There are 2 values of k, 12 and -12, for which the polynomial x^2 + kx - 36 has two distinct integer roots.
The polynomial x^2 + kx - 36 has two distinct integer roots if and only if its discriminant is a perfect square.
The value of the discriminant is given by:
b^2 - 4ac = k^2 + 4 * 36 = k^2 + 144
So, for the polynomial x^2 + kx - 36 to have two distinct integer roots, k^2 + 144 must be a perfect square.
We know that the difference of two consecutive perfect squares is equal to an odd number, so we can start testing values of k by incrementing k by 1 and checking if k^2 + 144 is a perfect square.
Starting with k = 0, we have k^2 + 144 = 144, which is not a perfect square. For k = 1, k^2 + 144 = 145, which is also not a perfect square.
For k = 2, k^2 + 144 = 148, which is still not a perfect square.
We keep incrementing k and checking until we find a value of k such that k^2 + 144 is a perfect square.
When k = 12, we have k^2 + 144 = 168, which is a perfect square (12^2).
Therefore, the polynomial x^2 + 12x - 36 has two distinct integer roots.
We can repeat this process for negative values of k to see if the polynomial has two distinct integer roots for those values.
We find that for k = -12, the polynomial x^2 - 12x - 36 also has two distinct integer roots.
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Please help me out on my homework
Answer:
no solutions
Step-by-step explanation:
8(2w - 3) = 4(4w - 8)
Use distributive property.
16w - 24 = 16w - 32
subtract 16w from both sides.
-24 = -32
When the variable falls out of the equation as you are working on it, and you're left with a false statement, there is no solution.
Answer:
no solution
Step-by-step explanation:
to find the value of w, we have to isolate it on one side of the equation.
first, we distribute the numbers outside of the parentheses and multiply them to each term on the inside. this gives us:
16w - 24 = 16w - 32
next, we move 24 to the other side of the equation by adding 24 to both sides. by doing this, we get rid of 24 on the left side by making its value 0, and we add it to -32 on the right side. this gives us:
16w = 16w - 8
after this, we do the same with the 16w on the right side and subtract it from both sides. however, you might notice that there's a problem here.
when you try to move the 16w on the right side to the left side, you subtract 16w from itself, which gets rid of the variable entirely. whenever this happens, there are no values of the variable that make the equation possible- meaning that the answer is no solution.
hope this helped, good luck!
Find the measure of angles 1 and 2.
Explain your reasoning as to how you determined the measurements of angles 1 and 2.
The required values of the angle ∠1 and ∠2 are 135°and 135°respectively.
Explain about angle.An angle is a figure in plane geometry that is created by two rays or lines that have a shared endpoint. The Latin word "angulus," which meaning "corner," is the source of the English term "angle." The shared terminus of two rays is known as the vertex, and the two rays are referred to as sides of an angle.
According to question:We need to find angle 1 and 2
So, by using corresponding angle theorem,
∠1 = 135°
Similarly for ∠2
By using vertically opposite angle,
∠2 =135°
Thus, required value of the angle are ∠1 = 135°, ∠2 =135°.
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the probability that a student is taking a math class is 60%. the probability that a student in a math class is also taking a science class is 80%. what is the probability that a student is taking both math and science?
Answer:
48%
Step-by-step explanation:
0.6*0.8 = 0.48 = 48%
6.
Stem
1
2
3
Leaf
556
1 1 1
5 6
16 means 1.6
Match the stem and leaf plot to the correct set of data.
The correct set of data matched to the stem and leaf plot is given as follows:
1.5, 1.5, 1.6, 2.1, 2.1, 2.1, 3.5, 3.6.
What is a stem-and-leaf plot?The stem-and-leaf plot lists all the measures in a data-set, with the first number as the key, for example:
1|6 = 1.6.
(in the context of this problem).
Following the key format, the measures listed in the answer represent the correct data-set from the stem-and-leaf plot.
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Determine the lowest common denominator for each sum or
13/24 • 7/12
Common Denominator: 10 Common Denominator: 12
Common Denominator: 24
7/6 • (-5/12)
344 • (-2/3)
5 - 7/10
1/8 - 5/3
3/2 -4/5
The expressions which are having common denominator 24 are
13/24 + 7/12 , 1/8 - 5/3 and for 10 are 5 - 7/10 , 3/2 - 4/5 and for 12 are
7/6 - 5/12, -3/4 - 2/3.
What is Algebraic expression ?
Algebraic expression can be defined as the combination of variables and constants.
Given ,
So given expressions are,
13/24 + 7/12 = 13+ 7*2 / 24 = 13+14 / 24 = 27/24
7/6 - 5/12 = 7*2 - 5 / 12 = 14-5/12 = 9/12
-3/4 - 2/3 = - (3/4 + 2/3 ) = - ( 9 + 8 / 12) = -17/12
5 - 7/10 = 5*10 - 7 / 10 = 50 - 7 / 10 = 43/10
1/8 - 5/3 = 3 - 8*5 / 24 = 3-40 / 24 = -37 / 24
3/2 - 4/5 = 3*5 - 2*4 / 10 = 15-8 / 10 = 7/10
Therefore, The expressions which are having common denominator 24 are 13/24 + 7/12 , 1/8 - 5/3 and for 10 are 5 - 7/10 , 3/2 - 4/5 and for 12 are 7/6 - 5/12, -3/4 - 2/3.
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A men's health magazine would like to conduct a survey using a simple random sample of 900 men who practice yoga. One of the goals of the survey is to create a confidence interval to estimate the proportion of all men practicing yoga who report low stress levels. Since the intended survey method requires face-to-face interaction, some of the magazine executives are concerned about the cost of the survey and suggest sampling a smaller group of 100 men instead of 900 men. Assuming the sample proportion doesn't change, which of the following best describes the anticipated effect on the width of the confidence interval if the magazine were to survey a random sample of 100 men who practice yoga, rather than 900 men? A) The width of the interval based on 100 men would be about nine times the width of the interval based on 900 men.
B) The width of the interval based on 100 men would be about three times the width of the interval based on 900 men. C) The width of the interval based on 100 men would be about the same width as the interval based on 900 men. D) The width of the interval based on 100 men would be about one-third the width of the interval based on 900 men. E)
The width of the interval based on 100 men would be about one-ninth the width of the interval based on 900 men.
The width of the interval based on 100 men would be about three times the width of the interval based on 900 men.
What is the width of the interval?
The width of a confidence interval for a proportion is proportional to the standard error of the sample proportion, which is proportional to the square root of the sample size.
The standard error is defined as the standard deviation of the sampling distribution of the sample proportion, which is estimated by the standard deviation of the Bernoulli distribution (square root of the sample proportion times (1 - sample proportion) divided by the sample size).
So, if the sample size is reduced by a factor of 9 (from 900 to 100), the standard error (and hence the width of the confidence interval) would increase by a factor of 3 (square root of 9).
Therefore, The width of the interval based on 100 men would be about three times the width of the interval based on 900 men.
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Can someeeeeoneee helppp meeee please
Answer: Yes it's 7
Step-by-step explanation:
10/100 x 70 = 7
Answer:The correct answer would be 7
Step-by-step explanation:
Write a system of equations.. Taxi company charges a fee of $10 plus $2.50 per mile, taxi company #2 charges $4.00 per mile with no fee
PLEASE HELP, DUE TOMORROW
The equation for the situation described in your problem would be y is $10x + $2.50 .
How do a set of equations work with answers?To utilize substitution to resolve an equational system:
Divide one of the two variables in one of the equations.
Substitute the expression that the isolated variable's equivalent from Step 1 into the other equation.
Solve the linear equation for the last variable.
system of equations, simultaneous equations Algebraic equations involving two or more must be solved cooperatively (i.e., the solution must satisfy all the equations in the system). For a system to have a single solution, the number of equations must equal the number of unknowns. Even then, a solution is not guaranteed.
The following equation would apply to the scenario in your problem:
y =$10x + $2.50
y = $2x + $4.00
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What is the solution to the system of equations shown in the graph?
Responses
A (0, 5)(0, 5)
B (1, -2)(1, -2)
C no solution
D (0, -1)(0, -1)
E (-2, 1)(-2, 1)
Answer: B is the answer
Step-by-step explanation:
6(9−6)−23+4= I dont konw this
Answer:
-1Step-by-step explanation:
[tex]\sf 6(9-6)-23+4[/tex]
[tex]\sf (6)(3)-23+4[/tex]
[tex]\sf 18-23+4[/tex]
[tex]\sf -5+4[/tex]
[tex]\sf -1[/tex]
Answer:
First you are to do what is in the parenthesis first:
9 - 6 = 3
The equation is now:
6 * 3 - 23 + 4
Then you do the multiplcation:
6 * 3 = 18
18 - 23 + 4
23 + 4 = 27
27 - 18 = 9
Step-by-step explanation:
Hope it helps! =D
A cylinder measures 5 inches tall and has a base radius of 8 inches. How does the cylinder's lateral area compare to the sum of the areas of the two bases? Use π≈3.14. Enter your answer, rounded to the nearest tenth, in the box to correctly complete the statement. The lateral area of the cylinder is approximately square inches less than the sum of the areas of the two bases.
Answer:
nches. L.S.A.=2π(3)(9)=54π inches2. ≈169.64 inches2
Step-by-step explanation:
INTEGRALS EXERCISES PLEASE HELPPPPP, I’LL GIVE U A CROWN
Answer:
2. sec x + c
1.1 view attached pic
1.2 view attached pic
Step-by-step explanation:
i need help please i have been stuck on this problem for 2 months too
Answer:
280 cubic m
Step-by-step explanation:
SA of rectangular prism = 2lh + 2lw + 2hw
w = width
l = length
h = height
SA = 2(5)(6) + 2(5)(10) + 2(6)(10)
SA = 2(30) + 2(50) + 2(60)
SA = 60 + 100 + 120
SA = 280
A company manufactures and sells shirts the daily profit. The company makes depends on how many shirts they sell the profit in dollars when the company sells X shirts can be found using the function F buy X)equals 6X -90 find the interpret the given function values and determine inappropriate domain for the function f(-9)
profit of
of the problem.
=
f(27)
profit of
of the problem.
=
f(17.5) =
profit of
of the problem.
meaning if the company sells |
dollars. This interpretation
meaning if the company sells
dollars. This interpretation
, meaning if the company sells
dollars. This interpretation
shirts, they would make a
in the context
shirts, they would make a
in the context
shirts, they would make a
in the context
Answer:
The derivative of the profit function P(x) is called marginal profit with notation: P ... Example 2: Given the average cost in dollar per unit C = 357x + 1800 , find: ... (1) the selling price to maximize the revenue is 31 − 3 = 28 dollars per unit ... Example 6: A company has established that the revenue function in dollars is R(x)=2x.
Step-by-step explanation:
Thannklkkkk you sooo much for the helppp
Answer:
33
Step-by-step explanation:
55/100×60
= 33pink blocks
PLSSS HELP IF YOU TURLY KNOW THISSS
Answer:
8
Step-by-step explanation:
x= 24/3 = 8
Answer:
[tex] \sf \: x = 8[/tex]
Step-by-step explanation:
Given equation,
→ 3x = 24
Now the value of x will be,
→ 3x = 24
→ x = 24 ÷ 3
→ [ x = 8 ]
Hence, the value of x is 8.
please help i dont know how to do this
(will give 25 points) .
The values of x in the one-step equation are presented as follows;
x = 4x = 4x = 22x = 65x = 17x = 44x = 2.[tex]\overline{6}[/tex]x = 5x = 12x = -21x = -6.6x = -1/2The calories in the whole cake is 1,680 caloriesPedro made 54 ounces of coffeeWhat is a one-step equation?A one-step equation is one in which the solution can be found with a single step operation.
The solution of the one-step equation found using inverse operations can be presented as follows;
1. 4·x = 16
4·x/4 = 16/4 = 4
4·x/4 = x = 4
x = 4
2. x + 9 = 13
x + 9 - 9 = 13 - 9
x = 4
3. x - 8 = 14
x - 8 + 8 = 14 + 8
x = 22
4. x/5 = 13
(x/5) × 5 = 13 × 5
(x/5) × 5 = x = 13 × 5 = 65
x = 65
5. x - 6 = 11
x - 6 + 6 = 11 + 6
x = 17
6. 2·x = 88
2·x/2 = 88/2 = 44
2·x/2 = x = 44
x = 44
7. 6·x = 16
6·x/6 = 16/6
6·x/6 = x = 16/6 = 2.[tex]\overline{6}[/tex]
x = 2.[tex]\overline{6}[/tex]
8. x + 2.5 = 7.5
x + 2.5 - 2.5 = x = 7.5 - 2.5 = 5
x = 5
9. (2/3)·x = 8
(2/3)·x/(2/3) = 8/(2/3) = 8 × (3/2) = 12
(2/3)·x/(2/3) = x = 12
x = 12
10. x/3 = -7
x/3 × 3 = -7 × 3 = -21
x = -21
11. x - 1.6 = -8.2
x - 1.6 + 1.6 = -8.2 + 1.6 = -6.6
x = -6.6
12. 4·x = -2
4·x/4 = -2/4 = -1/2
4·x/4 = x = -1/2
x = -1/2
13. The number of slices into which the cake is divided = 6 Slices
The amount of calories per each slice of the cake = 280 calories
The amount of calories in the whole cake is therefore;
The sum of the calories in the cake = 6 × 280 calories = 1,680 calories
14. Amount of coffee Pedro served to his friends = 34 ounces
Amount of coffee left over = 20 ounces
The total amount of coffee Pedro made = 20 + 34 = 54
The amount of coffee Pedro makes = 54 ounces
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Colin had $23 to spend on four raffle tickets after buying them had $11 how much did each raffle ticket cost what’s the equation HELPPP
Colin had $23 to spend on four raffle tickets after buying them had $11. So each raffle ticket cost is $3 and the equation is 4x + 11 = 23.
Colin had $23 to spend on four raffle tickets after buying them had $11
We have to determine how much each raffle ticket cost and the equation.
Let the cost of one raffle is x.
So the cost of four raffle is 4x.
Colin has total $23.
Colin has left money = $11
So the required equation should be
4x + 11 = 23
Now solving the equation
Subtract 11 on both side, we get
4x = 12
Divide by 4 on both side, we get
x = 3
The cost of one raffle is $3.
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a) Complete the table of values for x + y = 6
b) On the grid draw the graph of x + y = 6
for values of x between -2 and 3.
By resolving the following equation for y, you can make the work a little simpler: x + y = 6
How to find the calculation?The link between data pieces is displayed in tables of values. In science lesson, you might utilize a values table. Data is recorded in tables of values by scientists and researchers, who then examine the data to look for patterns. As a result, they can use this pattern to anticipate future events.
y = 6 - x, which means to take 6 out of both sides.
Now you can simply fill in the x-values and determine y. For instance,
y = 6 -(-2) = 8 . . . for x = -2
y = 6 - 3 = 3 . . . . for x = 3
The table and graph that are attached both display these values.
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-60=x-16, -60+?=x-16+?
The value of x when using addition property of equality to solve the given problem is; -44
How to use addition property of equality?The addition property of equality is a property of equality that states that when the same quantity is added to both sides of an equation, it will produce an equivalent equation. For example, 4 = 2 + 2 is an equation due to the fact that both the right and the left-hand sides of the equal sign represent the number 4.
The equation to solve is;
-60 = x - 16
By the use of addition property of equality, we will add 16 to both sides to get;
-60 + 16 = x - 16 + 16
x = -44
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27 is 7.5% of what number
Answer:
27 is 7.5% of the number 360
What is angle CBD
A=60
D=80
C=25
The measure of angle m∠CBD is equal to 55°
How to to evaluate for the missing angle m∠CBDWe shall first find the measure of the angle m∠CDB so that we can evaluate for the measure of angle m∠CBD using the sum of interior angles of a triangle theorem as follows:
m∠ADB and m∠CDB are on a straight line and their sum is equal to 180° so;
m∠CBD + 80° = 180° {sum of angles on a straight line}
m∠CDB = 180° - 80° {subtract 80° from both sides}
m∠CDB = 100°
m∠BCD + m∠CDB + m∠CBD = 180° {sum of interior angles of a triangle}
25° + 100° + m∠CBD = 180°
125° + m∠CBD = 180°
m∠CBD = 180° - 125° {subtract 125° from both sides}
m∠CBD = 55°
In conclusion, the measure of angle m∠CBD is equal to 55°.
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Express the following as a rate.
a) 20 litres of Petrol for R180
The rate of petrol in this case is R9 per liter.
What is rate?
In mathematics, rate is a measure of how one quantity changes in relation to another quantity. It is often expressed as a ratio or fraction, where the numerator represents the amount of change in the first quantity and the denominator represents the amount of change in the second quantity.
The rate of petrol can be expressed as the cost per liter. To find the cost per liter of petrol in this case, we can divide the total cost by the total amount of petrol:
Cost per liter = Total cost / Total amount
For the given scenario, we have 20 litres of petrol for R180. So the rate can be calculated as:
Rate = Total cost / Total amount = R180 / 20 litres
Simplifying the expression, we get:
Rate = R9 per litre
Therefore, the rate of petrol in this case is R9 per liter.
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How many possible centers of rotation will produce an image of a left-pouting arrow?
The number of center of rotations to produce the image is (d) infinite
How to determine the number of centers?An arrow pointing to the left is symmetric around its central axis.
This means that any point along the central axis of the arrow can serve as a center of rotation to produce an image of a left-pointing arrow.
The central axis is a straight line that runs through the middle of the arrow from the tip to the base, and also extend through the arrow's depth.
Hence, the number of possible centers of rotation that will produce an image of a left-pointing arrow is infinite.
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Simplify 7+5(7+5n)
42+25n
2n+19
8n+6
8n+10
Answer:
42+25n
Step-by-step explanation:
[tex]7+5(7+5n)\\=7+35+25n\\=42+25n[/tex]
It takes Julie 4 minutes to run a kilometer. How many kilometers can she run in 12 minutes?
Answer: 180 kilometers
Step-by-step explanation:
Answer:
I think she runs 1 kilometer every 5 minutes
Step-by-step explanation:
this problem has two parts. the second part will appear after you answer the first part correctly. (a) what are the vertical asymptotes of f (x)
The asymptotes of f vertically (x)x=4, -4 are the vertical asymptotes.
An area on a graph where a function approaches infinity or negative infinity is known as a vertical asymptote. It happens when a rational function, which is a function that can be expressed as the quotient of two polynomials, has a denominator equal to zero but a numerator that is not. As a result, there is a noticeable "break" in the graph when the function becomes unbounded. For instance, when x=3, the vertical asymptote of the function 1/(x-3) exists.
As per the data given in the above question are as bellow,
The provided data are,
[tex]\mathrm{F}(\mathrm{x})=\frac{3 \mathrm{x}^2}{\mathrm{x}^2-16}[/tex]
When it comes to vertical asymptotes, the denominator is zero.
[tex]\mathrm{x}^2-16 & =0 \\\mathrm{x}^2 & =16 \\[/tex]
x= ±4
x=4,-4
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if jenna saves $2500 per year with an intrest of 10% compounded annually how much would she have in 30 years
Answer: Jenna would have $37,175 in 30 years if she saves $2500 per year with an interest rate of 10% compounded annually.
Step-by-step explanation:
To calculate the total amount Jenna would have after 30 years of saving $2500 per year with an interest rate of 10% compounded annually, we can use the formula for compound interest:
A = P(1 + r/n)^(nt)
Where:
A = the final amount (principal + interest)
P = the initial principal (the amount Jenna saves each year, $2500 in this case)
r = the interest rate (10% in this case, so 0.10)
n = the number of times interest is compounded per year (annually in this case, so 1)
t = the number of years (30 in this case)
Plugging in the values:
A = $2500(1 + 0.10/1)^(1*30) = $2500(1.10)^30 = $2500(14.87) = $37,175
So, Jenna would have $37,175 in 30 years if she saves $2500 per year with an interest rate of 10% compounded annually.
Answer:
$411,235.06
Step-by-step explanation:
(4×3)÷3[-15-5{6-8+2}]
Answer:
20
Step-by-step explanation:
=12÷3[-15-5{6-8+2}]
=12÷3[-15-5{6-10}]
=12÷3[-15-5-4]
=12÷3[20-4]
=12÷3+16
=4+16
=20
severe difficulty in making mathematical calculations as a result of a brain disorder
Dyscalculia is a learning disorder that affects a person’s ability to do the math.
A learning problem called dyscalculia diminishes a person's capacity for math. Similar to how dyslexia impairs reading-related brain regions, dyscalculia interferes with the knowledge and skills connected to math and numbers. Although dyscalculia often first manifests in childhood, it can even affect adults who are unaware of it.
The signs of this condition typically emerge in childhood, particularly as kids start to master the fundamentals of math. However, many adults who suffer from dyscalculia are unaware of it. When forced to do the math, people with dyscalculia frequently experience mental health problems like anxiety, depression, and other distressing emotions.
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