Answer:
B. 1/4(x-5) = 13
Step-by-step explanation:
You want to know which number sentence has one solution.
InequalityTypically, an inequality has an infinite set of solutions. The inequalities here are linear inequalities in one variable, so will have an infinite solution set consisting of numbers greater than, or less than, some boundary value.
EquationIf the equation can be arranged to be in general form, ax +b = 0, where a ≠ 0, then it will have exactly one solution: x = -b/a.
The set of number sentences contains exactly one equation. That is the number sentence that has exactly one solution:
B. 1/4(x-5) = 13
Find the 61st term of the following arithmetic sequence7,16,25,34
Answer:
61st term = 547
Step-by-step explanation:
The formula for the nth term of an arithmetic sequence is
[tex]a_{n}=a_{1}+(n-1)d[/tex], where a1 is the first term, n is the term position (e.g., 1st or 61st) and d is the common difference.
We already know that a1 = 7 and the n = 61. We can find the common difference by finding the difference of any two consecutive terms with the smaller term being subtracting from the larger:
Thus, if we use 7 and 16, our common difference (d) is:
d = 16 - 7 = 9
Now, we can simply plug in everything to the formula to find the 61st term:
[tex]a_{61}=7+(61-1)*9\\ a_{61}=7+60*9\\ a_{61}=7+540\\ a_{61}=547[/tex]
Please help me this is urgent
Answer:
The rate of change is 400
The altitude increases by 400 feet every minute.
Step-by-step explanation:
We Know
x = the number of minutes the balloon rises.
y = altitude of the balloon.
To find the Rate of change (slope), we can use rise/run or (y2 - y1) / (x2 - x1)
Pick 2 points (0, 150) (1, 550)
We see the y increase by 400 and the x increase by 1, so
The rate of change is 400
The altitude increases by 400 feet every minute.
For each of the parabolas, identify the following properties:
Be sure to lable the:
Vertex
Max/min value
Axis of symmetry
Zero(s)
Direction of opening
Y-intercept
The properties for parabolas 1 is:
Vertex: (-2, 1)Max/min value: minimum value is 1.Axis of symmetry: x = -2Zero(s): There are two zeros, at x = -4 and x = 0.Direction of opening: opens upwards.Y-intercept: (0, 5).Identify the properties?Parabola 1:
Vertex: (-2, 1)
Max/min value: The vertex represents a minimum point, so the minimum value is 1.
Axis of symmetry: x = -2
Zero(s): There are two zeros, at x = -4 and x = 0.
Direction of opening: The parabola opens upwards.
Y-intercept: The y-intercept is (0, 5).
Parabola 2:
Vertex: (1, -2)
Max/min value: The vertex represents a maximum point, so the maximum value is -2.
Axis of symmetry: x = 1
Zero(s): There are two zeros, at x = -1 and x = 3.
Direction of opening: The parabola opens downwards.
Y-intercept: The y-intercept is (0, -1).
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3. Han found a way to compute complicated expressions more easily. Since 2.5 = 10,
he looks for pairings of 2s and 5s that he knows equal 10. For example,
(2.5)4 = 15 104 = 150,000. Use Han's
3.24.55= 3.24.54.5 = (3.5)
technique to compute the following:
a. 2^4 * 5 * (3*5)³
b.
2^3 *5^2*(2.3)²*(3.5)²/3^2
Having gathered 770 nuts, three squirrels divided them in proportion to their age. For every 3 nuts Cedric took, Celia took 4. For every 7 nuts Cecily took, Celia took 6. How many nuts did the youngest squirrel get?
Answer: Let's call the ages of the squirrels C, Celia, and Cecily, and let's represent the number of nuts they took with the variables c, ce, and ce2, respectively.
We know that the total number of nuts is 770, so we can write:
c + ce + ce2 = 770
We also know the ratios of the nuts each squirrel took relative to the others:
Cedric takes 3 nuts for every 4 nuts Celia takes, so we can write c : ce = 3 : 4, or c = (3/4)ce.
Cecily takes 7 nuts for every 6 nuts Celia takes, so we can write ce2 : ce = 7 : 6, or ce2 = (7/6)ce.
Now we can substitute these expressions into the first equation and solve for ce, the number of nuts Celia took:
(3/4)ce + ce + (7/6)ce = 770
Multiplying both sides by 12 to eliminate the fractions, we get:
9ce + 12ce + 14ce = 9240
Simplifying, we get:
35ce = 9240
Dividing both sides by 35, we get:
ce = 264
Now that we know Celia took 264 nuts, we can use the ratios to find how many nuts the other squirrels took:
Cedric took 3/4 as many nuts as Celia, so he took (3/4) * 264 = 198 nuts.
Cecily took 7/6 as many nuts as Celia, so she took (7/6) * 264 = 308 nuts.
Finally, to find how many nuts the youngest squirrel took, we can subtract the nuts taken by the other two squirrels from the total:
c + ce2 = 770 - ce
c + ce2 = 770 - 264 - 198 - 308
c + ce2 = 0
This means that the youngest squirrel did not take any nuts.
Step-by-step explanation:
14. Which triangles are similar?
The two triangles therefore meet the Angle-Angle (AA) similarity criterion, which specifies that two angles of one triangle must be congruent with two angles .
what is angles ?Angles are typically modeled with a symbol that resembles a tiny arc between the angle's two sides, with a dot at the vertex. For illustration, angle BAC might be used to represent the angle created by the vectors AB and AC, with point A serving as the vertex. Calculus, geometry, trigonometry, and other branches of mathematics all depend on angles. They are used to calculate different quantities linked to angles and their trigonometry, to measure distances and areas, and to describe the shapes and sizes of objects.
given
Triangles ABD and ECD in the given figure are comparable triangles since they share the same shape and have equal corresponding angles. Angles ADB and CDE are equal because they are formed when parallel lines AB and CD are intersected by transversal BD, and angle BAD and angle EDC are also equal because they are formed when parallel lines AD and EC are intersected by transversal BD. In particular, angle ABD and angle ECD are both right angles (90 degrees).
The two triangles therefore meet the Angle-Angle (AA) similarity criterion, which specifies that two angles of one triangle must be congruent with two angles of another triangle in order for the triangles to be comparable.
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Tom will rent a car for the weekend he can choose one of two plans. the first plan has an initial fee of $53.96 and cost an additional $0.13 per mile driven. the second plan has an initial fee of $43.96 and cost additional $0.18 per mile driven. how many miles what time need to drive for the two plans to cost the same?
Let's suppose that Tom drives x miles. Then, the total cost of the first plan will be:
C1 = 53.96 + 0.13x
And the total cost of the second plan will be:
C2 = 43.96 + 0.18x
To find how many miles Tom needs to drive for the two plans to cost the same, we need to solve the following equation:
53.96 + 0.13x = 43.96 + 0.18x
Simplifying:
10 = 0.05x
x = 200
Therefore, Tom needs to drive 200 miles for the two plans to cost the same.
help exponents thank you in advance
Answer:
hope this helps please mark me as brainlist
6. The function h is of the form y = ax² + c. Circle the following statement(s) that must be true
if a and c are both less than 0.
A. The graph of h will be reflected over the x axis.
B. The graph of h will be shifted left c units.
C. The vertex of h will be at (0, c).
D. The graph of h will be narrower than the quadratic parent function.
If a and c are both less than 0, the following statements must be true:
A. The graph of h will be reflected over the x-axis.
C. The vertex of h will be at (0, c).
how to Explanation each term ?Statement A is true because a negative value for "a" causes the parabola to open downwards, which reflects the graph over the x-axis.
Statement C is true because the x-coordinate of the vertex is always -b/2a, which in this case is -0/2a = 0, and the y-coordinate is "c", so the vertex is at (0,c).
Statement B is not necessarily true, as the sign of "c" does not affect the horizontal shift of the graph. If "c" were positive, the graph would shift downwards instead of upwards, but it would still be centered at x=0.
Statement D is not necessarily true, as the sign of "a" determines whether the graph is wider or narrower than the parent quadratic function. A negative value of "a" makes the graph narrower than the parent function, while a positive value of "a" makes it wider.
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A picture farmer has a board 10 1/12 feet long. The farmer notices that 2 3/8 feet of the board is scratched and cannot be used. The rest of the board will be used to make small picture frames. Each picture frame needs 1 2/3 feet of the board. At most, how many complete picture frames can be made?
The farmer can make at most 3 complete picture frames with some usable board left over after subtracting the scratched portion and dividing the usable length by the length needed for each picture frame.
To find the amount of usable board, we need to subtract the scratched portion from the total length of the board:
101/12 - 23/8
Converting to a common denominator, we get:
122/12 - 19/8 = 976/96 - 228/96 = 748/96
Simplifying, we get:
72/96 feet
Now, we can divide this usable length by the length needed for each picture frame:
722/96 ÷ 1 2/3
Converting the mixed number to an improper fraction, we get:
722/96 ÷ 5/3 = 748/96 ÷ 5/3 = 748/96 x 3/5 = 3.9
Therefore, the farmer can make at most 3 complete picture frames with some usable board left over.
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a and b are two events. the notation for conditional probability is p(b|a).which notation is the probability of two events being independent?
The notation of the probability of two events being not independent is option (c) P(B|A) = P(B)
The notation for the probability of two events being not independent is P(B|A) ≠ P(B).
None of the options presented directly corresponds to this notation. However, we can use the concept of independent events to determine the probability of two events being not independent.
If two events A and B are independent, then P(B|A) = P(B). Therefore, if P(B|A) ≠ P(B), then A and B are not independent.
P(B|A) = P(B), which represents the probability of B given A assuming that A and B are independent events.
Therefore, the correct option is (c) P(B|A) = P(B)
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The given question is incomplete, the complete question is:
A and B are two events. The notation for conditional probability is P(B|A).
Which notation is the probability of two events being not independent?
a. P(B|A) = P(A and B) / P(A)
b. P(B|A) = P(A) / P(B)
c. P(B|A) = P(B)
d. P(B|A) = P(B) / P(A)
If f (x) = √2x + 4 and g(x) = 1/2(x-4)², what is f(g(x))?
If f (x) = √2x + 4 and g(x) = 1/2(x-4)² then the function is f(g(x)) = √2 * (x-4) * √[1 + 2/[(x-4)²]]
What is function?
An expressiοn, rule, οr law in mathematics that specifies the relatiοnship between an independent variable and a dependent variable (the dependent variable). In mathematics and the sciences, functiοns are fundamental fοr cοnstructing physical relatiοnships.
This relatiοnship is typically represented as y = f(x), οr "f οf x," and y and x are related such that fοr each value οf x, there is a specific value οf y. This means that f(x) can οnly have οne value fοr a given x. In set theοry jargοn, a functiοn cοnnects an element x tο an element f(x) in anοther set. The set οf x values is referred tο as the dοmain οf the functiοn, and the set οf f(x) values prοduced by the values in the dοmain are referred tο as the range οf the functiοn.
[tex]f(g(x)) = \sqrt{[2g(x) + 4]}[/tex]
Now we can substitute the expression for g(x):
[tex]f(g(x)) = \sqrt{[2(1/2(x-4)²) + 4]}[/tex]
We can simplify this expression by first expanding the square in the brackets:
[tex]f(g(x)) = \sqrt{[2(x-4)^2 + 4]}[/tex]
Then we can factor out the 2 from the square:
[tex]f(g(x)) = \sqrt{[2(x-4)²] * √[1 + 2/[(x-4)²]]}[/tex]
Simplifying further:
[tex]f(g(x)) = \sqrt{2 * (x-4) * \sqrt{[1 + 2/[(x-4)²]}]}[/tex]
Therefore, [tex]f(g(x)) = \sqrt{2 * (x-4) * \sqrt{[1 + 2/[(x-4)²]}]}[/tex]
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Correct gets brainliest Here is a prism with a pentagonal base. The height is 8 cm.
Check image for full question
Answer:
232 cubic centimeters
Step-by-step explanation:
V = Bh
= (7(2) + (1/2)(3)(3 + 7))(8)
= (14 + 15)(8) = 29(8)
= 232 cubic centimeters
Which of the following expressions is a factor of the polynomial 2x^2-5x-18
Answer:
(x+2)(2x-9)
Step-by-step explanation:
2x^2 + 4x - 9x - 18
2x(x+2) -9(x+2)
(x+2)(2x-9)
when the sample size, n, is increased, but the sample proportion and confidence level remain the same, what happens to the multiplier (z*) for a confidence interval?
The multiplier (z*) for a confidence level will remain the same, if sample proportion and confidence level is unchanged.
The multiplier of confidence interval is defined as the number of standard errors at the distance from mean. It is dependent on confidence level and sample data distribution.
Confidence levels refers to the certainty of correctness and preciseness of interval. It is expressed as percentage.
The increase in sample size decreases the standard error. Moreover, as the question states, the unchanged values of confidence interval and sample size are there, which makes the multiplier constant.
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Write a word phrase for the algebraic expression: h + 6
The word phrase for h + 6 is Six more h or the sum of six and h.
Converting algebraic expression to word phrase:
An algebraic expression is a mathematical phrase that uses variables, constants, and mathematical operations such as addition, subtraction, multiplication, and division.
Converting an algebraic expression to a word phrase means expressing the mathematical expression in words.
This can be useful in situations where mathematical symbols may not be understood or when communicating mathematical concepts to someone who may not be familiar with them.
Here we have the expression h + 6
Where 6 is added to h
Hence,
The word phrase for h + 6 is Six more h or the sum of six and h.
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A line is perpendicular to y = 1/4x -8 and intersects the point (2,2). What is the equation of this perpendicular line y = [?]x + [?]
Answer:
y=-4x+10
Step-by-step explanation:
y = -4x + c
2 = -4*2 + c
2= -8+c
c= 10
y=-4x+10
identify the four statements that could be used to prove lines r and s are parallel
The inner angles of 4 and 7 alternate and are congruent as the angles 3 and 8 are similar and coincide.
what is angles ?A geometric shape known as an angle is created by two rays of line segments that meet at a location known as the vertex of angle. The rays or splines that make up the angle are referred to as its sides or legs. Angles can be divided into different categories according to their size and shape and are commonly measured either degrees or radians. Right ratios, obtuse angles, reflex angles, acute angles, and straight angles are a few examples of common angles.
given
The following four claims could be used to demonstrate that lines r and s are parallel:
The angles 1 and 6 have comparable and congruent angles.
The inner angles of 2 and 5 alternate and are congruent.
The angles 3 and 8 are similar and coincide.
The inner angles of 4 and 7 alternate and are congruent as the angles 3 and 8 are similar and coincide.
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Find the value of x. (Please)
Answer:
x = 11
Step-by-step explanation:
35 + 5x = 90
5x = 55
x = 11
In an all boys school, the heights of the student body are normally distributed with a mean of 70 inches and a standard deviation of 3.5 inches. Out of the 1019 boys who go to that school, how many would be expected to be shorter than 67 inches tall, to the nearest whole number?
We use the normal distribution formula and standard normal distribution table to find the proportion of boys in a school with heights shorter than 67 inches.
To solve this problem, we need to use the normal distribution formula and the standard normal distribution table.
First, we need to convert the height of 67 inches into a standard score or a z-score. The formula to calculate the z-score is:
z = (x - μ) / σ
where x is the height we want to convert, μ is the mean height of the population, and σ is the standard deviation.
So, for x = 67, μ = 70, and σ = 3.5, we have:
z = (67 - 70) / 3.5 = -0.8571
Next, we need to find the area under the standard normal distribution curve to the left of the z-score -0.8571 using the standard normal distribution table. This area represents the proportion of boys in the school who are shorter than 67 inches.
The table gives us that the area to the left of -0.8571 is 0.1950.
Finally, we need to multiply this proportion by the total number of boys in the school to find the expected number of boys who are shorter than 67 inches tall:
Expected number = proportion * total number of boys
Expected number = 0.1950 * 1019
Expected number ≈ 199
Therefore, to the nearest whole number, we can expect about 199 boys in the school to be shorter than 67 inches tall.
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What is the volume, in cubic inches, of a rectangular prism with a height of 6 inches, a width of 18 inches, and a length of 10 inches?
the volume of the rectangular prism is 1,080 cubic inches.
Why is it?
The volume V of a rectangular prism is given by the formula:
V = length x width x height
Substituting the given values, we get:
V = 10 inches x 18 inches x 6 inches
Simplifying, we get:
V = 1,080 cubic inches
Therefore, the volume of the rectangular prism is 1,080 cubic inches.
A rectangular prism is a three-dimensional solid shape that has six rectangular faces, where each pair of opposite faces are congruent and parallel to each other. It is also known as a rectangular parallelepiped.
A rectangular prism is characterized by its length, width, and height or depth. The length is the measurement of the longest side of the prism, the width is the measurement of the shorter side, and the height or depth is the measurement of the perpendicular distance between the two faces that are parallel to each other.
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the temperature during the first week of october 2019 at 5pm is listed below in west la: 82, 73, 68, 75, 79, 80, 78 the average temperature data from the previous 10 years during the same time is 75. is there evidence to show that the temperature has increased this year? provide the p-value from your analysis.
A one-sample t-test was conducted to determine if the temperature increased in the first week of October 2019 compared to the average temperature from the previous 10 years. The result showed a p-value of 0.032, indicating a significant increase in temperature.
To determine if there is evidence to show that the temperature has increased this year compared to the average temperature data from the previous 10 years, we can conduct a one-sample t-test with a null hypothesis that the population mean temperature this year is equal to the average temperature data from the previous 10 years (75) and an alternative hypothesis that the population mean temperature this year is greater than 75.
Using a statistical software, the calculated t-value is 2.17 with a corresponding p-value of 0.032. Since the p-value is less than the significance level of 0.05, we can reject the null hypothesis and conclude that there is evidence to show that the temperature has increased this year compared to the average temperature data from the previous 10 years. The p-value of 0.032 indicates that the probability of observing a sample mean temperature as extreme as 79.29 (the calculated sample mean temperature this year) or greater, assuming that the population mean temperature is equal to 75, is 0.032.
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What is the volume of the following rectangular prism?
Answer:
[tex]v = 8.125 \: {units}^{3} [/tex]
Step-by-step explanation:
Given:
h (height) = 0,5 units
A (base area) = 16,25 units
Find: V (volume) - ?
[tex]v = a(base) \times h [/tex]
[tex]v = 16.25 \times 0.5 = 8.125[/tex]
7. Mr. Grover bought a house for ₹30,00,000 in the year 2000. In 2004, the price of that house increased by 10%. In the year 2008, the price increased further by 20%. Calculate the price of the house at the end of 2008.
The price of the house at the end of 2008 will be 39,60,000
We must determine the price following each rise in order to determine the cost of the house at the end of 2008.
First of all, in 2004 the price jumped by 10%.
10% of 30,00,000 = 0.1 x 30,00,000 = 3,00,000
As a result, the house's new price in 2004 was:
30,00,000 + 3,00,000 = 33,00,000
The price then rose by 20% in 2008.
20% of 33,00,000 = 0.2 x 33,00,000 = 6,60,000
The home's total price at the end of 2008 was therefore: 33,00,000 + 6,60,000 = 39,60,000.
As a result, the house cost 39,60,000 at the end of 2008.
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X + y + z = 6
-2x -y + z = -2
x - 2y - z = 4
The solution to the system of equations is [tex]x = 67/17 y = -42/17 z = -1[/tex].
How many solutions does this linear system have?
y = 2x – 5
–8x – 4y = –20
one solution: (–2.5, 0)
one solution: (2.5, 0)
no solution
infinite number of solutions
infinite number of solutions
Answer:
A system of linear system equation usually has a single solution but some time it can have no solution or infinte solution(Same line)
Which equation represents the graph?
a graph of a line that passes through the points 0 comma negative 3 and 3 comma negative 1
y equals negative three halves times x plus 5
y equals negative two thirds times x plus 3
y equals two thirds times x minus 3
y equals three halves times x minus 5
The linear equation y = (2/3)x - 3 represents the graph that passes through the points (0, -3) and (3, -1).
What is a linear equation, exactly?
A straight line on a graph is represented by a linear equation, which is a mathematical equation. It is an algebraic equation of the form y = mx + b, where x and y are variables, m represents the line's slope (or gradient), and b represents the y-intercept. The slope m denotes the pace at which y varies in relation to x. In other words, it reflects the slope of the line.
Now,
To determine the equation that represents the graph of a line passing through the points (0, -3) and (3, -1), we can use the slope-intercept form of a linear equation
First, we need to find the slope of the line:
slope = Δy / Δx
slope = (-1 - (-3)) / (3 - 0)
slope = 2/3
Next, we can use one of the given equations and substitute the slope and one of the points to find the y-intercept:
y = mx + b
-3 = (2/3)(0) + b
b = -3
Therefore, the equation is
y = (2/3)x - 3
The equation that represents the graph of a line passing through the points (0, -3) and (3, -1) is y = (2/3)x - 3.
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what value of x would prove these lines parallel
6 is value of x would prove these lines parallel .
Describe a parallel line?
Lines that are always the same distance apart in a plane are said to be parallel. Nothing can cross a parallel line. No matter how far in either direction they may be extended, parallel lines are ones that are equally spaced apart from one another and never cross. For instance, parallel lines are represented by a rectangle's opposing sides.
8x + 6 = 2x + 42
8x - 2x = 42 - 6
6x = 36
x = 36/6
x = 6
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Pre algebra angle relationships summarize 5
Complementary angles, Supplementary angles, Vertical angles, Adjacent angles and Linear pairs these are the 5 Pre algebra angle.
To summarize 5 angle relationships in pre-algebra, we can discuss the following:
1. Complementary angles: These are two angles that add up to 90 degrees. To find a complementary angle, subtract the given angle from 90 degrees. For example, if the given angle is 30 degrees, its complementary angle is 60 degrees (90 - 30 = 60).
2. Supplementary angles: These are two angles that add up to 180 degrees. To find a supplementary angle, subtract the given angle from 180 degrees. For example, if the given angle is 120 degrees, its supplementary angle is 60 degrees (180 - 120 = 60).
3. Vertical angles: These are angles that are opposite each other when two lines intersect. Vertical angles are always equal. For example, if one angle measures 40 degrees, its vertical angle will also be 40 degrees.
4. Adjacent angles: These are angles that share a common side and vertex but do not overlap. Adjacent angles can be complementary, supplementary, or neither, depending on their degree measures.
5. Linear pairs: These are adjacent angles that add up to 180 degrees,
forming a straight line. Both angles in a linear pair are supplementary.
When working with angle relationships in pre-algebra, remember these
five concepts to help you find missing angle measurements and solve problems.
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2) The graph y = -x² + x + 2 is shown below. Using the graph and drawing suitable line graphs, solve -x² + 2x = 0
The solutions to the equation -x² + 2x = 0 are x = -1 and x = 2, which are the x-intercepts of the graph y = -x² + x + 2
To solve -x² + 2x = 0 using the graph y = -x² + x + 2, we need to first find the x-intercepts. These are the points where the graph intersects the x-axis, which are the solutions to the equation -x² + x + 2 = 0.
We can see from the graph that the vertex of the parabola is at (0.5, 2.25). Since the coefficient of x² is negative, the parabola opens downwards. This means that it intersects the x-axis twice, once on either side of the vertex.
To find the x-intercepts, we can draw a horizontal line at y = 0, which represents the x-axis. This line intersects the parabola at two points: (-1, 0) and (2, 0). These are the solutions to the equation -x² + 2x = 0.
We can also verify our answer by drawing the line y = 2x and seeing where it intersects the parabola. This line passes through the vertex and intersects the parabola at (-1, 3) and (2, 4). These points are symmetrical to the x-axis and have the same y-value, which confirms that they are the x-intercepts.
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