The function h(x) is a continuous quadratic function with a domain of all real numbers. The table lists some of the points on the function.


x h(x)
−6 8
−5 3
−4 0
−3 −1
−2 0
−1 3

What are the vertex and range of h(x)?
Vertex (−3, −1); Range −1 ≤ y ≤ ∞
Vertex (−3, −1); Range ∞ ≤ y ≤ −1
Vertex (−1, 3); Range 3 ≤ y ≤ ∞
Vertex (−1, 3); Range ∞ ≤ y ≤ 3

Step-by-step explanation:

we have given

l=10m

b=8m

h=5m

volume =?

area=?

volume =l*b*h

= 10*8*5

=400

area=2(lb+lh+bh)

=2(10*8+10*5+8*5)

=2(80+50+40)

=2(170)

=340

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The correct statements regarding the behavior of a quadratic function are:

A quadratic function with roots [tex]x_1[/tex] and [tex]x_2[/tex] is defined by:

[tex]y = a(x - x_1)(x - x_2)[/tex]

In which a is the leading coefficient.

The coefficient influences the behavior, as follows:

In this problem, the function is:

f(x) = -(x + 6)(x + 2).

The roots are x = -6 and x = -2, and the leading coefficient is of a = -1 < 0, hence:

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Answer:

pretzel: 2

hotdog: 3

Step-by-step explanation:

Let h be the hotdog price and p the pretzel price.

We know that:

h + p = 5

and

2h + 3p = 12

We can solve this system of equations:

h = 5-p

2(5-p) + 3p = 12

So the second eq. becomes:

10 - 2p + 3p = 12

10 + p = 12

p = 2

Sub in the first:

h = 5 - p = 5-2 = 3

So p = 2, h = 3

Answer: $3 / hot dog

Step-by-step explanation:

Given information:

1 hot dog + 1 pretzel = $5

2 hot dogs + 3 pretzels = $12

Set variables:

Let x be the price per hot dog

Let y be the price per pretzel

Set system of equations:

x + y = 5

2x + 3y = 12

Multiply the first equation by 3:

3x + 3y = 15

2x + 3y = 12

Subtract the second equation from the first equation (Elimination):

(3x + 3y) - (2x + 3y) = 15 - 12

3x + 3y - 2x - 3y = 3

(3y - 3y) + 3x - 2x = 3

0 + x = 3

[tex]\boxed{x=3}[/tex]

Hope this helps!! :)

Please let me know if you have any questions

what help? how can i help you?

Answer:

1. 3 terms; degree 5

2. 2 terms; degree 3

3. 9mn³ + 14mn²

4. 9a^4b^3

Step-by-step explanation:

Problems 1 - 2:

Each product of a number and variables is a term. The number may be 1, so it is not written. Also, a term may not have a variable.

The degree of a term is the sum of the exponents of all the variables of the term. A plain variable, such as x has an exponent of 1 which is not written but must be added to determine the degree.

The degree of the polynomial is the same as the degree of the term with the highest degree.

1.

3 terms

degree 5

2.

2 terms

degree 3

Problems 3 - 4:

Combine like terms. Like terms have the same variables and exponents.

3.

6mn³ - mn² + 3mn³ + 15mn² =

= 6mn³ + 3mn³ - mn² + 15mn²

= 9mn³ + 14mn²

4.

a^4b^3 + 8a^4b^3 =

= 1a^4b^3 + 8a^4b^3

= 9a^4b^3

Using a proportional relationship, it is found that Sam buys milk at a lower rate, of $3.4 per gallon.

A proportional relationship is a function in which the output variable is given by the input variable multiplied by a constant of proportionality, that is:

y = kx

In which k is the constant of proportionality.

Researching the problem on the internet, Edwin's graph goes through (2,7), hence the price is:

p = (7/2)g = 3.5g.

3.5 > 3.4, hence Sam buys milk at a lower rate, of $3.4 per gallon.

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Answer:

64

Step-by-step explanation:

if there 2 to begin with and the bacteria dobles every hour and there were 6 hours it would be 2⁶ and when you time 2 to the power of 6 you get 64

Answer:

76,200 mm

Step-by-step explanation:

1 meter = 1000 mm, by definition.  Make that a conversion factor:

(1 meter)/(1000 mm), or (1000 mm)/(1 meter).  Both are equal to 1, since 1 meter = 1000 mm.  We can multiply anything by 1, so take the original measurement of length of 76.2 meters, and multiply it by (1000 mm)/(1 meter).

(76.2 meters)*((1000 mm)/(1 meter)) = 76,200 mm.  The meters cancels, leaving just mm, the desired unit.

