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2 years ago

Does (5,-8),(3,5),(3,-3),(2,8) represent a function

Mathematics

1 answer:

Rzqust [24]2 years ago

8 0

Answer:

Step-by-step explanation:

So to determine whether this is a function, we first need to know what a function is. A function is defined as for each input, there is only 1 output.

This output doesn't have to be unique and other inputs can output this output, but it only matters that each input outputs only one output.

So let's look at what you provided and specifically these two points:

(3, 5)

(3, -3)

This input 3, outputs 5 and -3, which is not a function since this input outputted 2 different outputs. One thing to note is had you provided the two points: (3, 5), (3, 5) instead then it would still be a function because the input outputted the same output of 5 both times.

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Hi,so I've tried solving this problem for a while and I just don't get it,if you could give me some ideas I would appreciate it.

ziro4ka [17]

Answer:

187 cm²

Step-by-step explanation:

The bottom rectangle area is easy, it is 15*9 = 135 cm².

To find the area of the triangle, you only need the base width and its height (you don't need the hypotenuse). You can then use the formula: area triangle is base times half height.

The base width is 15-7 = 8 cm

The height is 22-9 = 13 cm

So the area of the triangle is 13*8/2 = 52 cm²

Together with the 135 of the rectangle that sums to 52+135 = 187 cm².

4 0

3 years ago

ILL MARKE BRAINLIEST IF YOU SHOW YOUR WORK

madam [21]

The function of the relationship above is y=5x+4

4 0

3 years ago

How do you write the difference of a number and eight, divided by ten

ch4aika [34]

Answer:

(x-8)/10

Step-by-step explanation:

-------

7 0

3 years ago

Read 2 more answers

You just finished paving a rectangular driveway measuring 75 feet by 20 feet. You charged the customer $1,000. After deducting t

Alchen [17]

The company made 292.5

3 0

3 years ago

Please help me, I really would appreciate it. I am struggling with this.

AnnZ [28]

2)

let's say the number is "a".

"two more than the number" ----> a + 2

"five times more than that" -----> 5 * (a + 2) ---> 5(a + 2)

"the sum of that number and 5 times the number more than 2"

a + 5(a + 2)

"is 26 more than four times the number" ----> = 4*a + 26 ---> = 4a + 26

a + 5(a + 2) = 4a + 26

$\bf a+5(a+2)=4a+26\implies a+5a+10=4a+26
\\\\\\
6a-4a=26-10\implies 2a=16\implies a=\cfrac{16}{2}\implies \boxed{a=8}$

3)

"eight times the number" ---> 8 * a, or 8a

"3 less than that" ----> 8a - 3

"the number increased by 1" ---> a + 1

"16 times that" ---> 16(a + 1)

"half that" ----> [ 16(a + 1) ] / 2

$\bf 8a-3=\cfrac{16(a+1)}{2}\implies 2(8a-3)=16(a+1)
\\\\\\
16a-6=16a+16\implies \underline{16a-16a}-6=16\implies \stackrel{\textit{inconsistent system}}{-6\ne 16}$

4)

$\bf \begin{cases}
y=5x+1\\
y-2x-1
\end{cases}\qquad 5x+1=2x-1\implies 5x-2x=-1-1
\\\\\\
3x=-2\implies x=-\cfrac{2}{3}$

5)

notice each equation, they're both in slope-intercept form, y = mx + b.

now, notice their slope, is the same for both, notice their y-intercept, it varies.

same slope, different y-intercept simply means, the lines are parallel.

3 0

3 years ago