Distributive property 79x36
Answer:
1(79 x 36)
Step-by-step explanation:
Use the zeros and the labeled point to write the quadratic function
represented by the graph.
у
Х
-5
5
(3-6)
- 10
Answer:
y = 2x2 - 10x + 12
Step-by-step explanation:
The quadratic function represented by the graph is y= 2x² - 10x + 12.
What is the quadratic function represented by the graph?The task's requirements dictate that the quadratic function represented by the graph be identified.
As the roots of the quadratic function are p and q, the quadratic function can be described as y = a (x - p) (x - q), where a is a constant.
As a result, since the roots are 2 and 3, we obtain;
y = a (x - 2) (x -3) (x -3)
So, we must substitute the values defined by the provided point, (1, 4), as shown below in order to find the value of the constant, a.
4 = a (1 -2) (1 -3)
4 = a(-1) (-2)
4 = 2a
a = 2.
So, the required equation is y = 2 (x - 2) (x - 3).
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-4y = -x + 18. find the points
Answer:
not sure please elaborate your question more.
Step-by-step explanation:
PLEASE ANSWER THIS AS SOON AS POSSIBLE.
simply each radical 1-4
Answer:
1. [tex]8x\sqrt{yz\\}[/tex] 2.[tex]8xy\sqrt{xz}[/tex] 3.[tex]4x^{2}yz\sqrt{y}[/tex] 4.[tex]7yz\sqrt{xz}[/tex]
Step-by-step explanation:
8 . 02 − 5 . 98 . please help
Answer:
2.04
Step-by-step explanation:
ez
help me find the surface area
Answer:
96
Step-by-step explanation:
A=6a²=6·4²=96
|3x−8|>−1. Write your solution in interval notation.
Answer:
(− ∞ , 1 /3 ) ∪ ( 5 , ∞ )
Step-by-step explanation:
(Write your answers on the space provided) The World Health Organization (WHO) reported that about 16 million adolescent girls between 15 and 19 years of age give birth each year. Knowing the adverse effects of adolescent childbearing on the health of the mothers as well as their infants, a group of students from Magiting High School volunteered to help the government in its campaign for the prevention of early pregnancy by giving lectures to 7 Barangays about the WHO guidelines on teenage pregnancy. The group started in Barangay 1 and 4 girls attended the lecture. Girls from other barangays heard about it, so 8 girls attended from Barangay 2, 16 from Barangay 3, and so on. a. Make a table representing the number of adolescent girls who attended the lecture from Barangay 1 to Barangay 7 assuming that the number of attendees doubles each Barangay 4 3 5 6 2 7 1 Barangay Number of Attendees b. Form a sequence representing the number of adolescent girls who attended the lecture from Barangay 1 to Barangay 7. C. Because people who heard about the lecture given by the group thought that it would be beneficial to them, five more different barangays requested the group to do the lectures for them. If the number of young girls who will listen to the lecture from these five Barangays will increase in the same manner as that of the first 7 Barangays, determine the total number of girls who will benefit from the lecture.
The sequence of the number of girl attendees at each Barangay is nonzero, given by multiplying the number of attendees in the previous Barangay by 2
The required values are;
a. The completed table is presented as follows;
[tex]\underline{\begin{array}{|l|c|c|c|c|c|c|c|}\mathbf{Barangay}&1&2&3&4&5&6&7\\\mathbf{Number \ of \ attandees}&4&8&16&32&64&128&256\end{array}}[/tex]
b. The sequence of the number of girls attendees aₙ = 4×2⁽ⁿ⁻¹⁾
c. The sum of beneficiaries of the lecture from the twelve Barangay is 16,384 girls
Reason:
Known parameters are;
Number of girls that attended the lecture at Barangay 1 = 4 girls
Number of girls that attended from Barangay 2 = 8 girls
Number that attended from Barangay 3 = 16 girls
a. The required table with the assumption that the number of girls that attended at each Barangay from Barangay 1 to Barangay 7 doubles, is presented as follows;
[tex]\begin{array}{|l|c|c|c|c|c|c|c|}Barangay&1&2&3&4&5&6&7\\Number \ of \ attandees&4&8&16&32&64&128&256\end{array}[/tex]b. The sequence of the number of girls who attended the lecture from Barangay 1 to Barangay 7 is presented as follows;
The sequence is a geometric progression having the form, aₙ = a·r⁽ⁿ⁻¹⁾
The first term of the sequence, a = 4
The common ratio, r = 2 (each term is twice the previous term)
n = The number of terms
The sequence is therefore;
aₙ = 4·2⁽ⁿ ⁻ ¹⁾c. The total number of girls in the geometric progression, (G. P.) is given by the sum of a G. P. as follows
[tex]S_n = \dfrac{a \cdot (r^n - 1 )}{r - 1}[/tex]
Where;
n = The number of terms = 7 + 5 = 12
Which gives;
[tex]S_{12} = \dfrac{4 \times (2^{12} - 1 )}{2 - 1} = \dfrac{4 \times 4,096 }{1} = 16,384[/tex]The total number of girls who will benefit from the lectures, S₁₂ = 16,384 girls
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pls do the assignment for me I will give brainiest just upload and do the work for me
Answer:
lazyyyy
Step-by-step explanation:
Select all ratios equivalent to 1:4.
