HELP PLSS ANYONE? I'VE TO SUBMIT ASAP

Answer:

draw a a big L and put your numbers

Answer:

x=6      x=-5

Step-by-step explanation:

f(x) = (x-6)(x + 5)

To find the zeros, set the function equal  to zero

0 =  (x-6)(x + 5)

Using the zero product of property

0 = x-6    0=x+5

x=6      x=-5

Answer:

The answer is 18.4 months.

i think this is the method for solving it

The height of a rectangular prism is 8.3 cm.

The area is the space occupied by a two-dimensional flat surface. It is expressed in square units. The surface area of a three-dimensional object is the area occupied by its outer surface.

We have,

Surface Area = 288 square cm

Base length = 4 cm and width = 9 cm

So, SA of rectangular prism

288 = 2(lw+ wh + lh)

144 = (36 + 9h + 4h)

13h = 144- 36

13h = 108

h = 8.30 cm

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Answer:  

_______________________________________

→   x  = - 1 ±  i√7     ;

                  4    

_______________________________________

Or:  Write as:

_______________________________________

 →   x  = -1  +  i√7     ;   -1  −   i√7     ;

                   4                       4  

_______________________________________

Step-by-step explanation:

_______________________________________

Given:

 -2x² − x − 1 = 0 ;

Solve for " x " .

________________

First, let us multiply BOTH sides of the equation by "-1" ;

     to get rid of that "negative sign" in the coefficient:  " -2" ;

    →  as follows:

________________

  -1 * {-2x² − x − 1 } = 0 *{-1} ;

_________________

Rewrite the value: "x" on the "left-hand side" of the question; as:  "1x" ;

since "any value" ; multipled by "1" ; results in that same individual value:

_________________

    -1 * {-2x² − 1x − 1 } = 0 *{-1} ;  

________________

Note the "distributive property" of multiplication:

________________

 a(b + c) = ab + ac ;

________________

Likewise, from the "left-hand side" of the equation:

   -1 * {-2x² − 1x − 1 } =  {-1 * -2x²}  +  {-1 * -1x}  +  {-1* -1 } ;    

                                =      2x²       +  1x           + 1 ;

_______________________________________

Rewrite the "left-hand side" of the equation:

   2x² + 1x + 1 ;

Now, the "right-hand side of the equation:

            " { 0 * -1 } = 0 " .

Now, rewrite the entire equation:

    2x² + 1x + 1 = 0 ;

________________

Note:  This equation is written in "quadratic format" ;

that is:   " ax² + bx + c " ;   [a ≠ 0] ;

         →  in which:

                   a = 2 ;  b = 1 ; c = 1 ;

________________

 →  which means we can solve for the value(s) for "x" ; by using the

"quadratic equation formula" ;

   →  that is:

________________

   →    x  = -b ± √(b² − 4ac)       ;

                           2a                      

________________

 So;  to solve for the values for "x" ;  we substitute our known values for:

    "a" ; "b" ; and "c" ; and solve:

________________

   →   x  =   -1  ±  √(1² − 4*2 *1)       ;

                              4                    

_________________________

   →   x   =    -1  ±  √(1 − 8)       ;

                            4                              

_________________________

   →   x  =   -1  ±  √(-7)     ;

                         4        

_________________________

Note: "√(-7)"  ;  is the square root of a negative number.

Note that we use the lower case  letter, " i "  ;  

        as a symbol to represent the imaginary number:  " √(-1) " .

This is an "imaginary number" ;  since one cannot take the "square root" of a "number lower than zero."  

So, we write:  √-7 ;   as:   " i * 7 " ;  or, just:  " i √7 " ;  since:

  "i  = √-1" ;  and since:  " √-7"  would "factor out" to:  "√7  * √-1 " .

_________________________

Note:  In the mainstream U.S.A. , the concept of " i " as the  "imaginary number" — " √-1 "  ;  is usually introduced in the second year college-prep algebra class (after "first year high school algebra" in 9th grade; and after "geometry" in 10th grade).

_________________________

So;  we have:

→   x  = -1  ± √(-7)     ;

                   4        

___________

We can rewrite this as:

____________

→   x  = -1  ±  i√7    ;

                   4    

_____________

  We can leave our answer written like that.

We have two (2) solutions—so we can also write out both solutions for the value of x:

_____________

 →   x  = -1  +  i√7    ;   -1  +  i√7     ;

                   4                        4

_____________________________________________

Hope this explanation is helpful to you!

  Best of luck— and best wishes!

_____________________________________________

Answer:

im pretty sure it's c

Step-by-step explanation:

Answer:

its C

Step-by-step explanation:

21  girls joined but not singing and 14 girls joined both singing and dancing.

