find the distance between the follwing points: (-4,11), (3,5)

The function [tex]u(x)=-x+3x^{2} -8[/tex] is a quadratic function due to the highest exponent being 2.

Given functions are:

[tex]u(x)=-x+3x^{2} -8[/tex]

[tex]v(x)=2x^{2} +8x^3+9x[/tex]

[tex]y(x)=x^{2} +3x^5+4[/tex]

[tex]z(x) =7x^{2} +2x^3-3[/tex]

A function of the form [tex]f(x)=ax^{2} +bx+c[/tex] with [tex]a\neq 0[/tex] is called a quadratic function means the highest exponent of polynomial should be 2.

Let us check one by one.

[tex]u(x)=-x+3x^{2} -8[/tex]

Highest exponent =2

The function is also of form [tex]f(x)=ax^{2} +bx+c[/tex] so u(x) is a quadratic function.

The functions v(x), y(x), and z(x) are having highest exponents as 3,5, and 3 respectively so they are not quadratic functions.

Hence, the function [tex]u(x)=-x+3x^{2} -8[/tex] is a quadratic function due to the highest exponent being 2.

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Answer:

The equation of the line is y = 2x + 2

Step-by-step explanation:

Equation of a linear line can be placed in the format:

Formula for finding the slope(m):

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

[tex] \sf{}m = \frac{8 - 4}{5 - 3} = \cancel \frac{4}{2} = 2[/tex]

Form the intermediate equation:

y = mx + c

[tex] \mathtt{y = 2x + c}[/tex]

Find the y-intercept:

Substitute (3,4) into the equation

[tex] : \longrightarrow \: \mathtt{y = 2x + c} \\ \\ : \longrightarrow \:\mathtt{4 = 2(3) + c} \\ \\ : \longrightarrow \: \mathtt{4 = 6 + c} \\ \\ : \longrightarrow \: \mathtt{c = 6 - 4} \\ \\ : \longrightarrow \: \mathtt{c = 2}[/tex]

Form the equation:

[tex]: \longrightarrow \: \mathtt{y = 2x + c} \: \\ \\ \mathtt{putting \: values \: of \: c} \\ \\ : \longrightarrow \: \mathtt{y = 2x + 2}[/tex]

The equation of the line is [tex]\underline\mathfrak\red{{{y = 2x + 2}}}[/tex]

2

x-9 = -5

2=x 2+x + 4-2=2 2-6+

-4

2

X

Answer:

2/15

Step-by-step explanation:

Given:

A box contains 4 white balls and 6 yellow balls. A ball is drawn at random from the box and is not replaced. What is the probability that both balls are white?

8/45

3/25

4/25

2/15

Solve:

Knowing that total = 10 { 4 white balls and 6 yellow balls}

P(first white)=4/10=2/5 { 4 out of 10 balls are white}

P(second white)=3/9=1/3 { 3 out of 9 balls are white; Since no replaced}

P(both white)=2/5 × 1/3=2/15

Hence, Answer = 2/15

Lenvy~

Answer:

Example Question: f(x) = 2x^2 + 2x - 1

If the leading coefficient is positive, the graph will be opening up (U) if the leading coefficient is negative, the graph will be opening down (n)

Roots are the x-intercepts that help find the axis of symmetry (add the two roots together and divide the result by 2 to get the axis of symmetry)

To find the vertex, simply imput the axis of symmetry into the given equation.

And that’s about it.

Step-by-step explanation:

I don’t know what you’re asking for??

[tex]\huge\fbox\purple{ANSWER} [/tex]

[tex] \mathsf\pink{v = l \times w \times h}[/tex]

[tex] \mathsf \purple{{72in}^{3} = c \times 4in \times 3in}[/tex]

[tex] \mathsf \pink{ {72in}^{3} = c \times 12 {in}^{2} }[/tex]

[tex] \mathsf \purple{ \frac{72 {in}^{3} }{ {12in}^{2} } = c \times \frac{12 {in}^{2} }{ {12in}^{2} } }[/tex]

[tex] \mathsf \pink{6in = c}[/tex]

[tex] \huge \tt \color{pink}{A}\color{blue}{n}\color{red}{s}\color{green}{w}\color{grey}{e}\color{purple}{r }[/tex]

[tex] \boxed{ \pink✠\underline{ \boxed{ \sf{Volume \: of \: Rectangular \: prism=length × width × height.}}} \pink✠}[/tex]

[tex]\rule{80mm}{2.5pt}[/tex]

[tex] \qquad \sf \: ➛ 72 = c \times 4 \times 3 \\ \qquad \sf \: ➛72 = c \times 12 \\ \qquad \sf \: ➛transporting \: 12 \: in \: divide \\ \qquad \sf \: ➛ \frac{72}{12} = c \\ \qquad \sf \: ➛ \cancel\frac{72}{12} = c \\ \qquad \sf \: ➛6 = c[/tex]

[tex]\rule{80mm}{2.5pt}[/tex]

★ Hence "c" (length) of Rectangular prism (shipping carton) is

[tex]\boxed{ \blue✜\underline{ \boxed{ \sf{length(c)= 6inch \green✓}}} \blue✜}[/tex]

Hope it helps !

