Answer: X" ( -3,2) Y" (-1,0) Z" (1,6)
Step-by-step explanation:
HELP ...........................! !
Answer:
i think its 12.25
Step-by-step explanation:
when i did it i got 49/4 an as a whole number it is 12 so uhhh
Answer:
12.25
Step-by-step explanation:
[tex] {3.5}^{7 - 6} }^{2} [/tex]
3.5^2
12.25
2. when we solve a quadratic equation, how many solutions should we always start out seeking? explain why when solving a quadratic equation in the form ax? bx c
For a quadratic equation, we start out seeking 2 solutions.
According to the statement
We have to find about the quadratic equation.
So, For this purpose, we know that the
Quadratic equation is any equation containing one term in which the unknown is squared and no term in which it is raised to a higher power
From the given information:
when we solve a quadratic equation, how many solutions should we always start out seeking.
Then
Here, we are required to search out out what number solutions to start out out seeking while solving a equation and also the condition for a quadratic graph not having zeros ( no x-intercepts).
Therefore, where X³ occurs in an equation, it's cubic and consequently has 3 solutions.
And, a quadratic can haven't any zeros ( no x intercepts) if the roots of the equation are complex numbers.
A quadratic is one which has the very best degree of its variable ( usually x) to be 2.
Consequently, after we solve a quadratic, one should start out seeking two (2) solutions.
This is so because, the quantity of solutions to begin out seeking corresponds with the very best power of the experimental variable, X.
Therefore, where X³ occurs in an equation, it's cubic and consequently has 3 solutions.
Therefore, where X¹ occurs in an equation, it's linear and consequently has 1 solution.
And, where X² occurs in an equation, it's quadratic and consequently has 2 solutions.
It is possible to possess a quadratic with no zeros (i.e no x-intercepts).
So, For a quadratic equation, we start out seeking 2 solutions.
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Need help now, will give brainliest
Answer:
sorry I don't understand it
Answer:
really??
Step-by-step explanation:
Rearrange
X=2w + 1 over 5 – 3w
to make w the subject.
(4 marks)
W =
Answer:
Rearranging the expression [tex]x=\frac{2w+1}{5-3w}[/tex] to make w the subject we get [tex]\mathbf{w=\frac{1-5x}{-3x-2} }[/tex]
Step-by-step explanation:
We need to rearrange the expression [tex]x=\frac{2w+1}{5-3w}[/tex] to make w the subject.
[tex]x=\frac{2w+1}{5-3w}\\x(5-3w)=2w+1\\5x-3wx=2w+1\\[/tex]
Subtract 2w on both sides
[tex]5x-3wx-2w=2w+1=2w\\5x-3wx-2w=1\\[/tex]
Subtract 5x on both sides
[tex]5x-3wx-2w-5x=1-5x\\-3wx-2w=1-5x\\[/tex]
Taking w common on left hand side
[tex]w(-3x-2)=1-5x\\[/tex]
Divide both sides by -3x-2
[tex]\frac{w(-3x-2)}{-3x-2} =\frac{1-5x}{-3x-2}\\w=\frac{1-5x}{-3x-2}[/tex]
So, rearranging the expression [tex]x=\frac{2w+1}{5-3w}[/tex] to make w the subject we get [tex]\mathbf{w=\frac{1-5x}{-3x-2} }[/tex]
identify the equation that represents the data in the table
a.y=x+5
b. y=-3x + 5
c. y=-5x + 1
d. y = x + 13
Answer:
i would say A
Step-by-step explanation:
katie made a scale drawing of a house. the scale she used was 1 inch : 2 feet. in the drawing, a rug in the hallway is 4 inches long. what is the length of the actual rug?
The length of the actual rug is 8 feet
In the given statement is ,
Katie made a Scale drawing of a house. The scale she used was 1inch : 2 feet. In the drawing, a rug in the hallway is 4 inches long.
To find the length of the actual rug
Now, According to the question:
and, based on the given condition
We know that,
1 feet = 12 inches
2 feet = 24 inches
By using Multiplication Rule
4 x 24 = 96 inches
and, we convert inches into feet
Thus, 96 inches = 8 feet
Hence, The length of the actual rug is 8 feet
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look at the picture, pls help me!!!
help fast!!!!!!!!!!!
Answer: second option (3*10^17)
Step-by-step explanation:
I don't have an explanation bc I used a calculator lol
Answer:
3 * 10^17
Step-by-step explanation:
9.3 / 3.1 = 3
34-17 =17
An economist modeled the demand Q for a certain product as a linear function of the selling price p the demand was 20000 units when the selling price was $40 per unit and the demand was 15,000 units when the selling price was $60 per unit based on the model what is the time and in units when the selling price is $55 per unit
Answer: 16,250 units.
Step-by-step explanation:
This is a linear function which means that it takes the form of y = mx + c.
Y is the demand
X is the price
Find m.
= (Y₂ - Y₁) / (X₂ - X₁)
= (15,000 - 20,000) / (60 - 40)
= -250
Find c using substitution;
20,000 = -250 * 40 + c
20,000 = -10,000 + c
c = 20,000 + 10,000
c = 30,000
Linear function is;
y = -250x + 30,000
If selling price is $55;
y = -250 * 55 + 30,000
y = 16,250 units.
The demand is 17000 units when the selling price is $55 per unit
A linear equation is in the form:
y = mx + b
where y, x are variables, m is the rate of change and b is the initial value of y.
Let Q represent the demand and P represent the selling price.
20000 units for selling price of $40, hence (40, 20000). 16000 units for selling price of $60, hence (60, 16000).
Hence:
[tex]Q-Q_1=\frac{Q_2-Q_1}{P_2-P_1}(P-P_1)\\\\Q-20000=\frac{16000-20000}{60-40}(P-40)\\\\Q=-200P+28000[/tex]
For P = 55 unit:
W
Q = -200(55) + 28000 = 17000
The demand is 17000 units when the selling price is $55 per unit
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-2x^4-34x^3-140
Factor it completly
The factor of the given equation; -2x⁴-34x³-140 is (x³ + 10)(x + 7).
What is defined as factorization?Factorization is the process of dividing a large number into smaller numbers that, when multiplied together, yield the original number.
Factorization occurs when you divide a number into its factors or divisors. For example, the factorization of the number 12 could be 3 times 4.Now, as per the stated question;
Quartic Equation: The general quartic equation has an analogous formula: ax⁴ + bx³ + cx² + dx + e = 0. This really refers to four different formulas, each of which yields one root of a equation.
The given quartic equation is -2x⁴-34x³-140.
Divide the complete equation by -2.
= x⁴ + 17x³ + 70
Find the factors of 0 such that on addition it given 17.
= x⁴ + 10x³ + 7x³ + 70
Taking x common
= x(x³ + 10) + 7(x³ + 10)
Taking (x³ + 10) common,
= (x³ + 10)(x + 7)
Therefore, the factors of the given quartic equation is found as: (x³ + 10)(x + 7).
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What’s the answer????
Answer:
c.
Step-by-step explanation:
The length of the base of a triangle is twice its
height. If the area of the triangle is 256 square
kilometers, find the height.
½*b*h = area of ∆
½*2h*h = 256
h² = 256
therefore, h = √256
h = 16m.
Answer:
16km
Step-by-step explanation:
The area formula for a triangle is ...
A = (1/2)bh
We are told that b=2h, so this becomes ...
A = (1/2)(2h)(h) = h²
Substituting the given area, we can find h:
256 km² = h²
(√169) km = h = 16 km
What is 1/8% as a decimal?
Answer:
1 divided by 8 = . 125.
Step-by-step explanation:
When a driver applies the brakes, the tires lock but the car will continue to slide, leaving skid marks on the road. You can approximate the speed at which a car was traveling on a dry road based on the length of a skid mark left by the car using the formula Speed = (30xlengthx0.75)1/2, where speed is measured
in miles per hour and length is measured in feet. At approximately what speed
was a car traveling if it left a 50-foot long skid mark? Round to the nearest tenth.
.
The speed of the car was 33.5 miles per hour on the road on the basis of the skid mark it leaves behind on the road.
Given that, when a driver applies the brakes, then the tires lock but the car continue to slide, and leaves a skid mark on the road. By using the length of the skid mark we can approximate the speed of the car by which it was travelling on the road. The formula which we will be using to approximate the speed = √30 × Length of the skid mark × 0.75, where the speed is measured in miles per hour and the length is measured in feet.
Length of the skid mark on the road = 50 feet
speed of the car = √30 × Length of the skid mark × 0.75
simply put the value of length of the skid mark in the above formula and solve accordingly.
=√30 × 50 × 0.75
=√1125
=33.5
∴ The speed of the car was 33.5 miles per hour when it was on the road and leave behind a 50 feet skid mark on the road.
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Question 4 (1 point)
Which statement best describes the effect on the graph of y = (x-9)2 if the equation is changed to y = (x+9)2?
Oa
Ob
Oc
Od
The graph moves up 18 units.
The graph moves right 18 units.
The graph moves down 18 units.
The graph moves left 18 units.
Answer:
left
Step-by-step explanation:
Answer:
c. the graph moves left 18 units
Step-by-step explanation:
edge 2021
(:
Item 5 A bag contains 6 red marbles. The ratio of red marbles to blue marbles is 2 for every 5. Find the number of blue marbles in the bag. Item 5 A bag contains 6 red marbles. The ratio of red marbles to blue marbles is 2 for every 5. Find the number of blue marbles in the bag.
Answer:
15 blue marbles
Step-by-step explanation:
Given that:
A bag contains 6 red marbles.
The Ratio of red to blue marbles is 2:5
Thus, the ratio of red marbles for 6 red marbles in a bag will be = 6/2 = 3
Now; the ratio of blue marbles in a bag containing 6 red marbles = 3 × 5 = 15 blue marbles
OR
Mathematically;
[tex]\dfrac{2}{5} \times \dfrac{x}{x} = \dfrac{6}{blue}[/tex]
So, we are looking for the same number we can multiply for both the numerator and the denominator that can give us the value of 6 in the above numerator to determine the value of the denominator. If we use 3 since 2× 3 = 6
We have:
[tex]\dfrac{2}{5} \times \dfrac{3}{3} = \dfrac{6}{blue}[/tex]
[tex]\dfrac{2}{5} \times \dfrac{3}{3} = \dfrac{6}{15}[/tex]
So, there are 15 blue marbles in the bag.
Which equation represents a line which is parallel to the line y=1/2x + 2
Answer:
1/2
Step-by-step explanation:
truck has 5 crates of apples. Each crate has an equal number of apples. Altogether, the truck is carrying 5,460 apples. How many apples are in 4 crates? (2 steps)
Answer:
each crate has 1,092
I’m timed!! Please help me!!
Which statement is true?
А. The function f(x) tan(x) is an odd function because $(-) = -f(x).
В.The function f(1) = tan(t) is an even function because its graph is symmetric about the origin.
C. The function f(t) tan(r) is an odd function because its graph is symmetric about the y-axis.
D.The function f(t) tan(x) is an even function because f(-1) =
Answer:
We conclude that the function f(x) tan(x) is an odd function because f(-x) = -f(x).
Hence, option (A) is true.
Step-by-step explanation:
We know that if function is even, then f(-x) = f(x)We know that if the function is odd, then f(-x) = -f(x)We also know that
tan x = sin x / cos xso
f(-x) = sin (-x) / cos (-x)
= -sin (x) / cos (x)
= -tan (x)
= -f(x)
Thus, tan (x) is an odd function.
Therefore, we conclude that the function f(x) tan(x) is an odd function because f(-x) = -f(x).
Hence, option (A) is true.
Answer:a
Step-by-step explanation:
plato
A large bakery produces cakes in an assembly line. Sergio noticed a potential defect that seems to be showing in
every other cake. He decides that in the next production run, he'll take a random sample of cakes to get a better
idea of how many cakes might have this defect.
Why might Sergio choose a simple random sample instead of a systematic random sample?
The system random sampling involves the introduction of a sampling interval during the sampling process. Hence, the use of a fixed interval is more likely to miss the potential defect noticed based on the sampling interval selected.
The systematic random sampling simply involves choosing a fixed sampling interval during the sampling process. A simple random sampling however selects a truly random sample from a population and this techniques provides the best sample which is representative of the population. Since a sampling interval is required for a systematic random sample, the sample obtained for different values of k, which is the sampling interval will differ leading to a potential risk of missing the target .Therefore, with simple random sampling, Sergio stands a better chance of capturing the defect better than using systematic random sampling
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Answer:
If the defect is in every other cake, a systematic random sample could miss it completely depending on what Sergio chooses for kkk.
Step-by-step explanation:
got right on kahn
write an expression that is equivalent to 3/4 (5z+16)
15/4z+16
15/4z+12
3/4z+12
3/4z+16
Answer:
15/4z + 12
Step-by-step explanation:
3/4 (5z+16)
15/4z + 12
Write the equation in slope-intercept form.
-4x – 10y = -7
Answer:
Original: -4x - 10y = -7
10y = 4x - 7
5y = 2x - 7
Answer: y = 2/5x - 7
Answer:
The slope intercept is below.
Step-by-step explanation:
y= -[tex]\frac{2}{5}[/tex]x + [tex]\frac{7}{10}[/tex]
Hope this helps and if you could mark me as brainliest. Thanks!
Please help I’m taking the test and it’s due soon, all you have to do is fill in the blank, it’s really easy if you know geo
Answer:
130, exterior, 8, 93, 87, interior
Step-by-step explanation:
Find the volume of the prism
AC ∥ DF, m∠F = 40°What is the m∠FEG?
What is the m∠EGF?
What is the m∠D?
What is the m∠ABE?
9514 1404 393
Answer:
m∠EGF = 50°m∠D = 40°m∠ABE = 90°Step-by-step explanation:
The drawing is a bit unfortunate, as it does not show the angles true to size.
__
When the altitude (EG) of a triangle (∆DFG) is also a median, then that triangle is isosceles. Both halves are congruent right triangles.
∆GED ≅ ∆GEF
Since these are right triangles, the acute angle not given (∠EGF) is the complement of the one that is given.
m∠EGF = 90° -m∠F = 90° -40°
m∠EGF = 40°
__
Of course, angle D in ∆GED is identical to its counterpart in ∆GEF, angle F, so ...
m∠D = 40°
__
Because the lines are parallel, angle ABE corresponds (and is congruent) to angle DEG, which is marked as a right angle.
m∠ABE = 90°
632 16/25 + 31 3/10 and turn it into a decimal :)
Answer:
663.94
Step-by-step explanation:
Hey, Whats The answer please explain your answer marking brainliest:D. Please Help Im tired..
Answer:
The answer is C
Step-by-step explanation:
-3+3 is 0
Answer:
C
Step-by-step explanation:
The distance between -3 and 0 can be calculated by the absolute value of the difference of the two numbers. -3-0 = -3. |-3| = 3
9/10-3/5x 1/2 please solve it for me
Answer:
Step-by-step explanation:
0.6 hopefully it will help for you ^-^
Thomas draws a triangle with side lengths of 5 centimeters and 12 centimeters and one angle of 90° The length of the longest side of the triangle is not known How many different triangles can be drawn with these dimensions? Explain your reasoning
Answer:
Thomas draws a triangle with side lengths of 5 centimeters and 12 centimeters and one angle of 90°. The length of the longest side of the triangle is not known.
How many different triangles can be drawn with these dimensions? Explain your reasoning.
Step-by-step explanation:your weclome
The number of triangles that can be drawn with these dimensions will be one.
What is the triangle?The polygonal shape of a triangle has a number of sides and three independent variables. Angles in the triangle add up to 180°.
Thomas draws a triangle with side lengths of 5 centimeters and 12 centimeters and one point of 90° The length of the longest side of the triangle isn't known.
The longest side of the triangle is given as,
H² = P² + B²
H² = 12² + 5²
H² = 144 + 25
H² = 169
H = 13 cm
If the three dimensions of the triangle are known, then the number of possible triangles is only one.
The number of triangles that can be drawn with these dimensions will be one.
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Find the slope of the line passing through the points (-4,-4) and (2,5)
Answer:
3/2
Step-by-step explanation:
Use the slope formula:
m = (y2-y1)/(x2-x1)
m = (5-(-4))/(2-(-4))
m = 9/6
m = 3/2
To find the answer to this question, all we need to do is use the slope formula!
Slope formula: [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]
(-4, -4) is [tex]x_{1} y_{1}[/tex]
and
(2,5) is [tex]x_{2} y_{2}[/tex]
Now lets plug in the points
[tex]\frac{5- (-4)}{2- (-4)}[/tex]
solve this simple subtraction problem!
5 - (-4) = 9
2 - (-4) = 6
Now we have : [tex]\frac{9}{6}[/tex]
Let's simplify since 9 and 6 both have a common factor of 3
Your final answer is...
The slope of the line passing through the points is [tex]\frac{3}{2}[/tex] !!
I hope I helped !