One of the solutions to the equation 5x^2+bx+12=0 is − 4/5 . Find the other solution.

Answer:

C) -5 -1/8

Step-by-step explanation:

You need to use the distributive property.

1) ( - 1/2 x 10 ) + ( - 1/2 x 1/4 )

2) 10 / -2 = -5, and -1/2 x 1/4 = -1/8

3) Make them into one equation. -5 - 1/8 is the same as - 1/2 ( 10 + 1/4 )

Final answer:

The equivalent expression to -1/2(10 + 1/4) is -5 - 1/8. Simplify the expression by distributing the -1/2 and combining the results.

Explanation:

The expression given is: -1/2(10 + 1/4)

To simplify this expression:

Distribute the -1/2: -1/2 * 10 = -5 and -1/2 * 1/4 = -1/8

Combine the results: -5 - 1/8

Therefore, the equivalent expression is: -5 - 1/8 (Option B)

Correct option is third [tex]\frac{2+3}{3}=\frac{x+y}{y}[/tex]

Given that:

[tex]\frac{2}{3}=\frac{x}{y}[/tex]

Need to check which of the expression from given four expressions will be true.

Let's first try to eliminate wrong options.

If we observe carefully, we can say that option 2 that is [tex]\frac{3}{2}=\frac{x}{y}[/tex] is not correct as [tex]\frac{x}{y}[/tex] must be equal to [tex]\frac{2}{3}[/tex] and not [tex]\frac{3}{2}[/tex]

Lets now modify given expression that is:

[tex]\frac{2}{3}=\frac{x}{y}[/tex]

On adding 1 to both sides we get

[tex]\frac{2}{3}+1=\frac{x}{y}+1[/tex]

[tex]=>\frac{2+3}{3}=\frac{x+y}{y} \text { which is same as third option. }[/tex]

Hence correct option is third one that is [tex]\frac{2+3}{3}=\frac{x+y}{y}[/tex]

Answer:

x=8, y=-7. (8, -7).

Step-by-step explanation:

2x-y=23

x-9=-1

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

x=-1+9=8

x=8

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

2(8)-y=23

16-y=23

y=16-23=-7

x=8, y=-7. (8, -7).

Answer:

x = 27

Step-by-step explanation:

The given angles are vertical angles and congruent, thus

5(x - 4) = 4x + 7, that is

5x - 20 = 4x + 7 ( subtract 4x from both sides )

x - 20 = 7 ( add 20 to both sides )

x = 27

Answer:

2250

Step-by-step explanation:

From my understanding you have 450 packs to make and you need to put 5 tissue boxes in each one so we would just simply multiply 450 packages by 5 tissue boxes each package and get 2250

Answer:

$9.35

Step-by-step explanation:

Tilapia: 1.5 * $3.88 = $5.82

Cod: 1 * 3.53 = $3.53

$3.53 + $5.82 = $9.35

Answer:

9.35

Step-by-step explanation:

3.88/2= 1.94 for every half pound of tilapia

1.94+3.88+3.53=9.35

Answer:

Here are 3

Step-by-step explanation:

Are a U.S. citizen.

Meet your state's residency requirements.

Are 18 years old on or before Election Day.

The distance from home to second base in a slow pitch softball diamond is approximately 87.68 feet. This calculation is achieved through the use of the Pythagorean theorem, which utilizes the square lengths of the diamond sides to calculate the diagonal path between the bases.

The distance from home to second base in a slow pitch softball diamond can be calculated using the Pythagorean theorem, as the path forms a right triangle. The side lengths of the diamond are 62 ft, so we can use these as the legs of our right triangle. The Pythagorean theorem states that in a right triangle, the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the lengths of the other two sides. In this case, it's a^2 + b^2 = c^2, where c is the distance we want to find.

So, the calculation will be √((62ft)^2 + (62ft)^2). Simplifying this gives √(3844ft^2 + 3844ft^2), which is √7688ft^2. Which gives us approximately 87.68 ft. So, the distance from home to second base is approximately 87.68 feet.

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To find the distance from home to second base on a slow pitch softball diamond, use the Pythagorean theorem to calculate the diagonal of the square. With each side being 62 feet, the distance comes out to approximately 87.7 feet.

How to Find the Distance from Home to Second Base

In a slow pitch softball diamond, the bases form a square with each side measuring 62 feet.

We must compute the diagonal for the square in order to get the distance between home plate and second base.

This can be done using the Pythagorean theorem.

Step-by-Step Solution

Label the sides of the square. Each side is 62 feet.

