axis) of the rectangle is 2 units.

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This question is incomplete , I am answering this question in general as per my knowledge.

No, because you gave T a Boolean when T expected a student as its first argument and a course as its second parameter. This will be less formal if.

The expected,

T(‘‘user2012813",‘‘discrete math")=true

However, the function F(x) and A both yield either true or false (y). Thus, you are attempting to assess

T(F(‘‘user2012813"),A(‘‘discrete math"))=T(true, false)= NULL

Only the first formulation makes sense, but after relations are established, these kinds of structures can be used.

Null functions as both a value and a pointer in computer programming. A built-in constant called null has a value of zero. It is the same as how strings in C are terminated with the letter 0.

Null is another possible value for a pointer, and unless the CPU supports a unique bit pattern for a null pointer, it has the same value as zero.

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Young adults might value credit in case of an emergency for several reasons. Firstly, credit provides financial flexibility, allowing them to access funds quickly when unexpected expenses arise.

This can be essential for covering costs related to medical emergencies, car repairs, or other unforeseen events that may strain their limited savings. Secondly, young adults often have less established financial safety nets than older individuals. They may not have significant savings, insurance policies, or support from family members to fall back on during emergencies. Credit, in this case, acts as a temporary financial cushion, enabling them to manage immediate needs without resorting to high-interest loans or further jeopardizing their financial stability.

Thirdly, responsible use of credit can help young adults build a positive credit history. Demonstrating responsible borrowing and repayment habits will make it easier for them to access more favorable credit terms in the future, such as lower interest rates or higher credit limits. This can prove valuable when making significant purchases, like buying a home or financing higher education.

Lastly, having access to credit can also provide young adults with a sense of financial independence and empowerment. Knowing they have the means to handle emergencies without relying on others can boost their confidence in managing personal finances and help them make more informed financial decisions as they navigate adulthood.

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Answer: 4

Step-by-step explanation:

Answer:

17 years old.

Step-by-step explanation:

5 years than 3 times can be represented as 5*3.

5*3=15.

If Eva is 2, and Bill is 15 years older, 2+15=17.

Therefore, Bill is 17 years of age.

Answer: -2

Step-by-step explanation:

The slope of the line perpendicular to another slope is the opposite sign and flipped(reciprocal)

The slope of the line = 1/2

So the perpendicular slope = -2

Answer:

Step-by-step explanation:

Answer:

when i went to the bank i took out $100, then the next day i put $100 back into the bank

Step-by-step explanation:

Answer: I had no money in my bank account but i took out 100 dollars by getting a loan! So i had to pay that money back, when i next got paid i gave the bank 100 dollars to cover my debt!

Step-by-step explanation:

(Im almost positive this is right!)

Evaluating the function in the values of the domain we will get some coordinate pairs. The graph of these is in the image at the end.

Here we have the function:

3x - y = 1

And we want to graph this in the domain (-3, -1, 0, 4)

To do so, we need to evaluate the function (the values of x) in the values of the domain.

Solving the equation for y we get:

y = 3x - 1

Now, when x = -3

y = 3*-3 - 1 = -10

when x = -1

y = 3*-1 - 1 = -4

when x = 0

y = 3*0 - 1 = -1

When x = 4

y = 3*4 - 1 = 11

So we have the points (-3, -10), (-1, -4),  (0, -1), (4, 11)

The graph of these points is on the image below.

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Answer:

bxjfjxucjkkdndjkjhkjjnn

The required solution of the given expression δ = 0.0002. as of the given conditions

Functions is the relationship between sets of values. e g y=f(x), for every value of x there is its exists in a set of y. x is the independent variable while Y is the dependent variable.

Here,
Given |x - 3| < δ, we want to find a value of delta such that |5x - 15| < 0.001.

Starting with the inequality |x - 3| < δ, we can substitute x = 3 + delta or x = 3 - δ. Let's consider the case x = 3 + δ,

|5x - 15| = |5(3 + δ) - 15|
            = |15 + 5δ- 15|
                = |5δ|

Now, we want |5δ| to be less than 0.001. So, we can divide both sides of the inequality by 5,

|5δ|/5 < 0.001/5

|δ| < 0.001/5

Therefore, if the delta is less than 0.001/5, we have |5x - 15| < 0.001.

Similarly, if x = 3 - delta, we have:

|5x - 15| = |5(3 - δ) - 15| = |15 - 5δ - 15| = |-5δ|

|-5δ|/5 < 0.001/5

|δ| < 0.001/5

So, if δis less than 0.001/5, then |5x - 15| < 0.001 for both x = 3 + delta and x = 3 - δ.

Therefore, if |x - 3| < 0.001/5, then |5x - 15| < 0.001.

So, δ= 0.001/5 = 0.0002.

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Answer:

x=9.5 and y=5.5

Step-by-step explanation:

x+y=15

x-y=4

add

2x=19

x=9.5

y=15-9.5

y=5.5

x=9.5 and y=5.5

The graphing form of the function g(x) is: C) none of the answer choices.

The function g(x) = \(x^2 + 4x - 7\)is already in the standard form of a quadratic equation. In graphing form, a quadratic equation can be represented as y =\(ax^2 + bx + c,\) where a, b, and c are constants.

Comparing the given function g(x) =\(x^2 + 4x - 7\)with the standard form, we can identify the coefficients:

a = 1 (coefficient of x^2)

b = 4 (coefficient of x)

c = -7 (constant term)

Therefore, the graphing form of the function g(x) is:

C) none of the answer choices

None of the given answer choices (A, B, D, or E) accurately represents the graphing form of the function g(x) =\(x^2 + 4x - 7\). The function is already in the correct form, and there is no equivalent transformation provided in the answer choices. The given options either represent different equations or incorrect transformations of the original function.

In graphing form, the equation y = \(x^2 + 4x - 7\) represents a parabolic curve. The coefficient a determines the concavity of the curve, where a positive value (in this case, 1) indicates an upward-opening parabola.

The coefficients b and c affect the position of the vertex and the intercepts of the curve. To graph the function, one can plot points or use techniques such as completing the square or the quadratic formula to find the vertex and intercepts. Option C

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Answer:

i do not remember sorry

Step-by-step explanation:

im not really sure

Answer:

The half z and 9 is 3.

Step-by-step explanation:

Answer:36000

Step-by-step explanation:

He saves 36000 dollars

Answer:

0

Step-by-step explanation:

5^2-4(5)-5=2(5)-10

0=0

Answer:

(3)   {5,7}

Step-by-step explanation

135 people voted for it on gauth math

Answer:

Step-by-step explanation:

x + 5 = 20

x = 15

Answer:

x=15

Step-by-step explanation:

We are given the equation:

\(\frac{1}{4} = \frac{5}{x+5}\)

We want to solve for x. Therefore, we must isolate x on one side of the equation.

Let's begin by cross multiplying. Multiply the numerator of the first fraction by the denominator of the second. Then, multiply the denominator of the first by the numerator of the second.

\(1(x+5)=(4*5)\)

\(x+5=(4*5)\)

\(x+5=20\)

5 is being added to x. The inverse of addition is subtraction, so subtract 5 from both sides of the equation.

\(x+5-5=20-5\)

\(x=20-5\)

\(x=15\)

Let's check our solution. Plug 15 in for x.

\(\frac{1}{4} = \frac{5}{x+5}\)

\(\frac{1}{4} = \frac{5}{15+5}\)

\(\frac{1}{4} = \frac{5}{20}\)

\(\frac{1}{4} = \frac{5/5}{20/5}\)

\(\frac{1}{4} = \frac{1}{4}\)

Our solution checks out, so we know it is correct.

The solution to this equation is x=15

Answer:

Graph B is correct

(3,-1)

Step-by-step explanation:

Convert to slope-intercept form and find them on graph.

Answer:

Graph B and (3,-1)

Step-by-step explanation:

Step: Solve x−2y=5 for x:

x−2y=5

x−2y+2y=5+2y (Add 2y to both sides)

x=2y+5

Step: Substitute 2y+5 for x in 3x+15y=−6:

3x+15y=−6

3(2y+5)+15y=−6

21y+15=−6 (Simplify both sides of the equation)

21y+15+−15=−6+−15 (Add -15 to both sides)

21y=−21

(Divide both sides by 21)

y=−1

Step: Substitute−1for y in x=2y+5:

x=2y+5

x=(2)(−1)+5

x=3(Simplify both sides of the equation)

Answer:

x=3 and y=−1 or (3,-1)

Answer:

150

Step-by-step explanation:

100%/ x% = 219/ 416

Cross multiply

x = 150 %

219 is 150% of 416

The amount of Duane's first payment that goes to interest is approximately $26.47.

To determine the amount of Duane's first payment that goes to interest, we need to use the amortization formula for a loan.

The formula to calculate the interest portion of a loan payment is:

Interest = Remaining Balance * Monthly Interest Rate.

Let's calculate the interest for the first payment using the given information:

Loan Amount = $5,000.00

Monthly Payment = $118.57

First, we need to calculate the monthly interest rate:

Monthly Interest Rate = Annual Interest Rate / 12

= 6.5% / 12

= 0.00542

Next, we need to calculate the remaining balance after the first payment:

Remaining Balance = Loan Amount - Principal Paid

= $5,000.00 - $118.57

= $4,881.43

Finally, we can calculate the interest portion of the first payment:

Interest = Remaining Balance * Monthly Interest Rate

= $4,881.43 * 0.00542

= $26.47

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Functions f(x) = x² + 1 and g(x) = x – 4, the value equivalent  to f(g(10)) is, 37

Function is a relation between a set of inputs and a set of outputs which are permissible. In a function, for particular values of x we will get only a single image in y. It is denoted by f(x).

Vertical line test:-

Whenever we want to check whether a given expression is a function or not we can apply a vertical line test, in this test we check for a single image of x , we are getting a single image or more.

If we get more images then it will not be a function.

For example, let us take, y² = 4ax

y = ±√4ax

For single value of x we get two values of y

Hence, it will not be a function.

Given that,

f(x) = x² + 1

g(x) = x – 4

f(g(10)) = ?

f(g(x))  =  (x - 4)² + 1

           =  x² - 8x + 16 +1

           =   x² - 8x + 17

f(g(10)) =  10² - 8×10 + 17

            = 100 - 80 + 17

            = 37

The value of  f(g(10)) is 37

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42.9 goodluck :) ...

Answer:

6

Step-by-step explanation:

1) A B C

2) B A C

3) C A B

4) A C B

5) B C A

6) C B A

(I probably understood it incorrectly)

The area of the window as a mixed number in simplest form is 49 5/6 square feet.

The window is in the shape of a rectangle

Area of a rectangle is A = bh

Where,

b = base = 8 2/3 feet

h = height = 5 3/4 feet

So,

Area of the window = bh

= 8 2/3 feet × 5 3/4 feet

= 26/3 × 23/4

= 598/12.

= 49 10/12 square feet

= 49 5/6 square feet

Therefore, the area of the window is 49 5/6 square feet

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