Answer: 2(x+5)2+ 8x + 5+6=0
Step-by-step explanation:
2(x + 5)2 + 8x + 5 + 6=0
2(x+5)(x+5) + 8x + 11=0
2(x^2+ 10x + 25) + 8x + 11=0
2x^2 +20x + 50 + 8x + 11=0
2x^2 +28x +66=0
This is a second-degree equation, the greatest power is two. Hence it is a quadratic equation.
None of the given equations are purely quadratic in form; they include terms of higher degrees or additional constant terms. Therefore, none of them fit the criteria.
To determine which equation is quadratic in form, we need to look for equations that can be written in the form [tex]\(ax^2 + bx + c = 0\)[/tex], where [tex]\(a\), \(b\), and \(c\) are constants and \(x\)[/tex] is the variable.
Let's analyze each given equation:
[tex]1. \(2(x + 5)^2 + 8x + 5 + 6 = 0\)[/tex]
This equation involves a quadratic term [tex]\((x + 5)^2\)[/tex], but it also includes linear and constant terms. Therefore, it is not purely quadratic in form.
2. [tex]\(x^6 + 6x + 8 = 0\)[/tex]
This equation contains a sixth-degree term [tex]\(x^6\)[/tex], making it a polynomial of degree 6. It is not quadratic in form.
[tex]3. \(7x^6 + 36x^3 + 5 = 0\)[/tex]
Similar to the previous equation, this equation contains a sixth-degree term [tex]\(x^6\)[/tex] and a third-degree term [tex]\(x^3\)[/tex].
It is not quadratic in form.
[tex]4. \(4x^9 + 20x^2 + 25 = 0\)[/tex]
This equation contains a ninth-degree term [tex]\(x^9\)[/tex] and a quadratic term[tex]\(20x^2\).[/tex]
However, it also contains a constant term. Therefore, it is not purely quadratic in form.
None of the given equations are purely quadratic in form.
a line segment with points p(1 2) and q(4 3) is reflected across the line y=x. What are the new coordinates of the points of the line segment? Please show work!
Answer:
The new coordinates of the points of the line segment are p'(2,1) and q'(3,4)
Step-by-step explanation:
we know that
When you reflect a point across the line y= x, the x-coordinate and y-coordinate change places.
so
The rule of the reflection of a point across the line y=x is
(x,y) -----> (y,x)
we have
Points p(1,2) and q(4,3)
Applying the rule of the reflection across the line y=x
p(1,2) ------> p'(2,1)
q(4,3) -----> q'(3,4)
therefore
The new coordinates of the points of the line segment are p'(2,1) and q'(3,4)
41pts! what is the factored form of this expression? x^2+9+16
A.) (x+3)^2
B.) (x+4)^2
C.) (x-4)(x+4)
D.) The expression cannot be factored
Answer:
d
Step-by-step explanation:
the expression cant be factored because there is no number that multiplies to get 16 but adds up to 9. ex; 8*2 is 16 but add to 10, 16 and 1 equals 17, and 4*4 is 16 but adds up to 8.
Answer:
your answer is d
Step-by-step explanation:
A bookstore has 15 isles each I’ll has 22 shells how many shells are in the bookstore
Answer:
330
Step-by-step explanation:
I think you mean aisle and shelves, right? ;-) Anyway, if you multiply 15 by 22, you get 330.
Which polynomial is a monomial?
Answer:
The answer is 5r^2s^3t^4 (the last answer) because it is the only monomial in the bunch.
Step-by-step explanation:
Which statement is true about the value of |-14|?
OF-14--14
o
141 <14
It is the distance between -14 and 0 on the number line.
It is the distance between -14 and 14 on the number line.
Approximately 3 out of every 25 Americans live in California. About 3 out of every 50 Americans live in Ne
York, and about 2 out of every 25 Americans live in Texas.
a.
Which state has the largest population?
Answer:
California has the largest population out of the three.
Step-by-step explanation:
We would first start by showing the proportions.
California: 3/25
New York: 3/50
Texas: 2/25
You would have to find the least common denominator (in this case, 50) to accurately compare it.
So, if we wanted to convert California's ratio to one with a denominator of 50, we would multiply both sides by 2.
(3*2)/(25*2)
= 6/50.
Now, we can do the same with Texas' population.
(2*2)/(25*2)
= 4/50
Seeing that 3/50 < 4/50 < 6/50, the population of New York would be less than the population of Texas, which is in turn less than the population of California.
Therefore, California has the largest population.
What’s the square route of 169
Answer:
± 13
Step-by-step explanation:
[tex]\sqrt{169}[/tex] = ± 13, since
13 × 13 = 169 and - 13 × - 13 = 169
Multiplication is a faster way to do repeated
Answer:
Addition.
Step-by-step explanation:
Multiplication is a faster way to do repeated addition.
For example, lets say you would add 10 fifteen's together. Addition would make it:
15 + 15 + 15 + 15 + 15 + 15 + 15 + 15 + 15 + 15
= 30 + 30 + 30 + 30 + 30
= 60 + 60 + 30
= 120 + 30
= 150
However, when multiplying:
15 x 10 = 150
As you can tell, multiplication makes it so there are less steps, and is less time consuming.
~
Answer:
Additions.
Step-by-step explanation:
Multiplication is equivalent to repeated additions and is faster, especially if the numbers are large.
A simple example is 2 * 3 = 2 + 2 + 2.
16 divided (2 + 6) =
Answer:
The answer is 2.
2 + 6 = 8, 16/8 = 2.
The graph of the equation below is a circle. What is the length of the radius of the circle?
(x-6)2 + (y + 5)2 = 152
Answer:
Step-by-step explanation:
hello :
an equation of the circle Center at the A(a,b) and ridus : r is :
(x-a)² +(y-b)² = r²
in this exercice r² =15²
so the length of the radius is: r = 15
Answer:
A
Step-by-step explanation:
The equation of a circle in standard form is
(x - h)² + (y - k)² = r²
where (h, k) are the coordinates of the centre and r is the radius
(x - 6)² + (y + 5)² = 15² ← is in standard form
with centre (6, - 5 ) and radius = 15
HELP ASAP!!! The opposite of -4 is, My answer ***
A.4***
B. -4
C. -(-(-4))
D. -I4I
The opposite of -10 is
A. -(-(-10))
B. -10
C. 10 ***
D. -I10I
Which symbol is used to make -5 ?-8 a true statement?
A. >***
B. <
C. =
Which symbol is used to make -6 ? I-8I a true statement?
A. >
B. < ***
C. =
Which set of integers are in the right order from least to greatest?
A. -8. 8, 6, I-7I, 5
B. I-7I, -8, 8, 6, 5
C. -8, 5, 6, I-7I, 8
D. 5, 6, 8, -8, I-7I***
all of them except the last one is correct, the last one is C). -8, 5, 6, |-7|, 8, because it says least to greatest, the one you picked wasn't even put in greatest to least, but I think where you went wrong is the absolute value of -7, the absolute value of a number is shown with | ? |.
I hope you understand your mistake and won't make it again :)
Right for the most part but, 5 is C. –8, 5, 6, |–7|, 8
Good job overall tho :)
I don't even know how to figure this out. I don't have a formula for this
Answer:
[tex]\sin\theta=\dfrac{15}{17}[/tex]
[tex]?=15[/tex]
Step-by-step explanation:
Use the trigonometry formula
[tex]\cos^2\theta+\sin^2\theta=1[/tex]
You are given that
[tex]\cos \theta=\dfrac{8}{17}[/tex]
Substitute into the first formula
[tex]\left(\dfrac{8}{17}\right)^2+\sin^2\theta=1\\ \\\dfrac{64}{289}+\sin^2\theta=1\\ \\\sin^2\theta=1-\dfrac{64}{289}=\dfrac{289-64}{289}=\dfrac{225}{289}\\ \\\sin \theta=\pm \dfrac{15}{17}[/tex]
Angle [tex]\theta[/tex] is acute angle, then the sine of this angle is positive and
[tex]\sin\theta=\dfrac{15}{17}[/tex]
What is the prime factors of the numbers 48
Answer:
24,12,6
Step-by-step explanation:
48 is even, so you can factor out 2, your first prime factor
Final answer:
The prime factors of 48 are 2 to the power of 4 and 3. You divide 48 by 2 repeatedly until only prime numbers are left, which are 2´ and 3.