Recall the Pythagorean theorem formula: a² + b² = c², where 'a' and 'b' are the legs of a right triangle, and 'c' is the hypotenuse (which, in this case, is the diagonal).

Here, both 'a' and 'b' are 62 feet because the square’s sides are equal.

→ Substitute the values into the formula: 62² + 62² = c²

→ Calculate the squares: 3844 + 3844 = c²

→ Combine the values: 7688 = c²

→ Take the square root to find 'c': c = √7688

The diagonal (distance from home to second base) is approximately 87.7 feet.

Therefore, the distance from home to second base is about 87.7 feet.

Answer:

Cost of Tammy's lunch box before tax = $9.571

Step-by-step explanation:

Let the cost of Tammy's lunch box before tax be =$ [tex]x[/tex]

Sales tax charged = $0.727

Sales tax rate =7.596%

Sales tax charged in terms of  will be = 7.596% of the Original cost of lunch box[tex]=7.596\% \ of\ x =0.07596\ x[/tex]

So, we have,

[tex]0.07596\ x=0.727[/tex]

Dividing both sides by [tex]0.07596[/tex]

[tex]\frac{0.07596\ x}{0.07596}=\frac{0.727}{0.07596}[/tex]

∴ [tex]x=9.571[/tex]

∴ Cost of Tammy's lunch box before tax = $9.571

Answer:

$32

Step-by-step explanation:

The money she spent was $5 on the kitten and if you add $5 to the remaining $27 that is $32

Current amount that Penny have is $32.

Calculate the answer using a math operator is referred to as a mathematical operation.

Basic mathematical operations are addition, multiplication, subtraction and division.

Given that,

The amount that Penny have after  = $27.

Also, Penny pays $5 for her new kitten.

Since, amount $27 remains after paying $5.

So initial amount should more than $5.

The amount = current amount + amount paid for kitten

                              = 27 + 5

                              = 32

The required amount that Penny have = $32.

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Answer:

I think that the answer is A

Step-by-step explanation:

1. The definition of a function is based on the concept of a mapping from one set to another, where each element in the domain has a unique image in the range. This is a fundamental concept in mathematics and is used to describe relationships that are deterministic in nature.

2. To determine if a set of ordered pairs is a function, one must ensure that no two ordered pairs have the same first component (x-value) and different second components (y-values). This is known as the vertical line test. If a vertical line can be drawn that intersects the graph of the relation at more than one point, then the relation is not a function.

3. The slope-intercept form is a standard form for linear equations that is particularly useful for graphing lines and for understanding the slope and y-intercept of the line. It is derived from the general form of a linear equation, y = mx + b, where m represents the slope and b represents the y-intercept.

4. In the given equation y = -2x + 6, the coefficient of x represents the slope, which is -2, indicating that for every 1 unit increase in x, y decreases by 2 units. The constant term, 6, represents the y-intercept, which is the value of y when x = 0.

5. A horizontal line has a slope of zero because there is no change in the y-value as the x-value changes. Thus, the slope, which is the ratio of the change in y to the change in x, is zero. The equation of a horizontal line is simply y = b, where b is the y-value of every point on the line.

A vertical line has an undefined slope because the change in x is zero (since x does not change), and division by zero is undefined in mathematics. The equation of a vertical line is x = a, where a is the constant x-value for every point on the line.

Answer:

E(-5, - 6) D(5,-6) C(0,0)

Step-by-step explanation:

The strategy here is run then rise/fall

For example: for E, you run back - 5, then fall - 6

Answer:

cdsnvj;vs

Step-by-step explanation:

The problem involves applying the concept of percentage. By using the given data, we find that 70 sixth graders went on the museum trip.

The subject of this problem is percentage and its application in a real-world situation. The problem stated that 70% of the sixth graders chose to go to the museum. As there are 100 sixth graders, to calculate the number of students who went on the museum trip, you would use the formula percentage/100 x total number.

So, 70/100 x 100 = 70 sixth graders. Hence, 70 sixth-graders from Sarah's school went on the field trip to the museum.

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Answer:

[tex]\frac{ d^{2} y}{dx^{2} } = -10[/tex]

Step-by-step explanation:

Concept : We have to differentiate the given equation twice and then put the values of x and y at the given point.

The given point is (2,-5).