I'm not too good at ratios and proportions, sorry
find the total surface area of this cylinder height=18 diameter=24
Answer:
2261.94671
Step-by-step explanation:
Answer:
A≈2261.95
Step-by-step explanation:
[tex]A=2\pi \frac{d}{2} h+2\pi( \frac{d}{2}) ^2=2[/tex] ·[tex]\pi[/tex]·[tex]\frac{24}{2}[/tex]·[tex]18+2[/tex]· =[tex]2261.94671[/tex]
considering the line negative x -6 y equals -6 what is the line perpendicular with a slope of a line perpendicular to this line what is the slope of the line parallel to this line
9514 1404 393
Answer:
perpendicular: undefined
parallel: zero
Step-by-step explanation:
The line y = -6 is a horizontal line. Between any two points on the line, the difference in y-values is zero, and the difference in x-values is non-zero. The slope of this horizontal line is the ratio of these differences:
slope = 0/(non-zero) = 0
Any parallel line will have the same slope. The slope of a parallel line is 0.
__
A line perpendicular to a horizontal line is a vertical line. It will have the equation x = constant. Between any two points on the line, the difference in y-values is non-zero, and the difference in x-values is zero. The slope of this vertical line is the ratio of these differences:
slope = (non-zero)/0 = undefined
The slope of the perpendicular line is undefined.
Which statement explains why 13x−13y=−26 shares a solution with this system of equations:
10x−3y=29
−3x+10y=55
The given equation is derivable from the system of equations.
Response:
The reason why 13·x - 13·y shares a solution with the given system of equation is because -13·x - 13·y equals 55. I can subtract -3·x + 10 from the left side of 10·x - 3·y = 29, and subtract 55 from its right side. Subtracting equivalent expressions from each side of an equation does not change the solution of the equation.Method by which the relationship between the equations was determinedGiven:
The system of equation is presented as follows;
[tex]\begin{cases} \mathbf{10 \cdot x - 3 \cdot y} = 29...(1) & \text{ } \\ \mathbf{-3 \cdot x + 10 \cdot y} = 55...(2) & \text{ } \end{cases}\\[/tex]
Therefore, by subtracting equation (2) from equation (1), we have;
(10·x - 3·y) - (-3·x + 10·y) = 29 - 55 by subtracting equivalent expressions
13·x - 13·y = 29 - 55 = -26
13·x - 13·y = -26, which is the given equation
Given that the operation performed on equation (1) and (2) is the
subtraction of equivalent expressions, we have, that the solution for the
given equation, 13·x - 13·y = -26 is the same as the solution for given
system of equations.
The reason why 13·x - 13·y = -26 shares a solution with the system of equations based from the given options in a similar question is therefore;
D. because -3·x + 10·y is equal to 55, I can subtract -3·x + 10·y from the left side of 10·x - 3·y = 29 and subtract 55 from its right side. Subtracting equivalent expressions from each side of an equation does not change the solution to the equationLearn more about simultaneous equations here:
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Melanie walked her dog 215 miles. Cathy walked her dog 134 times as far as Melania did. How
many miles did Cathy walk her dog?
Answer: Cathy walked her dog 28810 miles
Step-by-step explanation:
215*134=28810
Answer:
Cathy walked her dog 28810 miles
Step-by-step explanation:
Anya drove 2 hours to get to the train
station. Then she rode the train for 14
hours. She drove about 55 miles per
hour. The train traveled at about 80
miles per hour. How many miles did
Anya travel altogether?
You might need:
Find one value of x that is a solution to the equation:
(x2 – 6)2 = -3x2 + 18
X=
Answer:
[tex]x = \sqrt{6} [/tex]
Step-by-step explanation:
2(x^2 - 6) = - 3x^2 + 18
2x^2 - 12 = - 3x^2 + 18
5x^2 - 12 = 18
5x^2 = 30
x^2 = 6
x = square root (6)
The function f is defined by the following rule.
f(x) = 3x-1
Complete the function table.
Answer:
hope it helps
...
.........
Select all the equations that are true.
83=43= 210
0 112 = 83= 135
25= 34 = 3.5
0123 = 62 = 27
111=1
=
50 units needed 12 units per case
Answer:
5 cases
Step-by-step explanation:
Since 12 does not go into 50, you need to buy a whole extra case.
12*4= 48, which is not enough for 50 units
Z
What is m 2?
y
+
What is m 1?
