In a group of students, 30 played chess, 19 played volleyball, 25 played
basketball, 14 played both volleyball and chess, 8 played both baskethall
and volleyball, 15 played both basketball and chess and 5 played both
three events. How many played chess only, basketball only and volleyball
only? How many students are there in all?

Therefore , the solution of Inverse function comes out to be of x-20 equals to x+20

A function f has an inverse function only if for every y in its range there is only one value of x in its domain for which f(x)=y. This inverse function is unique and is frequently denoted by f−1 and called “f inverse.” For an overview into the idea of an inverse function, see the function machine inverse.Steps for finding the inverse of a function fReplace f(x) by y in the equation describing the function. Interchange x and y. In other words, replace every x by a y and vice versa.

Here,

Solve for y.

Replace y by f-1(x).

y=x-20

x=y-20

Solve for y,x = y-20

x+20

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Answer:

ƒ^(-1)(x) = x + 20

Step-by-step explanation:

To find the inverse of the function ƒ(x) = x - 20, we need to switch the roles of x and y and solve for y.

Let's start by replacing ƒ(x) with y:

y = x - 20

Next, swap x and y:

x = y - 20

Now, solve for y by isolating it:

x + 20 = y

Therefore, the inverse of the function ƒ(x) = x - 20 is given by:

ƒ^(-1)(x) = x + 20

Answer:

d

Step-by-step explanation:

i took the test

Answer:

I just did this test, its 1,2 and 2,2

Step-by-step explanation:

The survey design that we have here is not an acceptable standard survey design for research.

This survey design has limitations and may not be the most optimal way to measure student interest in classroom topics. Here are some of the reasons why:

Limited response options: By only allowing four responses, the survey restricts the range of possible responses that students can give. For instance, some students may feel that a topic is somewhat interesting, but not interesting enough to warrant a score of 6. Similarly, some students may feel that a topic is not worth studying, but not to the extreme level of giving it a score of 1. This design does not account for such nuances in student opinions.

Lack of neutral option: The survey does not include a neutral option such as "no opinion" or "undecided". This means that students who do not have a strong opinion about a topic may be forced to pick a score that does not accurately reflect their level of interest.

Lack of context: The survey does not provide any context or information about the topics being evaluated. Without such information, students may base their scores on assumptions or incomplete knowledge about the topics, which may not accurately reflect their actual level of interest.

Lack of reliability and validity: The survey's reliability and validity may be questionable. The limited response options and lack of context may lead to responses that are not reliable or valid measures of student interest.

In conclusion, while this survey design may be simple and easy to administer, it has limitations that make it less than ideal for measuring student interest in classroom topics. A more comprehensive survey design that includes a wider range of response options and provides contextual information about the topics may provide more reliable and valid results.

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Answer:

Just as you can add or subtract the same exact quantity on both sides of an equation, you can also multiply both sides of an equation by the same quantity to write an equivalent equation. Let's look at a numeric equation, to start.

Step-by-step explanation:

From the given rates, the unit rates are as follows 9/1 and 10:1. That is option D and E.

A unit rate of a measurement of the distance of a traveling vehicle or of a moving object is the rate for per one of the value of interest.

A unit rate can only be two figures that shows the relationship that exists between them and a whole value.

Therefore the given rates that shows unit rate are 9/1 and 10:1

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Answer:

t = I/(Pr)

Step-by-step explanation:

We divide P*r on both sides to isolate t and we get t=I/(P*r)

The solution of the expression, \(x^{\frac{9}{7} }\) is \(\sqrt[7]{x^{9} }\).

An expression is a combination of numbers, variables, functions such as addition, subtraction, multiplication or division etc.

Therefore, let's rewrite the expression to it's equivalent expression.

An equivalent expression is an expression that has the same value or worth as another expression, but does not look the same.

Therefore, using indices rule

\(x^{\frac{9}{7} }\) = \(\sqrt[7]{x^{9} }\)

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Step-by-step explanation:

7.4+8.59+9.66×3.14÷2=31.1562cm

Answer:

i think it may be A.1 or E.5

Step-by-step explanation:

sorry if this is wrong

Answer:

Yes you can.

Step-by-step explanation:

Multiply length x width.

Other:

If you want me to find the exact answer, it is not currently possible as you haven't given me any dimensions.

Answer:

y = 2x + 3

Step-by-step explanation:

You can find the slope on the graph by looking at the points. From one point to the next you go Up2Over1.

Up2Over1 is the slope and in actual algebra it is 2/1, which is just 2.



The slope is 2. Fill in 2 in place of m in

y = mx + b

y = 2x + b

Next the y-intercept which is the b, can also be seen on the graph. The y-intercept is where the graph crosses the y-axis. The line crosses the y-axis at 3. Fill in 3 in place of the b.

y = 2x + 3

The rate of the decay of the carbon-14 is 0.012 % if the halflife of the carbon 14 is 5730 years.

It is defined as the factor that represents the increase and decreases in value by that factor. For the growth add one as a decimal and for the decay subtract one as a decimal.

The equation for the decay is:

y = a(1 - r)ⁿ

Here n is the time

r is the decay rate

a is the initial amount

y is the final amount

a/2 = a(1 - r)⁵⁷³⁰

(1 - r)⁵⁷³⁰ = 1/2

Take log both side

5730 log (1 - r) = log 1/2

After solving:

(1 - r) = 0.9998

r = 0.012 %

Thus, the rate of the decay of the carbon-14 is 0.012 % if the halflife of the carbon 14 is 5730 years.

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Answer:

1. -2y

2.13x

3. 8d-3c

4. 8r+(-6s)

Step-by-step explanation:

Answer:

MAYBYE

Step-by-step explanation:

Answer: B) as the x-values go to negative infinity, the functions values go to positive infinity.

Step-by-step explanation:

The linear function is given as follows:

\(y = \sqrt{x} + 4\)

The slope-intercept equation for a linear function is presented as follows:

y = mx + b

In which:

The y-intercept is of 4, hence the parameter b is given as follows:

b = 4.

The line is inclined to 60° with the positive direction of X-axis, hence the slope m is given as follows:

m = tan(60º)

\(m = \sqrt{3}\)

Thus the function is given as follows:

\(y = \sqrt{x} + 4\)

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Answer: Half of them are even and half of them are odd.

Step-by-step explanation:

The even numbers are 6, 12, 18, 24, and 30. An even number is defined as a number that is divisible by 2, meaning it has no remainder when divided by 2. For example, 6 divided by 2 equals 3 with no remainder, so 6 is even.

The odd numbers are 3, 9, 15, 21, and 27. An odd number is defined as a number that is not divisible by 2, meaning it has a remainder of 1 when divided by 2. For example, 9 divided by 2 equals 4 with a remainder of 1, so 9 is odd.

Therefore, out of the given numbers, half of them are even and half of them are odd.

________________________________________________________

Answer:

Step-by-step explanation:

Answer:

x is 2

Step-by-step explanation:

Answer:

DBCWBSHCHCVGCHWYEFDWEXBSAJNWUGDIHVBSYXVP VDXCBBVXBSGGSHYSXULSOOSKBHSOLSHOLSFHOJDKFIHEJIFWUGUJH

Step-by-step explanation:

Answer: 357.50

Step-by-step explanation:

Multiply 11.0 and 32.5 without the decimal points.

It should look like this: 110 × 325

After you solve this equation, count the numbers after the decimal points in 11.0 and 32.5. There is one number after the decimal point in 11.0, and one number after the decimal point in 32.5. In the number 35750, count from the last number and add a decimal point right before the 5.

Hope it helps!!

You should know that

p ⇒ q ≡ ¬p ∨ q

so that

p ⇒ (q ∧ r) ≡ ¬p ∨ (q ∧ r)

Then making the truth table is simple:

\(\begin{array}{cccccc} p & q & r & \neg p & q \land r & p \implies (q\land r) \\ T & T & T & F & T & T \\ T & T & F & F & F & F \\ T & F & T & F & F & F \\ T & F & F & F & F & F \\ F & T & T & T &  T & T \\ F & T & F & T & F &  T \\ F & F & T & T & F & T \\ F & F & F & T & F & T \end{array}\)

Answer:

Step-by-step explanation:

ABCD moves 2 quadrants, so has to move over 2 axes.

So, the only option that would work is A).

Hope this helps.

Answer:

63 degrees

Step-by-step explanation:

Alternate interior angles have the same measure

Answer:

\(x=8, y=3\)

Step-by-step explanation:

Recall that if a matrix multiplication of two matrices is defined, then the number of columns of the first matrix is equivalent to the number of rows of the second matrix.

Since matrix M has (11-x) columns and matrix N has y rows, and MN is defined, so it follows:

\(y=11-x----(1)\)

Since matrix N has (y+5) columns and matrix M has x rows, and NM is defined, so it follows:

\(y+5=x----(2)\)

Substitute (1) into (2):

\(11-x+5=x\\2x=16\\\therefore x=8--(3)\)

Substitute (3) into (1):

\(y=11-8=3\)

Answer:

1800

Step by step explanation:

A machine produce 120 candies in 2 minutes

So,

Candies produce in 1 minute = 120/2 = 60 candies.

Candies produce in 30 minutes = 60 * 30 = 1800 candies

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\(▪▪▪▪▪▪▪▪▪▪▪▪▪  {\huge\mathfrak{Answer}}▪▪▪▪▪▪▪▪▪▪▪▪▪▪\)

Let's find the discriminant (D) of the given polynomial ~

Let's compare the given quadratic expression with general expression ~

\( \boxed{ \boxed{ \sf {ax}^{2} +b x + c }}\)

we get ;

Now, use the following formula :

\(\qquad \sf \dashrightarrow \: D = b² - 4ac\)

\(\qquad \sf \dashrightarrow \: D = (5) {}^{2} - (4 \times 2 \times ( - 8))\)

\(\qquad \sf \dashrightarrow \: D = 25 - ( - 64)\)

\(\qquad \sf \dashrightarrow \: D = 25 + 64\)

\(\qquad \sf \dashrightarrow \: D = 89\)

Therefore, discriminant of the given quadratic expression is 89

0.11136 kg of fluorine will be released into the air over 6 months if the freon leak is not fixed.

One mole of a substance has a mass known as its molar mass. The standard unit of measurement is grammes per mole (g/mol). It is calculated by taking the sum of the atomic masses of all the atoms present in one mole of a substance. It is an important concept in chemistry as it is used to calculate the mass of individual elements and compounds.

34.06 g of C₂H₂F₃Cl  is released into the air every week through leaking. So, by multiplying 34.06 g by 4 (weeks in a month) gives 136.24 g of C₂H₂F₃Cl, which is released into the air every month.

By again, multiplying 136.24 g by 6 (months) gives 817.44 g of C₂H₂F₃Cl that is released into the air over 6 months.

The molar mass of fluorine is 19.00 g/mol. Multiplying 5.84 moles of C₂H₂F₃Cl by 19.00 g/mol to get the amount of fluorine released gives 111.36 g of fluorine, released into the air over 6 months.

At the end, dividing 111.36 g of fluorine by 1000 g/kg to get the amount of kilograms of fluorine released gives 0.11136 kg of fluorine, released into the air over 6 months.

Therefore, 0.11136 kg of fluorine will be released into the air over 6 months if the freon leak is not fixed.

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