Answer: [tex]Y=-3[/tex]

Step-by-step explanation:

[tex]Y=5x-3[/tex]

[tex]Y=5 * (x) -3[/tex]

Then replace x by 0

[tex]Y=5 * (0) -3[/tex] or [tex]Y= 5(0) -3[/tex]

[tex]Y=0 -3[/tex]

[tex]Y=-3[/tex]

Step-by-step explanation:

common ratio is usually used for geometric sequences.

every term is created by multiplying the previous term by a certain constant factor (= common ratio).

this factor or common ratio is in our case 4.

such a sequence is a function f(x) for x being whole numbers.

a0 = 1

a1 = a0×4 = 1×4 = 4

a2 = a1×4 = 4×4 = 16

...

an = 4^n

as general function that is then

f(x) = 4^x

a horizontal shift right by 6 units means that now the functional value of x is the same as it was for (x-6) before the shift.

e.g. f_new(6) = f_old(0)

so, the function is

f(x) = 4^(x - 6) or (4^x)/4⁶

Answer:

38.5

Step-by-step explanation:

to find the area of the triangle, you can do 11 x 3 ÷ 2 = 16.5

then you find the area of the triangles: 3 x 3 = 9

and 3 × 11 = 33

then you add them all to find a total area of 38.5

Answer:

It’s irrational hope this is correct

Step-by-step explanation:

Answer:

rational

Step-by-step explanation:

Convert both to decimals

[tex]\\ \rm\Rrightarrow x=0.147147\dots [/tex]

[tex]\\ \rm\Rrightarrow 1000x=147.147..[/tex]

Hence..

On similar way we can get second one

So if

Then

Answer: 6. this is like 3rd grade math just multiply 1/3 and 1/6 to see

Answer:

1/2

Step-by-step explanation:

1/6/1/3=1/2or2

I the not understand the question properly

Answer:

Step-by-step explanation:

Answer:

12×3=36

Step-by-step explanation:

hope ththis helped :))

Answer:

51 total items

Step-by-step explanation:

210 Magazine : 300 Books

21 Magazine : 30 Books

If She wants to sell 21 magazines, she would have to sell  another 30 books in order to maintain the ratio.

21 + 30 = 51

The red figure is the original and the green the dilation. We know this because the dilated points are marked with '.

Therefore, we can see that the dilation is a reduction of the original figure. The figure got smaller in size after the dilation.

To find the scale factor, we'll need to look at a few of the points before and after the dilation.

A = (-4, 4)

A' = (-2, 2)

C = (0, 4)

C' = (0, 2)

---The scale factor will be the same on all the points, which is why I have selected only 2 sets of points to look at.

Now, we can figure out the scale factor by thinking about how -4 got to -2, how 4 got to 2. In this case, it is simply dividing by 2. The scale factor must be in multiplication, so we cannot use division in reporting the scale factor, it must be a fraction.

2 / 4 = 1 / 2

The scale factor, therefore, is 1/2.

Hope this helps!

Answer:

a) A reduction.

b) 0.5 or 1/2

Step-by-step explanation:

a) The new points are indicated by the ' next to the letters. By observing the graph, we can see that new points have lessened, and therefore shrank the dialtion, so it is a reduction.

b) On each point, it is reducted by 0.5.

Point A went down from 4 to 2, which is half of 4.

Point B went down from -2 to -1, which is half of -2.

Point C went down from 4 to 2, which is half of 4.

Point D went down from 8 to 4, which is half of 8.

hope this helps!

Answer:

Average velocity

Step-by-step explanation:

The average speed is only different from average velocity because it has direction.

The average speed will be calculated with the hypotenuse A_C, but average velocity will be calculated with the two directions AB_BC.

Answer:

240 feet

Step-by-step explanation:

The formula for finding the area of a triangle is: [tex]\frac{1}{2}bh[/tex], where [tex]b[/tex] stands for the base and [tex]h[/tex] stands for the height.

In this case, 20 is our height, and 24 is our base. Let's plug that into the formula.

[tex]1/2(20)(24)\\1/2(480)\\240[/tex]

Therefore, the area of the triangle is 240 feet.

#LearnWithBrainly

Answer:

slope: 2

slope:

[tex]\sf \dfrac{y_2-y_1}{x_2-x_1}[/tex]

[tex]\rightarrow \sf \dfrac{12-4}{6-2}[/tex]

[tex]\rightarrow \sf \dfrac{8}{4}[/tex]

[tex]\rightarrow 2[/tex]

Step-by-step explanation:

Hello!
I'd love to help you learn.
I see the formula attached is [tex]4*(\frac{1}{2})^{x} =-2^{x}-1\\[/tex]

This problem is explaining you to graph, since algebraically it's a little more harder to try and find the solution.

Since they're both equal to each other, we can assign a variable like y, so we can make them into two individual lines.

You can use your scientific calculator to graph lines like this, or otherwise there are online sources (Desmos helps alot!) which can graph two equations as so.

Now that we have the corresponding system of equations, we can graph both.

[tex]y=4*(\frac{1}{2})^x\\ y=-2^x-1[/tex]
Let's graph them on Desmos on the same plane. The answers are attached. Red is the first equation, blue is the second.

What determines the solutions of a system of equations?

-No solution: the two lines will never intersect/does not intersect ever, which means that there are no set point where it satisfies both equations.

-One solution: the two lines intersect once and only once, meaning that there is that one set point where the x and y values both satisfy both equations.

-Multiple solutions: the two lines will intersect each other multiple times, meaning there are multiple set points where the x and y values satisfy both equations. You usually will not have to worry about these problem sets.

-Infinite solutions: the two lines are both the same line, which means every x and y value will satisfy both equations.

Looking at the solution attached, we can see that there are no places where a system of equations intersect, therefore ruling it that they have no solution.

And to answer your last question, an asymptote is a imaginary line in which a equation can approach closely and closely, but will never touch that imaginary line. Think of a line at y=[tex]\frac{1}{x}[/tex]. When you graph it, you can see that the two lines never ever EVER intersect the y-axis, or x=0; giving that x=0 as a vertical asymptote.

Answer:

11/30

Step-by-step explanation:

Do you need an explanation?

Answer:

2 electrons

Step-by-step explanation:

2 electrons is the answer

If u need explanation do mention in comments

Answer:

*2 electrons more*

Explanation:

Otherwise, it will have charge and form ions.   [ ignore the neutrons ]

Here,

The electron and proton is unbalanced, In order to make them same.

2 more electrons need to be added to make total 6 electrons.

Answer:

just practice alot . .. ...........

Answer:

you could do all your work and try to ask the teacher for help

Step-by-step explanation:

The equation that can be used to determine the volume of the sphere is 4/3π10³

A sphere is a three-dimensional object in which points from its center to its circumference is equidistant.

Volume of a sphere = 4/3πr³

Where:

To learn more about the volume of a sphere, please check: https://brainly.com/question/13705125

Answer:

(a) To find the missing angle, we would do inverse tan.

[tex]angle =tan^{-1}\frac{opp}{adj}[/tex]

[tex]angle = tan^{-1}\frac{17}{21}[/tex]

angle= 39.0 degrees or 0.7 radians

(b) To find the missing angle, we would do inverse sin.

[tex]angle= sin^{-1}\frac{opp}{hyp}[/tex]

[tex]angle= sin^{-1}\frac{12.7}{22.1}[/tex]

angle= 35.1 degrees or 0.6 radians

Answer:4mL

Step-by-step explanation: if you multiply 18 by 2.2 you would get 39.6, you would divide by 10 to get 3.96, then you would round to the nearest whole number so you’d get 4.

By using a change of units, we will see that the dog needs 4 mL of medication.

Here we need to see how many pounds are in 18 kilograms, using the relation:

1kg = 2.2lb

We get:

18 kg = 18*(2.2lb) = 39.6 lb

Now, for each 10 lb, we add 1mL of medication, then we need to divide the mass of the dog by 10lb, we get:

M = (39.6 lb)/(10 lb) = 3.96

Rounding to the next whole number we get 4, so the dog needs 4 mL of medication.

If you want to learn more about changes of units:

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Answer:

The scale factor is 2.

Step-by-step explanation:

From the coordiante plane, we can see that:

Point H(4) has been expanded to 4 {4 · 2 = 8}

Point G(1) has been expanded to 2 {1 · 2 = 2}

Point I(-2) has been expanded to -4 {-2 · 2 = -4}

hope this helps!

Explanation:

The first column is nothing but "2"s.

The second column has the sequence 2, 1, 0 from top to bottom. If the pattern keeps up, then the next value in the second column should be -1 since we're counting down by 1. Use a number line to see this.

So we have 2-(-1) = 2+1 = 3 or 2-(-1) = 3 as the next line. I think keeping it as 2-(-1) rather than 2+1 is beneficial so that the minus signs line up.

The result of 3 helps confirm that the final column of values (0,1,2) is incrementing by 1.

Answer:

C

Step-by-step explanation:

All you have to do is divide 580 by 8.50 to easily distribute the money to each student equally.