The order of rotational symmetry of the given figure is
Question 7 options:

A)

7.

B)

5.

C)

6.

D)

8.

Answer:

30 students

Step-by-step explanation:

First, we need to find exactly how many students went to school by car and how many went on the bus.

To do this, we simply multiply the fraction of students that used each transportation method by the total number of students.

[tex]\# \textrm{ of students by car} = \dfrac{3}{8} \times 240 = \dfrac{3 \times 240}{8} = \dfrac{720}{8} = 90 \textrm{ students}[/tex]

So, 90 students went to school by car.

[tex]\# \textrm{ of students on bus} = \dfrac{6}{12} \times 240 = \dfrac{1}{2} \times 240 = \dfrac{240}{2} = 120 \textrm{ students}[/tex]

So, 120 students went to school on the bus.

The number of students that walked to school is the same as the number of students who didn't go in a car or on the bus, so to find the number of students that walked to school, we can subtract the number of students that went by car and on the bus from the total number of students.

[tex]\# \textrm{ of students that walked} = 240 - 90 - 120 = 30 \textrm{ students}[/tex]

Answer:

D

Step-by-step explanation:

Edge

The additional expense brought on by reducing the quantity is known as the cost. An additional expense "at the margin" is another name for this. The extra income that results from raising the supply is known as the marginal revenue.

Profit is defined as the difference of revenue and cost (determined by deducting cost from revenue. when revenue exceeds operational expenses, the difference between them is called the operating profit.

The additional money "at the margin" is another name for this.The money left over after a corporation pays its bills and expenses is known as its profit. Costs are the out-of-pocket expenditures comes to making, producing, and marketing the company's goods and services.

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Answer:

- 4s - q + r

Step-by-step explanation:

that's right. You do not put the p since 3p and -3p cancel out to give zero. I'll solve the question for you:-

⇒3p-3p+2s-6s+2q-3q+8r-7r

add or subtract the like terms(terms having same variables), then out of the two like terms, put the sign of the greater number, for e.g. 2q-3q = -1q

⇒0 - 4s - 1q + 1r

⇒- 4s - q + r Answer

hope that helps...

Answer:

its correct

Step-by-step explanation:

The equation is x² + y² = 277 and the value of x and y is 9 and 14 respectively

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the equation be represented as A

Now , the value of A is

Let the two number be x and y

One integer is 5 less than another

So , x = y - 5  

x - y = -5   be equation (1)

And , sum of their squares is 277

So , x² + y² = 277   be equation (2)

On simplifying the equation , we get

( x - y )² = x² + y² - 2xy

Substituting the values in the equation , we get

( -5 )² = 277 - 2xy

2xy = 277 - 25

2xy = 252

And , ( x + y )² = x² + y² + 2xy

Substituting the values in the equation , we get

( x + y )² = 277 + 252

( x + y )² = 529

( x + y ) = 23   be equation (3)

Adding equation (1) and equation (3) , we get

2x = 18

x = 9

So , y = 14

Therefore , the value of x and y is 9 and 14 respectively

Hence , the equations are solved

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it is found that 29 are taking algebra, 14 are taking physics, and 5 are enrolled in both using principle of inclusion-exclusion we can say 38 students are enrolled in either algebra or physics.

To find how many students are enrolled in either algebra or physics, you can use the principle of inclusion-exclusion, which states that the total number of elements in two sets can be found by adding the number of elements in each set and then subtracting the number of elements that are in both sets.

So, the number of students enrolled in either algebra or physics is:

29 (students enrolled in algebra) + 14 (students enrolled in physics) - 5 (students enrolled in both) = 38

So, 38 students are enrolled in either algebra or physics.

It is important to notice that in the table you provided is a two-way frequency table also known as a contingency table, it shows the relationship between two variables, in this case, Algebra and Physics and the frequencies of each combination.

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Answer:

[tex] \sf \: b) \: 45[/tex]

Step-by-step explanation:

The values given are,

→ u = 7

→ d = 10

→ e = 3.2

Now the expression is,

→ 15(d - u)

Evaluating the expression,

→ 15(d - u)

→ 15(10 - 7)

→ 15 × 3

→ 45

Hence, option (b) is correct.

Answer:45

Step-by-step explanation:

15(10-7)

15(3)

multiply and get 45

Answer:

No Solutions

Step-by-step explanation:

Hello!

We can solve for a by isolating the variable.

Since -29 cannot be equal to -9, there are no solutions for this equation.

Answer: x=2.375937.... sorry I give you the wrong one but here the steps O here x=2.96423 will it can be any one of the two answer I give you now.

Step-by-step explanation: Hope this help :D

Answer:

2.4?

Step-by-step explanation:

Answer:

-3/x-1

Step-by-step explanation:

The point of intersection is (–3.5, 0.5) when the system of equations below is graphed on the coordinate plane.

The equation is defined as a mathematical statement that has a minimum of two terms containing variables or numbers that are equal.

The system of equations below

-x + y = 4,

6x + y = -3

As per the given question, the required graph has been attached below.

The point of intersection when the system of equations is graphed on the coordinate plane is (–3.5, 0.5).

This is the point where the two lines cross each other.

Hence, the correct answer would be an option (D).

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The question seems to be incomplete the correct question would be:

What is the point of intersection when the system of equations below is graphed on the coordinate plane? -x+y=4, 6x+y= -3

A. (1, –3)

B. (–1, 3)

C. (1, 3)

D. (–3.5, 0.5)

Answer:

g

Step-by-step explanation:

3x+1<2+4x

-1<x

Answer:

x > -1

Step-by-step explanation:

3x + 1 < 2 + 4x

-x < 1

x > -1

When we evaluate the expression 8x² + 6x - 8 in x = 2, we will get the value 36.

Here we need to evaluate the following expression:

8x² + 6x - 8

in x = 2.

Evaluating means that we need to replace the variable by the given number. Replacing the "x" by 2, we will get:

8*2² + 6*2 - 8

8*4 + 12 - 8

8*3 + 12

24 + 12 = 36

When x = 2, the expression is equal to 36.

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On solving the provided question, we can say that - here in equation 10x + =4 = 2

An equation is a formula in mathematics that joins two statements with the equal symbol = to represent equality. The definition of an equation in algebra is a mathematical statement proving the equality of two mathematical expressions. In the equation 3x + 5 = 14, for instance, the terms 3x + 5 and 14 are separated by an equal sign. The link between two phrases on either side of a letter is expressed mathematically. There is often only one variable, which is also the symbol. instance: 2x - 4 Equals 2.

here,

the equation we have is  = 10x + =4 = 2

10x = -2

x = -1/5

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The correct comparison between two function is

Both functions are increasing, but function g increases at a faster average rate.

The Correct option is (B).

If the slope of a function is continuously increasing or constant in an interval, the function is known as an increasing function.

Let us assume

f(x) = [tex]ab^x[/tex]+ c

so, at x=0, f(0)=-10

a +c = -10

Similarly, by satisfying the above table in the f(x)

f(x) = -33/5 [tex](1/11)^x[/tex] - 17/5

and, f'(x) > 0

Thus, f(x) is an increasing function.

Now, g(x) = -18 [tex](1/3)^x[/tex] +2

g'(x) = -18 [tex](1/3)^x[/tex] log(1/3)

as log 1/3 <0

So, g'(x) > 0

Thus, g(x) is an increasing function.

For any x ∈ f(x) and x ∈ g(x), g'(x) > f'(x).

Hence, Both functions are increasing, but function g increases at a faster average rate.

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Answer:

he should be 39 y/o

Step-by-step explanation:

you would add the 18 and 5 to get him age now, and then add the 16 years, so his age would be 39. hope this helps

Answer:

girls are 15 and boys are 30

Answer:

Step-by-step explanation:

Given,

No. of students in the class = 45

Fraction of girls = 1/3

Therefore,

No. of girls = 45 × 1/3

= 15

No. of boys = 45 - 15 = 30

Hence,

In class 7 there are 15 girls and 30 boys (Ans)

Answer:

See below

Step-by-step explanation:

I guess if you look at the zeroes/x-intercepts, we got (3,0) and (-7,0) as zeroes.

Additionally, we can calculate the minimum by expanding the function:

[tex](x-3)(x+7)=x^2+4x-21[/tex]

[tex]\displaystyle x=-\frac{b}{2a}=-\frac{4}{2(1)}=-2\\\\f(-2)=(-2)^2+4(2)-21=4+8-21=12-21=-9[/tex]

So the minimum of the function is (-2,-9)

Also, our y-intercept is (0,-21)

Answer:

28

Step-by-step explanation:

Area of a rectangle = width times length therefore the equation is 7 times 4 = 28.

Answer:

In geometry, a polygon can be defined as a flat or

plane, two-dimensional closed shape bounded with

straight sides. It does not have curved sides. The

sides of a polygon are also called its edges. The

points where two sides meet are the vertices (or

corners) of a polygon

1. polygon with four sides is called a Quadrilateral

2. polygon with six sides is called hexagon

3. polygon with five sides is called pentagon

Hope this helps?

As there are certain steps are there which describes, the definition of f x^m/n re, by  taking the mth root of a number is the same as taking the reciprocal of the exponent, and raising that reciprocality to the power of n is equivalent to raising the original number to the power of n/m.

Statements are sentences that expressage a fact, idea, or legal opinion. Statements do not ask questions, make requests or give speech act. They are also not utterances.

As there is a second step that follows,

2. This can also be written as x^(mn/m^2) = x^(n/m) which is the same as x to the power of (n/m)

3. This can also be written as x^(mn/m^2) = x^(n/m) which is the same as x to the power of (n/m)

4. The expression (x^(m/n))^(n/m) is the definition of x^mn, which is the mth root of x raised to the power of n. It makes sense because taking the mth root of a number is the same as taking the reciprocal of the exponent, and raising that reciprocal to the power of n is equivalent to raising the original number to the power of n/m.

Therefore, As a result, the complete definition of  x^m/n, are as follows in the above statement.

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The complete statement was.

The expression (x^(m/n))^(n/m) is the definition of x^mn, which is the mth root of x raised to the power of n. It makes sense because taking the mth root of a number is the same as taking the reciprocal of the exponent, and raising that reciprocal to the power of n is equivalent to raising the original number to the power of n/m.

Answer:

The expression is x + 3 or 3 + x

Step-by-step explanation:

Answer:

The answer is 3>x or x<3

Step-by-step explanation:

hope this helps

9514 1404 393

Answer:

Step-by-step explanation:

-f(x) reflects the graph over the x-axis. Instead of increasing everywhere, it decreases everywhere.

__

2f(x) stretches the graph vertically by a factor of 2. The y-intercept of (0, 1) gets moved to (0, 2)

__

f(x) +2 shifts the graph up 2 units. The horizontal asymptote moves from y=0 to y=2.

__

f(x+2) shifts the graph left 2 units. The point (2, 4) on the original graph gets translated to the y-axis to become the new y-intercept (0, 4).

Answer:

arc AB

Step-by-step explanation:

uhhhh 48 is greater than 42

Answer:

Pretty sure its 4/5

Step-by-step explanation:

Ratio is 20:25 simply it by dividing 5 its 4:5 then as a fraction it's 4/5

Answer:

w=17

Step-by-step explanation:

Distribute -9 into the parenthesis to remove them.

Use the addition property of equality and add -9w to both sides of the equation

use addition property of equality again and add -243 to the opposing side of the equation

Use division property of equality and divide both sides by 9

Thus getting w = 17