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maria [59]
3 years ago
11

Jason's math teacher asked every student in the class to write down how many children live in his/her household. Is this an exam

ple of a function? Why or why not?
A) No, because several students may have the same number of children in their households.
B) Yes, because several students may have the same number of children in their households.
C) No, because most students will not have the same number of children in his/her household.
D) Yes, because each student will have only one answer for the number of children in his/her household.
Mathematics
2 answers:
Alik [6]3 years ago
7 0
D is correct. If you have trouble with other questions like this try making a graph.
inessss [21]3 years ago
6 0

Answer:

D) Yes, because each student will have only one answer for the number of children in his/her household.

Step-by-step explanation:

Jason's math teacher asked every student in the class to write down how many children live in his/her household.

Yes, the following is an example of a function because each student will write just a single value and not two or three or more as the number of children in there household are some number.

( Also Function is a mapping that maps every element of one set to the unique element of the other set).

Hence, the correct answer is:

D) Yes, because each student will have only one answer for the number of children in his/her household.

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Based on this information, William's blood type could be either B or O.

What is Segregation of alleles?

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What is genotype vs phenotype ?

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In ΔBCD, the measure of ∠D=90°, DC = 55, CB = 73, and BD = 48. What ratio represents the cosine of ∠C?
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8 0
3 years ago
I need help doing everything.
ohaa [14]

Using set notations, we have that:

1. The range of the function is:

  • Inequality: x ≥ -15.
  • Set-builder: {x | x ≥ -15}
  • Interval: [-15, ∞).

2. The function is increasing on:

  • Inequality: x > 3.
  • Set-builder: {x | x > 3}
  • Interval: (3, ∞).

3. The function is decreasing on:

  • Inequality: x < 3
  • Set-builder: {x | x < 3}
  • Interval: (-∞, 3).

4. The function is negative on:

  • Inequality: 0.918 < x < 5.082.
  • Set-builder: {x | 0.918 < x < 5.082}.
  • Interval: (0.918, 5.082).

<h3>What is the standard interval notation?</h3>

The standard interval notation of an interval of lower bound a and upper bound b is given by:

[a,b].

The inequality notation is:

a ≤ x ≤ b

The set builder notation is:

{x | a ≤ x ≤ b}.

<h3>What is the range of the function?</h3>

The range of a function is the set that contains all possible output values for the function. In a graph, it is given by the values of y of the function.

Hence, for this problem, the range is given by these following notations:

  • Inequality: x ≥ -15.
  • Set-builder: {x | x ≥ -15}
  • Interval: [-15, ∞).

<h3>When is a quadratic function increasing and when it is decreasing?</h3>

Considering a concave up quadratic function, as given in this problem, we have that:

  • It decays for the values of x before the vertex.
  • It increases for the values of x after the vertex.

In this problem, the vertex is at x = 3, hence the intervals are given as follows:

2. The function is increasing on:

  • Inequality: x > 3.
  • Set-builder: {x | x > 3}
  • Interval: (3, ∞).

3. The function is decreasing on:

  • Inequality: x < 3
  • Set-builder: {x | x < 3}
  • Interval: (-∞, 3).

<h3>When a function is negative?</h3>

A function is negative when it's graph is below the x-axis. Hence, for this problem, we have that:

4. The function is negative on:

  • Inequality: 0.918 < x < 5.082.
  • Set-builder: {x | 0.918 < x < 5.082}.
  • Interval: (0.918, 5.082).

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2 years ago
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