Answer:
7 3/4
Step-by-step explanation:
Method 1:
Step 1: Instead of subtracting you distribute the minus sign to the number in the parenthesis
4 1/2 - (-3 1/4) = 4 1/2 + 3 1/4
Step 2: Then you can just add
4 1/2 + 3 1/4= 7 3/4
Method 2:
If you dont know fractions transfer them into decimals. 1/2 = 0.5 and 1/4 = 0.25
Step 1: Instead of subtracting you distribute the minus sign to the number in the parenthesis
4.5 - (-3.25) = 4.5 + 3.25
Step 2: Add the numbers
4.5 + 3.25= 7.75
Step 3: Convert the decimal back into a fraction
7.75= 7 3/4
Need help pronto! If you aren't sure then dont answer please :)
100 points
Note the rules
(+)(+)=(+)(-)(-)=(+)(-)(+)=(-)(+)(-)=(-)So
Option A -->Negative
Option B-->Positive
Option C –»Negative
Option D —»Positive
Positive product:
[tex]\left(-\dfrac 23 \right) \left(- \dfrac 23 \right)~ \text{and}~ \left(\dfrac 23 \right) \left(\dfrac 23 \right)[/tex]
Negative product:
[tex]\left(-\dfrac 23 \right) \left(\dfrac 23 \right)~ \text{and}~ \left(\dfrac 23 \right) \left(-\dfrac 23 \right)[/tex]
A savings account with compounded interest can be modeled by which type of graph?
O quadratic
O cubic
O exponential
O linear
Answer:
The answer is a linear graph
Step-by-step explanation:
3. Every morning, Matthew fills his dog’s water dish with 16 oz of water. If his dog
finishes his water every day, how many ounces will his dog drink in a week?
How many cups is this?
How many pints is this?
How many quarts is this?
the sum of the polynomials shown below
(10x2 + 3x - 6)
(2x2 9x - 12)
Answer:
[tex] \longrightarrow \sf \purple{ \boxed{ \bold{ \: 12x² + 12x – 18}}}[/tex]
Step-by-step explanation:
Simplify
10x² + 3x – 6 + 2x² + 9x – 12
Steps
1Ox² + 3x- 6 - 2x² + 9x - 12
Step 1:- Group like terms:
= 10x² + 2x²+ 3x + 9x - 6 - 12
Step 2:- Subtract the numbers: – 6–12 = -18
= 10x² + 2x² + 3x + 9x – 18
Step 3:- Add similar elements: 10x² + 2x² – 12x²
= 12x² + 3x + 9x – 18
Step 4:- Add similar elements: 3x + 9x – 12x
= 12x² + 12x – 18
Question 1 of 20 :
Select the best answer for the question.
1. Solve the equation 2y2 - y - 5 = -3 using the quadratic formula.
A. y=-
B. y =
1121
2
11/17
4.
1137
2
1: 121
C. y=-
Do y=
2
Mark for review (Will be highlighted on the review page)
Answer:
B. (solved using the quadratic formula)
The function f(x) = –x2 – 4x + 5 is shown on the graph. On a coordinate plane, a parabola opens down. It goes through (negative 5, 0), has a vertex at (negative 2, 9), and goes through (1, 0). Which statement about the function is true? The domain of the function is all real numbers less than or equal to −2. The domain of the function is all real numbers less than or equal to 9. The range of the function is all real numbers less than or equal to −2. The range of the function is all real numbers less than or equal to 9.
Zeros are (-5,0) and (1,0)
Hence
y=-x²-4x+5y=-[x²+4x-5]y=-[x²+5x-x-5]y=-[x(x+5)-1(x+5)y=-(x-1)(x+5)Yes this is the parabola given
Convert to Vertex form a(x-h)²+kSo
y=-[x²+4x-5]y=-[x²+2(2)(x)-5+9-9]y=-[x²+2(2x)+4-9]y=-[(x+2)²-9]y=-(x+2)²+9As for any real x the function will give a real value [square present] the domain is set of real numbers ≤-2
vertex is maximum
Highest value of y is 9
Hence.
range is ≤9Or in interval notation
range=(-oo,9]Answer:
The range of the function is all real numbers less than or equal to 9.
Step-by-step explanation:
Given:
[tex]f(x)=-x^2-4x+5[/tex]vertex = (-2, 9)x-intercepts = (-5, 0) and (1, 0)Domain: input values (x-values)
Range: output values (y-values)
The domain of the function is not restricted, so the domain is all real numbers.
The leading coefficient of the function is negative, therefore the parabola opens downwards. This means that the vertex is the maximum point.
Therefore, the range will be f(x) ≤ 9 → all real numbers less than or equal to 9.
If f(1) =12 and f(n)= f(n-1) - 4 then which of the following represents the value of f (40)
Solve It for an arithmetic sequence
First term=a=12Common difference=d=-4So
a_n=a+(n-1)dHence
a_40:-
a+(40-1)da+39d12+39(-4)12-156-144Answer:
[tex]f(40)=-144[/tex]
Step-by-step explanation:
Given:
[tex]f(1)=12[/tex][tex]f(n)=f(n-1)-4[/tex]This is a recursive arithmetic sequence since each term is defined using the previous term.
