Answer:
d) More than 3.
Step-by-step explanation:
The polynomial (x - 5)(x + 2) ( = x^2 - 3x + 10) has zeros of -2 and 5 but so have the polynomials formed by multiplying this by any integer:
- for example 2(x - 5)(x + 2) , 4(x - 5)(x + 2) and so on.
what is x if y is 50, it is equivalent to 9/150. the first peep gets brainliest
━━━━━━━☆☆━━━━━━━
▹ Answer
x = 3
▹ Step-by-Step Explanation
[tex]\frac{9}{150} \\\\150/3 = 50\\9/3 = 3\\\\x = 3[/tex]
Hope this helps!
CloutAnswers ❁
━━━━━━━☆☆━━━━━━━
what’s the equation of line ?
y =__x + __
Answer:
y=3/4x-2
Step-by-step explanation:
two points from graph (0-2) and (8,4)
find slope m: y2-y1/x2-x1
m=4+2/8-0
m=6/8=3/4
x=0 then y=b=-2
y=3/4x-2
[tex]\frac{63,756×60}{70×5,280}[/tex]
Answer:
[tex]1035[/tex]
Step-by-step explanation:
(63756×60)/(70×5280)
=1035
suppose you are mixing red and blue paint in a bucket. do you think the final color of the mixed paint will be the same whether you add the blue or the red paint first?relate your answer to a property of real numbers
Answer:
It does not matter which color you add first because either way you will end up with the same color, purple. We can relate this to the commutative property of addition because blue + red = red + blue.
Pls mark it Brainliest!!!
What is the the product of (-1 - 3i) and it’s conjugate?
Answer:
10
Step-by-step explanation:
(-1 - 3i)(-1 + 3i) = 1 - 3i + 3i -9i²
1 - 9i²; i² = -1, therefore 1 - 9(-1) = 1 + 9 = 10
Which of the following is the graph of f(x) = x2 + 3x − 4? graph of a quadratic function with a minimum at 2, negative 9 and x intercepts at negative 1 and 5 graph of a quadratic function with a minimum at 3, negative 4 and x intercepts at 1 and 5 graph of a quadratic function with a minimum at 2.5, negative 2.4 and x intercepts at 1 and 4 graph of a quadratic function with a minimum at negative 1.5, negative 6.2 and x intercepts at 1 and negative 4
Answer:
x intercepts at -4 and 1,
with a minimum at (-1.5, -6.25)
Step-by-step explanation:
(x + 4)(x - 1) = 0
x = -4, 1
min = -b/2a = -3/2(1) = x = -1.5
y = (-1.5)² + 3(-1.5) - 4 = -6.25
Answer:
graph of a quadratic function with a minimum at negative 1.5, negative 6.2 and x intercepts at 1 and negative 4
Step-by-step explanation:
The graph shows the minimum is (-1.5, -6.25) and the x-intercepts are a -4 and 1. This matches the last description.
__
The x-coordinates of the offered minima are all different, so it is sufficient to know that the axis of symmetry is the line ...
x = -b/(2a) = -3/(2(1)) = -1.5 . . . . . . . for quadratic f(x) = ax² +bx +c
This is the x-coordinate of the minimum.
SOMEBODY PLS HALP ;( According to the number line, which statement MUST be true? A) A > 1 B) B > 4 C) C < 4 D) D < 0
Answer:
B
Step-by-step explanation:
B sqrtb is right in front of 2, so 2 squared is 4, so a little bit more than 2 squared will be a little more than four.
Answer:
C) C < 4
Step-by-step explanation:
because c is on the right side of four on the number line
Write an equation for a line on the graph that passes through the points (0.4) and (12,16)
Answer:
[tex] y = x + 4 [/tex]
Step-by-step explanation:
Use the two-point form of the equation of a line.
[tex] y - y_1 = \dfrac{y_2 - y_1}{x_2 - x_1}(x - x_1) [/tex]
[tex] y - 4 = \dfrac{16 - 4}{12 - 0}(x - 0) [/tex]
[tex] y - 4 = \dfrac{12}{12}x [/tex]
[tex] y - 4 = x [/tex]
[tex] y = x + 4 [/tex]
Answer:
y = x + 4
Step-by-step explanation:
An equation for a line looks like:
=> y = mx +b
=> In this equation "m" is the slope.
=> "b" is the y-intercept.
