If you could help me out, that would be great. I will give brainliest

Answer:

x = 61°

Step-by-step explanation:

From the image, we can see that we have an isosceles triangle.

We know that the other 2 angles will be equivalent to each other.

We also know that the sum of angles in a triangle adds up to 180°.

Step 1: Set up equation

58 + x + x = 180

Step 2: Solve

58 + 2x = 180

2x = 122

x = 61°

Answer:

1/2x+5/2

Step-by-step explanation:

1. Change f(x) to y

y = 2x – 5

2. Switch x and y.

x = 2y – 5

3. Solve for y by adding 5 to each side and then dividing each

side by 2.

x+5=2y

4. Change y back to f^-1(x)... in other words the inverse

f^-1(x)=(x+5)/2

= 1/2x+5/2

Step-by-step explanation:

y=f-1(x)=1/2(x+5)

explanation: write y equals 2x - 5 and now interchange X and Y it becomes x equals 2y - 5

now solve for y equals F -1 (x) equals 1/2(x + 5)

g(x)= (x + 5) / (2)

is the inverse function of F (x)= 2x - 5

Answer:

the answer is

3/5-1/3=4/15

Answer:

Use this trick. PEMDAS.

P- parenthises. if there is something in the parenthises, you know you need to start with that first. Do the equatoin in the () parenthisis.

E- Exponents. If there is exponents in your equation, make sure you do them afteryou have done the steps in the parenthesis.

M- Multiply. Always multiply left  to right. Always multiply after you have done the first two steps.

D- Divide. Divide the numbers left to right. Very simular to the multiplication.

A- Add. Always add left to right.

S- Subtract. Always subtract left to right.

------

Always do these steps in this order. If there is no addition, skip to subtraction.

Answer:

  it's all about Order of Operations (lots of caveats here)

Step-by-step explanation:

These are exercises in the use of the Order of Operations.

The Order of Operations is a set of rules for how to evaluate an arithmetic expression. It tells you which operations to perform first, so that expressions like 1+2×3 are properly evaluated to 1+6 = 7, rather than incorrectly to 3×3 = 9, for example.

(Please be aware that some calculators do this incorrectly.)

__

In most cases involving numerical expressions, such as the ones shown, the rules are summarized by the mnemonics BEDMAS or BIDMAS or PEMDAS. The first two are more often used where British English is spoken. The meaning of these mnemonics is as follows:

B/P -- "brackets" or "parentheses". Expressions inside parentheses are evaluated first. Innermost parentheses are evaluated before enclosing parentheses. Your first expression shows an example of this:

  4 ÷2 +5(10 -6)

has the expression (10 -6) evaluated first. The result is then the expression ...

  4÷2 + 5×4

Note that in your last expression, the fraction bar effectively serves as parentheses for both the numerator and denominator. If this were written in plain text, it would be written as ...

  (2^3 -5)/(15 +9)

__

E/I -- "exponents" or "indices". Anything with an exponent (index) is evaluated after parentheses are eliminated. Your second expression is an example of this:

  (2+3)² first has the parentheses removed so you have

  5²

Then the exponent is evaluated. Of course the exponent, or index, tells you how many times 5 is a factor in the product:

  5·5 = 25

As with fraction bars, the typography of a typeset expression can imply grouping (parentheses). If the expression ...

  [tex]2^{x+5}[/tex]

were written in plain text, it would have to be written with parentheses around the exponent:

  2^(x+5)

__

D/M and M/D -- "division" and "multiplication". Here is where confusion may arise. Multiplication and division have the same priority, so are evaluated in the order they are found, left to right. The sequence of letters D or M in the mnemonic does not mean that one is performed before the other. Your first expression is an example of this:

  4÷2 + 5×4 = 2 + 5×4 = 2 + 20

Here, the division happens to be first, so it is evaluated first. The multiplication is then evaluated second, because it appears to the right of the division.

__

AS -- "addition" and "subtraction". Again, confusion sometimes arises because the A appears before the S in the mnemonic. The operations of addition and subtraction have the same priority, so are evaluated in the order they are found, left to right.

_____

These are the rules. They can be modified somewhat by the properties of multiplication and addition when you actually perform the math.

For example, the expression 2×3×5 evaluated according to the rules would be = 6×5 = 30. However, we know that multiplication has associative and commutative properties, so we could evaluate this as 2×5×3 = 10×3 = 30. Similarly, we know that multiplication and division are inverse operations, so division by 2 is the same as multiplication by (1/2). Then we could evaluate ...

  4÷2 = 4×0.5 = 2

This knowledge can let us rearrange an expression such as ...

  5÷2×6 = 5×(1/2)×6 = 6×(1/2)×5 = 3×5 = 15

While this is a correct evaluation of the expression, you need to be careful. If your work is supposed to show an understanding of Order of Operations, you may be required to show your work as 5÷2×6 = 2.5×6 = 15.

_____

Additional comment on plain-text expressions

When in doubt, add parentheses around anything you want to consider to be a unit: numerators, denominators, exponents, fractions. Here's an example where grouping can be troublesome:

  [tex]\boxed{9-3\div\dfrac{1}{3}+1} = 9-3\times3+1=9-9+1=0+1=1[/tex]

  (division by 1/3 is the same as multiplication by 3/1)

When written in plain text, this is often written as ...

  9 - 3 ÷ 1/3 + 1

which must be evaluated as ...

  9 - 3/3 +1 = 9 -1 +1 = 9 . . . . . . the division 3÷1 is performed first

The key here is that 1/3 is intended to be treated as a fraction, so it needs to be in parentheses in plain text:

  9 - 3 ÷ (1/3) + 1

This last example also shows that the order of operations treats ÷ and / and "over" and "divided by" as meaning the exact same thing: whatever is on the immediate left is divided by whatever is on the immediate right.* If that "whatever" is intended to be more than a single number or variable, it must be in parentheses.

__

* Yet another caveat: some authors consider "/" to always be a fraction bar, and ÷ to have the more conventional interpretation. Some authors consider ÷ to mean (everything to the left) divided by (everything to the right). The reason for the Order of Operations is to specify a standard interpretation of these symbols and their use.

Answer:

a  19  

b 798 dollars

Step-by-step explanation:

a you just plug in a random nuber in

b all you have to do is plug 6 for x

900-17(6)=798

Answer:

Given f(x) = 2x + 3 and g(x) = –x2 + 5, find (g o f )(x).

(g o f )(x) = g( f(x))

   = g(2x + 3)

   = –(           )2 + 5    ... setting up to insert the input

   = –(2x + 3)2 + 5

   = –(4x2 + 12x + 9) + 5

   = –4x2 – 12x – 9 + 5

   = –4x2 – 12x – 4

Step-by-step explanation:

Answer:

Step-by-step explanation:

[tex]f(x) = 4x - 3 \\g(x) = 7x +5\\\\f(x)+g(x) = \\\\4x-3 +(7x +5)\\\\=4x-3+7x+5\\\\=4x+7x-3+5\\\\=11x-3+5\\\\=11x+2[/tex]

Answer:

Domain ( -4,0, 5) Range ( -7, -3, 2, 6)

Step-by-step explanation:

The domain and range of the given relation {(4, -7), (0, 6), (5,-3), (5, 2)}

is:

Domain = { 4, 0, 5, 5 }

Range = { -7, 6, -3, 2 }

Given,

{(4, -7), (0, 6), (5,-3), (5, 2)}

We need to find what is the domain and range of this relation.

A function has an input and an output.

Example: f(x) = x + 4

Now,

x = 1, 2, 3

f(1) = 1 + 4 = 5

f(2) = 2 + 4 = 6

f(3) = 3 + 4 = 7

Here,
Domain = 1, 2, 3

Range = f(1), f(2), f(3) = 5, 6, 7

We can also write it as { (1,5), (2,6), (3,7)}

Find the relation.

(4, -7)

Here,

domain = 4 and range = -7

(0, 6)

domain = 0 and range = 6

(5,-3)

domain = 5 and range = -3

(5, 2)

domain = 5 and range = 2

Find the domain and range of {(4, -7), (0, 6), (5,-3), (5, 2)}.

Domain = { 4, 0, 5, 5 }

Range = { -7, 6, -3, 2 }

Thus the domain and range of the given relation {(4, -7), (0, 6), (5,-3), (5, 2)}

is:

Domain = { 4, 0, 5, 5 }

Range = { -7, 6, -3, 2 }

Learn more about the domain and range of a function here:

https://brainly.com/question/28135761

#SPJ2

Answer:

y = [tex]\frac{t}{a+v}[/tex]

Step-by-step explanation:

Given

ya + yv = t ← factor out y from each term on the left side

y(a + v) = t ( divide both sides by a + v )

y = [tex]\frac{t}{a+v}[/tex]

Answer: y = yah

Step-by-step explanation:

Answer:10

Step-by-step explanation:

I would say 10 because she is sacrificing that 1 hour of pay

Answer:

1

Step-by-step explanation:

To solve this, first, take 22 minutes and divide it by 60 minutes, which is the number of minutes in an hour. Then, add two to the value, and multiply it by six square meters per hour, which is the rate that David can paint the wall. From there, you get 14.2 square meters which he painted in 2 hours and 22 minutes. Divide 14.2 square meters by the length of 11 meters to get 1.290 meters. Since they asked you to round to the nearest meter, you get 1 meter.

Answer:

53.2 mph

Step-by-step explanation:

A truck driver travels at an average speed of 65 miles per hour on a 200 miles trip to collect a load of freight

On the return trip the average speed is 45 miles per hour

Average speed= total distance/total time

The first step is to calculate the total time

Time spent when going on the trip(t1) can be calculated as follows

200 = 65 × t1

t1= 200/65

t1= 3.0769 hrs

The time spent when returning from the trip can be calculated as follows

200 = 45 × t2

t2= 200/45

t2= 4.44 hrs

Total time = 3.0769 hrs + 4.44hrs

= 7.521 hrs

The total distance can be calculated as follows

= 2×200

= 400

Therefore the average speed for the round trip can be calculated as follows

= 400/7.521

= 53.2 mph

Hence the average speed for the round trip is 53.2 mph

Answer:

28

Step-by-step explanation:

3x10-2

Because of order of ops, you multiply first

30-2

Finally, you subtract

28

Answer:

[tex]\frac{3}{100}[/tex] = 0.03

Step-by-step explanation:

Using the rule of exponents

[tex]a^{-m}[/tex] ⇔ [tex]\frac{1}{a^{m} }[/tex]

Given

3 × [tex]10^{-2}[/tex]

= 3 × [tex]\frac{1}{10^{2} }[/tex]

= 3 × [tex]\frac{1}{100}[/tex]

= [tex]\frac{3}{100}[/tex] = 0.03

a 90° clockwise rotation

Answer:it’s A 90 clockwise rotation

Step-by-step explanation:

Answer:

Slope = 6, y-intercept = -12.

Step-by-step explanation:

Slope is the coefficient of the x-term, which is 6 in this case.

The y intercept is the constant term that comes after the x-term, which is -12.

Answer:

7

Step-by-step explanation:

Steps to solve:

18x + 2x

~Combine like terms

20x

Best of Luck!

Answer:

[tex] \boxed{ \bold{ \huge{ \boxed{ \sf{20x}}}}}[/tex]

Step-by-step explanation:

For the addition and subtraction of expression, like terms are added or subtracted as per the signs given and unlike terms are kept as they are. The sum or difference of like terms give another term in which it's coefficient is sum or difference of their coefficient.

Let's solve

[tex] \sf{18x + 2x}[/tex]

Collect like terms. Add : 18x and 2x

[tex] \dashrightarrow{ \sf{20x}}[/tex]

Hope I helped!

Best regards! :D

Answer:

The answer is

Step-by-step explanation:

The midpoint M of two endpoints of a line segment can be found by using the formula

[tex]M = ( \frac{x1 + x2}{2} , \: \frac{y1 + y2}{2} )[/tex]

where

(x1 , y1) and (x2 , y2) are the points

From the question the points are

(4,2) and (7,6)

The midpoint is

[tex]M = ( \frac{4 + 7}{2} \: , \: \frac{2 + 6}{2} ) \\ = ( \frac{11}{2} \: , \: \frac{8}{2} )[/tex]

We have the final answer as

[tex]( \frac{11}{2} \: , \: 4)[/tex]

Hope this helps you

If the triangles are similar, that means their side to side ratios will be the same.

For example, we are given the side lengths 6 and 9 to corresponding sides.

Meaning that the side to side ratios are 6:9, or 2:3.

Using this, we can find the missing side length value.

58:x = 2:3

[tex]\frac{58}{x}=\frac{2}{3}[/tex]

[tex]2x=174[/tex]

[tex]x=87[/tex]

The missing side length is 87.

Hope this helps.

頑張って!

Answer:

x=4

Step-by-step explanation:

Answer:

He can buy up to 20 tickets (ie 20 tickets or less)

The equation is 10+3.25x+5 = 80

========================================================

Explanation:

10 = admission cost

3.25 = cost per ticket

x = number of tickets

3.25x = cost from buying x number of tickets

5 = cost of nachos & coke

10+3.25x+5 = total cost of admission, tickets, and food/drink

10+3.25x+5 = 80 since this is the amount he has in his pocket

---------------

Let's solve for x

10+3.25x+5 = 80

3.25x+15 = 80

3.25x = 80-15 .... subtract 15 from both sides

3.25x = 65

x = 65/3.25 ........ divide both sides by 3.25

x = 20

Billy can buy up to 20 tickets (ie 20 tickets or less).

Answer:

you find the gcf/ greatest common factor of both numbers which is 6, so 6 plastic containers

Step-by-step explanation:

Answer:

360

Step-by-step explanation:

Area= 1/2 ( 30)(24)

Area = 360

Answer:

20.05 or 20.06

Step-by-step explanation:

19 x .056

1.064 =  1.06 or 1.05

Answer:

18 weeks

Step-by-step explanation:

So, Hugo received $100 for his birthday.

He saved $20 per week. Let x denote the weeks that passed. Therefore:

[tex]y=100+20x[/tex]

This equation represents the total money y Hugo has after x weeks.

The printer cost $460. Thus, set y to $460:

[tex]460=100+20x[/tex]

Solve for x.

Subtract 100 from both sides:

[tex]360=20x[/tex]

Divide both sides by 20:

[tex]x=18[/tex]

Therefore, it took Hugo 18 weeks to save up $460.

Answer:

The cost of 1 gallon is $2.5

Step-by-step explanation:

Given

Cost of 14 gallons = $35

Required

Determine the cost of 1 gallon

From the given parameters, we have:

[tex]14\ gallons = \$35[/tex]

Divide both sides by 14

[tex]\frac{14\ gallons}{14} = \frac{\$35}{14}[/tex]

[tex]1\ gallon = \frac{\$35}{14}[/tex]

[tex]1\ gallon = \$2.5[/tex]

Hence,

The cost of 1 gallon is $2.5

Answer:

e. not answer

Step-by-step explanation:

(1.9 x 10) x (5.8 x 10)

19 x 58

1102 = 1.102 x 10^3

Answer:

Miss Meod lost $88 from Adams' first week of services.

Step-by-step explanation:

Assuming the first sentence stand

As Adams received $125 of wages the break-point is at $250 dollars

which is double of Adams' wage. Below this point the employe cannot realize a gain.

The services performed were $162  we subtract the break even point:

162 - 250 = -88

Durign the first week Miss Adams services generate a variable loss for $88

Answer:

The joule (/ dʒ aʊ l, dʒ uː l / jawl, jool; symbol: J) is a derived unit of energy in the International System of Units. It is equal to the energy transferred to (or work done on) an object when a force of one newton acts on that object in the direction of the force's motion through a distance of one metre (1 newton metre or N⋅m). It is also the energy dissipated as heat when an electric ...

Step-by-step explanation:

Answer:

bro i dont get this but i bet the guy in top of me it is right in deed

Step-by-step explanation: