what are the answers to the following quadratic equation:
x^2-4x-12

Answer:

the area would be 64

Step-by-step explanation:

Answer:

y = m - 6

Step-by-step explanation:

You can plug in the values and each time the equation comes out true

Answer:

Step-by-step explanation:

You can plug in the values and each time the equation comes out true

4 = 10 - 6

5 = 11 - 6

6 = 12 - 6

Answer:

B.

Step-by-step explanation:

First, notice that we can cancel out an x in the second term. Thus:

\(\displaystyle \frac{3x^2}{x^2+x} =\frac{3x^2}{x(x+1)} =\frac{3x}{x+1}\)

As with the last question, change the sign to multiplication and "flip" the second term:

\(\displaystyle \frac{2x-1}{x+1}\cdot \frac{x+1}{3x}\)

Multiply straight across:

\(\displaystyle =\frac{(2x-1)(x+1)}{(x+1)(3x)}\)

We can cancel the (x + 1) term:

\(\displaystyle =\frac{2x-1}{3x}\)

This cannot be simplified further. Hence, our answer is B.

Answer:

It is B)

Step-by-step explanation:

Ap3x Approved

Answer:

$15.69

Step-by-step explanation:

multiply the retail price by 1.06 to get the price after taxes.

find the discounted price by multiplying the price after taxes(19.61) by 0.8 since it is 20% off to get the answer

Answer:

Step-by-step explanation:

6 inches will be the length of the patio.

According to the scale, 1 inch on the plan corresponds to 3.5 feet in real life.

We must convert the patio's real length of 21 feet to inches using the scale in order to determine how long it would look on the blueprint:

3.5 feet to one inch

21 feet in x inches

If we cross-multiply, we obtain:

1 inch/3.5 feet * 21 feet

= x inches

= 6 inches.

As a result, the length of the patio will be indicated on the blueprint as 6 inches.

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The total number of shirts in the dresser is 4y + ×. The correct option is A

We need to add up the number of shirts on each shelf.

The first shelf's shirt count is indicated with the number x.

y indicates how many shirts are present on each of the four remaining shelves.

We may add up the shirts on each rack to determine the overall number of shirts:

Total = x + y + y + y + y

Simplifying the expression, we have:

Total = x + 4y

Therefore, The total number of shirts in the dresser is 4y + ×.

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Answer:

18 number of daisies and 18 number of roses

Step-by-step explanation:

We are told Darrel has 36 daisies and 54 roses.

And that He wants to put an equal number of daisies and roses into vases.

To get the equal number, it means we have to find the greatest common factor of 36 and 54.

Factors of 36 = 1, 2, 3, 4, 6, 9, 12, 18, 36

Factors of 54 = 1, 2, 3, 6, 9, 18, 27, 54

From the factors of both 36 and 54, the greatest common factor to both of them is 18.

Thus, the GREATEST number of daisies and roses Darrel can put in each vase is 18 each

Answer:

18

Step-by-step explanation:

Answer:

When two like-poles point together.

Step-by-step explanation:

When two like-poles point together, the arrows from the two magnets point in OPPOSITE directions and the field lines cannot join up. So the magnets will push apart (repel). ... It's only when you hold unlike-poles together (a north pointing to a south) that magnets stick together (they are attracted).

Answer:

When two like-poles point together, the arrows from the two magnets point in opposite directions and the field lines cannot join up. So the magnets will push apart. It's only when you hold unlike-poles together that magnets stick together.

Step-by-step explanation:

We know that

\(\displaystyle \int_1^4 f(x) \, dx = 8\)

\(\displaystyle \int_1^{10} f(x) \, dx = 17\)

By linearity of the definite integral,

\(\displaystyle \int_4^{10} 2f(x) - 3 \, dx = 2 \int_4^{10} f(x) \, dx - 3 \int_4^{10} dx\)

Presumably, you're aware that

\(\displaystyle \int_a^b dx = b - a\)

for any two numbers a and b, so the last integral is simply 6.

From the known integrals, we also know

\(\displaystyle \int_1^{10} f(x) \, dx = \int_1^4 f(x) \, dx + \int_4^{10} f(x) \, dx\)

\(\displaystyle 17 = 8 + \int_4^{10} f(x) \, dx\)

\(\displaystyle \int_4^{10} f(x) \, dx = 9\)

so

\(\displaystyle \int_4^{10} 2f(x) - 3 \, dx = 2\times9- 3\times6 = \boxed{0}\)

The sine function of the given features is F(x) = 4sin(x-3)

From the question, we have the following parameters that can be used in our computation:

F(x) = +-Atimessin(b(x+C)) + D

This means that

F(x) = Asin(b(x+C)) + D

Where

A = amplitude

been shifted to the right 3 units and has and amplitude of 4 means

A = 4 and C = -3

So, we have

F(x) = 4sin(x-3)

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\(\tex\text{Given expression: } (\dfrac{3}{4}) ^{3}\)

Simplifying the expression:

\((\dfrac{3}{4}) ^{3} = (\dfrac{3}{4})(\dfrac{3}{4})(\dfrac{3}{4}) = \dfrac{3^{3} }{4^{3} } = \boxed{\bold{\dfrac{27}{64}}}\)

Answer:

27/64 is your answer.

Step-by-step explanation:

As we have,

\((\frac{x}{y} )^{a} \\\\\frac{x^{a} }{y^{a} }\)

Now,

\((\frac{3}{4} )^{3}\\\\\frac{3^{3} }{4^{3} } \\\\\frac{27}{64}\)

Answer:

17 feet

Step-by-step explanation:

52/3= 17 1/3

1 foot is 1/3 of a yard

17 1/3- 1/3 = 17

Answer:

Step-by-step explanation:

-4y = -3x + 16

y = 3/4x - 4

y + 4 = 3/4(x - 4)

y + 4 = 3/4x - 3

y = 3/4x - 7

Answer:

Step-by-step explanation:To calculate the savings percentage, we first need to find out the cost of the cardboard required for each box.

For the larger box:

Total Surface Area = 2 * (1926 + 1934.5 + 26*34.5) = 2 * (494 + 655.5 + 897) = 4093 cm²

Cost of cardboard for larger box = 0.502 * 4093 = 2055.986 cents = 20.55986 dollars (rounded to 5 decimal places)

For the smaller box:

Total Surface Area = 2 * (2517 + 2526 + 1726) + 6 * (25-21)* (17-2*1) = 3034 cm²

Note that the additional term in the equation is the surface area of the six sides of the lid and base of the box.

Cost of cardboard for smaller box = 0.502 * 3034 = 1522.268 cents = 15.22268 dollars (rounded to 5 decimal places)

The difference in cost between the larger and smaller boxes is:

20.55986 - 15.22268 = 5.33718 dollars (rounded to 5 decimal places)

The percentage savings can be calculated as follows:

Percentage savings = (difference in cost / cost of larger box) * 100%

= (5.33718 / 20.55986) * 100%

= 25.98%

Therefore, using the smaller box will result in a savings of approximately 26% on cardboard costs for Bathu Sneakers compared to using the normal larger box.

Lebesgue outer measure in this instance is a complete extension of Lebesgue measure that meets all other criteria.

The translation invariant is the Lebesgue measure, and the length of the interval I is the same for that measure when it is on the interval I. The Lebesgue measure of E, for instance, is given by  λ(E) = l if E is any collection of real numbers (E).

As with a single point or a countable number of points, every set that is a finite collection of points has a Lebesgue measure of zero. The measure of finite and countable unions of disjoint sets has the property of being equal to the total of the measures.

An interval's length is its Lebesgue value. The formal foundation for probability theory is measure theory.

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Answer:

d=-6.5

Step-by-step explanation:

2d+13=0

2d=-13

d= -13/2

d=-6.5

The profit function is P(x) = -500.523x^2 + 600x - 200.

To find the profit function, P(x), we need to subtract the cost function, C(a), from the revenue function, R(x).

Given:

Cost function: C(a) = 500x^2 + 300

Revenue function: R(x) = -0.523x^2 + 600x - 200 + 300

Profit function, P(x), is obtained by subtracting the cost function from the revenue function:

P(x) = R(x) - C(a)

P(x) = (-0.523x^2 + 600x - 200 + 300) - (500x^2 + 300)

Simplifying the expression:

P(x) = -0.523x^2 + 600x - 200 + 300 - 500x^2 - 300

P(x) = -500x^2 - 0.523x^2 + 600x + 300 - 200 - 300

P(x) = -500x^2 - 0.523x^2 + 600x - 200

Combining like terms:

P(x) = (-500 - 0.523)x^2 + 600x - 200

Simplifying further:

P(x) = -500.523x^2 + 600x - 200

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Answer:

No

Step-by-step explanation:

Because

14.99 + 1.50 = 16.49

16.49 + 6% = 17.4794

17.4794 + 20% = 20.97528

Now if you round 20.97528

It becomes 20.98

I hope this is correct!

Please mark me Brainliest!

Answer:

x^2y^4

Step-by-step explanation:

b because u have to add the exponents of the like variable. x^4 and x^-2 are the like terms in this equations so 4+(-2) so its basically flipping the signs plus and the negative sign so it's just -2

The solution to the system graphed is (2, 0).

The graph is simply a structured representation of the data. It aids in our comprehension of the data. The numerical information gathered through observation is referred to as data.

In a line graph, the information or data is plotted as a series of markers, or dots, and is then connected to one another by a straight line.

Usually, data that changes over time is represented by a line graph.

Given:

From the graph we have two line red and purple.

The intersecting point for both line is (2, 0).

Hence, the solution to the system graphed is (2, 0).

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Answer:

Mikhail is 49 years old.

Step-by-step explanation:

39+49=88

Answer: I just got home from work and I got a new phone call from my friends and I was just trying to get to work and It is not working so I’m just going to take it get back to her later today or tomorrow morning when I get home from work and I will be home in a few minutes if you need me to come in and get it done before I leave work and I will be home by the time I leave work so I’ll leave work and work for me and I’ll be there at the end of the week so I’ll leave work on my phone call or you want me to leave you know you need me to stop I need you and your dad and I’ll meet y’all in there and then you could go with my friend or family or something else if y’all are still there so you could leave it for us to do that to get out and then leave the car .

Step-by-step explanation:

Me and your dad was like this last night and and now I’m cuz of this ➕ this ⬆️⬇️⬆️⬇️⬆️⬇️

Answer:k=4.5

Step-by-step explanation:4.5/1.5=3

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

The temperature needs to be increased by \(10.8 ^{\circ}F\) for Mrs. Munyai to swim in the pool.

The formula to convert the temperature from Celcius to Fahrenheit is:

\(\textdegree F = (\textdegree C * 1.8) + 32\)

We need to calculate the temperature change of \(6 \textdegree C\) in Fahrenheit:

\(\Delta \textdegree C = 6\\\Delta \textdegree F = \Delta \textdegree C * 1.8 = 10.8\)

The temperature needs to be increased by \(10.8 ^{\circ}F\) for Mrs. Munyai to swim in the pool.

We can calculate the  Fahrenheit temperature of the water and the desired temperature in Fahrenheit:

\(^{\circ}C = 19\\^{\circ}F = (19 * 1.8) + 32 = 66.2\)

\(^{\circ}C = 25\\^{\circ}F = (25 * 1.8) + 32 = 77\)

The current temperature of the pool is \(66.2 ^{\circ} F\) and the desired temperature is \(77 ^{\circ} F\).

Therefore the temperature needs to be increased by:

\(\Delta ^{\circ}F = 77 - 66.2 = 10.8 ^{\circ}F\)

which is the same temperature change we calculated earlier in Fahrenheit.

Therefore, the temperature needs to be increased by \(10.8 ^{\circ}F\) for Mrs. Munyai to swim in the pool.

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The regression equation is: y = -0.0068824x + 36.8881

So, the correct option is:

D) None of these.

To compute the regression equation based on the given data, we can use the formulas for slope (b1) and y-intercept (bo):

b1 = (NΣXY - ΣXΣY) / \((N\sum X^2 - (\sum X)^2)\)

bo = (ΣY - b1ΣX) / N

Where:

N = Number of data points (in this case, 11)

ΣX = Sum of all X values (prices)

ΣY = Sum of all Y values (average number of pounds sold per day)

ΣXY = Sum of the product of X and Y values

\(\sum X^2\) = Sum of the squares of X values

Using the provided data:

Ex = 210

Xy = 450

Zcy = 10387

Zz = 7275

Xy = 42471

Let's calculate the required values:

N = 11

ΣX = Ex + Zcy + Zz = 210 + 10387 + 7275 = 17872

ΣY = Xy = 450

ΣXY = Xy = 450

\(\sum X^2 = (Ex)^2 + (Zcy)^2 + (Zz)^2 = (210)^2 + (10387)^2 + (7275)^2 = 239208144\)

Now, substitute these values into the formulas to find b1 and bo:

\(b1 = (11 \times450 - 17872 \times 450) / (11 \times239208144 - (17872)^2)\)

= -14112250 / 2050445128

≈ -0.0068824

bo = (450 - (-0.0068824 \(\times\) 17872)) / 11

= (450 + 122.7790368) / 11

≈ 36.8881

Therefore, the regression equation is:

y = -0.0068824x + 36.8881

So, the correct option is:

D) None of these.

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The complete question may be like:

Over a period of one year, retailer sells widgets at 11 different prices. He Calculates the average number of oiunds sold per day at each different price. From theese data, the following are calculated. Ex = 210, Xy = 450, Zcy = 10387, Zz? 7275 Xy? 42471 Compute the regression equation , SELEC A) y 0.20261x + 0.549951 B) y = 0.549951x + 30.410021 C) y = 0.20261. + 30.410021 D) none of these =b1x + bo.

Ur just messing around arent u "همانا " is literally a different language ._.

Answer:

Suppose that the mean score is M, and the range of scores is R.

The range is the difference between the largest score and the smallest score.

So, if the largest score is L, and the smallest score is S, we have:

R = L - S

Now, if the value of R increases, means that the difference between L and S also increases.

So having a large range usually is also a sign of having large variability.

Then:

a: Based on the information above, which class's scores have the most variability?

The class's scores with the most variability will be the class's scores with the largest range, in this case, the largest range of scores is for Class D.

b:  Based on the information above, which class's scores have the least variability?

Now we need to look at the class with the least range of scores, in this case, the smallest one is the one for Class A.

Answer: 856.59 km/h

Step-by-step explanation:

Length of a planet's orbit around a star = 17,680,000 km.

Days to complete full orbit = 860 days

Number of hours to complete full orbit = 860 × 24 hours = 20640 hours

The planets average speed in km/h will be:

= Distance / Time

= 17,680,000 / 20640

= 856.59 km/h

Note: 24 hours = 1 day