1
4
13 16
2/3
>
14 15
х
5
75°
912
6
7
10 11
w
Answer:
M.2, formerly known as the Next Generation Form Factor, is a specification for internally mounted computer expansion cards and associated connectors. M.2 replaces the mSATA standard, which uses the PCI Express Mini Card physical card layout and connectors.
Step-by-step explanation:
This question does not make sense!
is this graph skewed or roughly symmetrical?
Answer: Roughly Symmetrical
Step-by-step explanation: There's no super easy way to explain why other than learning with experience but if you look at about the center of the graph, there are two peaks, and each side of the graph if split at about 68 which is the center, has 7 points each. This in conjunction with the shape and relatively normal spread makes it roughly symmetrical, not quire symmetrical but getting there.
Which ratio is equivalent to 3:10?
9:10
9:13
9:20
9:30
Answer:
9:30
Step-by-step explanation:
9:30 = 3:10
If we put a ratio into a fraction for better visual representation, we will see that 3:10 turns in 3/10. If we multiply both the numerator and denominator by 3, we will get 9/30. You can divide 3 from both sides of 9/30 and it will go back to 3/10.
tl:dr Multiply both sides of a ratio to get the equivalent ratio.
The difference of 20 and x written in algebraic expression
An algebraic expression for the given statement is 20-x.
The given statement is the difference of 20 and x.
We need to write an algebraic expression for the given statement.
What is an algebraic expression?An algebraic expression (or) a variable expression is a combination of terms by the operations such as addition, subtraction, multiplication, division, etc.
Now, the difference of 20 and x =20-x
Therefore, an algebraic expression for the given statement is 20-x.
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The length of a rectangle is 2.5 times its width
The perimeter of the rectangle is 84
centimeters. Find the dimensions of the
rectangle.
Answer:
210
Step-by-step explanation:
2.5 times 84 = 210
supsuppose you divide a bar diagram into 25 equal-size sections and shade 5 sections what percent is modeled in the diagram
5 shaded sections are 20% of 25 equal size sections.
Given that, you divide a bar diagram into 25 equal-size sections and shade 5 sections.
What is percentage?Percentage is defined as a given part or amount in every hundred. It is a fraction with 100 as the denominator and is represented by the symbol "%".
Now, 5/25 × 100
= 0.2 × 100
= 20%
Therefore, 5 shaded sections are 20% of 25 equal size sections.
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a cretain 12- ounce soft drink contains about 10 teaspoons of sugar. if you drink 18 ounces of this soft drink, how many teaspoons of sugar have you consumed
Answer:
15 teaspoons
Explanation:
The ratio of soft drink to sugar is 12:10, when simplified it is 6:5 (divide by 2)
Since there's 18 oz of soft drink, we multiply 6 by 3, and because it's a ratio we must also multiply 5 by 3, which gets us 15.
18:15
Dan and Brian have played 51 tennis matches.
Dan has won 29 times.
Brian won the rest.
a) Estimate the probability that Dan wins.
b) Estimate the probability that Brian wins.
Answer:
A = 29/51 B = 22/51
Step-by-step explanation:
(E) = number of favorable outcomes/ total number of possible outcomes
- number of possible outcomes= 51
- number of favorable outcomes= 29
therefore, P(E) = 29/51
- number of possible outcomes= 51
- number of favourable outcomes = 51 - 29 = 22
therefore, P(E)= 22/51
identify two opposite rays.
please help me asap
Answer:
AP-> and AM->
Step-by-step explanation:
They are the only two rays that directly-oppositely face one another.
PLZZZ HELP!!!!!!!!!!!!!!!!!!!!!!
Harrison and Sherrie are making decisions about their bank accounts. Harrison wants to deposit $200 as a principal amount, with an interest of 2% compounded quarterly. Sherrie wants to deposit $200 as the principal amount, with an interest of 4% compounded monthly. Explain which method results in more money after 2 years. Show all work.
Answer:
HarrisonPrincipal P = 200Interest rate r = 2% = 0.02Number of compounds n = 4Time t = 2Total amount:
[tex]A = P(1+r/n)^{nt}=200*(1+0.02/4)^{4*2} = 208.14[/tex]SherriePrincipal P = 200Interest rate r = 4% = 0.04Number of compounds n = 12Time t = 2Total amount:
[tex]A = P(1+r/n)^{nt}=200*(1+0.04/12)^{12*2} = 216.63[/tex]As we see the second method is a better choice
Answer:
SHERRIE
- Princible P= 200
- Interest rate R= 4% or 0.04
- Number of compounds N= 12
- Time T= 2
HARRISON
- Princible P= 200
- Interest rate R= 2% or 0.02
- Number of compounds N= 4
- Time T= 2
Formula: A= P(1+r/n)^nt
Now plug in values for each person:
200(1+0.02/4)^4*2= 208.14
200(1+0.04/12)^12*2= 216.63
And as you can see, the second method (Sherrie's) is the best choice.
Step-by-step explanation:
