Hello from MrBillDoesMath!
Answer:
No
Discussion:
If the functions are inverses, then f(g(x)) = x for appropriate x. Consider x = 1.
g(1) = 1/ (5(1) + 1) = 1/6
f(g(1)) = f (1/6) = 5(1/6) + 1/ (1/6) = 5/6 + 6 = 6 5/6 <> 1
Conclusion: f(g(1)) <> 1 so the functions are not inverses
Thank you,
MrB
Answer:
Rectangle is a 2dimensional shape so, let me explain using it
The diagonal of a rectangle divides the rectangle into two triangles that are congruent and they are the same size and shape.
Another example is parallelogram
The diagonal of a parallelogram also divides the figure into two triangles that are congruent.
Step-by-step explanation:
"In Grade 2 and early in Grade 3, students learned to use bar models to solve two-step problems involving addition and subtraction. This is extended in this chapter to include multiplication and division.
<span>Both multiplication and division are based on the concept of equal groups, or the part-part-whole concept, where each equal group is one part of the whole. In Grade 2, students showed this with one long bar (the whole) divided up into equal-sized parts, or units. This unitary bar model represents situations such as basket of apples being grouped equally into bags." </span>https://www.sophia.org/tutorials/math-in-focus-chapter-9-bar-modeling-with-multipli
If m<2 is 18 then m<1 is 72
Answer:
law of cosines states c^2=a^2+b^2-2abc
b^2=26^2+24^2-2(26×24)cos 134°
b^2=676+576-1248cos134°
cos134= -0.6946
b^2=1252-12(-0.6946)
12×(-0.6946)= -8.3352
b^2=1252-(-8.3352)
b^2=1252+8.3352
b^2=1260.33
b=√1260.33
b=35.50