Answer:
is the right answer.
Step-by-step explanation:
I the function is 
Then we have to find inverse of function f(x).
we will write the equation as 
4y = x + 3
x = 4y - 3
Now we will rewrite the function as
So the answer is
400 divided by the 2 teams would be a unit rate of $200 per team
Answer:
d) 54 ft = 1645.92 cm
Step-by-step explanation:
Given : 54 ft.
To find : Approximately how many centimeters are in 54 ft.
Solution : We have given 54 ft.
We know
1 ft = 30.48 cm .
54 ft = 54 * 30.48 cm.
54 ft = 1645.92 cm.
Therefore, d) 54 ft = 1645.92 cm.
The two lines in this system of equations are parallel
Step-by-step explanation:
Let us revise the relation between 2 lines
- If the system of linear equations has one solution, then the two line are intersected
- If the system of linear equations has no solution, then the two line are parallel
- If the system of linear equations has many solutions, then the two line are coincide (over each other)
∵ The system of equation is
3x - 6y = -12 ⇒ (1)
x - 2y = 10 ⇒ (2)
To solve the system using the substitution method, find x in terms of y in equation (2)
∵ x - 2y = 10
- Add 2y to both sides
∴ x = 2y + 10 ⇒ (3)
Substitute x in equation (1) by equation (3)
∵ 3(2y + 10) - 6y = -12
- Simplify the left hand side
∴ 6y + 30 - 6y = -12
- Add like terms in the left hand side
∴ 30 = -12
∴ The left hand side ≠ the right hand side
∴ There is no solution for the system of equations
∴ The system of equations represents two parallel lines
The two lines in this system of equations are parallel
Learn more:
You can learn more about the equations of parallel lines in brainly.com/question/8628615
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Answer:
The third one is correct, the others bend the truth as they can touch but not overlap. As the third one states 'They are organized in equal intervals.' this means they share an equal growth opportunity within their own column, their own height and nominated place within the histogram. The bars are of equal width and correspond to the equal class intervals. But on rare occasions like size classes they can be shown as a wider variant within their groups. Example would be showing a wider column say on classes at a school as the width and data being achieved forces a true event of variant sizes in education upon the base of the graph, this rarely applies to staff graphs as planning for schools is a wider data share than say offices using these types of graphs. Work development would use just data percentages along with the frequencies is one example so group size are stated in the reports to support more specific data in the graphs instead.
Step-by-step explanation:
To display numerical data that has been organized into equal intervals. The bars should touch the adjacent bars but not overlap. These intervals allow you to see the frequency distribution of the data, or how many pieces of data are in each interval.
