pls help me it’s due today!!

Pls Help Me Its Due Today!!

Answers

Answer 1

By checking the piecewise function and evaluating it at x = 1, the result of the piecewise function is equal to - 4.

How to evaluate a piecewise function at a given point of the real set

Piecewise functions are functions formed by several expressions constrained by intervals in the real set. In this case we find a piecewise functions consisting in two expressions constrained by two intervals in the real set. The piecewise function is defined by these expressions:

f(x) = (x + 2)² - 5 for x ≠ 1, that is x < 1 and x > 1.f(x) = - 4 for x = 1.

Then, we need to evaluate the piecewise function at x = 1. By direct inspection, we conclude that the value according to the piecewise function evaluated at x = 1 is equal to - 4.

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Related Questions

Max has a small pickup trunk that carries 3/4 cord of firewood. find the number of trips max would have to make in order to deliver 12 cords of wood?

Answers

The number of trips max would have to make in order to deliver 12 cords of wood is 16 trips.

We will use unitary method to solve this problem.

Pick up truck carry ( 3/4 ) cord of firewood in trip = 1

Pick up truck will carry 1 cord of firewood in the trips =  ( 1/(3/4) ) trips                                                                                                                

                                                                                        = ( 4/3 ) trips

Truck will carry 12 cords of firewood in the trips = 12 × ( 4/3 )

                                                                                = 16 trips.

Therefore, the number of trips max would have to make in order to deliver 12 cords of wood is 16 trips.

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Solve the equation.
-8y-8=7y +22

Answers

Y=-2

Shown work:
-8y-8=7y+22
+8=-7y+ 8
-8y=30+7y
-7y

30/15y = y=-2

Which letter is at coordinate position (9, 5)?
OA. Y
OB. R
OC. F
OD. Q

Answers

B. R

The point R has an abscissa 9 and ordinate 5

Its B
:)
Nine right
Five up

For a college chemistry experiment, students need to prepare a solution containing ethylene glycol. They are each given 20 fluid ounces of a solution containing 2% ethylene glycol, to which they will add another solution that contains 12% ethylene glycol. How much of the 12% solution should they add to obtain a 5% ethylene glycol solution?

Answers

Students should add 8.6 fluid ounces of 12% ethylene glycol.

Using the relation between concentration and volume of solution to find the required amount of 12% ethylene glycol to be used. Let the required amount of 12% ethylene glycol be x fluid ounces. Forming the relation as follows -

C₁ × V₁ + C₂ × V₂ = C₃ × V₃

C₁ and V₁ represents 2% ethylene glycol, C₂ and V₂ represents 12% ethylene glycol and C₃ and V₃ represents 5% ethylene glycol solution. As V₂ is x, so, V₃ will be (20 + x).

Keep the values in formula to find the value of x

2%×20 + 12%×x = 5%×(20 + x)

Solving the equation for the value of x

2/100×20 + 12/100×x = 5/100×20 + 5/100×x

0.4 + 0.12x = 1 + 0.05x

Rearrange the equation -

0.12x - 0.05x = 1 - 0.4

Performing subtraction on both sides -

0.07x = 0.6

Shifting 0.07 to Right Hand Side and performing division

x = 0.6 ÷ 0.07

x = 8.6 fluid ounces

Hence, 8.6 fluid ounces of the 12% ethylene glycol should be added.

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solve the equation. (find only the real solutions. enter your answers as a comma-separated list.) 5x2 10x 4

Answers

Answer:

400

Step-by-step explanation:

5x2x10x4=

11=2y-11 what is y ?????
hurryy need help fast!!!!!!

Answers

Answer:

11=2y-11

11+11=2y

22=2y

y=22/2

y=11

Answer: I got you!

The answer is below!

11=2y-11

11+11=2y

22=2y

y=22/2

y=11

Please help with problem 7

Answers

Answer:

D

Step-by-step explanation:

When 7 and 14 are divided by their respective co-ratios, both quotients come out to 2.3333333333333. This means that D forms a porportion.

Answer:

Step-by-step explanation:

The answer is D because 7/14=0.5 and so does 3/6

Can Someone please help me with this question? I really need help. It Is Algebra 1 and I'm not very good at it. I'm trying to pass with a B or better.

Answers

D. The solution of the quadratic equation using completing the square method is x = 7 ±√3.

What is completing the square method?

Completing the square method is one of the methods to find the roots of the given quadratic equation.

In completing the square method, we have to convert the given equation into a perfect square.

The given quadratic equation;

x² - 14x + 46 = 0

collect similar terms together;

x² - 14x = -46

take half of coefficient of "x", square it and add it to both sides of the equation.

(x - 7)² = -46 + 49

(x - 7)² = 3

take square root of both sides

x - 7 = ±√3

add "7" to both sides of the equation

x = 7 ±√3

Thus, the solution of the quadratic equation using completing the square method is x = 7 ±√3.

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nikola competed in an aquathon​ (swimming and​ running) competition. he swam at a rate of ​km/hr and ran at a rate of ​km/hr for a total distance traveled of km. if he completed the race in ​hours, how long did he take to complete each part of the​ race?

Answers

Nikola took 2 hours to finish the swimming part

Nikola took 4.5 hours to finish the running part

Define Algebra?

A form of arithmetic in which the rules of arithmetic are used to combine letters that represent numbers.

Calculations:

Assume,

[tex]t=time\;in\;hrs\;to\;complete\;swimming\;part[/tex]

[tex]6.5-t=time\;in\;hrs\;to\;complete\;running\;part[/tex]

[tex]d=distance\;in\;km\;that\;he\;swam[/tex]

[tex]73.5-d=distance\;in\;km\;that\;he\;ran[/tex]

Equation of swimming part,

[tex]d=3t[/tex]

Equation of running part.

[tex]73.5-d=15\times(6.5-t)[/tex]

Substitute the value of d in running part equation,

[tex]73.5-3t=15\times(6.5-t)[/tex]

[tex]73.5-3t=97.5-15t[/tex]

[tex]12t=24[/tex]

Therefore,

[tex]t=2[/tex]

[tex]Time\;to\;complete\;summing\;part=t[/tex]

[tex]Time\;to\;complete\;summing\;part=2\;hours[/tex]

[tex]Time\;to\;complete\;summing\;part=6.5-t[/tex]

[tex]Time\;to\;complete\;summing\;part=6.5-2[/tex]

[tex]Time\;to\;complete\;summing\;part=4.5\;hours[/tex]

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Reflection across y = x

Answers

When we reflect a point across the line y = x, the x- and y-coordinates swap positions.

What do we mean by Reflection across y = x?When we reflect a point across the line y = x, the x- and y-coordinates swap places. When we reflect over the line y = -x, the x- and y-coordinates swap places and become negated (the signs are changed). The line y = x defines the point (y, x).The line y = -x is the point (-y, -x).Remember that each point of a reflected image is the same distance from the line of reflection as the corresponding point of the original figure. The line of reflection will be directly in the middle of the original figure and its image.

Therefore, when we reflect a point across the line y = x, the x- and y-coordinates swap positions.

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Select the correct answer. A graph plots two points at (negative 5, negative 3) and (10, negative 8) on the x y coordinate plane. A diagonal curve connects both points. What is the range of the function shown on the graph above? A. B. C. D.

Answers

Based on the given parameters, the range of the function is -8 < y < -3

How to determine the range of the function?

We have the following endpoints on the graph of the function;

(x, y) = (-5, -3)

(x, y) = (10, -8)

A diagonal curve connects both points

Remove the x values to determine the range

y = -3

y = -8

-8 is less than -3

So, the range can be represented as

-8 less than y less than -3

Express less than using the inequality <

So, we have

Range: -8 < y < -3

Hence, the range of the function is -8 < y < -3

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Answer: your answer should be  -8 < y < -3

Step-by-step explanation:

Scott types at a rate of 10 words per minute. How many words does he type in 5 minutes?

Answers

Answer: 50 words per minute

Step-by-step explanation: if he types 10 words per minute and if you multiply that by 5 the answer is 50 words per minute

Answer is 50 wpm

Step by step

The best way to do this is to set up your equation and cross multiply

You know 10 wpm/1 minute = x /5 minutes

Cross multiply and you get x = 50

I gave you an attachment to show the cross multiply


Put the following equation of a line into slope-intercept form, simplifying all fractions.
20x+4y=8

Answers

the answer for the given question is slope is -5 and y- intercept is 2.

The slope intercept form of a straight line is one of the most common ways to represent a line's equation. When given the slope of a straight line and the y-intercept, the slope intercept formula can be used to find the equation of a line (the y-coordinate of the point where the line intersects the y-axis).

The slope-intercept form is y = mx + b , where m is the slope and b is the y-intercept.

y = mx + b

Take 20x off both sides of the equation.

4y = 8 − 20x

Simplify each term by dividing it by 4y = 8 - 20x.

y = 2 − 5x

Reorder 2 and -5x.

y =−5x + 2

Therefore after simplification we get the slope as -5

and the y-intercept as 2

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Please help asap. This is for algebra 1

Answers

Answer:

A. ≈65in

B. ≈68in

Step-by-step explanation:

Girls: 25 + 1.17h

Boys: 22.7 + 1.37h

A. 25 + 1.17(34) = 25 + 39.78 = 64.78in

B. 22.7 + 1.37(33) = 22.7 + 45.21 = 67.91in

Since it's asking for the nearest inch:

A. ≈65in

B. ≈68in

I hope this helps!

The sun is about 93×10 to the fifth power miles from earth what is the distance when I am a whole Number

Answers

Answer:

93 x 10 = 930^5 =  695688369300000

The values of x and y vary directly
and one pair of values are given.
Write an equation that relates x
and y. Simplify completely.
x = -4, y = 6

Answers

[tex]\qquad \qquad \textit{direct proportional variation} \\\\ \textit{\underline{y} varies directly with \underline{x}}\qquad \qquad \stackrel{\textit{constant of variation}}{y=\stackrel{\downarrow }{k}x~\hfill } \\\\ \textit{\underline{x} varies directly with }\underline{z^5}\qquad \qquad \stackrel{\textit{constant of variation}}{x=\stackrel{\downarrow }{k}z^5~\hfill } \\\\[-0.35em] ~\dotfill[/tex]

[tex]\stackrel{\textit{"y" varies directly with "x"}}{y=kx}\qquad \textit{we also know that} \begin{cases} x=-4\\ y=6 \end{cases} \\\\\\ 6=k(-4)\implies \cfrac{6}{-4}=k\implies -\cfrac{3}{2}=k~\hfill \boxed{y=-\cfrac{3}{2}x}[/tex]

Which of the following values are solutions to the inequality 3 − 4 x ≥ − 3 ? 3−4x≥−3?

Answers

The values in the solution set of the inequality are values that do not exceed 0

How to determine the values that are solutions to the inequality?

The inequality expression is given as

3 − 4 x ≥ − 3

Rewrite the expression properly.

So, we have

3 − 4x ≥ −3

Add 3 to both sides of the inequality.

So, we have

3 + 3 − 4x ≥ −3 + 3

Evaluate the like terms

So, we have

− 4x ≥ 0

Divide both sides by -4

x ≤ 0

The above means that the values in the solution set of the inequality are values that do not exceed 0

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What does x equal in this problem ?

Answers

I believe it would simply just equal 54 but I could be wrong.

Answer:54

Step-by-step explanation:

pls help me i am not smart 4x + 2y = 12

Answers

Answer: (0,-6), (1,-4)

Step-by-step explanation:

Subtract 4x from both sides of the equation.

-2y=12−4x

Divide each term in -2y=12-4x by-2 and simplify

-

y=-6+2x

Rewrite in slope-int form.

y=2x-6

Next, you want to use the slope-int form to find the slope and y-int so you get (0,-6) and (1,-4)

need help with homework

Answers

Answer:

a

Step-by-step explanation:

is c=3.75x proportional

Answers

Answer:

No

Step-by-step explanation:

If we put x=1 in equation y=x+3.75

y=(1)+3.75

y/x=4.75

If that is proportional then y/x will be the same in each scenario

and if we put x=2 then y=(2)+3.75

y=5.27

y/x=2.875

So, it is not equal, it means that equation is not proportional.

The product of an integer and a decimal number will never be an integer.

Answers

The statement that the product of an integer and a decimal number will never be an integer is false

How to determine the true statement?

The statement is given as

The product of an integer and a decimal number will never be an integer.

The above statement is false.

Take for instance, we have

2 x 2.5

2 is an integer and 2.5 is a decimal number

The product is

2 x 2.5 = 5

5 is an integer

Hence, the statement that the product of an integer and a decimal number will never be an integer is false

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The graph of y = -x + 2 is negative
over the interval (4, ∞) and positive over the
interval (-∞, 4). What happens on the graph
when x = 4? Explain. MP.2

Answers

What happens when x = 4 is that the graph is equal to zero when x = 4.

How to Interpret Graph Intervals?

The information that we have is:

"The graph of y = -1/2x + 2 is  is negative over the interval (4, ∞) and positive over the interval (-∞, 4)."

Now, if for values of x smaller than 4 the graph is negative and for values of x larger than 4 the graph is positive, this must be that the graph must crosses the x-axis at some point, then with only that information, we can conclude that the graph is equal to zero when x = 4.

But we could also test it with the equation:

y = -(1/2)*x + 2

if we replace the x with 4.

y = -(1/2)*4 + 2 = -2 + 2 = 0.

Then our previous hypothesis was correct.

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Please help me out with my homework I am struggling

Answers

Answer:

v = 72

Step-by-step explanation:

If the length of both the sides are 12, it means it is an Isosceles triangle which means 2 sides of a triangle are equal. If both sides are equal then both angles will be equal too.

54 and 54

54 + 54 + v = 180

108 + v = 180

v = 72

Omar will rent a car for the weekend. He can choose one of two plans. The first plan has no initial fee but costs $0.90 per mile driven. The second plan has an initial fee of $60 and costs an additional $0.80 per mile driven. How many miles would Omar need to drive for the two plans to cost the same?

Answers

Answer:For the two plans to cost the same Omar would need to drive 275 miles

Step-by-step explanation:Please give brainliest if right.

I don't know how to solve this.​

Answers

The next three terms in the sequence are 116 , 159 and 209

We are supposed to find the next 3 terms in the sequence:

5, 6, 14, 29, 51, 80, ___, ___, ___.

Here we can are first supposed to find the pattern which is as follows:

[tex]6-5=1\\14-6=8\\29-14=15\\51-29=22\\80-51=29\\[/tex]

Therefore difference between the numbers is 7 more than the previous one i.e,

[tex]1+7=8\\8+7=15\\15+7=22\\22+7=29[/tex]

Let required three numbers be x, y and z

So [tex]x-80=29+7=36\\x=116[/tex]

    [tex]y-116=36+7=43\\y = 159[/tex]

and [tex]z-159=43+7=50\\z=209[/tex]

Hence x = 116, y = 159 and z = 209

Sequence: A sequence is an arrangement of numbers in a particular and ordered manner.

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A clearly spelled-out statement on group participation presented to members before the group commences would be particularly important when?

Answers

It's crucial to start a topic off positively in a group discussion when you feel completely confident over your statements in order to create the correct momentum that will lead to a strong start and help you establish yourself as the group leader.

What are the qualities of a good leader?

Confidence is by far the most crucial quality. A strong sense of self-assurance is essential for a leader. Self-conscious people are rarely effective leaders. A guy needs to have the self-assurance to tell people to follow him. The leader must have faith in his judgement and actions. An important trait in a leader is honesty. If someone wants to gain followers, they must exhibit honesty and integrity. A leader needs to be an excellent innovator. He must exercise creativity in his work. Most importantly, innovation ensures a group's or invention's continuous existence. Innovation is necessary for growth to occur.

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This one too pretty pleaseeeeee

Answers

Answer:

Please mark this answer as the brainliest, it would really mean a lot to me

Answer = 28 Degrees

Step-by-step explanation:

If the triangle has two sides that are the same, it is an isosceles triangle.

The rule for an isosceles triangle is "an isosceles triangle △ABC where AB = AC, we have ∠B = ∠C."

So in this case, it would be FE = FG, and ∠E = ∠G.

Find the distance between the two points in simplest radical form. (0,-1) and (-5, -5)

Answers

The distance between the given two points is 7 units.

What do we mean by distance?Distance is a numerical or qualitative measurement of the distance between two objects or points. The distance can refer to a physical length or an estimate based on other criteria in physics or everyday usage.

Formula: [tex]\sqrt{\left(x_2-x_1\right)^2+\left(y_2-y_1\right)^2}[/tex]

Put the values in the formula:

x₁  = 0      y₁ = -1x₂  = -5     y₂  = -5

Then,

[tex]\sqrt{\left(x_2-x_1\right)^2+\left(y_2-y_1\right)^2}\\\sqrt{(-5-0)^{2}+(-5-(-1))^{2} } \\\sqrt{25+(25-1)} \\\sqrt{25+24} \\\sqrt{49} \\=7[/tex]

Therefore, the distance between the given two points is 7 units.

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eight concrete specimens are constructed from a new formulation, and the compressive strength of each is measured.

Answers

The populace is the concrete produced by a certain procedure. This population is conceptual since the concrete won't exist until the sampling procedure has created it.

What is the difference between tangible and conceptual population?


It is frequently crucial to ascertain the type of population we are working with when asked to perform a sample of it. Sometimes we want to learn more about a lot of different things, like people, apple trees, cereal boxes, etc. Physical things make up the majority of this population. But occasionally, we work with a population that is determined by how well a certain method works (like flipping a coin). We cannot influence that population, but we are aware of its behavior. The population is the broad category of topics about which we are interested in learning more. Since we are dealing with concrete objects that we can touch and interact with, it is more particularly a tangible population.

Similar to the bag of marbles, we have a 50/50 probability of seeing each result. The population does not yet exist with the coin, which is the problem. To get a result, we must flip a coin. Although it is only a notional population, we nonetheless regard "all of the coin flips" as the conceptual population.

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