To find the slope:
=> y/x - y1/x1
=> 16/12 - 4/0
=> 16 -4 / 12 - 0
=> 12 / 12
=> 1
So, the slope is 1.
Now our equation looks like:
y = 1x + b
=> y = x + b
Let's take some the values of "x" and "y" of (0,4)
So, our now look like:
=> 4 = 1 (0) + b
=> 4 = b
So, b (y-intercept) = 4
Now, our final equation is:
=> y = x + 4
At dinner, 100 students pass through the cafeteria line and were served meals. 40 fish entrees and 60 pasta entrees were served to the students. A total of 20 students chose neither entree. Assuming all students were served zero, one, or two entrees, how many students were served two entrees
Answer: 20
Step-by-step explanation:
Given: Total students at the dinner = 100
Number of fish entrees = 40
Number of pasta entrees = 60
Number of students chose neither entree = 20
Now , Number of students chose either fish or pasta = (Total students) - (Number of students chose neither entree)
= 100-20
= 80
Now , Number of students chose either fish or pasta = (Number of fish entrees) + (Number of pasta entrees)- (Number of students chose both)
⇒ Number of students chose both = (Number of fish entrees) +(Number of pasta entrees)-(Number of students chose either fish or pasta)
= 40+60-80
= 20
Hence, the number of students were served two entrees = 20
20 students were served two entrees.
Given,
total student pass through cafeteria line and were served meal is 100.
No. of students choose fish entries is 40.
No. of students choose pasta entrees is 60.
No. of student choose neither entree is 20.
We have to calculate the no. of students served two entrees.
Now Number of students chose either fish or pasta will be,
[tex]N=100-20[/tex]
[tex]N=80[/tex]
Now no. of students choose both will be,
[tex]N=(fish\ entree+\ pasta \ entree )-Entree\ either \ pasta \ or \ fish[/tex]
[tex]N=60+40-80[/tex]
[tex]N=20[/tex]
Hence 20 students were served two entrees.
For more details follow the link:
https://brainly.com/question/24550771
Which of the two functions below has the largest maximum y-value?
f(x) = -x4- 2
g(x) = -3x3 + 2
Answer:
g(x)=-3x^{3}+2
Step-by-step explanation:
g(x) has a range that of (-infinity, +infinity), whereas f(x) has a range of (-infinity, -2].
Answer:
Step-by-step explanation:
● f(x) = -x^4 -2
● g(x) = -3x^3 + 2
Derivate both functions:
● f'(x) = -4x^3
● g'(x) = -9x^2
Solve the equations f'(x) =0 and g'(x) =0
● f'(x) = 0
● -4x^3 = 0
● x^3 = 0
● x =0
● g'(x) = 0
● -9x^2 = 0
● x^2 =0
● x = 0
So both functions f and g reach their maximum at 0.
● f(0) = 0^4-2 = -2
● g(0) = -3×0^3 +2 = 2
So g(0)>f(0)
So g has the largest maximum value.
Mai is putting money into a checking account.Let Y represent the total amount of money in the account (dollars)Let X represent the number of weeks Mai has been adding money suppose that x and y are related by the equation 550+40x =y what is the change per week in the amount of money in the account ?
Answer:
The answer is $40.
Step-by-step explanation:
According to the equation given in the question, we can assume that 550 is constant and was there when Mai started saving into a checking account.
Then as x gets increased by 1 each week, the amount of change in the account per week is $40.
I hope this answer helps.
betty's bakery calculates the total price d in dollars for c cupcakes using the equation d=2c. What does 2 mean in this situation?
Answer:
2 means dollars per cupcake
Step-by-step explanation:
it makes sense because it says d=2c which is
money = $2 per cupcake
so if their are 2 cupcakes then
d=2*2 = $4
SOMEBODY PLEASE HELP ME ON THIS ; DUE TODAY, i’ll mark u the brainliest
Answer: Angle Addition Postulate
Step-by-step explanation:
According to the angle addition postulate, the measure of an angle formed by two angles side by side is the sum of the measures of the two angles. It is used to evaluate the measure of an angle formed by two or more angles .In the given picture, we have ∠MRO and ∠MRS on line SRO.
So, ∠SRO = ∠MRO +∠MRS [By angle addition postulate]
So the postulate that justify the statement " ∠SRO = ∠MRO +∠MRS" is Angle Addition Postulate.
Please help! offering 25 points, 5 stars, and a thanks. Ive asked this 3 times now
Answer:
17 quarters
Step-by-step explanation:
Let q = quarters
n = nickels
.25q + .05n = 5.90
we have 16 more nickels than quarters so add 16 quarters to make them equal
n = q+16
Substitute
.25q + .05( q+16) = 5.90
Distribute
.25q+.5q+.80=5.90
Combine like terms
.30q +.8 = 5.90
Subtract .8 from each side
.30q = 5.10
Divide each side by .3
.3q/.3 = 5.1/.3
q = 17
Answer:
Gisel have:
17
quarters
Step-by-step explanation:
1 nickel = 5 cents
1 quarter = 25 cents
1 dollar = 100 cents
5,90 dollars = 5,9*100 = 590 cents
then:
n = t + 16
5n + 25t = 590
n = quantity of nickels
t = quantity of quarters
5(t+16) + 25t = 590
5*t + 5*16 + 25t = 590
5t + 80 + 25t = 590
30 t = 590 - 80
30 t = 510
t = 510 / 30
t = 17
n = t + 16
n = 17 + 16
n = 33
Check:
5n + 25t = 590
5*33 + 25*17 = 590
165 + 425 = 590
Find the value of x in this equation. 180-5x=140180−5x=140
Answer: 8
Step-by-step explanation:
Find four rational number between 1/4 and 2/3.
Answer:
4/12, 5/12, 6/12, 7/12
Step-by-step explanation:
1/4 x 3/3 = 3/12
2/3 x 4/4 = 8/12
between 3/12 and 8/12
4/12, 5/12, 6/12, 7/12
you can simplify these if you wish
Hope that helped!!! k
ASAP!!!!!!!!! PLEASE help me with this question! This is really urgent! No nonsense answers please.
=================================================
Explanation:
Arcs CBH and FGH are given, while arc CDF is unknown. Let's call this y
y = measure of arc CDF
Adding the three arcs forms a full circle of 360 degrees
(arc CBH)+(arc FGH)+(arc CDF) = 360
170+64+y = 360
y+234 = 360
y = 360-234
y = 126
arc CDF = 126 degrees
Then notice how inscribed angle x cuts off arc CDF. By the inscribed angle theorem, we take half of the arc measure to get the inscribed angle measure.
inscribed angle = (arc measure)/2
x = (arc CDF)/2
x = 126/2
x = 63
Answer:
rewrite the fromula 126
Step-by-step explanation:
Maria is buying new carpet for her bedroom .Her bedroom is in the shape of a square and the length of each side is 12 feet write and simplify an exponential express to find how much carpet she needs.
Answer:
well just do area, and since it's the same in each side 12×4= 144
how many are 4 raised to 4 ???
Answer:
256Step-by-step explanation:
The expression 4 raised to 4 can be written in mathematical term as [tex]4^4[/tex] and this means the value of 4 in four places as shown;
[tex]4^4\\\\= 4 * 4* 4* 4\\\\= (4 * 4)* (4* 4)\\\\= 16*16\\\\= 256\\\\[/tex]
Hence the expression 4 raised to 4 is equivalent to 256
Simplify cos^2theta(1+ tan^2theta)
Answer:
1
Step-by-step explanation:
We will use x instead of theta
● cos^2 x *(1+tan^2x)
We khow that: 1+ tan^2 x = 1/cos^2 x
Replace 1+tan^2 x by the new expression
● cos^2 x (1/cos^2 x)
● cos^2x/ cos^2 x
● 1
All of the following are true about the standard error of the mean except a. it is larger than the standard deviation of the population. b. its value is influenced by the standard deviation of the population. c. it decreases as the sample size increases. d. it measures the variability in sample means.
Answer:
The correct option is a.
Step-by-step explanation:
The standard deviation of the sampling distribution of sample mean ([tex]\bar x[/tex]) is known as the standard error. It is denoted by [tex]\sigma_{m}[/tex].
The formula to compute the standard error is:
[tex]\sigma_{m}=\frac{\sigma}{\sqrt{n}}[/tex]
As the population standard deviation is divided by the square root of the sample size, the standard error can never be more than the population standard deviation, σ.
Also, since the population standard deviation is directly proportional to the standard error, the value of [tex]\sigma_{m}[/tex] is affected by the value of σ.
And since the sample size is inversely proportional to the standard error, the value of [tex]\sigma_{m}[/tex] decreases as the value of n increases.
The sample mean is a statistic, i.e. it represents a specific characteristic (here, the average) of the sample.
The standard deviation of any statistic measures the variability of the statistic.
So, the standard error measures the variability in sample means.
Thus, the correct option is a.
Simply. If the solution is not a real number enter not a real number rotate picture answer all 3 please
Answer:
13. [tex]\frac{\sqrt[5]{x^4} }{x}[/tex].
14. [tex]v = \pm3\sqrt{5}[/tex]
15. 2.
Step-by-step explanation:
13. [tex]x^{1/5} * x^{-2/5}[/tex]
= [tex]x^{1/5 + (-2/5)}[/tex]
= [tex]x^{1/5 - 2/5}[/tex]
= [tex]x^{-1/5}[/tex]
= [tex]\frac{1}{x^{1/5}}[/tex]
= [tex]\frac{x^{4/5}}{x^{1/5 + 4/5}}[/tex]
= [tex]\frac{x^{4/5}}{x}[/tex]
= [tex]\frac{\sqrt[5]{x^4} }{x}[/tex].
14. [tex]v^2 - 45 = 0[/tex]
[tex]v^2 = 45[/tex]
[tex]\sqrt{v^2} = \pm\sqrt{45}[/tex]
[tex]\sqrt{v^2} = \pm\sqrt{3^2 * 5}[/tex]
[tex]v = \pm3\sqrt{5}[/tex].
15. [tex]\sqrt[3]{2} * \sqrt[3]{4}[/tex]
= [tex]\sqrt[3]{2 * 4}[/tex]
= [tex]\sqrt[3]{2 * 2 * 2}[/tex]
= [tex]\sqrt[3]{2 ^3}[/tex]
= 2.
Hope this helps!
A plumber’s apprentice needs to cut a 54-inch length of pipe so that one piece is twice the length of the other piece. How far from the endpoint should the apprentice cut the pipe?
Answer:
18 inches
Step-by-step explanation:
To to this you would just divide 54 by 3 and you would get how far away from the endpoint which is 18 inches
a shop has a sale and reduces all the prices by 15k in naira.find the sale price of an article of an article marked at 750naira
Answer:
Question (i):
Reduce = 15% of Rs 40 = 0.15 x 40 = Rs 6
Price after reduced = Rs 40 - Rs 6 = Rs 36
Answer: Rs 36
-
Question (ii):
Reduce = 15% x 20.40 = 0.15 x 20.40 = Rs 3.60
Price after reduced = Rs 20.40 - Rs 3.60 = Rs 17.34
Answer: Rs 17.34
-
Erica can run 1 / 6 fraction of a kilometer in a minute. Her school is 3 / 4 of a kilometer away from her home. At this speed, how long would it take Erica to run home from school? answer quick plz
Answer:
the result is 4.5 minutes.
- Erica runs 1/6 km in a minute.
- The school is 3/1 km away from her home.
Step-by-step explanation:
What is the quotient ? -4 /5 divide 2 A . - 1 3/5 B . -2 /5 c. 1/2 D . 1 3/ 5
Answer:
[tex] \boxed{ - \frac{2}{5} }[/tex]Option B is the correct option.
Step-by-step explanation:
[tex] \mathrm{ - \frac{4}{5} \div 2}[/tex]
[tex] \mathrm{dividing \: a \: negative \: and \: a \: positive \: equals \: a \: negative \:. \: ( - ) \div ( + ) = ( - )}[/tex]
[tex] \mathrm{ - \frac{4}{5} \div 2}[/tex]
[tex] \mathrm{dividing \: is \: equivalent \: to \: multiplying \: with \: the \: reciprocal}[/tex]
[tex] \mathrm{ - \frac{4}{5} \times \frac{1}{2} }[/tex]
[tex] \mathrm{reduce \: the \: numbers \: with \: G.C.F \: 2}[/tex]
[tex] \mathrm{ - \frac{2}{5} }[/tex]
Hope I helped!
Best regards!
The quotient of -4 /5 divide 2 would be equal to -2/5 in simplified form.
What are the Quotients?Quotients are the number that is obtained by dividing one number by another number. We can use the fact that division can be taken as multiplication but with the denominator's multiplicative inverse.
We have been given that -4 /5 divide 2
Thus, we have to divide the terms as;
-4 /5 ÷ 2
Therefore, -4 /5 x 1/ 2
-2/5
Hence, the quotient of -4 /5 divide 2 would be equal to -2/5 in simplified form.
Learn more about the quotient;
brainly.com/question/26913992
#SPJ2
The width of a rectangle measures (8.3c-8.4d)(8.3c−8.4d) centimeters, and its length measures (5.3c+4.8d)(5.3c+4.8d) centimeters. Which expression represents the perimeter, in centimeters, of the rectangle?
Answer:
P = 27.2c-7.2d
Step-by-step explanation:
It is given that,
The width of a rectangle is (8.3c-8.4d)
The length of a rectangle is (5.3c+4.8d)
The perimeter of a rectangle is equal to the sum of its all sides i.e.
P = 2(l+b)
P = 2(8.3c-8.4d+5.3c+4.8d)
P = 2[(8.3c+5.3c)+(4.8d-8.4d)]
P = 2(13.6c-3.6d)
⇒P = 27.2c-7.2d
Hence, the expression that represents the perimeter of the rectangle is 27.2c-7.2d.
A watermelon weighs 6.45 kilograms. How many grams does the watermelon weigh?
Answer:
6450g
Step-by-step explanation:
1kg = 1000g
6.45kg = 6450
The watermelon weighs 6450 grams.
Given that a watermelon weighs 6.45 kilograms.
We need to convert its unit into grams.
To convert kilograms to grams, you need to multiply the weight in kilograms by 1000, as there are 1000 grams in 1 kilogram.
The watermelon weighs 6.45 kilograms, you can use the following formula to convert it to grams:
Weight in grams = Weight in kilograms × 1000
Let's do the math:
Weight in grams = 6.45 kilograms × 1000 = 6450 grams
So, the watermelon weighs 6450 grams.
Learn more about Unit conversion click;
https://brainly.com/question/28600662
#SPJ6
Assume that the flask shown in the diagram can be modeled as a combination of a sphere and a cylinder. Based on this assumption, the volume of the flask is cubic inches. If both the sphere and the cylinder are dilated by a scale factor of 2, the resulting volume would be times the original volume.
Answer:
The answer is below
Step-by-step explanation:
From the diagram of the flask attached, the diameter of the cylinder is 1 inch and its height (h) is 3 inches. The radius of the cylinder (r) = diameter / 2 = 1/2 = 0.5 inch
The volume of the cylinder = πr²h = π(0.5)² × 3 = 2.36 in³
While for the sphere the diameter is 4.5 in. The radius of the sphere R = diameter / 2 = 4.5/2 = 2.25
The volume of the sphere = 4/3 (πR³) = 4/3 × π × 2.25³ = 47.71 in³
Volume of the flask = The volume of the cylinder + The volume of the sphere = 2.36 + 47.71 = 50.07 in³
If the sphere and the cylinder are dilated by a scale factor of 2. For the cylinder its height (h') = 3/2 = 1.5 inch and its radius (r') = 0.5/2 = 0.025
The new volume of the cylinder = πr'²h' = π(0.25)² × 1.5 = 0.29 in³
While for the sphere The radius of the sphere R' = 2.25 / 2 = 1.125
The new volume of the sphere = 4/3 (πR'³) = 4/3 × π × 1.125³ = 5.96 in³
New Volume of the flask = The new volume of the cylinder + The new volume of the sphere = 0.29 + 5.96 = 6.25 in³
The ratio of the new volume to original volume = New Volume of the flask / Volume of the flask = 6.25 / 50.07 = 1/8 = 0.125
The resulting volume would be 0.125 times the original volume
Answer:
50.07 and 8 times
Step-by-step explanation:
1) Calculate volume of each figure using according formulas.
You should get:
Sphere: 47.71in^3
Cylinder: 2.36in^3
Now let's add, and you should get 50.07.
2) Let's dilate the dimensions/flask by 2 (multiply by 2)
4.5 * 2 = 9
1 * 2 = 2
3 * 2 = 6
Now with these dimensions you should get:
Sphere: 381.7in^3
Cylinder: 18.85in^3
This should add up to 400.55in^3
Divide new by original. 400.55 / 50.07 = 8
So it is 8 times larger.
1. A cone is 8cm high and has a base diameter of 12cm.its slant height is a.6cm b.8cm c.10cm d.12cm
Answer:
10
Step-by-step explanation:
it is Pythagoras theorem
6*6=36
8*8=64
64+36=100
square root of 100 is 10