Given    xy - y = -5

Differentiating both sides,

[tex] x \times \frac{dy}{dx} + y - \frac{dy}{dx}[/tex] = 0

Substitute (x,y) as (2,-5)

[tex]2 \times \frac{dy}{dx} -5 - \frac{dy}{dx}[/tex] = 0

[tex]\frac{dy}{dx} = 5[/tex]

Differentiating again, we get

[tex]\frac{dy}{dx} + x \times \frac{ d^{2} y}{dx^{2} } + \frac{dy}{dx} - \frac{ d^{2} y}{dx^{2} } = 0[/tex]

Substitute values of x , y and \frac{dy}{dx} ,

[tex]5 + 2 \times \frac{ d^{2} y}{dx^{2} } + 5 - \frac{ d^{2} y}{dx^{2} } = 0[/tex]

[tex]\frac{ d^{2} y}{dx^{2} } = -10[/tex]

Answer:

Step-by-step explanation:

2 : 11 = 0 + r(2)

11 is 0 times in 2. The remainder of this division is 2.

Answer:

Answer. This is pretty tricky—if we have 2 divided by 11, the remainder is actually 2. The remainder is 2 because the quotient is 0 (11 goes into 2 zero times).

Step-by-step explanation:

Answer:

The number of students who have a test score in the interval 71-80 is 13.

Step-by-step explanation:

Given:

The frequency chart which show the cumulative numbers of students test scores.

Now, to find the number of students who score in the interval 71-80, we will look in the frequency chart. In the chart score range of 65-80 the cumulative number of students are 13. As the 71 to 80 comes in between the score range 65-80 and there are 13 students who scored in this range.

Therefore, the number of students who have a test score in the interval 71-80 is 13.

Answer: m=34

Step-by-step explanation:

11+m=-23

add 23 on both sides

m=34

Answer:

(- 5, 3 )

Step-by-step explanation:

Given the 2 equations

y = - 8x - 37 → (1)

x + 3y = 4 → (2)

Substitute y = - 8x - 37 into (2)

x + 3(- 8x - 37) = 4 ← distribute and simplify left side

x - 24x - 111 = 4

- 23x - 111 = 4 ( add 111 to both sides )

- 23x = 115 ( divide both sides by - 23 )

x = - 5

Substitute x = - 5 into (1) for corresponding value of y

y = - 8(- 5) - 37 = 40 - 37 = 3

Solution is (- 5, 3 )

Answer:

x = -5, y = 3 or you can write it as (-5, 3).

Step-by-step explanation:

y=-8x – 37

x+3y=4

From the second equation  x = 4 - 3y, so substituting in equation 1:

y = -8(4 - 3y) - 37

y = -32 + 24y - 37

-23y =  -69

y = 3

Now plug y = 3 into equation 1:

3 = -8x - 37

-8x = 40

x = -5.

Answer:

the radio of the Numbers of toucans to the Numbers of parrots at the zoo is 1:4

Step-by-step explanation:

For each toucan there are 4 parrots

15/60 = 1/4

Answer: 1:4

Step-by-step explanation: the answer would be 1:4.

Answer:

8

Step-by-step explanation:

The discriminant of ax² + bx + c = 0 is b² − 4ac.

Here, a = -1, b = 4, and c = -2.

b² − 4ac

(4)² − 4(-1)(-2)

16 − 8

8

Answer:

Option C. [tex]25\pi\ ft^{2}[/tex]

Step-by-step explanation:

The complete question is

The diameter of Jim’s circular flower bed is 10 feet. What is the area, in square feet, of Jim’s flower bed?

A) 10π

B) 20π

C) 25π

D) 100π

we know that

The area of a circle (Jim's circular flower bed) is equal to

[tex]A=\pi r^{2}[/tex]

where

r is the radius of the circle

we have

[tex]r=10/2=5\ ft[/tex] ----> the radius is half the diameter

substitute

[tex]A=\pi (5)^{2}[/tex]

[tex]A=25\pi\ ft^{2}[/tex]

Answer:

[tex]f(x)=x-5[/tex]

Step-by-step explanation:

step 1

Find the slope m

The formula to calculate the slope between two points is equal to

[tex]m=\frac{y2-y1}{x2-x1}[/tex]

we have the ordered pairs

(10,5) and (2,-3)

substitute the values

[tex]m=\frac{-3-5}{2-10}[/tex]

[tex]m=\frac{-8}{-8}[/tex]

[tex]m=1[/tex]

step 2

Find the equation of the line in slope intercept form

[tex]f(x)=mx+b[/tex]

we have

[tex]m=1[/tex]

[tex]point\ (10,5)[/tex]

substitute and solve for b

[tex]5=(1)(10)+b[/tex]

[tex]5=10+b[/tex]

[tex]b=-5[/tex]

The linear function is equal to

[tex]f(x)=x-5[/tex]

The linear function with the values [tex]f(10)=5[/tex] and [tex]f(2)=-3[/tex] is [tex]f(x)=x-5[/tex].

