Which of the following graphs is described by the function given below?
y = 2x^2 + 8x + 3

Answer:

  y = 8(50)^t : growth

  y = 8(0.50)^t : decay

Step-by-step explanation:

Whether the exponential function represents growth or decay depends on the magnitude of the base and the sign of the variable in the exponent.

In general, an exponential function will be of the form ...

  y = a·b^x

where 'a' is a scale factor (or "initial value") and 'b' is the base. Any scale factor or translation associated with the variable x can be used to alter the values of 'a' and 'b' appropriately to put the function in this form.

For example, y = a·b^(x+3) = (a·b^3)(b^x).

Similarly, y = a·b^(-x) = a·(1/b)^x

When the value of 'b' is greater than 1, increasing x will increase the value of y. This is the characteristic of a growth function.

When the value of 'b' is less than 1, increasing x will decrease the value of y. This makes it a decay function.

Your function y = 8·50^t has a base of 50, which is greater than 1.

It is a growth function.

On the other hand, y = 8·0.50^t has a base of 0.50, which is less than 1. That function is a decay function.

__

Additional comment

For real values of x and y, we generally require 0 < b. The base can be negative if the domain of the exponent is restricted to integers, or fractions with an odd integer denominator.

\( \frac{2 }{5} \times 100 = \\ \)

\(40\)

Thus 40 percent of the starring players are taller than 6 feet.

The percentage improvement in reliability when test length is doubled is 15%

R(n) = 0.25n / (0.75 + 0.25n)

substitute n = 1 into the equation :

R(n) = 0.25n / (0.75 + 0.25n)

R(1) = 0.25(1) / (0.75 + 0.25(1))

R(1) = 0.25 / 1

R(1) = 0.25

when test length is doubled , n = 2

substitute n = 1 into the equation :

R(n) = 0.25n / (0.75 + 0.25n)

R(2) = 0.25(2) / (0.75 + 0.25(2))

R(2) = 0.5 / 1.25

R(2) = 0.4

Percentage improvement can be calculated thus ;

R(2)-R(1)/R(1) × 100%

(0.4-0.25)/0.25 × 100%

0.15 × 100%

=15%

Therefore, percentage improvement in reliability is 15%

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Answer:

√(16) - √(-2) + √(16) + √(-200) =

8 + 12.7279221 i

Answer:

A

Step-by-step explanation:

Question 1:

(a) The equation representing Elaine's total parking cost is:

C = x * t

(b) So the cost of parking for a full 24 hours would be 24 times the cost per hour.

Question 2:

The given system of equations is inconsistent and has no solution.

(a) To represent Elaine's total parking cost, C, in dollars for t hours, we need to know the cost per hour. Let's assume the cost per hour is $x.

(b) If Elaine wants to park her car for a full 24 hours, we can substitute t = 24 into the equation from part (a):

C = x * 24

Question 2:

To solve the linear system:

-x - 6y = 5

x + y = 10

We can use the elimination method.

Multiply the second equation by -1 to create opposites of the x terms:

-x - 6y = 5

-x - y = -10

Add the two equations together to eliminate the x term:

(-x - 6y) + (-x - y) = 5 + (-10)

-2x - 7y = -5

Now we have a new equation:

-2x - 7y = -5

To check the answer, we can substitute the values of x and y back into the original equations:

From the second equation:

x + y = 10

Substituting y = 3 into the equation:

x + 3 = 10

x = 10 - 3

x = 7

Checking the first equation:

-x - 6y = 5

Substituting x = 7 and y = 3:

-(7) - 6(3) = 5

-7 - 18 = 5

-25 = 5

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Answer:

x = -4 and y = -15

Hope This Helps!!!

Answer:

x= 12/5

Step-by-step explanation:

Distribute the fraction and solve for x.

Answer:

c

Step-by-step explanation:

Answer:

Principal = 20833.334

Step-by-step explanation:

simple interest = $5000.

Rate = 3%

Time = 8 years.

Principal = ?

Principal =

\( = \frac{100 \times simple \: interest}{r \times t} \\ = \frac{100 \times5000 }{3 \times 8} \\ = \frac{500000}{24 \\ } \\ = 20833.334\)

Principal = $20833.334.

The customer will pay $6.30 for the 60 local calls that all lasted 3 minutes.

To find out how much the customer will pay, we need to calculate the total cost for all the local calls.
Step 1: Calculate the total number of minutes for all the calls
Since the customer made 60 local calls and each call lasted 3 minutes, we can multiply 60 by 3 to get the total number of minutes.
60 calls * 3 minutes/call = 180 minutes
Step 2: Calculate the total cost for all the minutes
The customer pays $0.035 per minute for local calls. To find the total cost, we can multiply the total number of minutes by the cost per minute.
180 minutes * $0.035/minute = $6.30

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Answer:

14\(p^{2}\) + 14p

Step-by-step explanation:

to expand, multiply 2p with 7p which gives you 14p^2

then,

multiply 2p by 7 = 14p

Answer:

29 days

Step-by-step explanation:

1200(1.024)^n = 2400

(1.024)^n = 2

n log 1.024 = log 2

n = (log 2) / log1.024 = 29 days

Answer:

39 ADULT tickets

Step-by-step explanation:

5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60, 65

3,   6,  9,  12,  15, 18,  21,  24,  27, 30, 33, 36, 39

Answer:

hi there is that OK for.

Step-by-step explanation:

ok bye por and thanks again and.

Answer:

360Θ

Step-by-step explanation:

Answer:

6x-3=15

Step-by-step explanation:

Answer:

117 tiles

Step-by-step explanation:

Area of rectangle = length * width

To find the number of tiles divide the area of pantry floor by the area of a tile.

Convert mixed fraction to improper fraction.

\(\sf 4\dfrac{1}{2}=\dfrac{9}{2}\\\\\\6\dfrac{1}{2}=\dfrac{13}{2}\)

  \(\sf \boxed{\text{\bf Number of tiles = $\dfrac{Area \ of \ floor}{area \ of \ a \ tile}$}}\)

                                 \(\sf = \left(\dfrac{9}{2}*\dfrac{13}{2}\right ) \ \div \left(\dfrac{1}{2}*\dfrac{1}{2}\right)\\\\\\= \left(\dfrac{117}{4}\right) \ \div \left(\dfrac{1}{4}\right)\\\\\\\)

Use KCF method.

                                   \(\sf =\dfrac{117}{4}*\dfrac{4}{1}\\\\= 117\)

The correct answer is B. The sample represents a proportion of the population.

A point estimate is a single value used to estimate a population's unknown parameter. The sample proportion (denoted by p), in the context of determining the population proportion, is a widely used point estimate. The sample proportion is determined by dividing the sample's success rate by the sample size.

The sample must be representative of the population for it to be a reliable point estimate of the population proportion. To accurately reflect the proportions of various groups or categories present in the population, the sample should be chosen at random.

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Answer:

\(8x + 12y <\:100\)

Step-by-step explanation:

Answer:

A, B, and D

Step-by-step explanation:

A variable could be represented as a letter.

Coefficient is the number multiplying a variable.

Product means multiplication.

Therefore the expressions that represent the product of a variable and a coefficient are:

11c, ½t, and j*4

Answer:

12

Step-by-step explanation:

10x - 20 + 6x + 8 = 180

Supplementary angles

Answer:

x = 12

Step-by-step explanation:

The two given angles create a straight line (Definition of Straight Line). This means that:

\((10x - 20) + (6x + 8) = 180\)

First, combine like terms. Like terms are terms that share the same amount of the same variables:

\((10x + 6x) + (8 - 20) = 180\\(16x) + (-12) = 180\\16x - 12 = 180\\\)

Next, isolate the variable, x. Note the equal sign, what you do to one side, you do to the other. Do the opposite of PEMDAS.

PEMDAS is the order of operations and stands for:

Parenthesis

Exponents (& Roots)

Multiplications

Divisions

Additions

Subtractions

~

First, add 12 to both sides of the equation:

\(16x - 12 = 180\\16x - 12 (+12) = 180 (+12)\\16x = 180 + 12\\16x = 192\)

Next, divide 16 from both sides of the equation:

\(\frac{16x}{16} = \frac{192}{16} \\x = \frac{192}{16}\\ x = 12\)

12 is your answer.

~

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(i) The first term (a) is 24 and the common difference (d) is -2.

(ii) The sum of the progression is 2520.

i) Finding the first term and common difference:

Given that the number of terms in the arithmetic progression is 40 and the last term is -54, we can use the formula for the nth term of an arithmetic progression to find the first term (a) and the common difference (d).

The nth term formula is: An = a + (n-1)d

Using the given information, we can substitute the values:

-54 = a + (40-1)d

-54 = a + 39d

We also know that the sum of the first 15 terms added to the sum of the first 30 terms is zero:

S15 + S30 = 0

The sum of the first n terms of an arithmetic progression can be calculated using the formula:

Sn = (n/2)(2a + (n-1)d)

Substituting the values for S15 and S30:

[(15/2)(2a + (15-1)d)] + [(30/2)(2a + (30-1)d)] = 0

Simplifying the equation:

15(2a + 14d) + 30(2a + 29d) = 0

30a + 210d + 60a + 870d = 0

90a + 1080d = 0

a + 12d = 0

a = -12d

Substituting this value into the equation -54 = a + 39d:

-54 = -12d + 39d

-54 = 27d

d = -2

Now we can find the value of a by substituting d = -2 into the equation a = -12d:

a = -12(-2)

a = 24

Therefore, the first term (a) is 24 and the common difference (d) is -2.

ii) Finding the sum of the progression:

The sum of the first n terms of an arithmetic progression can be calculated using the formula:

Sn = (n/2)(2a + (n-1)d)

Substituting the values:

S40 = (40/2)(2(24) + (40-1)(-2))

S40 = 20(48 - 39(-2))

S40 = 20(48 + 78)

S40 = 20(126)

S40 = 2520

Therefore, the sum of the arithmetic progression is 2520.

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The method of counting seeds by touching each can be more effective in enhancing strong number sense in children as it allows them to experience each number physically and helps them in developing a strong sense of numbers.

In order to enhance strong number sense in children, there are various methods that can be used.

In the given scenario, Mme Potatana asked the children to count as a whole class from 1 to 20 while Ntate Mafodi asked the children in his class to count seeds from the school's ground in a pile by touching each as they count.

Both methods have their own benefits, but the method of counting seeds by touching each can be more effective in enhancing strong number sense in children.

The method of counting seeds by touching each can be more effective in enhancing strong number sense in children because it allows them to experience each number physically.

This helps them in developing a strong sense of numbers. By touching each seed as they count, children can feel and see each number, which helps them in understanding numbers better. Additionally, it helps in developing the concept of one-to-one correspondence and counting by rote.

Here are some appropriate examples for enhancing strong number sense using the method of counting seeds by touching each:

1. Use counters: Provide children with counters such as small objects, blocks, or toys. Ask them to count the number of counters by touching each as they count.

2. Counting on fingers: Encourage children to count on their fingers. This helps them in developing a strong sense of numbers and helps them in understanding the concept of one-to-one correspondence.

3. Counting objects in a pile: Ask children to count objects in a pile by touching each as they count. This helps in developing the concept of counting by rote and helps in enhancing strong number sense.

Overall, the method of counting seeds by touching each can be more effective in enhancing strong number sense in children as it allows them to experience each number physically and helps them in developing a strong sense of numbers.

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The smallest integer that Pearl wrote down is -12.Let's assume the smallest integer that Pearl wrote down is represented by the variable "x."

According to the given information, the sum of the seven consecutive integers is equal to $\frac{21}{4}$ times the largest integer.

The sum of consecutive integers can be expressed as the sum of an arithmetic series. The sum of an arithmetic series can be calculated using the formula:

Sum = (n/2)(first term + last term)

In this case, the first term is x and the last term is x + 6 (since there are seven consecutive integers). Therefore, the sum of the integers can be written as:

Sum = (7/2)(x + (x + 6))

Simplifying the equation:

(7/2)(2x + 6) = (21/4)(x + 6)

Multiplying both sides by 4 to eliminate the fractions:

14x + 42 = 21x + 126

Subtracting 14x from both sides:

42 = 7x + 126

Subtracting 126 from both sides:

-84 = 7x

Dividing both sides by 7:

-12 = x.

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The missing quantities are

Social Security= $217

Medicare = $‭50.75‬

Net Pay is $‭2,633.67‬

First, Taxable income is therefore;

= 3,500 - (76.90 x 4 )

= $‭3,192.4‬0

Federal Income Tax (FIT).

With taxable income of $‭3,192.4‬0, the tax is $565.15 plus 28% of anything above $‭3,073.

= 565.15 + (28% x (‭3,192.4‬0 - 3,073))

= 565.15 + 33.43

= $‭598.58

and, Social Security

= Gross pay x 6.2%

= 3,500 x 6.2%

= $‭217‬

and, Medicare

= 3,500 x 1.45%

= $‭50.75‬

Then, the Net Pay

= 3,500 - 598.58 - 217 - 50.75

= $‭2,633.67‬

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When three college students are randomly selected, the probability that ALL three buy their textbooks online is 0.227

The probability that at least one purchases their textbooks online is 1.

As per the question the probability of students purchase their textbooks online 61%.

\(=\frac{61}{100}\)

p = 0.61.

So, failure = 1 - 0.61 = 0.39

q = 0.39

When 3 students are selected(n = 3)

We know that, \($$p(x)={ }^n c_x p^x q^{n-x}$$\)

So, probability that all of them to purchase

\($$\begin{aligned}&(x=3) \\& p(3)={ }^3 c_3(0.61)^3(0.39)^{3-3} \\& p(3)=0.22698\end{aligned}$$\)

When 5 students are selected (n = 5)

And probability that at least one purchases books online

\(=P(x=1)+P(x=2)+P(x=3)$ $+P(x=4)+P(x=5)$\)

Now we know that probability of all equal to 1.

\(P(0)+P(1)+P(2)+P(3)+P(4)+P(5)=1\)

So, we can simply write

\($$\begin{aligned}P & =1-p(x=0)+p(x=1) \\& =1-\left[{ }^5 C_0(0.61)(0.35)^{50}+{ }^5 C_1(0.61)^1(0.39)^{5-1}\right] \\& =1-0.00902-0.07056 \\P& =0.92042\end{aligned}$$\)

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Answer:

b

Step-by-step explanation: