Answer:
For a general quadratic equation like:
y = a*x^2 + b*x + c
a is the leading coefficient.
And we define the vertex of this as (h, k)
Where h is:
h = -b/(2*a)
and k is the y-value given when we use x = h.
Now, in this case we have:
f(x) = 5*x^2
We can see that the leading coefficient is 5, then a = 5.
To find the value of h we use:
h = -b/(2*a)
there is no lineal term, thus b = 0, then:
h = -0/(2*5) = -0/10 = 0
and k is given by
f(h) = f(0) = 5*0^2 = 0
then k = 0.
Concluding:
a = 5
h = 0
k = 0
Math tough, who agrees to this statement
Answer:
$1160
Step-by-step explanation:
And yes I agree to this statement
help please asap just the answers
[tex]\underline \bold{ \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: }[/tex]
[tex] \huge\underline{\sf{\red{Problem:}}}[/tex]
7.) Detemine the value of [tex] \sf{ {3a}^{2} -b.}[/tex]
[tex] \huge\underline{\sf{\red{Given:}}}[/tex]
[tex]\quad\quad\quad\quad\sf{a = 2}[/tex]
[tex]\quad\quad\quad\quad\sf{b = - 1}[/tex]
[tex]\quad\quad\quad\quad\sf{c = - 3}[/tex]
[tex] \huge\underline{\sf{\red{Solution:}}}[/tex]
[tex]\quad\quad\quad\quad\sf{⟶{3a}^{2} - b}[/tex]
[tex]\quad \quad \quad \quad \sf{⟶{(3)( 2)}^{2} -( - 1)}[/tex]
[tex]\quad \quad \quad \quad \sf{⟶3(4)-( - 1)}[/tex]
[tex]\quad \quad \quad \quad \sf{⟶12-( - 1)}[/tex]
[tex]\quad \quad \quad \quad \sf{⟶12 + 1 }[/tex]
[tex]\quad \quad \quad \quad ⟶ \boxed{ \sf{ 13}}[/tex]
[tex]\huge\underline{\sf{\red{Answer:}}}[/tex]
[tex]\huge\quad \quad \underline{ \boxed{ \sf{ \red{7.)\:13}}}}[/tex]
8.) Find the value of [tex] \sf{ {a}^{3} {b}^{3} - abc.}[/tex]
[tex] \huge\underline{\sf{\red{Solution:}}}[/tex]
[tex]\quad\quad\quad\quad\sf{⟶ {a}^{3} {b}^{3} - abc}[/tex]
[tex]\quad\quad\quad\quad\sf{⟶{(2)}^{3} {( - 1)}^{3} - (2)( - 1)( - 3)}[/tex]
[tex]\quad\quad\quad\quad\sf{⟶{(8)}{( - 1)} - ( - 2)( - 3)}[/tex]
[tex]\quad\quad\quad\quad\sf{⟶{( - 8)} - ( 6)}[/tex]
[tex]\quad\quad\quad\quad ⟶\boxed{\sf{ - 14}}[/tex]
[tex]\huge\underline{\sf{\red{Answer:}}}[/tex]
[tex]\huge\quad \quad \underline{ \boxed{ \sf{ \red{8.)-14}}}}[/tex]
[tex]\underline \bold{ \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: }[/tex]
#CarryOnLearning
[tex]\sf{\red{✍︎ C.Rose❀}}[/tex]
1. Each student at a school has a student identification number. Counselors have a computer
generate 50 random identification numbers and those students are asked to take a survey.
What type of sampling is this?
Choose 1 answer: *
Simple random sampling
O Stratified random sampling
O Cluster random sampling
Systematic random sampling
Answer:
Simple random sampling
Step-by-step explanation:
From the sampling description explained above, the sampling method used is a simple random sampling method whereby a small subset or group is chosen from a larger set or population with all individuals in the population having exactly equal chance. The entire sample during a simple random sampling does not have to partitioned or subdivided into groups or subgroups. All individual samples are entirely sampled together with all having the sample probability of being chosen. This way the samples are representative of the entire population. All students in the scenario were sampled with any subdivision. Hence, we have a simple random sampling method.
Please please help me please please help
Answer:
D
Step-by-step explanation:
Total ribbon left is 28 1/3 - 10 2/3= 86/3-32/3=54/3=18
solve it : -
[tex] \sqrt{27 \times3 } [/tex]
_______
Answer:
9
Step-by-step explanation:
sqrt(27*3)
sqrt(81)
sqrt(9*9)
9
Answer:
9
Step-by-step explanation:
27 * 3 = 81
√81 = 9
In the figure above, what is the value of a + b + c + d + e + f?
Answer:
a+b+c+d+e+f = 360º
Step-by-step explanation:
Each side of the outer triangle
is a straight line segment which is 180º
Since there are three sides
180 * 3 = 540º
therefor a+b+c+d+e+f + inside triangle = 540
The angles of the inside triangle total 180º
a+b+c+d+e+f = 540 - 180
a+b+c+d+e+f = 360º
can someone help me with this maths question? workings would be appreciated :]
Adrian, Ben and Charlie share some sweets in the ratio 8:5:10
Charlie got 20 more sweets than Adrian.
Work out the total amount of sweets.
Answer:
total amount of sweets=230
Step-by-step explanation:
ratio=8:5:10
total ratio=8+5+10
=23
Adrian=x
Charlie= x+20
Ben=1/2×(x+20)
Charlie's share
10/23×(x+20+x+(1/2×x+20))=x+20
10/23×(x+20+x+(x+20/2))=x+20
10/23×(x+20+x+x+20/2)=x+20
10/23×(2(x+20)+(2×x)+(x+20/2)/2=x+20
10/23×(2x+40+2x+x+20)/2=x+20
10/23×(2x+2x+x+40+20)/2=x+20
10/23×(5x+60)/2=x+20
50x+600/46=x+20
50x+600=46(x+20)
50x+600=46x+920
50x-46x=920-600
4x=320
4x/4=320/4
x=80
Total amount of sweet
x+x+20+1/2(x+20)
80+80+20+1/2(80+20)
180+1/2(100)
180+50
230
A train travels a total of 38 km at a constant speed of 90 km/h. How long is its journey? Give your answer in minutes and seconds, to the nearest second.
I WILL GIVE BRAINLIEST TO BEST ANSWER
Answer:
3420 minutes 205,200 second.
PLEASEEEEEEEE HELPPPPPPPPPPPPPPPPPPPPPPPPPPP
10 points!!!!!! 16-20 please answer correctly and hurry please
Answer:
[tex] \large{ 16.}[/tex]
Two adjacent angles form a linear pair if the sum of those angles is 180°.[tex] \: \large{\tt{❃ \: m \: \angle \: 1 + m \: \angle \: 2 = 180 \degree \: ( \: SUM \: OF \: ANGLE \: IN \: LINEAR \: PAIR)}}[/tex]
[tex] \large{ \tt{⟶ \: 47 \degree + m \angle \: 2 = 180 \degree}}[/tex]
[tex] \large{ \tt{⟶ \: m \angle \: 2 \: = 180 \degree - 47 \degree}}[/tex]
[tex] \large{ \boxed{ \tt{⟶ \: m \: \angle \: 2 = 133 \degree}}}[/tex]
–––––––––––––
[tex] \large{17}.[/tex]
When two lines intersect , the Ames formed opposite to each other are called vertically opposite angles. Vertically opposite angles [ VOA ] are always equal to each other.[tex] \large{ \tt{↝ \: m \angle \: 6 = m \angle5 = \boxed{ 99.5\degree }\: ( \: BEING \: VOA)}}[/tex]
–––––––––––––
[tex] \large{18.}[/tex]
[tex] \large{ \tt{✻ \: m \angle \: JHL = m \angle \: JHK + m \: \angle \: KHL\: }}[/tex]
[tex] \large{ \tt{⤏ \: m \angle \: JHL= 60 \degree + 46 \degree}}[/tex]
[tex] \large{ \boxed{\tt{⤏ \: m \angle \: JHL = 106 \degree}}}[/tex]
Note that m ∠ KHL = 46° [ being vertically opposite angle ]–––––––––––––––
[tex] \large{ {19.}}[/tex]
Firstly , find out m ∠ JHP :[tex] \large{ \tt{❁ \: m \: \angle \: JHK + m \: \angle JHP+ m \: \angle PHN= 180 \degree \: ( \: sum \: of \: angle \: in \: straight \: line)}}[/tex]
[tex] \large{ \tt{↣ \: 60 \degree + m \angle \: JHP+ 46 \degree = 180 \degree}}[/tex]
[tex] \large{ \tt{↣ \: m \angle \: JHP = 74 \degree}}[/tex]
Now , find out m ∠ JHN :[tex] \large{ \tt{☂ \: m \angle \: JHN = m \angle \: JHP + m \angle \: PHN}}[/tex]
[tex] \large{ \tt{↦m \angle \: JHN = 74 \degree + 46 \degree}}[/tex]
[tex] \large{ \boxed{ \tt{ ↦m \angle \: JHN = 120 \degree}}}[/tex]
––––––––––––––––
[tex] \large{ 20.}[/tex]
[tex] \large{ \tt{✺ \: m \angle \: KHP = m \angle \: KHJ + m \angle \: JHP}}[/tex]
[tex] \large{ \tt{ ↬ \: \: m \angle \: KHP = 74 \degree + 60 \degree}}[/tex]
[tex] \large{ \boxed{\tt{↬ \: m \angle \: KHP = 134 \degree}}}[/tex]
And we're done! Yeyy :) . Also , Let me know if you have any questions regarding my answer !––––––––––––––––
[tex] \large{ \tt{ \# \: StayInAndExplore \: !}}[/tex]
▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁
Where are the asymptotes of f(x) = tan (4x-pi) from x=0 to x= pi/2
A. X= pi/4, x=3pi/4
B. 0, x=pi/4
C. X=pi/2, x=3pi/2
D. X= 3pi/8, x=5pi/8
Step-by-step explanation:
the asymptotes of f(x) :
(4x-π) = π/2
4x = 3π/2 => x = 3π/8
(4x-π) = 3π/2
4x=5π/2 => x = 5π/8
the answer is
D. X= 3pi/8, x=5pi/8
Her result was x =-4.
A- What is the correct value of x? B- What was Samira’s error? Explain.
Find the value of x that makes A || B.
A
N
B
5
5
22 = 3x – 10 and 23 = x + 30
x= [?]
I
Enter
Answer:
9
Step-by-step explanation:
If each dimension of the cylinder is doubled, how many
times larger will the volume of the cylinder be?
852 pounds of grapes were packed equally into 3 boxes for shipping. How many pounds of grapes were there in 2 boxes?
Answer:
568 in 2 boxes
Step-by-step explanation:
852 = total of grapes
852 ÷ 3 = 284 per box
To find 2 boxes:
284 + 284= 568
a.) If m 1 = 3x - 7, find x.
Answer:
x = 25
Step-by-step explanation:
Angle 1 and the angle opposite from Angle 1 (the angle that's 68°) are vertical angles.
What are vertical angles, you ask?
According to the Oxford dictionary, vertical angles are each of the pairs of opposite angles made by two intersecting lines.
For example, take the letter X. The letter X has two lines that intersect to form 4 angles. The top and bottom angles are a pair of vertical angles. So are the left and right angles.
Vertical angles are always congruent.
(This is VERY important to know! It will help you solve many types of geometry problems!)
m1 is 3x - 7. Because Angle 1 and the angle that's 68° are vertical angles, that means they are equal to each other.
Therefore: 3x - 7 = 68.
Now, you can solve for x to get x = 25.
Hope this helps!
In Which Quadrant is this true
Given:
[tex]\sin \theta <0[/tex]
[tex]\tan \theta <0[/tex]
To find:
The quadrant in which [tex]\theta[/tex] lie.
Solution:
Quadrant concept:
In Quadrant I, all trigonometric ratios are positive.
In Quadrant II, only [tex]\sin\theta[/tex] and [tex]\csc\theta[/tex] are positive.
In Quadrant III, only [tex]\tan\theta[/tex] and [tex]\cot\theta[/tex] are positive.
In Quadrant IV, only [tex]\cos\theta[/tex] and [tex]\sec\theta[/tex] are positive.
We have,
[tex]\sin \theta <0[/tex]
[tex]\tan \theta <0[/tex]
Here, [tex]\sin\theta[/tex] is negative and [tex]\tan\theta[/tex] is also negative. It is possible, if [tex]\theta [/tex] lies in the Quadrant IV.
Therefore, the correct option is D.
Three siblings are doing their washing and hanging all the items on the washing line.
On each line there is a shirt, a jumper and a towel. Each one has one spotted, one plain and one striped item, BUT none of them has the same item in the same design as their sibling. Sandra’s jumper is the same design as Paul’s towel and Paul’s jumper is the same design as Kerry’s towel. Kerry’s jumper is stripped and Sandra’s shirt is spotted.
Who has a striped shirt?
b) What design is Paul’s towel?
c) Who has a spotted jumper?
Which of the following is an arithmetic sequence?
O A. 1,3,9,27,..
O B. 1,0,1,0,1,0,...
O C. 800, 200, 50,...
O D. 10.7.4 1.-2...
Answer:
a
Step-by-step explanation:
Answer:
The answer would be D.
Step-by-step explanation: Hope this helps and gl :)
Write the expanded form of the expression.
y(0.5+6)
y(0.5+ 6) =
(Simplify your answer. Use integers or decimals for any numbers in the expression.)
what is the opposite of 24? what is the reciprocal of 24? use a pencil and paper. Describe any similarities and differences between the opposite of a nonzero number and the reciprocal of that number.
the opposite of 24 is □
the reciprocal of 24 is □
Answer:
-24, [tex]\frac{1}{24}[/tex]
Step-by-step explanation:
An opposite number or additive inverse of any number (n) is a number which, if added to n, results in 0. The opposite number for n is written as −n.
For 24, this is -24.
A multiplicative inverse or reciprocal for a number n, is a number which when multiplied by n, their product is 1. To find the multiplicative inverse of a real number, just divide 1 by that number. The reciprocal for n is written as [tex]\frac{1}{n}[/tex] or [tex]n^{-1}[/tex].
For 24, this is [tex]\frac{1}{24}[/tex].
**This content involves opposite and reciprocal numbers, which you may wish to revise. I'm always happy to help!
I need somebody to help this due in 25 minutes
Answer:
line n
Step-by-step explanation:
Line n goes through points A and G on the diagram.
What is the length of the shorter of the two chords shown? The length of the shorter chord is units.
Given: The length of the chords are given.
To find: Here we need to identify which of the chord is having shorter length,
Solution: By the given option it is clear that the 13 units is the answer.
Therefore, the shorter of the two chords shown are 13 units.
Answer:
The person above is 13 13 13 13
Step-by-step explanation:
13 13 13 13 13 13 13 13 13 13 13 13 13 13 its right on edge
13 13 13 13 13 13 13 13 13 13 13 13 13 13 its right on edge
13 13 13 13 13 13 13 13 13 13 13 13 13 13 its right on edge
13 13 13 13 13 13 13 13 13 13 13 13 13 13 its right on edge
find the value x in the figure :
Answer:
[tex]{ \bf{perimeter = 2(length + width}} \\ \\ { \tt{28 = 2((x + 2) + (x + 6))}} \\ \\ 14 = 2x + 8 \\ 2x = 6 \\ { \tt{x = 3}}[/tex]
x = 3
step-by-step explanation:
Perimeter of rectangle = 2 ( l + b )
Where, we have
breadth is ( x + 6 ) cmlength is ( x + 2 ) cmPerimeter is 26 cm.substitute the values
28 cm = 2 ( ( x + 2) + ( x + 6 ))
28 cm = 2 ( x + 2 + x + 6 )combine like terms
28 cm = 2 ( 2 x + 8 )distributing 2 through parantheses
28 cm = 2 × 2x + 2 × 828 cm = 4x + 16subtract 16 from both side
28 cm - 16 = 4x + 16 - 1612 cm = 4xdivide both side by 4
12 cm / 4 = 4 x / 43 cm = xWhat is the remainder for the synthetic division problem?
Answer:
C. 54
Step-by-step explanation:
1. Drop down the 1
2. Multiply 1 by 3, put that answer, 3, underneath the 5
3. Add 3+5, then put that answer, 8, below.
4. Multiply 8 by 3, put the answer, 24, under the -8
5. Add 24 and -8 to get 16, drop 16 underneath
6. Multiply 16 by 3, put the answer, 48, under the 6
7. Add 48 and 6 to get 54. Drop 54 below.
Now there are no more coefficients to add the 54 to, so 54 is the remainder!
I hope this helped, the explanation without writing it down is kind of confusing. :))
The seven numbers 1, 2, 5, 10, 25, 50, 100 repeat to form the following pattern.
1, 2, 5, 10, 25, 50, 100, 1, 2, 5, 10, 25, 50, 100
What is the 75th number in the pattern? How did you get the answer?
Answer:
25
Step-by-step explanation:
First number = 1
Second number = 2
Third number = 5
Fourth number = 10
Fifth number = 25
Sixth number = 50
Seventh number = 100
Again 14th number will be = 100
Again 21st number will be = 100
Continuing 70 th number will be = 100
71st number= 1
72nd number = 2
73rd number = 5
74th number = 10
75th number = 25
OR
[tex]\frac{75}{7} = 10 \times 7 + 5\\[/tex]
So, after repeating 10 times up to 100, then the 5 number will be the 75th number , which is 25
. If you subtract ½ from a number and multiply the result by ½, you get 1/8 what is the number?
pls answer in detail
Answer:
0.75
Step-by-step explanation:
Answer:
3/4
Step-by-step explanation:
Use x for the equation: (x - 1/2)*1/2 = 1/8
Just go backwards
1/8 is the result, and to get it, you multiply by 1/2, so instead of that, you divide 1/8 by 1/2 instead (Dividing a number by a fraction is the same as multiplying it by its reciprocal. The reciprocal of 1/2 is 2): (1/8)/(1/2) = 1/8 * 2 = 2/8 = 1/4, now since we subtracted 1/2, we add instead: 1/4 + 1/2 = 1/4 + 2/4 = 3/4
Quadrilateral A' B'C'D' is the image of quadrilateral ABCD under a dilation with a scale factor of 3
What is the length of segment BC?
Answer:
3
Step-by-step explanation:
A'B'C'D' is 3 times bigger than ABCD, so to get back to the original we gotta count the length of B'C' and devide by 3
[tex]9 \div 3 = 3[/tex]
The length of the segment BC or preimage of BC was 3 units.
What are transformations?Two-dimensional figures can be transformed mathematically in order to travel about a plane or coordinate system.
Dilation: The preimage is scaled up or down to create the image.
Reflection: The picture is a preimage that has been reversed.
Rotation: Around a given point, the preimage is rotated to create the final image.
Translation: The image is translated and moved a fixed amount from the preimage.
Given, A Quadrilateral A' B'C'D' is the image of quadrilateral ABCD under a dilation with a scale factor of 3.
From the graph diagram the length of segment B'C' is 9 units.
Therefore, Before the dilation, the length of the segment BC would be
(1/3)×9.
= 3 units.
learn more about transformations here :
https://brainly.com/question/11709244
#SPJ2
A baseball is hit with an initial upward philosophy of 70 ft./s from a height of 4 feet above the ground. The equation h= -16x^2+70t+4 models the height in feet , t, seconds after it is hit. After the ball gets to its maximum height it comes down in his caught by another player at a height of 6 feet above the ground. About how long after it was hit does it get caught
Answer:
x=4.34 seconds
Step-by-step explanation:
-16x^2+70x-2=0
[tex]x=\frac{35+\sqrt{1193}}{16}[/tex]
x=4.34
The exponent on b when b^3 is multiplied by b^3 is
A. 3
B. 6
C. 9
Answer:
B. 6
Step-by-step explanation:
3³ x 3³ = 3⁶
The answer is 6
Answer:
B) 6
Step-by-step explanation:
The reason for this is really awesome and is clearly seen when you expand it.
x^3= x times x times x
x^3= x times x times x
x^3 times x^3= x times x times x times x times x times x= x^6