Step-by-step explanation:

Given information:

The values of a liner function

[tex]f(10)=5[/tex]

and

[tex]f(2)=-3[/tex]

So, we can write the slope as:

[tex]m=\frac{y_2-y_1}{x_2-x_1} \\[/tex]

On, putting the values:

[tex]m=\frac{-3-5}{2-10} \\m=1[/tex]

Point (10,5)

Now ,substitute the values in the linear equation:

[tex]\text {y=mx+b}[/tex]

where, m is the slope.

[tex]5=1 \times 10 + \text b\\\text b=-5[/tex]

Now put the values to get the required linear function.

So, the linear function with the values  [tex]f(10)=5[/tex] and [tex]f(2)=-3[/tex] will be [tex]f(x)=x-5\\[/tex]

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Answer:

C)

Step-by-step explanation:

The third graph represents this system.

Answer:

Graph C

Step-by-step explanation:

Thinking process:

The are two ways to solve the system:

1. the substitution method:

for equation (1) y = 1/2x + 3

when x = 0, y = 3

when y = 0, x = -6

for equation (2) y = 3/2x - 1

when x= 0; y = -1

when y = 0; x = 2/3

this gives line C

2. another way to solve the simultaneous equations:

y = 1/2x + 3  ...1

y = 3/2x - 1    ...2

substuting (1) into  (2)

3/2x - 1 = 1/2x + 3

x = 4

substituting x = 4 into (1):

y = 1/2x + 3

y = 1/2(4)+ 3

  = 5

the point of intersection will be (4 , 5) which is line c

Either method works.

Answer:

Part A) The linear expression that represent the total field goal points scored in the first two quarters is (3x-4)

part B) The linear expression that represent the total points scored in the game is [tex]6x-1[/tex]

Step-by-step explanation:

Part A) we know that

To find out the total field goal points scored in the first two quarters, sum the field goal points scored in the first quarter plus the field goal points scored in the second quarter

we have that

1st quarter= 2x-6

2nd quarter = x+2

therefore

[tex](2x-6)+(x+2)[/tex]

Group terms

[tex](2x+x)+(-6+2)[/tex]

Combine like terms

[tex]3x-4[/tex]

therefore

The linear expression that represent the total field goal points scored in the first two quarters is (3x-4)

Part B) we know that

To find out the total points scored in the game, sum the field goal points scored in the first quarter, plus the field goal points scored in the second quarter plus the field goal points scored in the third quarter, plus the field goal points scored in the fourth  quarter, plus the total free throw points.

we have that

1st quarter= 2x-6

2nd quarter = x+2

3rd quarter=2x

4th quarter=x-6

Free throw points =9

therefore

[tex](2x-6)+(x+2)+2x+(x-6)+9[/tex]

Group terms

[tex](2x+x+2x+x)+(-6+2-6+9)[/tex]

Combine like terms

[tex]6x-1[/tex]

therefore

The linear expression that represent the total points scored in the game is [tex]6x-1[/tex]

8,653,972 rounded to the ten-thousands is 8,650,000.

Hope this helps!

8,653,972 rounded to the ten thousand is

8,650,000

Answer:

xy/2

Step-by-step explanation:

use m a t h w a y

Answer:

For [tex]x^2 - 4 = 0[/tex], x  = 2, or x = - 2.

Step-by-step explanation:

Here, the given expression is :

[tex]x^2 - 4 = 0[/tex]

Now, using the ALGEBRAIC IDENTITY:

[tex]a^2 - b^2 = (a-b)(a+b)[/tex]

Comparing this with the above expression, we get

[tex]x^2 - 4 = 0  = x^2 - (2)^2 = 0\\\implies (x-2)(x+2) = 0[/tex]

⇒Either (x-2) = 0 , or ( x + 2) = 0

So, if ( x- 2)   = 0 ⇒ x =  2

and if ( x + 2) = 0   ⇒ x = -2

Hence, for [tex]x^2 - 4 = 0[/tex], x  = 2, or x = - 2.

Answer:

Step-by-step explanation:

[tex]x^2-4=0\qquad\text{add 4 to both sides}\\\\x^2-4+4=0+4\\\\x^2=4\iff\sqrt{x^2}=\sqrt4\\\\|x|=2\Rightarrow x=\pm2[/tex]