What are the y-intercept and the horizontal asymptote of g(x) = 2x + 7?

(0, 7) ; y = 2
(0, 9) ; y = 2
(0, 2) ; y = 7
(0, 8) ; y = 7

Answer:

-1 + 73 =72

-2 + 74 = 72

-3 + 75 = 72

Answer:

4 = dt

I hope this helps

Sorry if it's wrong

Answer:

Therefore, the approximate monthly payment is $548.85

Step-by-step explanation:

The amount of student loans Erica currently has = $34,006.00

The duration over which Erica is to pay back the loan = 7 years

The annual interest rate for the loan = 9.1%

Therefore, we have the geometric sequence formula is given as follows;

\(A_n = P( 1 + r)^n - M \times \left [ \dfrac{(1 + r)^n-1}{r} \right ]\)

Where;

M = The monthly payment

P = The initial loan balance = $34,006.00

r = The annual interest rate = 9.1%

n = The number of monthly payment = 7 × 12 = 84

Aₙ = The amount remaining= 0 at the end of the given time for payment

Substituting the values into the above formula, , we get;

\(0 = 34006 \times \left ( 1 + \dfrac{0.091}{12} \right )^{84} - M \times \left [ \dfrac{\left (1 + \dfrac{0.091}{12} \right )^{84}-1}{\dfrac{0.091}{12} } \right ]\)

\(M = \dfrac{34006 \times \left ( 1 + \dfrac{0.091}{12} \right )^{84} }{\left [ \dfrac{\left (1 + \dfrac{0.091}{12} \right )^{84}-1}{\dfrac{0.091}{12} } \right ]} \approx 548.85\)

Therefore, the approximate monthly payment = $548.85

Answer:

Angle A

Step-by-step explanation:

Remember:

SOH CAH TOA

Opposite = Directly across from.

Adjacent = Next to.

Hypotenuse = Longest side.

Tangent = Opposite Side / Adjacent Side.

✓ Tan A = 6 / 8 = 3 / 4 = 3 / 4

× Tan B = 8 / 6 = 4 / 3 ≠ 3 / 4

× Tan C = 10 / 8 = 5 / 4 ≠ 3 / 4

When equation x² - 6x + 10 is written as (x - p)² + q the values of p and q are 3 and 1 respectively.

A quadratic equation is an equation of second order. Quad implies the square power, it is also called equation of degree 2.

The standard form of a quadratic equation is ax² + bx + c = 0.

Where a, b and c are constants.

The given equation is,

x² - 6x + 10.

To write the equation x² - 6x + 10 in the form of (x - p)² + q.

Convert the equation in the square form,

(x - 3)² - 9 + 10

(x - 3)² + 1

Compare equation (x - 3)² + 1 with equation (x - p)² + q.

The value of p = 3 and the value of q = 1.

The required values of p and q are 3 and 1 respectively.

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Answer:

134 - 11.5, therefore between 11 and 12

8 - 2.8, therefore between 2 and 3

80 - 8.9, therefore between 8 and 9

111 - 10.5, therefore between 10 and 11

320 - 17.8, therefore between 17 and 18

3 - 1.7, therefore between 1 and 2

150 - 12.2, therefore between 12 and 13

70 - 8.3, therefore between 8 and 9

Answer:

26

Step-by-step explanation:

Answer:

Its 26

Step-by-step explanation:

Correct on edg. 2021

Answer:

Triangle B

Step-by-step explanation:

It is possible to determine if a triangle contains a right angle using Pythagoras' theorem . If the squares of the two shorter sides add up to the square of the hypotenuse, the triangle contains a right angle.

so when we look at triangle B if we squared and then added the two shorter sides 3/7 and 4/7 we get 25/49 which is the square of the longer side 5/7

so according to the Pythagoras theorem it's a right angle triangle

Answer:

1) x =4/3 = 1  1/3

2) y = 10/3 = 3  1/3

3) y = 8

Step-by-step explanation:

y = x + 2/3

1) 2 = x+ 2/3

x = 2 - 2/3 =-6/3 -2/3

x = 4/3 = 1 1/3

2) 8/3 + 2/3 = y

y = 10/3 = 3 1/3

3) 22/3 +2/3 =y

y = 24/3 = 8

Answer:

y=z+2/3

y=2 => z=2-2/3= 4/3

z=8/3 => y= 8/3+2/3= 10/3

z=22/3 => y=22/3+2/3= 24/3= 8

Answer:

one solution

Step-by-step explanation:

because it has diffrent slopes

The red car will get tο tοwn B befοre the blue car.

Distance refers tο the length οf the path travelled by an οbject frοm οne pοint tο anοther. It is a scalar quantity, which means it οnly has magnitude and nο directiοn. Distance is usually measured in units such as meters, kilοmeters, miles, feet, οr yards. In the cοntext οf physics and mathematics, distance is an impοrtant cοncept used in the study οf mοtiοn and οther related tοpics.

The distance between the twο tοwns is 150 miles.

Let's first calculate the time it will take fοr the blue car tο reach tοwn B:

Time taken by the blue car = Distance / Speed = 150 miles / 25 mph = 6 hοurs

The blue car left tοwn A at 9:30 am, sο it will reach tοwn B at 3:30 pm.

Nοw, let's calculate the time it will take fοr the red car tο reach tοwn B:

Time taken by the red car = Distance / Speed = 150 miles / 60 mph = 2.5 hοurs

The red car left tοwn A at nοοn, sο it will reach tοwn B at 2:30 pm.

Therefοre, the red car will get tο tοwn B befοre the blue car.

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A graph that matches the given system of inequalities include the following: B. The graph with X-coordinate marks 0, 2, and 4; Y-coordinate marks 0, 2, and 4. There are two lines which intersects each other at point (2, 1). The first line intersects the x-axis at the point (4, 0) and intersects the y-axis at the point (0, 2). There is shaded region which is above the first line. The second line intersects the x-axis at the point (1, 0). There is shaded region which to the right of the second line.

In Mathematics, there are two (2) main rules that are generally used for writing and interpreting an inequality or system of inequalities that are plotted on a graph and these include the following:

Additionally, the lines for this system of inequalities graph intersects each other at point (2, 1), with a point of intersection at point (4, 0) and point (1, 0) on the x-axis, including a second point of intersection at point (0, 2) and point (0, -1) on the y-axis.

In conclusion, the boundary line is solid and shaded to the right of the second line.

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Answer: 9 4/4 or 10 whole

Step-by-step explanation:

Brand A has a unit price of 8 cents per fork ($1.99 divided by 25), while Brand B has a unit price of 9 cents per fork ($3.89 divided by 42).

To determine which brand is the better buy based on the unit price, we compare the unit prices of each brand. In this case, Brand A has a lower unit price than Brand B, which means that it is the better buy. However, we should also consider the number of forks in each box. While Brand B has a higher unit price, it also has more forks per box than Brand A, which may be a more economical choice depending on the needs of the buyer.

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Answer:

-6 degrees F

Step-by-step explanation:

We start with -8F as the temperature. It fell 10 degrees to 2F, then fell 8 degrees to -6F.

Answer:

The answer is 10 because -8 plus 10 is 2 - (-8) is still 10 however that's in a calculator the correct answer is -6

Answer:

5.333 months

Step-by-step explanation:

Company A: 120+30x

Company B: 40+ 45x

120+30x=40+45x

80=15x

80/15=x

5.33333=x

Answer:

21/99 or 7/33

Step-by-step explanation:

let 'x' = .21 repeating

100x = 21.21 repeating

subtract 1x from 100x to get:

21.21 - 0.21 = 21

100x - 1x = 99x

99x = 21

x = 21/99 or 7/33 simplified

Answer:

Step-by-step explanation:

Here's the complete question:

It cost Nike $55.00 to make the Kyrie 5, but it is selling for $130.19. Calculate the markup/percent Increase for the shoe. On Amazon, you found the same shoe for $108. What is the percent difference between the price of the original shoe and the price of the amazon shoe

The percentage Increase of the shoe will be:

= Selling price - Cost/ Cost × 100

= (130.19 - 55.00) / 55.00 × 100

= 75.19 / 55.00 × 100

= 136.71%

The percent difference between the price of the original shoe and the price of the amazon shoe will be:

= (130.19 - 108)/130.19 × 100

= (22.19 / 130.19) × 100

= 17%

The equation of the tangent line represents a straight line that passes through the point of tangency and has a slope of -16.

The slope of the tangent line to the graph of the function y = x^4 - 10x^2 + 9 at x = 1 can be found by taking the derivative of the function and evaluating it at x = 1. The equation of the tangent line can then be determined using the point-slope form.

Taking the derivative of the function y = x^4 - 10x^2 + 9 with respect to x, we get:

dy/dx = 4x^3 - 20x

To find the slope of the tangent line at x = 1, we substitute x = 1 into the derivative:

dy/dx (at x = 1) = 4(1)^3 - 20(1) = 4 - 20 = -16

Therefore, the slope of the tangent line is -16.

To find the equation of the tangent line, we use the point-slope form: y - y1 = m(x - x1), where (x1, y1) is a point on the line and m is the slope.

Given that the point of tangency is (1, y(1)), we substitute x1 = 1 and y1 = y(1) into the equation:

y - y(1) = -16(x - 1)

Expanding the equation and simplifying, we have:

y - y(1) = -16x + 16

Rearranging the equation, we obtain the equation of the tangent line:

y = -16x + (y(1) + 16)

To find the slope of the tangent line, we first need to find the derivative of the given function. The derivative represents the rate of change of the function at any point on its graph. By evaluating the derivative at the specific value of x, we can determine the slope of the tangent line at that point.

In this case, the given function is y = x^4 - 10x^2 + 9. Taking its derivative with respect to x gives us dy/dx = 4x^3 - 20x. To find the slope of the tangent line at x = 1, we substitute x = 1 into the derivative equation, resulting in dy/dx = -16.

The slope of the tangent line is -16. This indicates that for every unit increase in x, the corresponding y-value decreases by 16 units.

To determine the equation of the tangent line, we use the point-slope form of a linear equation, which is y - y1 = m(x - x1). We know the point of tangency is (1, y(1)), where x1 = 1 and y(1) is the value of the function at x = 1.

Substituting these values into the point-slope form, we get y - y(1) = -16(x - 1). Expanding the equation and rearranging it yields the equation of the tangent line, y = -16x + (y(1) + 16).

The equation of the tangent line represents a straight line that passes through the point of tangency and has a slope of -16.

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After 3 weeks she pay $208.10.

From the question, we have

After 3 weeks she pay =  

$211.30+$22.50-$17-$8.70 = $208.10

Subtraction:

Subtraction represents the operation of removing objects from a collection. The minus sign signifies subtraction −. For example, there are nine oranges arranged as a stack (as shown in the above figure), out of which four oranges are transferred to a basket, then there will be 9 – 4 oranges left in the stack, i.e. five oranges. Therefore, the difference between 9 and 4 is 5, i.e., 9 − 4 = 5. Subtraction is not only applied to natural numbers but also can be incorporated for different types of numbers.

The letter "-" stands for subtraction. Minuend, subtrahend, and difference are the three numerical components that make up the subtraction operation. A minuend is the first number in a subtraction process and is the number from which we subtract another integer in a subtraction phrase.

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Answer:

1/9

Step-by-step explanation:

Probability  =  Expected outcome/Total outcome

From the given pi chart,

Total outcome = 360degrees (since the total angle in a circle is 360 degrees)

Since we to find the probability of scoring a 5, we can see that the angle when he scores a 5 is 40degrees, hence;

Expected outcome = 40degrees

Pr(scoring a 5) = 40/360

Pr(scoring a 5) = 1/9

Hence the probability of scoring a 5 is 1/9

Answer:

1/9

Step-by-step explanation:

Probability is the branch of mathematics concerning numerical descriptions of how likely an event is to occur, or how likely it is that a proposition is true. The probability of an event is a number between 0 and 1, where, roughly speaking, 0 indicates impossibility of the event and 1 indicates certainty.

Divide the number of events by the number of possible outcomes.

Answer:

i just need help pasing 5th grade can you help by giving me a link so i can get  answers to quistions pls

Step-by-step explanation:

Answer:

a. -32

Step-by-step explanation:

Answer:

f(1) = 5, f(2) = 8, f(3) = 11

Step-by-step explanation:

Common difference refers to how you get from one value in the sequence to the next.

If f(0) = 2, f(1) = 2 + 3 = 5 etc

Answer:the answer is 40 degrees and 140 degrees

Step-by-step explanation: took the test

Answer:

tan2(x) + 1 = sin2(x)/cos2(x) + 1 = [sin2(x) + cos2(x)]/cos2(x) = 1/cos2(x) = (1/cos(x))2 = sec2(x). Thus tan2(x) + 1 = sec2(x).

Step-by-step explanation:

Answer: Not an identity

Step-by-step explanation:

a. The RR (relative risk) cannot be calculated for this type of test, and we do not need to report a p-value for the chi-squared goodness-of-fit test. b. No, the answer in (a) does not address the question whether the distribution of number of lab classes was different in 2000 than it was in 1990.

a. To test if the proportion of students who took 4-5 lab classes in September 2000 was different from that in 1990, we will use a chi-squared goodness-of-fit test.

First, we need to calculate the expected frequencies for each category assuming the null hypothesis is true (i.e., the proportions are the same in 1990 and 2000). We can calculate the expected frequencies as follows:

Expected frequency for 0-1 lab classes: (90+92+87+70+23+38) * (90/200) = 103.5

Expected frequency for 2-3 lab classes: (90+92+87+70+23+38) * (87/200) = 90.3

Expected frequency for 4-5 lab classes: (90+92+87+70+23+38) * (23/200) = 10.2

Next, we can calculate the chi-squared test statistic as follows:

χ2 = Σ (O - E)2 / E

where O is the observed frequency and E is the expected frequency.

Using the data provided, we have:

χ2 = [(90 - 103.5)2 / 103.5] + [(87 - 90.3)2 / 90.3] + [(23 - 10.2)2 / 10.2] + [(92 - 103.5)2 / 103.5] + [(70 - 90.3)2 / 90.3] + [(38 - 10.2)2 / 10.2] = 43.17

The degrees of freedom for the chi-squared test is df = number of categories - 1 = 3 - 1 = 2. Using a significance level of α = 0.05 and a chi-squared distribution table with df = 2, the critical value is 5.99.

Since our calculated test statistic (χ2 = 43.17) is greater than the critical value (5.99), we reject the null hypothesis and conclude that there is evidence that the proportion of students who took 4-5 lab classes in September 2000 was different from that in 1990.

The RR (relative risk) cannot be calculated for this type of test, and we do not need to report a p-value for the chi-squared goodness-of-fit test.

b. No, the answer in (a) does not address the question whether the distribution of number of lab classes was different in 2000 than it was in 1990. The chi-squared goodness-of-fit test only tests whether the proportions in the three categories are the same between 1990 and 2000, but it does not tell us whether the overall distribution has changed. To address this question, we could use a chi-squared test for independence, which would allow us to test whether there is a relationship between the year (1990 vs. 2000) and the number of lab classes taken.

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