Hey, Can someone help me solve 2x²=63-5x using the quadratic formula. ( In algebra 1 by the way)

Answer:

£503.75

Step-by-step explanation:

he negotiated a 7% decrease on a £6500:

the price of the car after discount is : 6500-(6500*7%) = £ 6045

£6045 paid fully in 12 month: £ 6045/12= £503.75

Answer:

actually which one of thise is th qus in this????

Step-by-step explanation:

please tell

Answer:

B. y = 1

Step-by-step explanation:

Answer:

the asymptote of the graph y = 1

Step-by-step explanation:

The asymptote of the graph y = 1 (Horizontal asymptote)

As you can see a line that a graph is approạching to as it heads towards infinity but it does not intersect.

Moreover, the value of y is decreasing over its domain. as you can see in the graph.

A statement which is true about the graphs of f(x) = x and g(x) = f(x + 7) is: C. g(x) is the graph of f(x) translated 7 units to the left.

In Mathematics, the translation a geometric figure or graph to the left simply means subtracting a digit from the value on the x-coordinate of the pre-image while the translation a geometric figure or graph downward simply means subtracting a digit from the value on the y-coordinate (y-axis) of the pre-image.

In Geometry, g(x + 7) or g(x) = f(x + 7) simply means shifting a graph 7 units to the left as illustrated by the graph shown in the image attached below.

In this context, we can reasonably infer and logically deduce that the parent function f(x) = x was shifted by 7 units to the left.

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Complete Question:

Which of the following statements is true about the graphs of f(x)=x and g(x)=f(x+7)?

A. g(x) is the graph of f(x) translated 7 units down.

B g(x) and f(x) have the same y-intercept.

C g(x) is the graph of f(x) translated 7 units to the left.

D g(x) is the graph of f(x) translated 7 units to the right.

Answer:

The biggest number referred to regularly is a googolplex (10googol), which works out as 1010^100. To show how ridiculous that number is, mathematician Wolfgang H Nitsche started releasing editions of a book trying to write it down.

Step-by-step explanation:

if this helped plz mark brainliest

The equation for the slant asymptote of g(x) = \(\frac{3x^2+5x+6}{x+3}\) is 3x-4

The function, g(x) = \(\frac{3x^2+5x+6}{x+3}\)

We need to find its slant asymptote. The slant asymptote is determined by checking \(\lim_{x \to \infty}( g(x)-(ax+b)) = 0\) .

So we first divide the polynomial \(3x^2+5x+6\) by x+3 to find such an (ax+b).

        3x - 4  

x+3 | \(3x^2+5x+6\)

    -   \(3x^2+9x\)

---------------------------

       -4x + 6

       -4x - 12   -

--------------------------

               18  

Therefore, \(\frac{3x^2+5x+6}{x+3}\) = 3x - 4 + \(\frac{18}{x+3}\)

⇒  \(\frac{3x^2+5x+6}{x+3}\) - 3x - 4 =  \(\frac{18}{x+3}\)

⇒ \(\lim_{x \to \infty}(\frac{3x^2+5x+6}{x+3}-(3x-4)) = 0\)  , since \(\frac{18}{x+3}\) \(\rightarrow \infty\) as \(x \rightarrow \infty\).

So the equation for the slant asymptote of g(x) = \(\frac{3x^2+5x+6}{x+3}\) is 3x-4

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Given data:

Suppose A is -1.1, and B is -0.9, the product of A and B is,

Thus, the product of A and B is more close to E, so option (E) is correct.

Temperature of refrigerators - Cannot determine. Horsepower of race car engines - Ratio. Marital status of school board members - Nominal. Ratings of television programs - Ordinal. Ages of children enrolled in a daycare - Interval

The level of measurement for the temperature of refrigerators cannot be determined based on the given information. The temperature could potentially be measured on a nominal scale if the refrigerators were categorized into different temperature ranges. However, without further context, it is not possible to determine the specific level of measurement.

The horsepower of race car engines can be measured on a ratio scale. Ratio scales have a meaningful zero point and allow for meaningful comparisons of values, such as determining that one engine has twice the horsepower of another.

The marital status of school board members can be measured on a nominal scale. Nominal scales are used for categorical data without any inherent order or ranking. Marital status categories, such as "married," "single," "divorced," etc., can be assigned to school board members.

The ratings of television programs, such as "poor," "fair," "good," and "excellent," can be measured on an ordinal scale. Ordinal scales represent data with ordered categories or ranks, but the differences between categories may not be equal or measurable.

The ages of children enrolled in a daycare can be measured on an interval scale. Interval scales have equal intervals between values, allowing for meaningful differences and comparisons. Age, measured in years or months, can be represented on an interval scale.

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The given data is quantitative, continuous, ratio.

Quantitative data is information that is expressed as counts or numbers, each of which has a specific numerical value. Data is any measurable information that may be used by academics for statistical analysis and mathematical computations so that they can derive practical conclusions.

Quantitative information provides answers to inquiries like "How many?," "How often?," and "How much?" Mathematical approaches may be used to easily verify and assess this data.

If a continuous variable has a meaningful zero point, it is regarded as a ratio (i.e., as in age or distance).

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Answer:

- 3/4

Step-by-step explanation:

-3/4 is at the same distance from 0 on a number line

Answer:

It would be -3/4

Step-by-step explanation:

Because it is the same distance from zero

The length of the belt around the two pulleys is approximately 49.2 centimeters.

In this question we must determine the perimeter of a belt around two pulleys, whose centers are 10 centimeters apart. This perimeter is the sum of part of the circumference of small pulley, part of the circumference of the big pulley and two times the segment tangent to the two pulleys.

Now we proceed to determine the parts of the perimeter of the belt:

Big pulley

s' = (214.92° / 180°) · π · (6 cm)

s' ≈ 22.506 cm

Small pulley

s'' = (145.08° / 180°) · π · (3 cm)

s'' ≈ 7.596 cm

Tangent segments

l = (10 cm) · sin 72.54°

l ≈ 9.539 cm

Lastly, the perimeter of the belt is:

L = s' + s'' + 2 · l      (1)

L = 22.506 cm + 7.596 cm + 2 · (9.539 cm)

L = 49.180 cm

The length of the belt around the two pulleys is approximately 49.2 centimeters.

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Answer:

no solution

-6 ≠ 2

Step-by-step explanation:

y = 2x + 6

2x - y = 2

substitute for y:

2x - (2x + 6) = 2

combine like terms:

-6 ≠ 2

By age 11 months, approximately 50 percent of all babies are walking. This means that half of the babies in the country have reached the milestone of independent walking by this age.

The correct information regarding the percentage of babies walking in the United States is as follows:

By age 11 months, approximately 50 percent of all babies are walking. This means that half of the babies in the country have reached the milestone of independent walking by this age.

Within a week after their first birthday, around 75 percent of babies are walking. This indicates that three-quarters of the babies have begun walking on their own within a week of turning one year old.

By age 15 months, about 90 percent of babies are walking. This means that the majority of babies have achieved independent walking by this milestone.

It's important to note that these statistics are approximate and can vary for individual babies. The timing of when a baby starts walking can be influenced by various factors such as genetic predisposition, physical development, environmental factors, and personal experiences.

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First Question is boolean,

Question 35 is probably floating point ,

Question 36 is probably an integer, since it shows 1, 2, 3, and 1, 2, 3 are not fractions, and integers are whole numbers.

Im not 100% sure but I hope I helped,

Have a nice day/night :)

Answer:

125

An exponent is the number written as a superscript above a number. This is used commonly in mathematics to signify multiplication, or the amount to multiply the number by.

If we look at \(5^{3}\) (Five to the power of 3), we can use this expression to solve for the answer.

Therefore, the answer to \(5^{3}\) is 125.

The distance from the sun to the other focus is 5.01 × 10⁹ m.

(a) The distance from the center of an ellipse to a focus is an where a is the semi major axis and e is the eccentricity. Thus, the separation of the foci ( in the case of Earth's orbit ) is;

2ae = 2(1.50 × 10¹¹)(0.0167) = 5.01 × 10⁹ m.

(b) To express this in terms of solar radii, we set up a ratio;

(5.01 × 10⁹)/(6.96 × 10⁸) = 7.2

Thus, we can conclude that the distance from the sun to the other focus is 5.01 × 10⁹ m.

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Complete question is;

The Sun's center is at one focus of Earth's orbit. How far from this focus is the other focus, (a) in meters and (b) in terms of the solar radius, 6.96 × 10⁸ m? The eccentricity is 0.0167, and the semimajor axis is 1.50 × 10¹¹ m.

Answer:

Step-by-step explanation:

Dont do it. Just take the detention

Answer:

root 49= 7^2

root 100= 10^2

root 144= 12^2

root 324= 18^2

root 441= 21^2

Step-by-step explanation:

Answer:

16

Step-by-step explanation:

8 =10%

8x2=16

16 is 20%

32=40%

8x4=32

32-16

Answer:

34 34 34 34 34 34 34

Step-by-step explanation:

your welcome my

Answer:

19.2

Step-by-step explanation:

1st Case:

4 and 5 are legs of the right triangle.

