Answer:
The graph shows that typically students with more hours of sleep(independent) had higher test scores (dependent)
Step-by-step explanation:
First make x the subject of the relation:-
f(x) = 2x - 4
2x = f(x) + 4
x = (f(x) + 4) / 2
Now replace x by the inverse f-1(x) and f(x) by x :-
f-1(x) = (x + 4) / 2
We could say that dimes = x and quarters = 60 -x
Then we use the value of the coins
10(x) + 25(60-x) = 945
I did 945 because I am doing this in cents not dollars but the answer would still work because it is asking for the amount of coins.
10x + 1500 - 25x = 945
-15x = -555
x = 37
Dimes = x = 37
Quarters = 60 - x = 60 -37 = 23
Answer:
A.
Step-by-step explanation:
A negative of the same value added to positive always gives you 0
negative is inverse of positive
Answer:

Step-by-step explanation:
You know how subtraction is the <em>opposite of addition </em>and division is the <em>opposite of multiplication</em>? A logarithm is the <em>opposite of an exponent</em>. You know how you can rewrite the equation 3 + 2 = 5 as 5 - 3 = 2, or the equation 3 × 2 = 6 as 6 ÷ 3 = 2? This is really useful when one of those numbers on the left is unknown. 3 + _ = 8 can be rewritten as 8 - 3 = _, 4 × _ = 12 can be rewritten as 12 ÷ 4 = _. We get all our knowns on one side and our unknown by itself on the other, and the rest is computation.
We know that
; as a logarithm, the <em>exponent</em> gets moved to its own side of the equation, and we write the equation like this:
, which you read as "the logarithm base 3 of 9 is 2." You could also read it as "the power you need to raise 3 to to get 9 is 2."
One historical quirk: because we use the decimal system, it's assumed that an expression like
uses <em>base 10</em>, and you'd interpret it as "What power do I raise 10 to to get 1000?"
The expression
means "the power you need to raise 10 to to get 100 is x," or, rearranging: "10 to the x is equal to 100," which in symbols is
.
(If we wanted to, we could also solve this:
, so
)