Which equation is quadratic in form?
3x5 + 8x3 + 6 = 0
6x4 + 7x2 – 3 = 0
5x6 + x4 + 12 = 0
x9 + x3 – 10 = 0

Answer:

2570 is ten times smaller than 25700

Step-by-step explanation:

Answer:

See below

Step-by-step explanation:

My man, how did you even get these numbers??? no whole number multiplied by 6.65 even equals 22??? Regardless, here's what I did.

a) r = 40/2 = 20

A = πr^2 = (3.14)(20)^2 = 1256

b) 1256/50 = 25.12 basically, 26

c) 26 x 6.65 = 172.9

Thoughts and prayers my guy. Keep trying

Answer:

A. 1256[tex]ft^{2}[/tex] B. 26 pounds C. $172.90

Step-by-step explanation:

PART A

1st find the radius of the area

radius = diameter / 2

r = 40/2

radius = 20ft

Area of circle = radius^2* pi

Area = 400 * 3.14

Area = 1256 [tex]ft.^{2}[/tex]

PART B

1256 / 50 = 25.12

Because we can only buy full pounds and we need the whole area to be reseeded, we round 25.12 to 26.

26 pounds of seeds will be needed to reseed the whole area.

PART C

Multiply the number of pounds of seeds needed to be bought by 6.65

26 x 6.65

$172.90 for the total cost of grass seeds

A physical quantity with both magnitude and direction is called a vector quantity.

A vector quantity is a physical quantity that has both magnitude and direction. One example of a vector quantity is velocity, which is defined as the rate of change of an object's position with respect to time. Velocity is a vector quantity because it has both a magnitude (speed) and a direction (the object's motion). For instance, if an object is moving with a speed of 20 meters per second to the north, its velocity would be 20 meters per second north. If the object's direction changes to east, its velocity would become 20 meters per second east. Therefore, velocity is a vector quantity because its value depends not only on the speed of the object but also on the direction in which it is moving.

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Complete Question

Write down a vector quantity and explain your response.

The equation is slope-intercept form is equal to y = 5x - 3.

Mathematically, the point-slope form of a straight line can be calculated by using this mathematical expression:

y - y₁ = m(x - x₁) or y - y₁ = (y₂ - y₁)/(x₂ - x₁)(x - x₁)

Where:

Based on the information provided, we can logically deduce the following data points on the line:

At point (0, -3), a linear equation of this line can be calculated in slope-intercept form as follows:

y - (-3) = (2 + 3)/(1 - 0)(x - 0)

y + 3 = 5x

y = 5x - 3.

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1. The difference between the temperature is 14°C.

2. The value of the expression will be -3x - 6y + 27.

The difference between the temperature will be:

= -10 + 24

= 14°C.

For the second part of your question, to clear the parenthesis in the expression "12 - 3(x + 2y - 5)", you can first simplify the expression inside the parenthesis:

x + 2y - 5

Next, multiply this expression by 3:

3(x + 2y - 5) = 3x + 6y - 15

Finally, substitute this back into the original expression:

12 - 3(x + 2y - 5) = 12 - (3x + 6y - 15) = 12 - 3x - 6y + 15 = -3x - 6y + 27

So, the final expression after clearing the parenthesis and combining like terms is -3x - 6y + 27.

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Four rational numbers between 1/5 and 1/6 are; 41/240, 42/240, 43/240, 44/240

A rational number is defined as a number that can be expressed as the quotient of fraction p/q of two integers, a numerator p, and a non-zero denominator q.

First, we have to make the denominators the same.

We multiply 1/5 by 48 and 1/6 by 40 to get:

48/240 and 40/240

Thus, the other rational numbers between them are;

41/240, 42/240, 43/240, 44/240

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Complete question is;

Find four rational numbers between 1/5 and 1/6 ​

There are 36 possible outcomes from rolling a die twice (or two dice once) and these result in sums from 2 to 12.

Possible ways to make a sum of 2: 1

Possible ways to make a sum of 3: 2

Possible ways to make a sum of 4: 3

Possible ways to make a sum of 5: 4

Possible ways to make a sum of 6: 5

Possible ways to make a sum of 7: 6

Possible ways to make a sum of 8: 5

Possible ways to make a sum of 9: 4

Possible ways to make a sum of 10: 3

Possible ways to make a sum of 11: 2

Possible ways to make a sum of 12: 1

This means there are 21 ways to make a sum greater than 6.