Using the pythagorean therom: a^2+b^2=c^2

We can say that 4^2+5^2=x^2

16+25=x^2

41=x^2

x=√41

√41 is about 6.4

x=6.4

2nd Case

5 is the hypotenuse of the right triangle and 4 is the legs.

Using the pythagorean therom: a^2+b^2=c^2

We can say that 4^2+x^2=5^2

16+x^2=25

x^2=9

x=3

Final Step

We need to multiply the two possible lengths for x. So for case 1 the length of x was 6.4 and for case two the length was 3. 6.4*3=19.2

Anwser: 19.2

Answer:

Step-by-step explanation:

2x+5y = 13

2(8-3y)+5y =13

16-6y+5y = 13

y=3

x =8-3y = -1

Answer:

The answer is H

Step-by-step explanation:

right=positive
left = negative
up=positive
down=negative
Right is positive so you are adding 9 units and down would be negative so you are subtracting 7.

Answer:

Should be the third one

Step-by-step explanation:

6(5+7)

5+7=12

6×12=72 |•-•|

Answer: I think it’s the 3rd one.

Step-by-step explanation:

6(5+7)

5+7=12

6×12=72

Hope it helps, have a great day!

a. If the data is weight, the z-score for someone who is overweight would be positive.

b. If the data is IQ test scores, an individual with a negative z-score would have a low IQ.

c. If the data is time spent watching TV, an individual with a z-score of zero would watch the average amount of TV.

d. If the data is annual salary in the U.S and the population is all legally employed people in the U.S., the z-scores of people who make minimum wage would be negative.

The z-score represents how far a data point is from the mean in terms of standard deviations. If someone is overweight, their weight would be above the mean weight, so their z-score would be positive.

Again, the z-score represents how far a data point is from the mean in terms of standard deviations. If someone has a negative z-score for IQ test scores, it means their score is below the mean score, so their IQ would be low.

A z-score of zero means the data point is exactly at the mean, so someone with a z-score of zero for time spent watching TV would watch the average amount of TV.

Again, the z-score represents how far a data point is from the mean in terms of standard deviations. If someone is making minimum wage, their salary would be below the mean salary, so their z-score would be negative.

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Answer:

53∘

plz mark me as brainliest.

Answer:Euclid

Step-by-step explanation:

Euclid was an ancient Greek mathematician in Alexandria, Egypt. Due to his groundbreaking work in math, he is often referred to as the 'Father of Geometry'. Euclid's most well-known collection of works, called Elements, outlines some of the most fundamental principles of geometry.

Answer:

Euclid  

I hope this helps you!

Answer:

A 3.5

Step-by-step explanation:

To Break it down there 1 3/4 so to put in halve it would be 1/2 1/2 1/2 1/4 so u have 3 feet because 1/2 in is 3 feet then u have a 1/4 inch so that is half of a feet 1 + 1 + 1 + 1/2 is 3 1/2 converted to decimal is 3.5.

(a) To find the proportion of trees that are more than a certain height, we need to calculate the area under the normal distribution curve to the right of that height. To do this, we can use a standard normal distribution table or a calculator.

First, we need to standardize the height by subtracting the mean and dividing by the standard deviation. Let's assume the mean height is μ inches and the standard deviation is σ inches.

Let X be a random variable representing the height of a cherry tree. We are given that X follows a normal distribution with mean μ and standard deviation σ.
To find the proportion of trees that are more than a certain height, let's say x inches, we can calculate the z-score using the formula:
z = (x - μ) / σ

Once we have the z-score, we can use a standard normal distribution table or a calculator to find the proportion of values that are greater than that z-score. This will give us the proportion of trees that are more than x inches tall.

(b) To find the proportion of trees that are less than a certain height, we can follow a similar approach. We calculate the z-score using the formula:
z = (x - μ) / σ
Then, we can use a standard normal distribution table or a calculator to find the proportion of values that are less than that z-score. This will give us the proportion of trees that are less than x inches tall.

(c) To find the probability that a randomly chosen tree is between two heights, let's say a inches and b inches, we need to calculate the area under the normal distribution curve between those two heights. We can do this by calculating the z-scores for both heights using the formula:
z1 = (a - μ) / σ
z2 = (b - μ) / σ
Once we have the z-scores, we can use a standard normal distribution table or a calculator to find the proportion of values that are between those two z-scores. This will give us the probability that a randomly chosen tree is between a and b inches tall

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