What are the vertex and x-intercepts of the graph of y= (x+4)(x − 2)? Select one answer for the vertex and one for the x-intercepts.
A. Vertex: (-1,-5)
B. x-intercepts: (–4, 0), (2, 0)
C. Vertex: (-1,-9)
D. x-intercepts: (4,0), (-2, 0)
E. x-intercepts: (-4, 0), (-2, 0)
F. Vertex: (1,9)
Answers
The correct answers are option B x-intercepts: (–4, 0), (2, 0) and option C Vertex: (-1,-9).
What is coordinate geometry?A coordinate plane is a 2D plane that is formed by the intersection of two perpendicular lines known as the x-axis and y-axis.
To find the x-intercept, substitute in 0 for y and solve for x. To find the y-intercept, substitute in 0 for x and solve for y
.x-intercept(s): (−4, 0)(2,0)y-intercept(s): (0,−8)
When we plot the graph of the function we will get the vertex point of the parabola generated on the x and the y axis.
The graph of the function is also attached with the answer.
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Related Questions
Tim is choosing a shrub and a rase for his garden.
at the garden centre there are 266 different types os shrubs and some rose trees.
Tim works out that there are 266 different ways for him to choose one shrub ans one rose tree
if Tim is correct with his figure of 266 different ways, how many rose trees are there at the garden centre?
Answers
Using the Fundamental Counting Theorem, it is found that there is 1 rose tree at the garden center.
Fundamental counting theorem:States that if there are n things, each with \(n_1, n_2, \cdots, n_n\) ways to be done, each thing independent of the other, the number of ways they can be done is:
\(N = n_1 \times n_2 \times \cdots \times n_n\)
In this problem:
The figures are composed by shrubs and roses.For the shrub, there are 266 options, hence \(n_1 = 266\).For the figure, there are also 266 options, hence \(N = 266\).For the rose, there are \(n_2\) options.Hence:
\(N = n_1 \times n_2\)
\(266 = 266n_2\)
\(n_2 = \frac{266}{266}\)
\(n_2 = 1\)
Hence, there is 1 rose tree at the garden center.
To learn more about the Fundamental Counting Theorem, you can take a look at
Factor 9y2 - 12y + 4. (3y - 4)(y + 1) (3y - 2) 2 (3y - 2)(3y + 2)
Answers
The quadratic expression 9y² - 12y + 4 can be factorized as (3y - 2)².
What are Quadratic Expressions?Quadratic expressions are polynomial expressions for which the degree of the variable is 2.
The general form of a quadratic expression is ax² + b x + c.
The given quadratic expression is,
9y² - 12y + 4
We have to factorize the expression.
This can be written as,
9y² - 12y + 4 = 9y² - 6y - 6y + 4
= (9y² - 6y) + (-6y + 4)
Take the common factor outside from each group.
9y² - 12y + 4 = 3y (3y - 2) - 2 (3y - 2)
= (3y - 2) (3y - 2)
= (3y - 2)²
Hence the factorized form is 9y² - 12y + 4 = (3y - 2)².
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Subtract and simplify.
(-5y²+7y-4)-(-3y²-3y+8)
Answers
Answer:
-2y^2+10y-12
Step-by-step explanation:
2. pvalue
3.critical value
4.test value
5.make a desision
Noise Levels in Hospitals In a hospital study, it was found that the standard deviation of the sound levels from 30 areas designated as "casualty doors" was 6.4 dBA and the standard deviation of 28 areas designated as operating theaters was 4.1 dBA. At a 0.10, can you substantiate the claim that there is a difference in the standard deviations? Use a, for the standard deviation of the sound levels from areas designated as "casualty doors." Part 1 of 5 (a) State the hypotheses and identify the claim. H_0: sigma_1^ = sigma_2^ _____
H_1: sigma_1^ ≠ sigma_2^ _____
This hypothesis test is a___test.
Answers
The hypotheses for the test are H₀: σ₁² = σ₂² and H₁: σ₁² ≠ σ₂². This is a two-tailed test to assess if there is a difference in the standard deviations of sound levels between the areas designated as "casualty doors" and operating theaters. The claim being investigated is whether or not there is a difference in the standard deviations.
The hypotheses for the test are:
H₀: σ₁² = σ₂² (There is no difference in the standard deviations of the sound levels between the areas designated as "casualty doors" and operating theaters.)
H₁: σ₁² ≠ σ₂² (There is a difference in the standard deviations of the sound levels between the areas designated as "casualty doors" and operating theaters.)
This hypothesis test is a two-tailed test because the alternative hypothesis is not specifying a direction of difference.
To substantiate the claim that there is a difference in the standard deviations, we will conduct a two-sample F-test at a significance level of 0.10, comparing the variances of the two groups.
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who led the women rights movemnt during the Industrial Revoultion in Britain?
Answers
Answer:
Elizibeth Cady Stanton
Step-by-step explanation:
Anthony and Elizabeth Cady Stanton formed groups to push for women's right to vote during the Industrial Revolution. It took a long time and a lot of work, but women finally gained the right to vote when the 19th Amendment was ratified in 1920.
Answer: I think it's Elizabeth Cady Stanton
Step-by-step explanation:
Anthony and Elizabeth Cady Stanton formed groups to push for women's right to vote during the Industrial Revolution. It took a long time and a lot of work, but women finally gained the right to vote when the 19th Amendment was ratified in 1920.
If
x
=
4
and
y
=
6
, evaluate the following expression:
2
(
3
y
−
4
x
)
Answers
Answer:
the anser is 4 im pretty sure.
Step-by-step explanation: 3*6 is 18 and 4*4 is 16. 18 minus 16 is 2 multiplied by the other 2 is 4.
Answer:
4
Step-by-step explanation:
x=4 and y=6
2(3y-4x)
2 ( 3(6)-4(4))
2( 18-16)
2(2)
4
Madeline needs to find the slope of the line that passes through the points (9, 12) and (7,4) she sets up the following work
Answers
Answer:
4Step-by-step explanation:
The slope of the line passing through two given points: \(m=\dfrac{y_2-y_1}{x_2-x_1}\)
(9, 12) ⇒ x₁ = 9, y₁ = 12
(7, 4) ⇒ x₂ = 7, y₂ = 4
So, the slope:
\(m=\dfrac{4-12}{7-9}=\dfrac{-8}{-2}=4\)
2. Ms. Huffaker skillfully transitioned from the warm-up into new instruction. She was able to utilize the example from the warm-up and by asking questions that draw on prior learning, she segued into the new material. Do you recognize how she did this? How might this impact your instruction?
Answers
Ms. Huffaker's skillful transition from the warm-up to new instruction through drawing on prior learning enhances the coherence, engagement, and understanding of the lesson.
Ms. Huffaker effectively transitioned from the warm-up to new instruction by making connections between the two.
She utilized the example or concept discussed during the warm-up and incorporated it into the new material by asking questions that required students to draw on their prior learning. This allowed for a smooth and seamless transition between the two components of the lesson.
By connecting the warm-up to the new material, Ms. Huffaker helped students see the relevance and application of what they had previously learned.
This approach reinforces prior knowledge, activates schema, and helps students make connections between different concepts. It also engages students in active participation and encourages them to think critically and make connections on their own.
This type of instructional approach has several positive impacts on teaching and learning. Firstly, it promotes continuity and coherence in the lesson, making the learning experience more cohesive for students. It also helps to reinforce and consolidate learning by building on prior knowledge.
By relating new material to familiar concepts, it increases students' understanding and retention of the content.
Additionally, this approach fosters student engagement and participation by actively involving them in the learning process. It encourages critical thinking, problem-solving, and deeper understanding of the subject matter.
Students are more likely to be motivated and interested in the lesson when they can see the relevance and application of what they are learning.
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Social scientists depend on the technique of _regression_, in which a vector of observations of some quantity is approximated in the least squares sense by a linear combination of other vectors. The coefficients of the fit are then interpreted as representing, say, the effects on annual income of IQ, years of education, parents' years of education, and parents' income. One might think that the more variables one included in such model, the more information one would obtain, but this is not always true. Explain this phenomenon from the point of view of conditioning, making specific reference to the results of T&B Theorem 18.1.
Answers
From the point of view of conditioning and the results of T&B Theorem 18.1, including more variables in a regression model does not necessarily provide more information, and in fact, it can lead to issues such as multicollinearity.
T&B Theorem 18.1, also known as the Gauss-Markov theorem, states that under certain assumptions, the ordinary least squares (OLS) estimator is the best linear unbiased estimator (BLUE) of the coefficients in a linear regression model.
This means that the OLS estimator has the smallest variance among all linear unbiased estimators.
However, when we include more variables in the regression model, it can lead to multicollinearity. Multicollinearity occurs when there is a high correlation between predictor variables. In such cases, the predictors become linearly dependent, and this can lead to unstable and unreliable coefficient estimates.
When multicollinearity is present, it becomes difficult to distinguish the individual effects of each variable on the outcome variable. The coefficients may become sensitive to small changes in the data, and the interpretation of the coefficients becomes challenging.
Furthermore, can inflate the standard errors of the coefficient estimates, making it difficult to detect statistically significant effects. This, in turn, affects hypothesis testing and the interpretation of the significance of each variable.
Therefore, including more variables in a regression model does not necessarily provide more information. Instead, it can introduce issues such as multicollinearity, which can undermine the reliability and interpretability of the coefficient estimates.
It is important to carefully consider the choice of variables and assess for multicollinearity to ensure the validity of the regression model and its results.
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The graph shows the height of a plant over time. What is the unit rate?
Answers
Answer:
1/5
rise over run
1- the inches
over 5- the days
If £2000 is put into a bank account that pays 3% compound interest per year. How much will be in the account after 3 years?
Answers
Answer: £2,121.80
I need help on these graphs? May anyone help me?
Answers
Answer:
10,8,12
Step-by-step explanation:
please help me answer this question asap
Answers
Answer:
It's quite easy
Step-by-step explanation:
people less than 30 years = frequency of people 0 to 15 + 15 to 30 = 8+15 =23
Therefore there are 23 people less than 30 years old.
pls mark me as brainliest pls.
look out for these math questions, I'm giving brainlest to anyone that can help me
Answers
Answer:
x=y and thats it
Step-by-step explanation:
Answer:
x=y
Step-by-step explanation:
Because, if the beams are parallel, <x & <y will be alternate angles which are equal in measure. So, In reverse way, if x=y, then the beams will be parallel.
The equilateral triangle shown has perimeter 45 cm. How to find its side length?
Answers
Answer:
15 cm
Step-by-step explanation:
An equilateral triangle has all 3 sides equal, so you can say the length of one side is x. Then, the perimeter would be 3x. This means:
3x = 45
divide both sides by 3
x = 15 cm
The solution to the equation
log2x + log2(x – 6) = 4 is x =
Answers
still If we plug in x = -2 into the original equation.
What is the logarithm?A logarithm is a mathematical function that helps to determine how many times a particular number must be multiplied by itself to obtain a specific value. In other words, the logarithm of a number is the exponent to which another fixed value, called the base, must be raised to produce that number.
Given by the question.
Using logarithm rules, we can simplify the left-hand side of the equation:
log2x + log2(x – 6) = log2(x (x – 6))
So, the equation becomes:
log2(x (x – 6)) = 4
Using the description of logarithms, we can rewrite this as:
\(2^{4}\) = x (x – 6)
Simplifying the left-hand side, we get:
16 = \(x^{2}\) – 6x
Moving all the terms to one side, we get a quadratic equation:
\(x^{2}\) – 6x – 16 = 0
We can break this using the quadratic formula:
x = [6 ± sqrt (\(6^{2}\)+ 4(1)(16))] / 2
x = [6 ± sqrt (100)] / 2
x = [6 ± 10] / 2
x = 8 or x = -2
still, we need results are valid, because we cannot take the logarithm of a negative number or of zero.
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In the year 2007, a person bought a new car for $14000. For each consecutive year after that, the value of the car depreciated by 9%. How much would the car be worth in the year 2011, to the nearest hundred dollars
Answers
We will use the dedepriciation formula;
\(A\text{ = P}(1-\frac{r}{100})^T\)where A = value of the car after 5 years
P = current value of the car
r = depretiation rate
t = time in years
From the question,
P = $14 000
r = 9
Count the years from 2007 to 2011 starting from 2008 to get the number of years
t =4
Substitute the values into the formula
\(A=\text{ 14000(1-}\frac{9}{100})^4\)\(A=14000(1-0.09)^4\)\(=14000(0.91)^4\)\(=9600.49\)Therefore the car will worth $9600 to the nearest hundred dollars
5. Consider the following system 2 (s + 3) (s + 1) a) Design a compensator which guarantees the following system's behavior Steady-State error less than 0.01 Ts= 5 seconds • 5% of maximum overshoot (PO)
Answers
The transfer function allow us to determine the appropriate value of Ki that satisfies the desired overshoot and settling time specifications ≈ 16.67.
To design a compensator that guarantees a steady-state error less than 0.01 and a settling time (Ts) of 5 seconds with 5% maximum overshoot (PO), we can use a proportional-integral (PI) controller.
The transfer function of the compensator can be represented as:
C(s) = Kp + Ki/s
where Kp is the proportional gain and Ki is the integral gain.
To achieve a steady-state error less than 0.01, we need to ensure that the open-loop transfer function with the compensator, G(s)C(s), has a DC gain of at least 100.
To calculate the values of Kp and Ki, we can follow these steps:
Determine the open-loop transfer function without the compensator, G(s):
G(s) = 2(s + 3)(s + 1)
Calculate the DC gain of G(s) by evaluating G(s) at s = 0:
DC_gain = G(0) = 2(0 + 3)(0 + 1) = 6
Determine the required DC gain with the compensator to achieve a steady-state error less than 0.01:
Required_DC_gain = 100
Calculate the proportional gain Kp to achieve the required DC gain:
Kp = Required_DC_gain / DC_gain = 100 / 6 ≈ 16.67
Determine the integral gain Ki to achieve the desired overshoot and settling time.
To achieve a settling time of 5 seconds and a 5% maximum overshoot, we can use standard control design techniques such as root locus or frequency response methods.
Using these methods, you can determine the proper Ki value to meet the required overshoot and settling time specifications.
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16 plus what will equal 90
Answers
Answer: 83
Step-by-step explanation:90-16
Answer:
74
Step-by-step explanation:
just subtract 90-16 and 74's your answer!
Oh and have a nice day and stay safe, all love from jen!<3
Aâ _______ is any event combining two or more simple events.
Answers
A compound event is any event combining two or more simple events.
How to complete the blanksFrom the question, we have the following parameters that can be used in our computation:
combining two or more simple events.
As a general rule
When two or more simple events are combined, the result is a compound event
An example is selecting 1 in a die and head in a coin
This means that the statement that completes the blank is compound event
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12 = 5x - 13x - 44
Please help me
Answers
eorder the terms:
12 = -44 + 5x + -13x
Combine like terms: 5x + -13x = -8x
12 = -44 + -8x
Solving
12 = -44 + -8x
Solving for variable 'x'.
Move all terms containing x to the left, all other terms to the right.
Add '8x' to each side of the equation.
12 + 8x = -44 + -8x + 8x
Combine like terms: -8x + 8x = 0
12 + 8x = -44 + 0
12 + 8x = -44
Add '-12' to each side of the equation.
12 + -12 + 8x = -44 + -12
Combine like terms: 12 + -12 = 0
0 + 8x = -44 + -12
8x = -44 + -12
Combine like terms: -44 + -12 = -56
8x = -56
Divide each side by '8'.
x = -7
Simplifying
x = -7
A client's inventory is recorded at $600,000 and is comprised of 1,000 items. The auditors examined a sample of items with a recorded balance of $100,000 and determined an audited value of $90,000. What is the estimated audited value for inventory
Answers
Based on the calculation done below, the estimated audited value for inventory is $540,000.
How is the estimated audited value for inventory calculated?This can be calculated using the following formula:
E = (T / S) * A ……………………… (1)
E = Estimated audited value for inventory = ?
T = Total value of inventory recorded by client = $600,000
S = Value of inventory sampled by the auditor as recorded by the client = $100,000
A = Audited value of the inventory sampled = $90,000
Substituting the values into equation (1), we have:
E = ($600,000 / $100,000) * $90,000
E = 6 * $90,000
E = $540,000
Therefore, the estimated audited value for inventory is $540,000.
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Question 5 (3 points) For a Normal distribution with mean 0 and standard deviation 1, which of the following Python lines outputs the probability p(-0.15 < x < 1.88)? Select one. O import scipy.stats as st print(st.norm.cdf(1.88, 0, 1) - st.norm.cdf(-0.15, 0, 1)) O import scipy.stats as st print(st.norm.pdf(1.88, 0, 1) - st.norm.pdf(-0.15, 0, 1)) O print(st.norm.cdf(1.88, 0, 1) - st.norm.cdf(-0.15, 0, 1)) O import scipy.stats as st print(st.norm.cdf(1.88, 0, 1))
Answers
The probability distribution at each point x along the horizontal axis.
Why Python lines outputs the probability?For a Normal distribution with mean 0 and standard deviation 1,
the following Python line outputs the probability p(-0.15 < x < 1.88):
print(st.norm.cdf(1.88, 0, 1) - st.norm.cdf(-0.15, 0, 1))
Probability is the likelihood or chance that an event will occur. It is a number between 0 and 1, with 0 indicating that an event will never occur and 1 indicating that an event will always occur.
Probability values range from 0 to 1, with a value of 0 indicating that the event will never occur and a value of 1 indicating that the event will always occur.
The probability is the value between 0 and 1 that indicates the likelihood of an event occurring. The probability is obtained by dividing the number of ways an event can occur by the total number of possible outcomes.
Scipy.stats.norm is the normal distribution's probability density function (pdf) in SciPy.
The PDF function is a part of the scipy.stats library in Python. The probability density function of the normal distribution is the function scipy.stats.norm.pdf(x, loc=0, scale=1). It is the height of the probability distribution at each point x along the horizontal axis.
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What is 62.9/4.7 ?????
Answers
Answer:
13.38
Step-by-step explanation:
Mark as Brainliest
Answer:13.3829787234
Dividing decimals are the same as dividing whole numbers.
for this one I divided it and got 13.3829787234.
If we wanted to determine if my psyc210 class performed significantly better than another section on a stats knowledge test, we would use:
Answers
If you wanted to determine if your PSYC210 class performed significantly better than another section on a stats knowledge test, you would use a hypothesis test, specifically a two-sample t-test.
A hypothesis test is a statistical method used to determine whether there is a significant difference between two groups or populations based on their observed data. In this case, you would compare the mean score of your PSYC210 class on the stats knowledge test with the mean score of the other section using a two-sample t-test. The null hypothesis would be that there is no significant difference between the means of the two sections, and the alternative hypothesis would be that there is a significant difference.
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30% × 750 =
(30 ÷ 100) × 750 =
(30 × 750) ÷ 100 =
22,500 ÷ 100 =
225;
Answers
Answer:
1.250
2.225
3.225
4.225
help plz ill give brainliest
Answers
Answer:
b
Step-by-step explanation:
Find the volume of a right circular cone that has a height of 15.4 m and a base with a circumference of 18 m. Round your answer to the nearest tenth of a cubic meter.
Answers
The volume of the right circular cone with a height of 15.4 m and a base circumference of 18 m is 15.68 cubic meters.
To find the volume of a right circular cone, we can use the formula:
Volume = (1/3) × π × r² × h,
where π is the mathematical constant pi, r is the radius of the base, and h is the height of the cone.
Given that the base has a circumference of 18 m, we can calculate the radius using the formula:
Circumference = 2 × π × r
18 = 2 × π × r
r = 18 / (2 × π) = 2.864 m.
Now we can substitute the values into the volume formula:
Volume = (1/3) × π × (2.864 m)² × 15.4 m,
Volume = 15.68 m³
Therefore, the volume of the right circular cone with a height of 15.4 m and a base circumference of 18 m is 15.68 cubic meters.
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PLS ANSWER THISHEHDNDJDJ
Answers
9514 1404 393
Answer:
1/12
Step-by-step explanation:
The slope of a ramp (or anything else) is the ratio of its "rise" to its "run."
The rise is the vertical change. Here, that is shown as 3 m.
The run is the horizontal change. Here, that is shown as 36 m.
Then the slope is ...
\(\text{slope }=\dfrac{\text{rise}}{\text{run}}=\dfrac{3\text{ m}}{36\text{ m}}=\boxed{\dfrac{1}{12}}\)
__
Additional comment
If this were a line on a graph, the slope would be calculated the same way. When the rise is positive to the right, the slope is positive. On a graph, if the rise is negative as you go to the right, the slope is negative.
find the standard form of the equation of the ellipse with the given characteristics. center: (1, 8); a = 2c; vertices: (1, 0), (1, 16)
Answers
To find the standard form of the equation of an ellipse, we need to know the center, the lengths of the major and minor axes, and the orientation of the ellipse.
Given that the center is (1, 8) and the vertices are (1, 0) and (1, 16), we can see that the major axis is vertical and has a length of 16 (since the distance between the vertices is the length of the major axis). Therefore, the length of the minor axis is 2c = 8 (where c is the distance from the center to one of the foci).
To find c, we can use the relationship a^2 = b^2 + c^2, where a is half the length of the major axis (8 in this case) and b is half the length of the minor axis (4 in this case).
a^2 = b^2 + c^2
8^2 = 4^2 + c^2
c^2 = 48
c = sqrt(48) = 4sqrt(3)
Now we have all the information we need to write the standard form of the equation of the ellipse. Since the major axis is vertical, we have the equation:
(x - h)^2 / b^2 + (y - k)^2 / a^2 = 1
where (h, k) is the center of the ellipse, a is half the length of the major axis (8 in this case), and b is half the length of the minor axis (4 in this case).
Plugging in the values, we get:
(x - 1)^2 / (4^2) + (y - 8)^2 / (8^2) = 1
Simplifying, we get:
(x - 1)^2 / 16 + (y - 8)^2 / 64 = 1
Therefore, the standard form of the equation of the ellipse is:
(x - 1)^2 / 16 + (y - 8)^2 / 64 = 1.
Given the center (h, k) = (1, 8), vertices (1, 0) and (1, 16), and the relation a = 2c, we can determine the standard form of the ellipse equation.
From the vertices, we can see that the ellipse is vertically oriented. The distance between the center and a vertex is the major radius "a." Therefore, a = 8 (half of the distance between the vertices).
Since a = 2c, we can solve for c:
c = a / 2 = 8 / 2 = 4.
Now, we can find the minor radius "b" using the relationship a² = b² + c²:
64 = b² + 16
b² = 48
Finally, the standard form of the ellipse equation is:
((x - h)² / b²) + ((y - k)² / a²) = 1
Substitute the values of h, k, a, and b:
((x - 1)² / 48) + ((y - 8)² / 64) = 1
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