21/36 ≈ 58.33%

There are 24 ways to make sums that are not divisible by 3 and not divisible by 6.   (Note that if a number isn't divisible by 3, it's also not divisible by 6, so that's a weird thing to include.)

24/36 ≈ 66.67%

The given expressions {4x^3+2x^2+6x+7}/{2x+1} and 2x^2+3+(4/{2x+1}) are equal at x = 10, they are not equal at x = -1/2, and they are equal for all x other than -1/2.

Substitute x = 10 in the given expressions, we get

{4x^3+2x^2+6x+7}/{2x+1}

= (4000+200+60+7)/21

=203.19

2x^2+3+(4/{2x+1}.)

200+3+4/21

=203.19

Hence, the given expressions are equal when x = 10

Now substitute x = -1/2 in the given expressions

={4x^3+2x^2+6x+7}/{2x+1}

=(4*-1/8+2*1/4+6*-1/2+7)/0

2x^2+3+(4/{2x+1}.)

=2*1/4+3+4/0

When we substitute the value x= -1/2 then it divide by 0 and value will be infinite and hence we can say that the values are not equal at x = -1/2

2x^2+3+(4/{2x+1}.) take LCM

{4x^3+2x^2+6x+7}/{2x+1} here both expression are equal and  we can't able find the value at x = -1/2 but for other value of x they are equal.

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The function g(x) = (x - 3)³ is shown in the graph. The solution has been obtained by using the concept of transformation.

What is transformation?

Any action that moves a polygon or other two-dimensional object on a plane or coordinate system is referred to as a transformation.

Translation, rotation, reflection, and dilation are all methods of transformation.

We are given a graph, from which we can say that when x = 3, then y = 0

The function must satisfy these values.

The functions g(x) = (x + 3)³ , g(x) = x³ + 3 and g(x) = x³ − 3 does not satisfy the point (3,0).

Also, the translation is 3 units to the right.

So the function shown in the graph is g(x) = (x - 3)³.

Hence, the transformed function is g(x) = (x - 3)³.

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Question: If the parent function is f(x) = x³, which transformed function is show in the graph?

g(x) = (x − 3)³ , g(x) = (x + 3)³ , g(x) = x³ + 3 , g(x) = x³ − 3

The length of the both pieces are 1ft and 9ft respectively. Option C

We have from the information given that;

Now, substitute the values, we get

x + 6 + 3x =10

Collect the like terms

x + 3x = 10 -6

Add the like terms

4x = 10 - 6

Substract the like terms

4x = 4

Make 'x' the subject of formula by dividing both sides by 4, we get;

x = 4/4

divide the values

x = 1

Thus, the values are 1ft and 9ft

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Answer:

Below

Step-by-step explanation:

If he ran ONCE around the track he ran 1.5 miles in 2 .5 minutes

  We will need to use a conversion factor of   60 min / 1 hr :

1.5 mi / 2.5 min     *  60 min / hr =   1.5 *60 / 2.5  m/hr = 36 m/hr

The algebraic equation for the statement is 21 = 2 x - 5

Algebraic equations can be written using mathematical symbols and operations to represent relationships between variables or quantities. Variables are the quantities that the equation is trying to represent or solve for.

There is only one variable here and we can call it x.

The number is doubled so the representation would be :

= 2 x

This is then decreased by 5 and becomes :

= 2 x - 5

This is equated to 21 to become:

21 = 2 x - 5

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The value of the camper after 5 years is given as follows:

$15,155.2.

An exponential function is defined as follows:

y = a(b)^x.

In which:

From the table, the rate of change is given as follows:

b = 29600/37000

b = 0.8.

Then the value of the camper after five years can be obtained applying the recursion, multiplying the value after 4 years by the rate of change of 0.8, as follows:

18944 x 0.8 = $15,155.2.

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Answer: 6 pounds and 12 pounds.

Step-by-step explanation:

1.5(x)+2.4(18-x)=2.1(18)

1.5x+43.2-2.4x=37.8

1.5x+43.2=37.8+2.4x

0.9x=5.4

x=6 pounds of $1.50 candy

18-6=12 pounds of $2.40 candy

(check my work to see if it's correct :))

The production possibility frontier based on the information is attached.

PPF0 is the curve before technological progress. PPF1 is the the curve after the advance in technology.

Before the advance in technology, the opportunity cost of treating HIV/AIDS increases as the world moves down along its PPF.

After the advance in technology, the opportunity cost of treating more HIV/ AIDS cases decreases as the world has to give up less other goods and services to treat additional HIV/AIDS patients. Or, by giving up the same amount of other goods and services, world can treat more HIV/AIDS patients now.

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The equation that can be used to find the length of the remaining side is z² = 14² - 9²

Using the Pythagorean theorem that states that the square of the hypotenuse side is equal or equivalent to the sum of square of the other two sides.

This is represented as;

x² = y² + z²

Given that the parameters are enumerated as;

Now, substitute the values

14² = 9² + z²

collect like terms

z² = 14² - 9²

Hence, the equation is z² = 14² - 9²

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The length of the remaining side can be calculated using 14² = x² + 9² is 10.7 units

An equation is an expression that shows how numbers and variables are linked together using mathematical operations such as addition, subtraction, multiplication and division.

Pythagoras theorem is used to show the relationship between the sides of a right angled triangle. It is given as:

hypotenuse² = adjacent² + opposite²

Let x represent the missing side.

The hypotenuse of a right triangle has a length of 14 units and a side that is 9 units long. Hence:

14² = x² + 9²

x² = 14² - 9²

x² = 115

x = 10.7 units

The length of the remaining side is 10.7 units

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Answer:

122.3°

Step-by-step explanation:

Vertical angles are congruent.  That means that they have the same measurement.

Answer:

A=25t.

Step-by-step explanation:

..........................

Answer:  

Translates to x-(x+6) which simplifies to -6

=====================================================

Explanation:

x = some number

x+6 = the sum of x and 6

x-(x+6) = subtract the previous amount from x

x-x-6 .... distribute the negative through to each term

-6

No matter what number you started with, you'll always end up with -6 as the fully simplified answer. The x variables cancel.

Example:

Pick 10 as the starting number. Subtract off 10+6 = 16 to get 10-16 = -6.

Answer: A) No values of k are the expressions 12d + 8 and 4(3d + 5) - 8 equivalent.

They are the same if one amount or value has the same value as another.

We need to set the formulae 12d + 8 and 4(3d + 5) - 8 equal to one another and solve for k to get the values of k for which they are equivalent:

12d + 8 = 4(3d + 5) - 8

When we simplify this equation, we obtain:

12d + 8 = 12d + 12

When we take away 12d from both sides, we obtain:

8 = 12

There are no variables of k for which the expressions are similar because this equation is false for all values of d.

As a result, the response is A) No values.

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The statement that must be true for the parallelogram is

Alternate internal angles are pairs of angles that lie on opposite sides of a transversal line intersecting two parallel lines. The angles are on the interior (between the two parallel lines) and are not adjacent to each other.

These angles are equal in measure (i.e., they are congruent), which means that if one angle has a certain degree of measure, the other angle will have the same degree of measure.

In the problem, the diagonal of the parallelogram is the transversal line and it is used to make the alternate internal angle theorem possible

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Answer:

860,000.

Step-by-step explanation:

If the sales in 2022 were up 75% from 800,000, the sales in 2022 would be 800,000 + (800,000 * 75%) = 800,000 + 600,000 = 1,400,000.

To find the sales for 2021, we'll have to use the average annual growth rate to find the sales in between 2012 and 2022.

Let's assume that the sales grew linearly, so the average annual growth rate would be (1,400,000 - 800,000) / (2022 - 2012) = 600,000 / 10 = 60,000.

The sales in 2021 would then be 800,000 + 60,000 = 860,000.

In total, the number of greetings will be 1159.

Mathematical symbols used to represent quantities or values include numbers. They are employed in the measurement, comparison, addition, subtraction, multiplication, and division processes in mathematics. According to their qualities and properties, numbers can be categorized into a variety of groups, including natural numbers, whole numbers, integers, rational numbers, irrational numbers, real numbers, and complex numbers. There are specific properties and guidelines for mathematical operations for each group of numbers. Mathematics depends on numbers, which are also utilized in many other disciplines, including science, engineering, economics, and statistics.

The number of greetings exchanged between the host and the other mothers and daughters must be counted first. Since there is only one host, the number of mother-daughter pairs is 20 - 1 = 19. There are thus a total of 38 greetings, 19 between the host and the other moms, and 19 between the host and the other daughters.

The number of pleasantries exchanged between the guest mums and everyone else must next be tallied. The host, the other mothers, and the daughters must all be greeted, making a total of 20 - 1 = 19 guest mothers. Thus, each host mother must extend 1 + 19 + 20 = 40 greetings. There will be 760 greetings exchanged between the guest mothers and everyone, or 19 x 40.

The number of pleasantries exchanged between the mothers and the invited girls must also be tallied. Moreover, there are 20 guest girls, so 19 of them must welcome the mothers. As a result, there will be 361 pleasantries exchanged between the mothers and the guest daughters.

In total, the number of greetings will be 38 + 760 + 361 = 1159.

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The Ratios, Rate and unit rate are used to solve many real-world problems.

Let us defined ratios, rates and unit rates and see the real world examples below.

As a ratio is a comparison of two numbers or measurements.

For example, if a store sells 5 black color pens and 7 blue color pens, then the ratio of black to blue pens is 5 to 7.

A rate is also a ratio in which the two terms are in different units.

For example, if 2 galloons of milk costs 8 dollar, then the rate is 2galloons for

8 dollar. And the unit is galloons per dollar.

As Rates are used in our daily life, such as when we work 40 hours per week or take 2 liters of water per day. When rates are expressed as a quantity of 1, such as 2 liters of water per day  that is, per 1 day or 6 miles per hour that is, per 1 hour. So they can be defined as unit rates.

Hope this helps

Answer:

to describe the same relationship between quantities or to compare two quantities. A rate is a special type of ratio that compares quantities with unlike units. A unit rate compares a quantity of something with a single unit of a different quantity.

Answer:(4x^2 + y^2)(2x + y)(2x - y)

Step-by-step explanation:

16x^4 - y^4

= (4x2)^2 - (y^2)^2

= (4x^2 +y^2)(4x^2 - y^2)

=(4x^2 + y^2)( (2x)^2 -y^2)

= (4x^2 + y^2)(2x + y)(2x - y).

Answer:

y = |x - 3| - 1

Step-by-step explanation:

The vertex of the absolute value function graphed is (3, -1). The formula for absolute value is y = a |x - h| + k, where (h, k) is the vertex. The a stretches the graph, although this graph isn't stretched. So a is 1, which is the same as multiplying by 1. Plugging 3 as h and -1 as k into the formula results in y = |x - 3| - 1.

Answer:

Step-by-step explanation:

a) The second stop is the third floor:

The first stop is the first floor, so the probability of going up from the first floor is 3/4.

The next stop is the third floor, so the probability of going up from the second floor (which is the first floor in this scenario) to the third floor is 3/4.

The probability of both events happening is the product of the individual probabilities: (3/4) * (3/4) = 9/16.

b) The third stop is the fourth floor:

The first stop is the first floor, so the probability of going up from the first floor is 3/4.

The next stop is the third floor, so the probability of going up from the first floor to the third floor is 3/4.

The next stop is the fourth floor, so the probability of going down from the third floor to the fourth floor is 1/4.

The probability of all three events happening is the product of the individual probabilities: (3/4) * (3/4) * (1/4) = 3/16.

c) The fourth stop is the first floor:

The first stop is the first floor, so the probability of going up from the first floor is 3/4.

The next stop is the third floor, so the probability of going up from the first floor to the third floor is 3/4.

The next stop is the fourth floor, so the probability of going down from the third floor to the fourth floor is 1/4.

The next stop is the first floor, so the probability of going down from the fourth floor to the first floor is 3/4.

The probability of all four events happening is the product of the individual probabilities: (3/4) * (3/4) * (1/4) * (3/4) = 9/64.