PLS HELP!

Determine the asymptotes, intercepts, and whether any holes or multiplicity exists for each rational function
f(x) = 7/x+1

Answer:

d  x=3 or x=−3

Step-by-step explanation:

Answer:

That doesn't even make any sense you can't simplify or solve for anything if there isn't the right equation???????

Step-by-step explanation:

Answer:

(n/3)/4 =20

Step-by-step explanation:

i think this is what your looking for if not im sorry

have a blessed day :)

Answer:

2x³-5x-14x²+35

Step-by-step explanation:

this is the simplified version/answer

Answer:

5

Step-by-step explanation:

Answer:

1983

Step-by-step explanation:

bevrd eufuewwngedn

Step-by-step explanation:

From the original question, we can rewrite this as:

An airplane company is determining the difference in selling price if rows of first-class seats are added to a new design. The total selling price for one new row is f(r) = 4,000r. Each row in first class eliminates a pair of rows of economy seats. The total price for each pair of removed rows is e(r) = 1,800r. Which is d(r), the profit or loss for adding r rows of first class seats?

f(r) = 4000r

e(r) = 1800r

d(r) = ? (profit or loss)

Assuming we had added a row of first class seats,

+ f(r) = 4000r

But we had to remove a pair or rows from the economy seats,

- e(r) = 1800r

Translating these into one equation:

d(r) = f(r) - e(r) = 4000r - 1800r = 2200r

Therefore, OPTION A.) d(r) = 2200r

The value of d(r) will be 2200r. The correct option is A.

Expression in maths is defined as the collection of numbers variables and functions by using signs like addition, subtraction, multiplication, and division.

Numbers (constants), variables, operations, functions, brackets, punctuation, and grouping can all be represented by mathematical symbols, which can also be used to indicate the logical syntax's order of operations and other features.

Assuming we had added a row of first-class seats,

+ f(r) = 4000r

But we had to remove a pair or rows from the economy seats,

- e(r) = 1800r

Translating these into one equation:

d(r) = f(r) - e(r) = 4000r - 1800r = 2200r

Therefore, the value of d(r) will be 2200r. The correct option is A.

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Answer:

False

Step-by-step explanation:

(8 + 5 x 3)^2

= 23^2

= 529

Value for f(x)  = x² - 12x + 35

Given :

             (f⁰g)(x) = x²-6 x+8

                 g(x) = x-3

Now ,

            (f⁰g)(x) = f(g(x))

         x²-6 x+8 = f(x-3)

let x = x-3

              f(x)  = (x-3)² - 6(x-3) + 8

              f(x)  = x² + 9 - 6x - 6x + 18 +8

              f(x)  = x² - 12x + 35

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Answer:

The area is 45 inches

Step-by-step explanation:

L×W=A

Answer:

The larger the degree, the steeper the graph's branches towards the right and left edges.

Step-by-step explanation:

Yes, there is a relationship between the degree of a polynomial and how steep its branches are at their end behavior (for large positive values of x, and to the other end: towards very negative values of x).

This is called the "end behavior" of the polynomial function, and is dominated by the leading term of the polynomial, since at very large positive or very negative values of the variable "x" it is the term with the largest degree in the polynomial (the leading term) the one that dominates in magnitude over the others.

Therefore, larger degrees (value of the exponent of x) correspond to steeper branches associated with the geometrical behavior of "power functions" (functions of the form:

\(f(x)=a_n\,x^n\)

which have characteristic end behavior according to even or odd values of the positive integer "n").

Recalling the behavior of such power functions, the larger the power (the degree), the steeper the graph.

Answer:

10

Step-by-step explanation:

5+5=10

10+10=20

20-10=10

please mark me as brainliest!!<3

Answer:

it is 10

5+5=10

10+10=20

20-10=10

So the first graph is Radical/Irrational Graph and the second is Parabola/Quadratic Graph.

You can find the domain by looking at the x-axis and for the range, look at the y-axis. That means all of x-axis is the domain and all of y-axis is the range.

From the first graph, the domain is from -2 to +infinite. But because there's a colored dot, it's either ≥ or ≤.

But because -2 is less than + infinite, we use ≤ instead. Thus, x ≥ -2

Remember that x-values can't be equal to infinite. So we use < instead since there's no x-values that are equal to ∞.

Or we can write in interval notation as [-2,+∞) for symbol "[ or ]" is equal to ≤ or ≥ and ") or (" is equal to > or <

Again, the domain for the first graph is x ≥ -2 or x ∈ [-2, +∞)

And the range, look at the y-axis. Because we can substitute x from -2 to less than ∞, that means the range is from -1 because when x = -2 then x = -1 to + infinite.

Therefore, the range is y ≥ -1 or y ∈ [-1, +∞)

Now for the second graph. Look at the x-axis to find the domain. We notice that the colored dot is at x = -3 and the one with white dot is at x =2. The one without the color or white dot is > or < while the colored one is ≥ or ≤.

So the domain is -3 ≤ x < 2 or x ∈ [-3, 2)

For range, look at the y-axis. Notice that the colored dot is at y = -5 and the maximum point is at y =4. The y =4 is still in the domain so the range still applies to the maximum point.

Therefore the range is -5 ≤ y ≤ 4 or y ∈ [-5, 4]

A scientific hypothesis is a proposed explanation or prediction based on limited evidence or prior knowledge, which is subject to further investigation and testing.

A guess is a speculative, unsupported statement without any logical basis, whereas a hypothesis is an educated assumption derived from existing knowledge, observations, or theories. Unlike a guess, a hypothesis is testable and can be supported or refuted by evidence gathered through scientific methods.

Scientists need a hypothesis to provide a framework for their research and guide their investigations. It helps them define the specific question they want to answer and provides a starting point for designing experiments or making observations. By formulating a hypothesis, scientists can systematically evaluate and analyze data, ultimately leading to a deeper understanding of the phenomenon under investigation.

There are indeed scientific hypotheses that cannot be directly tested or proven due to practical or ethical constraints. For example, hypotheses related to historical events that occurred in the distant past may not have accessible evidence for direct testing. Additionally, some questions related to consciousness, subjective experiences, or philosophical concepts may lie beyond the scope of scientific inquiry, as they may not be objectively measurable or observable.

While science has its limitations, it is a powerful tool for investigating and understanding the natural world. However, there are questions that fall outside the realm of scientific inquiry and require other methods of investigation, such as philosophical or ethical considerations.

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Therefore, the measure of the third angle in this isosceles triangle is 60 degrees.

By definition, an isosceles triangle has two sides of equal length, and in this case, two congruent base angles. The third angle, which is not part of the base, is opposite the third side of the triangle.

Since the sum of the measures of the angles in any triangle is always 180 degrees, we can use this fact to find the measure of the third angle in the isosceles triangle. We know that one of the base angles measures 60 degrees, and since the other base angle is also congruent, it also measures 60 degrees. Therefore, the total measure of the base angles is 60 degrees + 60 degrees = 120 degrees.

To find the measure of the third angle, we subtract the sum of the base angles from 180 degrees:

Third angle = 180 degrees - (60 degrees + 60 degrees)

Simplifying this expression gives:

Third angle = 60 degrees

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Answer:

201 miles.

Step-by-step explanation:

If you've traveled 124 miles in 2 hours, than in one hour must've been 62 miles. 62 multiplied by 3 is 186, which is how much miles have been traveled in 3 hours. Plus the 15 minutes would probably be 201 miles. Hope this helps!

The pH of the cleaning compound is found to be approximately 9.43.

The hydrogen ion concentration, [H+], in a certain cleaning compound is [H+] = 3.7 times 10⁻¹⁰

We will use the formula pH = - log [H+] to find the pH of the cleaning compound.

Acidic and basic compounds are measured on the pH scale, which ranges from 0 to 14.

A pH of 7 is considered neutral, a pH less than 7 is acidic, and a pH greater than 7 is basic.

The lower the pH, the more acidic the compound, and the higher the pH, the more basic the compound.

pH = - log [H+]

We can substitute the given hydrogen ion concentration value in the above formula to obtain the pH of the cleaning compound.

pH = - log 3.7 × 10⁻¹⁰

pH = - (- 9.43)

pH = 9.43

Therefore, the pH of the cleaning compound is approximately 9.43.

Note: 1. When finding the pH value using the formula, we should remember to put the hydrogen ion concentration in brackets "[ ]" and use the base 10 logarithm.

2. We need to keep the significant figures when reporting the final answer. Here, the pH value is given up to two decimal places, so we also need to round off our answer to two decimal places.

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Using a system of equations, it is found that Sana's mother bought 6.72 pounds of peaches, 5.72 pounds of tomatoes and 2.24 pounds of mushrooms for $80.

A system of equations is when two or more variables are related, and equations are built to find the values of each variable.

In this problem, the variables are given as follows:

She bought one more pound of peaches than pounds of tomatoes, hence:

x = y + 1.

y = x - 1.

She bought 3 times as many pounds of tomatoes as pounds of mushrooms, hence:

x = 3z.

y = x - 1 = 3z - 1.

She spent a total of $80, hence considering the cost per pound of each product we have that:

6x + 3y + 10z = 80.

Considering the values of x and y as function of z and replacing in the equation, we have that:

6(3z) + 3(3z - 1) + 10z = 80

18z + 9z - 3 + 10z = 80.

37z = 83.

z = 83/37

z = 2.24.

Then:

x = 3z = 3 x 2.24 = 6.72.

y = x - 1 = 3z - 1 = 6.72 - 1 = 5.72.

Hence, she bought 6.72 pounds of peaches, 5.72 pounds of tomatoes and 2.24 pounds of mushrooms for $80.

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7 lbs peaches, 6 lbs tomatoes, 2 lbs mushrooms

yum!

Answer:

Step-by-step explanation:

We cannot determine whether f(2)+f(3) is equal to f(5) or not without any information about the function f.