Arithmetic operations can also be specified by the, subtract, divide, and  multiply built-in functions.

Total no. of girls = 45

No. of girls are dancing = 24

No. of girls are singing but not dancing = 10

No. of girl are both singing and dancing = 24-10 = 14

No. of girls are dancing but not singing = 45-24=21

Hence, 21  girls joined but not singing and 14 girls joined both singing and dancing.

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Answer:

x^2-10x+21

Step-by-step explanation:

Answer:

The answer is x^2-10x21

Answer:

Plus all the fractions together .

Which equals to 35/4 cm

Step-by-step explanation:

hope it helps you !!

The perimeter of the quadrilateral is P = 8 3/4 cm

Given data:

The perimeter of a quadrilateral is the sum of the lengths of all its sides. A quadrilateral is a polygon with four sides. The formula for finding the perimeter of a quadrilateral depends on the specific type of quadrilateral.

So, the sides of the quadrilateral is represented as:

AB = 3 1/2 cm

BC = 2 cm

CD = 1 4/5 cm

DA = 1 9/20 cm

So, the perimeter is P = 3 1/2 cm + 2 cm + 1 4/5 cm + 1 9/20 cm

On simplifying ,

P = 3.5 cm + 2 cm + 1.8 cm + 1.45 cm

P = 8.75 cm

Hence , the perimeter is P = 8 4/3 cm

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Answer:

5

Step-by-step explanation:

Using the formula of a trapezoid, we can solve this!

Formula is A=1/2(b1+b2)h.

A=1/2(2+8)1

A=1/2(10)1

A=1/2(10)

The area would be 5 cubic in2.

Please tell me if im wrong! im just a student .m.

Answer:

5 units²

Step-by-step explanation:

a for a trapezoid = [tex]\frac{a+b}{2} *h[/tex]

[tex]\frac{8+2}{2} *1[/tex] = [tex]\frac{10}{2} * 1[/tex] = 5*1 = 5

The area is 5 units²

Answer:

Timmy has 3 pennies.

Step-by-step explanation:

If Timmy has 6 pennies at first, and Sarra takes away 3

then 6-3=3, so timmy has three left.

3 because she stole 3. 6-3=3

Answer:

As the triangle is right angled ,

sinR = 17/63

Angle R = 15.7⁰

The closest value of the measure of ∠R is,

⇒ ∠R = 15.7°

An angle is a combination of two rays (half-lines) with a common endpoint. The latter is known as the vertex of the angle and the rays as the sides, sometimes as the legs and sometimes the arms of the angle.

Given that;

Right triangle RST is shown below with the dimensions given in feet.

Now, By trigonometric formula;

tan x = Opposite / Adjacent

Here, Opposite side of angle R = 17 ft

And, Adjacent side = 63 ft

Hence, We get;

tan x = Opposite / Adjacent

tan R = 17 / 63

tan R = 1/9

R = 15.7°

Thus, The closest value of the measure of ∠R is,

⇒ ∠R = 15.7°

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Answer: [tex]\sqrt{2}[/tex]

Step-by-step explanation:

In a 45 45 90 triangle the two sides are 1 wile the hypothenuse is [tex]\sqrt{2}[/tex]

Answer: C

Step-by-step explanation:

Length: 6in

Width: 8in

Height: 9in

[tex]A=2(wl+hl+hw)\\A=2[(8in)(6in)+(9in)(6in)+(9in)(8in)]\\A=2(48in^2+54in^2+72in^2)\\A=2(174in^2)\\A=348in^2[/tex]

Hint

If we define x to be the value of one of the factors, since 1 + 2 + 3 + 4 + 5 ... + 10 = 11(5) = 55, the value of the other factor has to be 55-x.

To maximize P, you'd like to make x as close as possible to the vertex you found. What if you want to minimize P? Remember x must be an integer.

I hope this helps :)

Step-by-step explanation:

use bodmas

start with multiplication

-4*10 = -40

5+5/2 - 40

addition next

5 + 5/2 = 7.5

7.5 - 40 = -32.5

Answer:

Each side is 14 ft.

Step-by-step explanation:

If there are 4 equal sides, you divide 56 by 4. That equals 14.

Answer:

Its 1rst and 3rd

Step-by-step explanation:

I took the assignment. Its correct.

Answer:

1 and 3

Step-by-step explanation:

on edge just got it right :)

Answer:

Pr(only one of them will pass the driving test) = 0.38

Step-by-step explanation:

The probability that Ben will pass = 0.8

Let Pr = pribability

Pr(Ben pass) = 0.8

Pr(Ben fail) = 1 - Pr(Ben pass) = 1-0.8

Pr(Ben fail) = 0.2

The probability that Tom will pass = 0.7

Pr (Tom pass) = 0.7

Pr (Tom fail) = 1 - Pr (Tom pass) = 1-0.7

Pr (Tom fail) = 0.3

Pr(only one pass) = Pr(Ben pass and Tom fail) + Pr (Tom pass and Ben fail)

Pr(only one pass) = (0.8 × 0.3) + (0.7 × 0.2)

Pr(only one pass) = 0.24 + 0.14

Pr(only one pass) = 0.38

Answer:0.38

Step-by-step explanation:

Answer:

6sqrt(2) units

Step-by-step explanation:

Distance² = (-9 - -3)² + (8 - 2)²

Distance² = (-6)² + 6²

Distance² = 36 + 36

Distance² = 72

Distance = 6sqrt(2)

sqrt: square root

Answer:

(3x – 6)(-x + 3) = 0

=> 3x - 6 = 0 => x = 6/3 = 2

and

=> -x + 3 = 0 => x = 3

Hope this helps!

:)

Answer:

1, 2, 3, 4, 5, 6, 29, 29, 32, 42, 29, 55

median = 29

Step-by-step explanation:

median is the middle number in a list of numbers from least to greatest.

Answer:

Step-by-step explanation:

(-2, 2)   (2, -3)

(-3 - 2)/(2 + 2)

-5/4 the slope

y - 2 = -5/4(x + 2)

y - 2 = -5/4x - 5/2

y- 4/2 = -5/4x - 5/2

y = -5/4x - 1/2

Answer:

the range for f(x) = (x-4) (x-2) is [-1,∞)

Step-by-step explanation:

all real numbers greater than or equal to -1

The range of the function is all real numbers greater than or equal to -1

The domain of a function is the set of values that we are allowed to plug into our function. This set is the x values in a function such as f(x). The range of a function is the set of values that the function assumes. This set is the values that the function shoots out after we plug an x value in.

The range is the set of outputs of a relation or function. In other words, it's the set of possible y values. Recall that ordered pairs are of the form (x,y) so the y coordinate is listed after the x. The output is listed after the input.

Given data ,

Let the function be represented as A

Now , the value of A is

f ( x ) = ( x - 4 ) ( x - 2 )   be equation (1)

On simplifying , we get

f ( x ) = x ( x - 2 ) - 4 ( x - 2 )

f ( x ) = x² - 2x - 4x + 8

f ( x ) = x² - 6x + 8  

Now , the range of the function is set of possible y values

The vertex of the parabola is at ( 3 , -1 )

So , the range of the function is f ( x ) ≥ -1 and the interval is [ -1 , ∝ ]

Hence , the range of the function is f ( x ) ≥ -1

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Answer: 5/6

Step-by-step explanation:

Answer:

the answer is

100÷83

Step-by-step explanation:

hope this helps

Answer:  C

Step-by-step explanation:

when x increases by 1 y increases by 2 and is consistent

hope this helps :3

Answers:

#1: infinite solutions;  #2: no solutions

Step-by-step explanations:

Steps for #1

3(2x+7)=13+4(x+2)+2x

6x+21=13+4x+8+2x

6x+21=21+6x

6x=6x

x=x

After completing the steps to find the value of x using Order of Operations, we see that in the end, the answer we have is x=x. We can easily conclude that x is equal to any number because the final answer in this exercise is always whatever the value of x is. For example, if x=4, our final answer would be 4.

Steps for #2

5(6x+8)=9x-10+21x

30x+40=30x-10

40=-10

Here, we see that once we've completed the steps using the Order of Operations, we come out with the answer 40=-10, which is not true on any terms. Therefore we can simply conclude that the answer for #2 is "no solutions."

If you have any trouble figuring out how I got my answers, please refer back to the steps I used to get the answers.

Thank you!

Options A, B, D, and E are correct answers such that the probability of the usage of social media by 8th and 9th-grade students is given.

A. There is no association between using social media and grade level.

B. The probability a student uses social media, given that he or she is in 9th grade, is 81%.

D. An 8th grader is more likely to use social media than not.

E. Knowing a student’s grade level does not help determine if he or she uses social media.

Probability is the ratio of the favorable outcomes to the total outcomes.

Given that, a group of 8th and 9th graders were surveyed about whether they use social media to communicate with their friends.

We can see that, there is no relationship between the usage of social media and grade level so, we can say that there is no association between using social media and grade level.

Probability of using social media by a 9th grader is-

P(9) = 0.81 / 1 x 100 = 81%

Probability of using social media by a 8th grader is-

P(8) = 0.84 / 1 x 100 = 84%

We cannot define the usage of social media depending on the grade level.

Thus, Options A, B, D, and E are correct answers.

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The table is attached