Answer:
12p-10q+1
it's saying im being rude
Answer:
12
Step-by-step explanation:
-12 = -3/4x + 3
-9 = -3/4x
-9 = (-3/4) times x
-9 = (-3/4) times 12
hope this helps! :)
The correct statement about the data collected by Ms. Pearson is that there is no association between a student's absences and the final average grades.
<h3>When do variables have a linear relationship?</h3>
The equation that represents a linear relationship is: a + bx
Where x represents the rate of increase. Thus, for linear equations, the functiion increases by a constant term.
Looking at the table, the average final grade does not increase by a constant term.
To learn more about linear functions, please check: brainly.com/question/26434260
Answer:
1) 125
2) 1
3) 27
Step-by-step explanation:
1) 5*5*5=
125
2) whenever there is an exponent of 0, the number is 1
3) 3*3*3=
27
Answer:
h(8q²-2q) = 56q² -10q
k(2q²+3q) = 16q² +31q
Step-by-step explanation:
1. Replace x in the function definition with the function's argument, then simplify.
h(x) = 7x +4q
h(8q² -2q) = 7(8q² -2q) +4q = 56q² -14q +4q = 56q² -10q
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2. Same as the first problem.
k(x) = 8x +7q
k(2q² +3q) = 8(2q² +3q) +7q = 16q² +24q +7q = 16q² +31q
_____
Comment on the problem
In each case, the function definition says the function is not a function of q; it is only a function of x. It is h(x), not h(x, q). Thus the "q" in the function definition should be considered to be a literal not to be affected by any value x may have. It could be considered another way to write z, for example. In that case, the function would evaluate to ...
h(8q² -2q) = 56q² -14q +4z
and replacing q with some value (say, 2) would give 196+4z, a value that still has z as a separate entity.
In short, I believe the offered answers are misleading with respect to how you would treat function definitions in the real world.