For example, if f(x) = x, then f(2) + f(3) = 2 + 3 = 5, and f(5) = 5, so f(2)+f(3) = f(5).

However, if f(x) = x^2, then f(2) + f(3) = 2^2 + 3^2 = 4 + 9 = 13, and f(5) = 5^2 = 25, so f(2)+f(3) ≠ f(5).

Therefore, the relationship between f(2)+f(3) and f(5) depends on the specific function f, and cannot be determined without knowing the functional form of f.

Answer:

The least common multiple of 5 and 7 is 35

Step-by-step explanation:

Because 5 x 7 is 35

Answer:

The Least common multiple ( LCM) of 5 and 7 is 35

Step-by-step explanation:

We list the first few multiples of 5 and 7a and identify the common multiples .

The least among the common multiples is the LCM of 5 and 7.

LCM 5 and 7

Multiples of 5: 5,10,15,20,25,30,35,40,45

Multiples of 7: 7,14,21,28,35,42,49

The Least common multiple of 5 and 7 is 35 .

l hope it helps ❤❤

Answer:

-5/43

Step-by-step explanation:

Answer:

1

Step-by-step explanation:

Answer:

pi ≈ 3,141593

Step-by-step explanation:

I think this is the right answer

The total area under the curve along the y-axis is 235 square units.

To find the area of the region bounded by the curve y = √x - 2, the y-axis, and the lines y = 2 and y = 7, we can follow these steps:

a) Express x as a function of y:

To express x as a function of y, we need to isolate x in the equation y = √x - 2.

Starting with y = √x - 2, we can add 2 to both sides:

y + 2 = √x

Next, we square both sides to eliminate the square root:

\((y + 2)^2 = (\sqrt{x} )^2\)

\((y + 2)^2 = x\)

Therefore, \(x = (y + 2)^2.\)This is the expression for x as a function of y.

b) Sketch the graph using x as a function of y showing the area under the curve for y = 2 to y = 7:

To sketch the graph, we can plot points on the xy-plane using the expression \(x = (y + 2)^2.\)

For y = 2, x = \((2 + 2)^2 = 16.\)

For y = 7, x = \((7 + 2)^2 = 81.\)

So, we have two points: (16, 2) and (81, 7). Plotting these points and connecting them with a curve will give us the graph of x as a function of y.

To show the area under the curve for y = 2 to y = 7, shade the region between the curve and the y-axis bounded by y = 2 and y = 7.

c) Evaluate the total area under this curve along the y-axis:

To evaluate the total area under the curve along the y-axis, we integrate the function with respect to y over the given interval.

The integral of x with respect to y over the interval from y = 2 to y = 7 is given by:

∫[\((y + 2)^2]\)dy, evaluated from y = 2 to y = 7.

Evaluating the integral, we get:

∫\([(y + 2)^2] dy = [(1/3)(y + 2)^3]\)evaluated from y = 2 to y = 7

Substituting the values, we have:

\([(1/3)(7 + 2)^3] - [(1/3)(2 + 2)^3]\)

= (1/3)(729 - 8)

= 243 - 8

= 235

Therefore, the total area under the curve along the y-axis is 235 square units.

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In order to maximize the accuracy of a public opinion poll, it is important to have a representative sample of individuals that matches the characteristics of the population as a whole. This means that the sample should be selected in a way that is random and unbiased, so that every member of the population has an equal chance of being included in the sample.

For example, when conducting a poll about the political views of the general population, the sample should accurately reflect the political views of the population in terms of party affiliation, ideology, without being biased to one party.

Factors to consider when trying to ensure that your sample is representative of the total population:

Thus, to maximize the accuracy of a public opinion poll, it is important to ensure that the sample of individuals surveyed is representative of the population of interest.

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Answer:

n = 2

Step-by-step explanation:

divide by 7 on both sides

Answer:

n = 2

Step-by-step explanation:

7n is the same as 7 times value = 14.

You may find the value of n by simply dividing both sides by seven, in order to isolate the variable.

^ 14/7 = 7n/7

^ (simplified) 2 = n or n =2

Therefore:

Your answer is 2 or n's value in this scenario is 2.

Answer: horizontally shrink by a factor of 2.

The graph of g(x) will be compressed in the y-direction by a factor of 1/2 as compared to f(x).

Dilation is a type of transformation in which the object either compresses or enlarges.

Rewrite the function g(x) in terms of f(x).

g(x)= (1/2) f(x)

Compare the obtained equation by g(x)=cf(x) and determine the value of c.

c=1/2

Since 0<c<1, the dilated function will be compressed in the y-direction by a factor of c=1/2.

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Answer:

see explanation

Step-by-step explanation:

The axis of symmetry is a vertical line with equation x = c

Where c is the x- coordinate of the turning point, that is

x = - 1

The coordinates of the vertex, the turning point are (- 1, - 6 )

The y- intercept is where the graph crosses the y- axis , that is

y- intercept = - 3

Answer:

judging from the list of numbers i would pick a