If [tex]b=\frac1a[/tex], then by rationalizing the denominator we can rewrite

[tex]b = \dfrac1{\sqrt3-\sqrt{11}} \times \dfrac{\sqrt3+\sqrt{11}}{\sqrt3+\sqrt{11}} = \dfrac{\sqrt3+\sqrt{11}}{\left(\sqrt3\right)^2-\left(\sqrt{11}\right)^2} = -\dfrac{\sqrt3+\sqrt{11}}8[/tex]

Now,

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

and

[tex]a - b = \sqrt3 - \sqrt{11} + \dfrac{\sqrt3 + \sqrt{11}}8 = \dfrac{9\sqrt3 - 7\sqrt{11}}8[/tex]

[tex]a + b = \sqrt3 - \sqrt{11} - \dfrac{\sqrt3 + \sqrt{11}}8 = \dfrac{7\sqrt3 - 9\sqrt{11}}8[/tex]

[tex]\implies a^2 - b^2 = \dfrac{\left(9\sqrt3 - 7\sqrt{11}\right) \left(7\sqrt3 - 9\sqrt{11}\right)}{64} = \boxed{\dfrac{441 - 65\sqrt{33}}{32}}[/tex]

The height of the mountain from a point a sea level is approximately 1496.650 meters.

First, we construct the geometric diagram of the situation and find all needed angles and sides to determine the height of the mountain. First, we determine the missing side x by the law of sines:

Law of sines

1000 m/sin 3° = x/sin 14.261°

x ≈ 4706.886 m

Now we determine the height of the mountain by trigonometric functions:

h = 100 m + (4706.886 m) · sin 17.261°

h ≈ 1496.650 m

The height of the mountain from a point a sea level is approximately 1496.650 meters.

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I give u the answers of first and second one.

thank you

brainlist please

Answer:

First answer is 9 or 1 . Second answer is 7 or -7.

Step-by-step explanation:

[tex](x-5)^{2} =16[/tex]

[tex]x-5 = 4[/tex]  or [tex]x - 5 =-4[/tex]

so [tex]x = 9[/tex] or [tex]x = 1[/tex]

[tex]2x^{2} = 98[/tex]

[tex]x^{2} =49[/tex]

[tex]x=7[/tex] or [tex]x = -7[/tex]

The probability that a random sample of 12 students will have a mean reading rate of more than 95 wpm is 0.0418.

There are several sorts of mean in arithmetic, in particular in statistics. each implies serves to summarize a given institution of information, often to better recognize the general fee of a given record set.

They imply (aka the mathematics mean, extraordinary from the geometric imply) of a dataset is the sum of all values divided with the aid of the entire variety of values. it is the maximum commonly used a degree of crucial tendency and is regularly referred to as the “average.”

Common can truely be described as the sum of all of the numbers divided by means of the entire quantity of values. An average is described as the mathematical common of the set of or more statistics values. common is commonly described as implying or arithmetic mean. mean is really a method of describing the average of the sample.

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The probability of having, at most, 9 girls, is 0.9515

The probability that a random baby is a girl is:

p = 0.5

And the probability that a random baby is a boy is:

q = 0.5

Then the probability that, at most, 9 out of 11 babys are girls, is given by:

1 - p(10) - p(11)

Where P(10) is the probability that 10 of the babies are girls and p(11) is the probability that the 11 babies are girls.

p(10) = C(11, 10)*(0.5)^10*(0.5)^1 = C(11, 9)*(0.5)^11

Where C(11, 10) is the combinations of 10 elements that we can make with a set of 11 elements, such that:

C(11, 10)=  11!/(11 - 10)!*10! = 11

Replacing that, we get:

P = 11*(0.5)^11 = 0.0054

p(11) = C(11, 11)*0.5^11 = 1*0.5^11 = 0.0005

Then the probability is:

P = 1 - 0.0054 - 0.0005 = 0.9515

The probability of having, at most, 9 girls, is 0.9515

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The value of x in x^yz = y^2 is [tex]x = \sqrt[yz]{y^2}[/tex]

The equation is given as:

x^yz = y^2

Rewrite the equation properly as follows

[tex]x^{yz} = y^2[/tex]

Take the yz root of both sides

[tex]\sqrt[yz]{x^{yz}} = \sqrt[yz]{y^2}[/tex]

Apply the law of indices

[tex]x^{\frac{yz}{yz}} = \sqrt[yz]{y^2}[/tex]

Divide yz by yz

[tex]x = \sqrt[yz]{y^2}[/tex]

Hence, the value of x in x^yz = y^2 is [tex]x = \sqrt[yz]{y^2}[/tex]

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Answer:

e

Step-by-step explanation:

Using euler's identity we can see that e^ipi=-1 and considering that i=y and  i^2=-1 we can conclude that x=e

Answer: 1/8

Step-by-step explanation:

The chance or chance that the lawn mower will hit a chunk of glass that is already cracked is calculated with the aid of dividing the variety of glasses that are cracked by way of the full quantity of glasses. on this item, the unknown may be calculated through . The solution is, therefore,  0.20.

Opportunity is a measure of the chance of an event to arise. Many occasions cannot be predicted with overall reality. We are able to are expecting only the danger of an event to arise i.e. how likely they're to manifest, using it.

The possibility is the branch of arithmetic regarding numerical descriptions of how in all likelihood an occasion is to arise, or how possibly it's miles that a proposition is actual. The possibility of an occasion various between 0 and 1, where, roughly talking, 0 indicates the impossibility of the event and 1 shows reality.

The probability of an event can be calculated by possibility components via surely dividing the favorable range of effects through the full range of possible outcomes.

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Answer:

(2x + 20) ft^2.

Step-by-step explanation:

Area  = length * width

         =   2 * (x + 10)

         = (2x + 20) ft^2.

Answer: B, D, E

Step-by-step explanation:

Answer:

true

Step-by-step explanation:

mean we show up the distribution

Answer:

The plane's resultant vector is 890.3 miles, at an angle of 59.5° west of north.

Step-by-step explanation:

• To find the magnitude of the resultant vector, we have to use Pythagoras's theorem:

[tex]\boxed{a^2 = b^2 + c^2}[/tex]

where:

a ⇒ hypotenuse (= resultant vector = ? mi)

b, c ⇒ the two other sides of the right-angled triangle (= 452 mil North, 767 mi West).

Using the formula:

resultant² = [tex]452^2 + 767^2[/tex]

⇒ resultant =  [tex]\sqrt{452^2 + 767^2}[/tex]

⇒ resultant = 890.3 mi

• To find the direction, we can find the angle (labeled x in diagram) that the resultant makes with the north direction:

[tex]tan (x) =\frac{767}{452}[/tex]

⇒ [tex]x = tan^{-1} (\frac{767}{452} )[/tex]

⇒ [tex]x = \bf{59.5 \textdegree}[/tex]

∴ The plane's resultant vector is 890.3 miles, at an angle of 59.5° west of north .

Answer:

[tex]\displaystyle Approximately\:59°\:at\:a\:magnitude\:of\:approximately\:890\:miles[/tex]

Step-by-step explanation:

[tex]\displaystyle \frac{OPPOCITE}{HYPOTENUSE} = sin\:\theta \\ \frac{ADJACENT}{HYPOTENUSE} = cos\:\theta \\ \frac{OPPOCITE}{ADJACENT} = tan\:\theta \\ \frac{HYPOTENUSE}{ADJACENT} = sec\:\theta \\ \frac{HYPOTENUSE}{OPPOCITE} = csc\:\theta \\ \frac{ADJACENT}{OPPOCITE} = cot\:\theta[/tex]

We must use trigonometry to help us find the direction of the aeroplane's resultant vector. Do as I do:

[tex]\displaystyle \frac{452}{767} = cot\:x \hookrightarrow cot^{-1}\:\frac{452}{767} = x; 59,488772482...° = x \\ \\ \boxed{59° \approx x}[/tex]

Now, we will use the Pythagorean Theorem to find the magnitude of the aeroplane's resultant vector. Do as I do:

[tex]\displaystyle a^2 + b^2 = c^2 \\ \\ 767^2 + 452^2 = c^2 \\ \sqrt{792593} = \sqrt{c^2}; 890,27692321... = c \\ \\ \boxed{890 \approx c}[/tex]

Therefore, the direction and magnitude of the aeroplane's resultant vector are approximately eight hundred ninety miles at an angle of elevation of fifty-nine degrees.

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The relationship of the data can be classified as a fairly strong positive correlation.

Correlation is a statistical measure used to measure the relationship that exists between two variables.

Positive correlation is when two variables move in the same direction. If one variable increases, the other variable also increases. When there is a positive correlation, the graph of the variables is upward sloping

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Answer:

The correct answer is 15.

Step-by-step explanation:

We are given that the original sides BC is 5.  To find the length of B'C' we take the side of BC and multiply it by the scale factor.

5 (original BC) x 5 (the given scale factor) = 15

Answer:

15

Step-by-step explanation:

correct on edge 2023

Answer:

95

Step-by-step explanation:

We know the measure of angle 4 is 85, therefore the measure of angle 2 is also 85.

Measure 2 is equal to measure 6, therefore measure 6 also equals 85, measure 8 equals measure 6 giving it the measure of 85.

Now the sum of angles 5 and 7 must equal 190, given we have two 85 degree angles, and the other two are equal, they must sum to 190, since they are equal we will divide 190 into 2, making angles 5 and 7 have a measure of 95.

Answer: 95°

Step-by-step explanation: With 2 parallel lines cut by a transversal, the following conditions are true.

Alternate interior angles are congruent. <4 and <6 are alternate interior angles, and so are <3 and <5.

Corresponding angles are congruent. Corresponding angles are angles that are in the same position in one line as the other. <1 and <5 are corresponding angles, and <4 and <6 are congruent. <2 and <6 are congruent, and <3 and <7 are congruent.

Vertical angles are congruent. Angles that are directly diagonal on the same line are congruent. <5 and <7, and <6 and <8 are examples of this.

Supplementary angles are, well, supplementary. By definition, two angles that are supplementary add up to 180°. Supplementary angles are angles that are on the same line and transversal, but not vertical angles. Rather, the angles are right next to teach other.

Alternate exterior angles are congruent. Alternate exterior angles are angles that are like alternate interior angles, but both share a position on the outside (and are diagonal.) The alternate exterior angles are <2 and <8, and <1 and <7.

Now that we have all definitions and conditions at hand, this will be easy.

If m<4 is 85°, and we want m<5, then we can see that <4 and <3 are supplementary angles. So by definition, <4 + <3 = 180°. We can substitute in <4 since we know it. We get 85° + <3 = 180°. Subtracting 85° from both sides, we get <3 = 95°.

Now we see <3 and <5 are alternate interior angles. By definition they are congruent. Thus, m<5 is 95° too.

Hope this helped!

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[tex]x = y + 5 \\ y = x - 5[/tex]

[tex]x = \frac{3}{8} y \\ y = \frac{8}{3}x [/tex]

[tex]x = - y - 2 \\ y = - 2 - x[/tex]

[tex]x = 6y + 1 \\ 6y = x - 1 \\ y = \frac{x - 1}{6} [/tex]

[tex]x = y - 11 \\ y = x + 11[/tex]

[tex]x = 8y \\ y = \frac{x}{8} [/tex]

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

[tex]basically \: flip \: x \: and \: y \: then \: solve \: for \: y[/tex]

The rewritten equation for the given equation is [tex]x=\frac{h+g}{-f}[/tex]. So, option C is correct.

A linear equation given in the form ax + b = c can be rewritten to solve for x as below:

ax + b = c

⇒ ax = c - b

∴ x = (c - b)/a

So, here the basic operations such as addition, subtraction, multiplication, and division are used on both sides to rewrite the given equation for solving x.

Given equation is -fx - g = h

Step 1: Adding 'g' on both sides

-fx - g + g = h + g

⇒ -fx = h + g

Step 2: Dividing by '-f' on both sides

-fx = h + g

⇒ -fx/-f = (h + g)/-f

∴ x = (h + g)/-f

Therefore, the rewritten equation to solve for x is x = (h + g)/-f.

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Disclaimer: The given question was incomplete in the portal. Here is the complete question.

Question: Select the correct answer. which equation is correctly rewritten to solve for x?

Equation: -fx = h + g

A. x = (g - h)/f

B. x = (h - g)/-f

C. x = (h + g)/-f

D. x = (h + g)/f

Answer:

Angle CAB and angle CBA are congruent.

Step-by-step explanation:

Isosceles triangles have two sides of equal length as well as two congruent base angles.

Answer:

b

Step-by-step explanation:

The perimeter of a rectangle is the sum of its side lengths.

A rectangle is special in that sides opposite one another have equal length. So if [tex]x[/tex] is the length of the horizontal sides, the total perimeter of the rectangle is

[tex]4\,\mathrm{cm} + 4\,\mathrm{cm} + x\,\mathrm{cm} + x\,\mathrm{cm} = (8+2x)\,\mathrm{cm}[/tex]

We're given the perimeter is actually 18 cm, so

[tex]8+2x = 18[/tex]

Solve for [tex]x[/tex].

[tex](8 + 2x) - 8 = 18 - 8[/tex]

[tex]2x = 10[/tex]

[tex]\dfrac12 \cdot 2x = \dfrac12 \cdot 10[/tex]

[tex]\boxed{x = 5}[/tex]

Answer:

-6, -15

Step-by-step explanation:

Each term is 9 less than the previous term.