ahh could i get sum help?

Answer:

To complete the square, we need to have the equation set up like this:

x^2 +4x =9

To do that, we'd need to move the 4x to the left side producing

4x + x^2 = 9

And that can be rewritten as

x^2 +4x =9

So the term that needs to be moved is -4x

https://www.1728.org/quadr2.htm

Step-by-step explanation:

Answer:

D

Step-by-step explanation:

Have a great summer :)

Answer:

C

Step-by-step explanation:

The slope is negative, so we can exclude the graph A and D

If we substitute y with 2 and x with -3 we have

2 = -4/3 (-3) -2

2 = 4 - 2

2 = 2

the equality is verified so C is the answer

Answer: The fraction of the total distance to her grandmother's house was traveled on Sunday = [tex]\dfrac18[/tex]

Step-by-step explanation:

Let x be the total distance to grandmother's house .

As per given,

Distance traveled on Saturday = [tex]\dfrac58x[/tex]

Remaining distance = [tex]x-\dfrac58 x[/tex]

[tex]=\dfrac38x[/tex]

Distance traveled of Sunday = [tex]\dfrac13[/tex] of Remaining distance

= [tex]\dfrac13\times\dfrac{3}{8}x[/tex]

= [tex]\dfrac18 x[/tex]

The fraction of the total distance to her grandmother's house was traveled on Sunday = [tex]\dfrac18[/tex]

Answer:

Answer 3.0/528 claudiasai 88-2n + 2927,25,23,21,19- 2 difference- 2n + 29-2 x (1 ) + 29 =27-2 x (3) +29 =23

Step-by-step explanation:

Write a recursive formula for each sequence. 3. 1, 6, 11, 16, ... SOLUTION: ... Check for a common ratio by dividing each term by the term that precedes it. = 3 ;. = 3 ; ... 19. 100, 80, 64, 51.2, ... SOLUTION: Subtract each term from the term that follows it. ... Patrick thinks that the sequence can be written as a recursive formula​.

Answer:

[tex]a_{n}[/tex] = 27 - 8n

Step-by-step explanation:

There is a common difference between consecutive terms, that is

11 - 19 = 3 - 11 = - 8

This indicates the sequence is arithmetic with nth term

[tex]a_{n}[/tex] = a₁ + (n - 1)d

where a₁ is the first term and d the common difference

Here a₁ = 19 and d = - 8 , then

[tex]a_{n}[/tex] = 19 - 8(n - 1) = 19 - 8n + 8 = 27 - 8n ← general rule

Answer:

63 inches tall.

Step-by-step explanation:

60 + 3 = 63.

Answer:

D) x = 4

Step-by-step explanation:

18 - 4x = 10 - 2x

10 - 2x = 18 - 4x

10 - 2x + 4x = 18 - 4x + 4x

10 + 2x = 18

10 - 10 + 2x = 18 - 10

2x = 8

2x ÷ 2 = 8 ÷ 2

x = 4

Answer:

28 square units

Step-by-step explanation:

count the middle and edgr squares then u can just put the parts of the square together

Answer:

c y=1/2x+40

because it's positive (up). /

Answer:

20 %

Step-by-step explanation:

If she saved 15 dollars and paid 60, the original price was 60+15 = 75

The percent discount is  (original - new) / original = ( 75-60)/75 = 15/75 = .2

Change to percent form = .2 * 100 =20%

Answer:

B.) 20 %

The percentage discount on the shoes is 20 % .

Step-by-step explanation:

She pays 60 dollers and saved 15 dollers on the regular price.

original price of pair of shoes = 60 + 15 = 75

Percentage discount is = original price - new price / original price

= 75 - 60 / 75 = 15 / 75 = 0.2

Percentage discount = 0.2

Change into percentage =0.2× 100 = 20%

Therefore, the percentage discount on the shoes is 20 % .

Answer:

904.78

Step-by-step explanation:

Answer:

x² + 7x - 4 = 0

Step-by-step explanation:

A quadratic equation in standard form is

ax² + bx + c = 0 ( a ≠ 0 )

Given

- 7x + 4 = x² ( subtract - 7x + 4 from both sides )

0 = x² + 7x - 4 , that is

x² + 7x - 4 = 0 ← in standard form

Answer: x=-3

Step-by-step explanation:

Ok let's start by using the distributive property

[tex](-5)(x)+(-5)(7)=-14+2x\\-5x-35=-14+2x[/tex]

Now subtract 2x from both sides

[tex]-5x-35-2x=2x-14-2x\\-7x-35=-14[/tex]

Next add 35 to both sides

[tex]-7x-35+35=-14+35\\-7x=21[/tex]

Finally divide both sides by -7

[tex]\frac{-7x}{-7} =\frac{21}{-7} \\x=-3[/tex]

Answer:

x = -3

Step-by-step explanation:

First, we compute -5(x + 7). -5(x + 7) = -5x - 35. Plugging this into the equation, we have -5x - 35 = -14 + 2x Next, we combine like terms by moving all terms with the variable x to the left side. We have -5x - 2x = -14 + 35. We simplify the equation into -7x = 21. Divide 21 by -7, and we get x = -3.

Answer:

Rs 192000

Step-by-step explanation:

area of floor = l*b

=60 * 40

=2400 m^2

cost of polishing per square cm of the floor is Rs 80

cost of polishing floor = 2400 * Rs 80

=Rs 192000

Answer:

25 because I need to use mayh

Step-by-step explanation:

the answer is in the above image

Answer:

x = 8 cm

Step-by-step explanation:

Given that,

In a square PQRS, PQ = 2x +3 cm and QR = 3x – 5 cm.

We need to find the value of x.

In a square, all the sides are equal. So,

PQ = QR

2x +3 = 3x – 5

3+5 = 3x - 2x

x = 8

So, the value of x is equal to 8 cm.

A rotation maps a line to a line, a ray to a ray, a segment to a segment, and an angle to an angle.

A rotation preserves lengths of segments.

A rotation preserves measures of angles. Step-by-step explanation:

You Welcome :)!

Answer:

Zoom in more and I can help

Step-by-step explanation:

Answer:

The correct value is t* = 2.492.

Step-by-step explanation:

The first step to solve this problem is finding how many degrees of freedom, we have. This is the sample size subtracted by 1. So

df = 25 - 1 = 24

98% confidence interval

Now, we have to find a value of T, which is found looking at the t table, with 24 degrees of freedom(y-axis) and a confidence level of [tex]1 - \frac{1 - 0.98}{2} = 0.99[/tex]. So we have T = 2.492, which is the answer to this question.

Answer:

$375

Step-by-step explanation:

Method I

25% = .25

500 * .25 = 125

500 - 125 = 375

-----------------------

Method II

1 - .25 = .75

500 * .75 = 375

Answer:

130°

Step-by-step explanation:

angle TFM + angle MFD = 180° (being a linear pair)

or, 4m + 142° +2m + 56°= 180°

or, 6m= 180°- 198°

or, m= -18°/6

so, m= -3°

now, angle TFM = 4m +142°= -12°+142°= 130°

The lengths of the horizontal sides of the science class is larger than the

length of the horizontal side of the math class.

Reasons:

The given vertices of the science classroom are;

(-3·x₁, y₁), (-3·x₂, y₂), (-3·x₃, y₃), and (-3·x₄, y₄)

The coordinates of the vertices math classroom are;

(x₁, y₁), (x₂, y₂), (x₃, y₃), and (x₄, y₄)

Whereby x₁ = x₄, we have;

Length of the vertical side of the rectangular math class = y₁ - y₄

Length of the horizontal side, [tex]L_M[/tex] = x₂ - x₁

Similarly;

The length of the horizontal side of the science class is, [tex]L_S[/tex] = -3·x₂ - (-3·x₁)

Therefore;

[tex]L_S[/tex] = 3·(x₁ - x₂) = [tex]\mathbf{3 \cdot L_M}[/tex]

The length of a side of the science is three times the length of the side of

the math class, which gives that the dimensions of the science class are not

the same as the the dimensions of the math class.

Therefore;

The science class and the math class are not congruent

Learn more about non-rigid transformation here:

https://brainly.com/question/2396426

Answer: D) 13^(3/5)

Step-by-step explanation: This is assuming that the question is asking the √13^3. With the five as the y root.

Answer:

x<−3

Step-by-step explanation:

hope this works