Explanation:
Finding Prime Factors
The prime factors of a number are the prime numbers that multiply together to equal the original number. To find the prime factors of 48, you start by finding the smallest prime number that divides 48. In this case, it would be 2. So, you divide 48 by 2 to get 24. You then repeat this process until you are only left with prime numbers.
Here's a step-by-step breakdown:
48 ÷ 2 = 24
24 ÷ 2 = 12
12 ÷ 2 = 6
6 ÷ 2 = 3
Now, you're left with 2, 2, 2, 2, and 3, all of which are prime numbers. So the prime factors of 48 are 2´ (2 raised to the power of 4) and 3.
A quadrilateral with 90 degree angles is shown. The lengths of the left and right sides are 10 and 2 y + 4. The lengths of the top and bottom sides are 18 and 10 + 2 x. What is the value of y? 3 4 5 6
The left and right sides would be the same length.
Set the two sides equal and solve for y:
10 = 2y +4
Subtract 4 from both sides:
6 = 2y
Divide both sides by 2:
y = 6/2
y = 3
Answer:
A
Step-by-step explanation:
Solve & make sure to simplify the answer:
9x - 2x
Answer:
Step-by-step explanation:
Because they are like terms, you can just subtract them.
9 - 2 = 7
So:
9x - 2x = 7x
Let me know if you have any questions about this.
Answer:
9x-2x=7x that means 9-2=7
1 more than product of a number and -8
To find 1 more than the product of a number and -8, we can represent the number as 'x' and calculate the expression -8x + 1.
Explanation:The subject of this question is Mathematics. The question asks to find 1 more than the product of a number and -8.
To solve this, we can let the number be represented by 'x'. Then the product of the number and -8 is given by the expression -8x. Adding 1 to this expression gives the answer to the question, which is -8x + 1.
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For which function is the following always true?
Answer:
i think ur right or letter b butu not c
Step-by-step explanation:
What is the circumference of a circle with a diameter of 10 meters?
Answer:
C=10π
Step-by-step explanation:
Circumference formula: C=πd (or C=2πr)
If m arc ST = 96°, then m∠Q = ________.
m∠R
m∠S
m∠T
m∠W
Answer:
m∠R
Step-by-step explanation:
Q is the inscribed angle formed by the interception of segments TQ and SQ
R is the inscribed angle formed by the interception of segments TR and SR
The inscribed angle theorem states that an angle inscribed in a circle is half of the central angle that subtends the same arc on the circle; then, both angles Q and R are half of the central angle and equal between them. Therefore, the angle does not change as its vertex is moved to different positions on the circle.
how do you solve
18x-81 divided by 9 ?
Answer:
2x-9
Step-by-step explanation:
(18x-81)/9 = 18x/9-81/9 which equals 2x-9 wOah brO sO hArD
What integer is represented by the phrase"decreased by 4"?
The phrase 'decreased by 4' refers to a mathematical operation where you take an integer and subtract 4. Without a specified starting point, it could represent various integers depending upon the starting integer.
Explanation:The phrase 'decreased by 4' in the context of mathematics usually requires a starting point or reference integer. Suppose the starting point was 0, 'decreased by 4' would result in -4. However, if the starting integer isn't mentioned, it could be indicating a function where you take an input integer and subtract 4. Therefore, the phrase 'decreased by 4' could represent an operation applied to integers, resulting in an integer that is four less than the original.
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Of the eighth graders at the Paxson School, 7 played basketball, 9 played volleyball, 10 played soccer, 1 played basketball and volleyball only, 1 played basketball and soccer only, 2 played volleyball and soccer only, and 2 played volleyball, basketball, and soccer. How many played one or more of the three sports?
Answer:
18
Step-by-step explanation:
There are
7 played basketball;10 played soccer;9 played volleyball;1 played only basketball and volleyball;1 played only basketball and soccer;2 played only volleyball and soccer;2 played basketball, volleyball and soccer.So,
3 played basketball and volleyball;3 played basketball and soccer;4 played volleyball and soccer;7 - 1 - 1 - 2 = 3 played only basketball;10 - 1 - 2 - 2 = 5 played only soccer;9 - 1 - 2 - 2 = 4 played only volleyball.Hence, 3 + 5 + 4 + 1 + 1 + 2 + 2 = 18 played one or more of the three sports
Answer: There are 18 players who played one or more of the three sports.
Step-by-step explanation:
Since we have given that
Number of students played basketball = 7
Number of students played volleyball = 9
Number of students played soccer = 10
Number of students played basketball and volleyball = 1
Number of students played volleyball and soccer = 2
Number of students played volleyball, basketball and soccer = 2
Number of students who played basketball only is given by
[tex]7-1-1-2=3[/tex]
Number of students who played volleyball only is given by
[tex]9-1-2-2\\\\=4[/tex]
Number of students who played soccer only is given by
[tex]10-1-2-2\\\\=5[/tex]
So, Number of students one or more of the three sports is given by
[tex]3+4+5+1+1+2+2\\\\=18[/tex]
Hence, there are 18 players who played one or more of the three sports.
Help with homework plzzzzz!!!!!!!!!!!!!
I'm not good with intigers, but if you added two negative intigers together wouldn't it still be negative? If you added -1 to -2 you'd get -3. It would always be less than the two original integers.
Solve -8-3(w+13)=4(w+11)-7w
Answer:
w = no solutions
General Formulas and Concepts:
Pre-Algebra
Order of Operations: BPEMDAS
Brackets Parenthesis Exponents Multiplication Division Addition Subtraction Left to RightEquality Properties
Multiplication Property of Equality Division Property of Equality Addition Property of Equality Subtract Property of EqualityAlgebra I
Terms/CoefficientsStep-by-step explanation:
Step 1: Define
-8 - 3(w + 13) = 4(w + 11) - 7w
Step 2: Solve for w
Distribute: -8 - 3w - 39 = 4w + 44 - 7wCombine like terms: -3w - 47 = -3w + 44Add 3w on both sides: -47 ≠ 44Here we see that -47 does not equal 44.
∴ w = no solutions.
There is no solution to the equation -8-3(w+13)=4(w+11)-7w, as it simplifies to an untrue statement.
Here is the step-by-step solution:
Distribute the constants through the parentheses:
-8 - 3w - 39 = 4w + 44 - 7w
Combine like terms:
-47 - 3w = -3w + 44
Since -3w on both sides cancels out, we are left with just the constants:
-47 ≠ 44
There is no value for w that will make this equation true, hence there is no solution.
On a certain map 1.5 inches represent a distance of 120miles. If two cities on this map are 1 foot apart, what is the distance in miles, between the cities?
Answer:
Step-by-step explanation:
16 miles in it
Answer: Should be 16 miles.
I'm not a genius but I know partial of math in my grade. Hope this helped.
Bill invests $2,977 in a retirement account
with a fixed annual interest rate of 6%
compounded quarterly. What will
the account balance be after 13 years?
[tex]\bf ~~~~~~ \textit{Compound Interest Earned Amount} \\\\ A=P\left(1+\frac{r}{n}\right)^{nt} \quad \begin{cases} A=\textit{accumulated amount}\\ P=\textit{original amount deposited}\dotfill &\$2977\\ r=rate\to 6\%\to \frac{6}{100}\dotfill &0.06\\ n= \begin{array}{llll} \textit{times it compounds per year}\\ \textit{quarterly, thus four} \end{array}\dotfill &4\\ t=years\dotfill &13 \end{cases} \\\\\\ A=2977\left(1+\frac{0.06}{4}\right)^{4\cdot 13}\implies A=2977(1.015)^{52}\implies A\approx 6456.74[/tex]
To calculate the account balance after 13 years, we can use the formula for compound interest. Plugging in the given values, the account balance will be approximately $5,646.98.
Explanation:To calculate the account balance after 13 years, we can use the formula for compound interest: A = P(1+(r/n))^(nt), where A is the final account balance, P is the principal amount, r is the annual interest rate, n is the number of times interest is compounded per year, and t is the number of years. In this case, P = $2,977, r = 6% or 0.06, n = 4 (quarterly compounding), and t = 13 years. Plugging these values into the formula, we get:
A = $2,977(1+(0.06/4))^(4*13)
Simplifying further, we have:
A = $2,977(1.015)^52
Using a calculator, we find that A ≈ $5,646.98. Therefore, the account balance will be approximately $5,646.98 after 13 years.
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the length of a dollar bill is 6.14 inches. what is the approximate length of a dollar bill to the nearest centimeter? please help
Answer:
About 16 centimeters
Step-by-step explanation:
In order to convert inches to centimeters, you must multiply the inches by 2.54. Then, round your answer, and you will get 16.
1) 6.14 * 2.54 = 15.5956
2) = 16
The length of a dollar bill is approximately 16 centimeters when converted from inches and rounded to the nearest whole number.
Explanation:To convert the length of a dollar bill from inches to centimeters, we use the conversion factor 1 inch = 2.54 cm. The length of the dollar bill is 6.14 inches. To find the length in centimeters, we multiply 6.14 inches by the conversion factor.
Step 1: Set up the conversion equation:
Length in cm = Length in inches x Conversion factor
Step 2: Substitute the given length and conversion factor:
Length in cm = 6.14 inches x 2.54 cm/inch
Step 3: Carry out the multiplication:
Length in cm = 15.5956 cm
So, the approximate length of a dollar bill to the nearest centimeter is about 16 cm, when rounded to the nearest whole number.
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27x + 14 = 3(9x - 7)
Answer:
no solution
Step-by-step explanation:
Given
27x + 14 = 3(9x - 7) ← distribute right side
27x + 14 = 27x - 21 ( subtract 27x from both sides )
0 + 14 = - 21 ( subtract 14 from both sides )
0 = - 35 ← not possible
Thus the equation has no solution
Answer and Step-by-step explanation :
There is no answer for this question.
Step 1: Simplify both sides of the equation :
[tex]27x+14=(3)(9x)+(3)(-7)[/tex] [tex]Distribute[/tex]
[tex]27x+14=27x+-21[/tex]
[tex]27x+14=27x-21[/tex]
Step 2 : Subtract [tex]27x[/tex] from both the side :
[tex]27x+14-27x=27x-21-27x[/tex]
[tex]14=-21[/tex]
Step 3 : Subtract [tex]14[/tex] from both the sides :
[tex]14-14=-21-14[/tex]
[tex]0=-35[/tex]
Hence there is no solution to this answer.
i need the right ANSWER and only the right answer please
Answer:
I am going to say C.
Step-by-step explanation:
I think this because when you look at option C. there are a lot of ways she can put the trophy case. I hope this helps, I am sorry if it is wrong.
How many times 5/9 is greater then 4/15?
Final answer:
To determine how many times 5/9 is greater than 4/15, we find a common denominator and compare the equivalent fractions. The fraction 5/9 is approximately 2.0833 times greater than 4/15.
Explanation:
The question is asking to find out how many times 5/9 is greater than 4/15. To compare these two fractions, we must find a common denominator or convert them to decimal form for easier comparison.
To find a common denominator, we can multiply the denominators 9 and 15 to get 135. Converting 5/9 to a fraction with 135 as the denominator, we get 75/135. Converting 4/15 to a fraction with 135 as the denominator, we get 36/135. Now, we compare the numerators 75 and 36, and we see that 75 is greater than 36.
Therefore, to find out how many times 5/9 is greater than 4/15, we divide 75 by 36, which gives us approximately 2.0833. Thus, 5/9 is about 2.0833 times greater than 4/15.