9514 1404 393
Answer:
C. Two or zero
Step-by-step explanation:
The signs of the polynomial terms are: + + - +.
There are two sign changes, one from + to -, and the other from - to +. The two sign changes means the number of positive real roots will be a maximum of 2. Any even number of roots may be complex, so will not be real. That is, the number of positive real roots may be 2 or 0.
which system of equations has the same solution as the system below?
2x+2y=16
3x-y=4
a. 2x+2y=16 b. x+y= 16
6x-2y=8 3x-y=4
c. 2x+2y=16 d. 6x+6y=48
6x-2y=8 6x+2y=8
Answer: Both A, and C
Step-by-step explanation:
The answer to the first system of equations (2x+2y=16) would be
x=3 and y=5 ( 3x-y=4 )
Which means we have to find out which of the other equations has an x value of 3, and a y value of 5.
If A is 2x+2y=16, then x=3 and y=5
6x-2y=8
If B is x+y=16, then x=5 and y=11
3x-y=4
If C is 2x+2y=16, then x=3 and y=5
6x-2y=8
If D is 6x+6y=48 , then x=-2 and y=10
6x+2y=8
Both A and C are equal to the first system of equations, which means they are both correct answers.
Pls help me with this math question. Explain your thinking pls.
Answer:
D.
Step-by-step explanation:
Compared to the others, it looks that steepest
Answer:
D by looking at it, it looks steeper
Step-by-step explanation:
1 of 2
Find the length of the shortest side if the area of the rectangle is 144m2
х
x + 10
Answer:
Given,
Length and breadth of the rectangle are (x) and (x+10)
Area of the rectangle ( A ) = 144[tex]m^{2}[/tex]
We know ,
Area of rectangle ( A ) = L*B
or , 144 = x ( x+10 )
or , 144 = [tex]x^{2}[/tex] + 10x
or , [tex]x^{2}[/tex] + 10x - 144 = 0
Solving the equation , we get ,
x = 8 and -18
The side has to be positive so ,
x = 8 m , which is the shortest side !
Step-by-step explanation: We were given the area of the rectangle and length & breadth in expression . By using the formula of area of rectangle , we got the equation which then gave 8 and -18 as answers when solved and since the rectangle had positive sides 8 m was the correct value . Also its the shortest side and the other side is simply ( 8 + 10 ) which is 18 m but the question has only asked for the shortest side !
I NEED HELP PLEASE HELP
Answer:
66.) 1.) M=-9/7
2.) Y-INTERCEPT (9)
3.) X-INTERCEPT (7).
Answer:
Step-by-step explanation:
I don’t really know, don’t answer falsely on my answer, I literally have a f^cking quiz
Find the percent of change. Round to the nearest tenth, if necessary.
During the winter, the grill was marked at $85. In June, the price was changed to $110.50.
PLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLEASE ANSWER
help plz plz plz plz
Answer:
2.8 In is the answer to the question
Step-by-step explanation:
Nw+WD=ND
PLZ HELP WILL MARK BRAINLEST work out both
Answer:
3*6+5= 23
Step-by-step explanation:
Can someone help me
Answer:
9 mi.
Step-by-step explanation:
sorry if i get it wrong ):
Answer:
15/3 equals 5
5 inches
Step-by-step explanation:
How many dots would be in Figure 17?
Answer:
306
Step-by-step explanation:
0.75(8+e)=2-1.25e
Solve for e please
Answer:
12 1314
Step-by-step explanation:
i guess this should be the abswer
Answer: e = -2
Step-by-step explanation:
first, i removed the parentheses.
6 + 0.75e = 2 - 1.25e
then, i moved the terms.
0.75 e + 1.25e = 2 - 6
next, i collected the like terms and calculated them.
2e = -4
finally, i divided both sides.
e = -2
What is the exact value of cos theta?
Answer:
C
Step-by-step explanation:
What is m∠P? There is a five sided polygon PQRST in which the measure of angle PQR is 132 degrees, the measure of angle QRS is (4x-10) degrees, the measure of angle RST is (5x-11) degrees, the measure of angle STP is 128 degrees and the measure of angle TPQ is (4x+2) degrees.
Answer:
94°
Step-by-step explanation:
There is a five sided polygon PQRST in which the measure of angle PQR is 132 degrees, the measure of angle QRS is (4x-10) degrees, the measure of angle RST is (5x-11) degrees, the measure of angle STP is 128 degrees and the measure of angle TPQ is (4x+2) degrees.
Sum of angles in a pentagon = 540°
Hence:
PQR + QRS + RST +STP + TPQ = 540 °
132 + (4x-10)° + (5x-11)° + 128° + (4x+2) degrees = 540°
132 + 4x - 10 + 5x - 11 + 128 + 4x + 2 = 540
132 - 10 - 11 + 128 + 2 + 4x + 5x +4x = 540°
241 +13x = 540
13x = 540 - 241
13x = 299
x = 299/13
x = 23
What is m∠P?
m∠P in Pentagon PQRST = TPQ
TPQ = 4x + 2
= 4 × 23 + 2
= 94°
lines m and n are parallel. what is the measure of angle 4?
a) 25 degrees
b) 55 degrees
c) 115 degrees
d) 145 degrees
plz answer asap!!!!!!!!!!!!!!!!!!!!!!
Answer:
It can be represented by the expression 2r, or “two times the radius.” So if you know a circle's radius, you can multiply it by 2 to find the diameter; this also means that if you know a circle's diameter, you can divide by 2 to find the radius. Find the diameter of the circle.
Step-by-step explanation:
you'r welcome :)
Tessa likes to carve bird and cat figures out of wood. She has carved 4 times as many bird figures as cat figures. If Tessa has carved 24 bird figures, how many figures has she carved altogether?
Tessa carved a total of 30 figures including bird and cat figures.
What is a numerical expression?A numerical expression is a mathematical statement written in the form of numbers and unknown variables. We can form numerical expressions from statements.
let, The number of cat figures is 'x'.
Given, She has carved 4 times as many bird figures as cat figures.
Therefore, 4x = 24.
x = 24/4.
x = 6.
So, Tesaa carved 6 cat figures and hence she carved a total of
24 + 6 = 30 figures.
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Benjamin is going to drive from his house to City A without stopping. An equation that determines Benjamin's distance from City A tt hours after leaving his house is D=260-65t.D=260−65t. What is the slope of the equation and what is its interpretation in the context of the problem?
Given:
The Benjamin's distance from City A, t hours after leaving his house is
[tex]D=260-65t[/tex]
To find:
The slope of the equation and what is its interpretation in the context of the problem?
Solution:
The slope intercept form of a line is
[tex]y=mx+b[/tex]
where, m (coefficient of variable x) is slope and b is y-intercept.
We have, the equation
[tex]D=260-65t[/tex]
It is a linear equation and the coefficient of variable t is -65. So, the slope of the equation -65.
It means, the Benjamin's distance from City A is decreases at the rate of 65 units per hour or we can say the speed of Benjamin is 65 units per hour.
Therefore, slope of the equation -65. It means, Benjamin's distance from City A is decreases at the rate of 65 units per hour.
Answer:
The slope of the function is -65 which reveals the average speed that Benjamin travels, in miles per hour.
Step-by-step explanation:
The slope shows how much the distance to City A decreases each hour, implying that Benjamin is driving an average speed of 65 miles per hour.
Have a good day :)
1. An airplane flies a distance of 3000 miles in 6 hours. How tast is it going? Hint: Uses=d/t. Show our work.
2. A skydiver opens her parachute and is dropping toward the ground at a constant speed of 0.3 m/s. If she is currently 200 meters above the ground, how long will it be before she lands on the ground? Hint: Use t = d/s. Show your work.
3. A snail crawls over the ground at 1 meter per hour. How far will the slug move in 6 minutes. Hint: Use d = s x t after you convert 6 minutes into hours. Show your work.
4. A race car accelerates from 0 to 30 mi/he (44 ft / sec) in 4 seconds. What is it's acceleration in ft /sec²? Hint: Use a = v / t.
5. A fighter jet is flying along and the pilot wants to go faster. He pushes the throttle so the jet engine is producing full power. The jet accelerates at a rate of 20 m/s² for 10 seconds. How much does the jet increase it's velocity? Hint: Use v = a x t. Show your work.
6. If the jet in question 5 above was traveling at 1000 m/s before it accelerated, how fast was it going after it accelerated for 10 seconds? Show your work.
7. A boy drops a ball. The ball accelerates at 9.8 m/s². How long does it take for the ball to reach a velocu if 1 m/s? Hint: Use t = v / a. Show your work including units.
Answer:
Step-by-step explanation:
what the hell is this
Answer:
it should be that
Step-by-step explanation:
EQUATION GIVES YOU IF YOU KNOW
v=d/t Speed Distance time
d = v x t Distance Speed and time
t = d/v Time Distance and speed
you don't have to look at this
Answer:
But i did :-)
Step-by-step explanation:
Have A Wonderful Day !!
Question is in picture below
[tex]find \: lengh \: bc \: because \: find \: the \: base \: area \: \\ bc = ad \\ from \: ac = 15mm \\ ab = 12mm \\ from Pythagoras \: {c}^{2} = {a}^{2} + {b}^{2} \\ is \: {(ac)}^{2} = {(bc)}^{2} + {(ab)}^{2} \\ 15 ^{2} = {(bc)}^{2} + {12}^{2} \\ {(bc)}^{2} = 15^{2} - {12}^{2} \\ bc = \sqrt{{15}^{2} - {12}^{2} } \\ bc = \sqrt{225 - 144} \\ bc = \sqrt{81} \\ bc = 9 \: or \: - 9 \\ bc = 9 \\ base \: area \: = bc \: \times \: ab \\ = 9 \times 12 = 108 {mm}^{2} \\ volume \: pyramid \: = \: \frac{1}{3} \times base \: area \times hight \\ = \frac{1}{3} \times 108 {mm}^{2} \times 13mm \\ = 468 {mm}^{3} [/tex]
Matt decided to go out to eat. He ordered a soda for $2.15, some chicken for $8.77 and a slice of cake for $4.10. What would his entire bill be if he tipped his waiter 18%?
Answer: $ 17.72
Step-by-step explanation:
Cost of soda = $2.15 , Cost of chicken = $8.77 , Cost of slice of cake = $4.10.
Total bill amount = (Cost of soda ) + (Cost of chicken) +(Cost of slice of cake)
= $ (2.15 + 8.77 +4.10)
= $ 15.02
Tip amount = 18% of Total bill amount
= 0.18 (15.02)
= $ 2.7036 ≈ $2.70
Entire bill = Total bill amount + Tip amount
= $ ( 15.02+2.70)
= $ 17.72
Hence, entire bill = $ 17.72
If 24 marbles have a mass of 60g what would be the mass of 60 marbles
Answer:
300 g
Step-by-step explanation:
First divide the mass of those 12 marbles (60 g) by the number of marbles which have 60 g mass (12 marbles). You'll get the answer as 5 g , which means 5 g is the mass of 1 marble. Now multiply the answer by 60 (specification of marbles). You'll have the answer as 300 g.
i.e.
60 / 12 = 5
5 x 60 = 300
answer this. please.
Answer:
D
Step-by-step explanation:
I would say D because youre trying to find red and blue so green and brown dont matter to the problem. If 12÷6= 2 then. do 60÷2=30 so they can be drawn about 30 times
What is the GCF of 6 and 36
Answer:
It's 6.
Step-by-step explanation:
6- 1, 2, 3, 6
36- 1, 2, 3, 4, 6
The greatest common factor of 6 and 36 is 6
Given data ,
Let the first number be represented as p
where the value of p = 6
Let the second number be represented as q
where the value of q = 36
To find the greatest common factor (GCF) of 6 and 36, we need to determine the largest positive integer that can divide both numbers evenly.
To begin, we can list the factors of each number:
Factors of 6 : 1 , 2 , 3 , 6
Factors of 36 : 1 , 2 , 3 , 4 , 6 , 9 , 12 , 18 , 36
From the lists, we can see that both 6 and 36 share a common factor of 6. The GCF of 6 and 36 is therefore 6, as it is the largest number that can evenly divide both 6 and 36.
Hence , the greatest common factor is 6
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What is the ratio of 3 to 5 to 7 susan shared amounts to 3500 calculate the total s of the number Brian's share and tye percentage of the total amount that mark receives
Which is equivalent to 80*
80
V80"
a
V80
80
Mark this and return
PLEASE
What is the solution to the equation 4 ( b − 2 ) − 10 = 2b + 6 ?
Simplify the expression (2−3i) (5+i) by distributing. Express your answer in a+bi form, Step by Step.
Answer:
13-13i
Step-by-step explanation:
2(5+i)-3i(5+i)
10+2i-15i-3i²
10-13i+3
13-13i
A company has offices in 3 different cities and a rotal of 480 workers there are 90 workers in newyork and 130 workers in denver the rest of the workers are in san diego
Answer:
Workers in San Diego = 260 workers
Step-by-step explanation:
Total workers = 480
Number of offices = 3
In each office in different cities
New york = 90 workers
Denver = 130 workers
San Diego = x workers
Find x
Total number of workers = workers in New York + workers in Denver + workers in San Diego
480 = 90 + 130 + x
480 = 220 + x
480 - 220 = x
260 = x
x = 260 workers
Workers in San Diego = 260 workers
Answer:
Step-by-step explanation:
250
i will give brainlist
Choose which expression doesn’t belong? State your reasoning.
Answer:
Step-by-step explanation:
This warm-up prompts students to carefully analyze and compare quadratic expressions. In making comparisons, students need to look for common structure and have a reason to use language precisely (MP7, MP6). The activity also enables the teacher to hear the terminology students know and how they talk about characteristics of the different forms of expressions.
As students discuss in groups, listen for rationales that are based on the structure of the expressions. Select those students or groups to share their thinking during class discussion.
Launch
Arrange students in groups of 2–4. Display the expressions for all to see. Give students 1 minute of quiet think time and then time to share their thinking with their small group. In their small groups, ask each student to share their reasoning about why a particular item does not belong, and together find at least one reason each item doesn't belong.
Student Facing
Which one doesn’t belong?
A.
B.
C.
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