To find the nth term, convert the recursive formula to an explicit formula.
Explicit form of an arithmetic sequence: [tex]a_n=a+(n-1)d[/tex]
where:
[tex]a_n[/tex] is the nth terma is the first termd is the common difference between termsWe have been given the first term: [tex]a=12[/tex]
To get any term from its previous term we subtract 4, so the common different (d) is -4.
Therefore, the formula for the nth term is:
[tex]\implies a_n=12+(n-1)(-4)[/tex]
[tex]\implies f(n)=16-4n[/tex]
To find [tex]f(40)[/tex] simply substitute n = 40 into the explicit formula:
[tex]\implies f(40)=16-4(40)=-144[/tex]
what is the height I need to get a 100 on this one someone help please
Answer:
[tex]\bf 5\:inches[/tex]
Step-by-step explanation:
Missing Height= ?
missing height:-
[tex]\bf 15\:in-10\;in[/tex]
[tex]\bf =5 \; in[/tex]
Therefore, the missing height is 5 inches.
20 characters is all you need
Answer:
For 3:
A) 80 m
B) 2 min
C) From time t=6 min to t=8 min; the slope is the steepest here
D) 50 m/min
For 2:
C) 6,000 ft; the skydiver is 6,000 ft above ground at time t=0
D) The slope is negative, so the skydiver is descending. I cannot read the numbers well enough to determine the value of the slope.
E) 4 min(?)
F) y = 6,000 -(slope)*x
Step-by-step explanation:
As I cannot read some of the numbers, I will explain how to find the slope to you. Pick 2 points on the line. Use (y-y)/(x-x), where y is the height and x is the time.
If f(x) = 2x2 + x − 6 and g(x) = x − 7, find the following limits.
Answer: 4, -40, -3
Step-by-step explanation: got it right
Answer:
4, -40, -3
I hope this helps :)
If vector r = ❬4, 9❭ and s = ❬7, –5❭ then which is r – s?
r – s = ❬–3, 14❭
r – s = ❬3, –14❭
r – s = ❬–11, 4❭
r – s = ❬11, 4❭
Answer:
(a) <-3, 14>
Step-by-step explanation:
Addition and subtraction of vectors and matrices is done on a term-by-term basis.
__
The difference is ...
r - s
= <4, 9> -<7, -5>
= <4 -7, 9 -(-5)>
= <-3, 14> . . . . . . . matches the first choice
Which expression is equivalent to 8x - 2y + x + x ?
x
A 83
B 6x - 2y
C) 4x
D 10x – 2y
Answer:
D:
10x - 2y
Step-by-step explanation:
How much time has passed? Start time: 1:18 a.m. End time: 3:09 a.m.
Answer:
1 hour and 51 minutes
Step-by-step explanation:
Find the difference between the time.
Assume that Quick Release lets go of the ball 6 feet above the ground and the receiver
catches it 6 feet above the ground. The ball reaches a maximum height of 16 feet above
the ground halfway to the receiver. Write an algebraic rule that models the path of the
football. Show all your work and explain your reasoning.
The equation that models the path of the football released from the given position is h(t) = -10 + 25.37t - 16.1t².
Initial velocity of the ball
The initial velocity of the ball is determined by applying third kinematic equation as shown below;
Vf² = V₀² - 2gh
at maximum height, the final velocity, Vf = 0maximum height reached from the point of projection, = 16 ft - 6ft = 10 ft0 = V₀² - 2gh
V₀² = 2gh
V₀ = √(2gh)
V₀ = √(2 x 32.17 x 10)
V₀ = 25.37 ft/s
Equation of motion of the ballThe equation of the ball's motion can be modelled as follows;
h = V₀t - ¹/₂gt²
10 = 25.37t - ¹/₂(32.17)t²
10 = 25.37t - 16.1t²
h(t) = -10 + 25.37t - 16.1t²
Thus, the equation that models the path of the football at any given position is h(t) = -10 + 25.37t - 16.1t².
Learn more about equation of motion here: https://brainly.com/question/25951773
Consider the following two quantities:
•Quantity A:
The slope of graphed line.
•Quantity B:
The y-value of the graphed line’s y-intercept.
Use the graph of the line K to decide which of the following statement is true?
a) Quantity A is greater
b) Quantity B is greater
c) The two quantities are equal
d) The relationship cannot be determined from the indicated information.
The slope of the line is -2.5 and the y-intercept is 2. This shows that the Quantity B is greater that A
How to find the intercept of a lineThe intercept is the point where the line intersects
Determine the slope of the graph using the coordinate points (0, 2) and (0.8, 0)
Slope = -2/0.8
Slope = -2.5
The slope of the line is -2.5 and the y-intercept is 2
This shows that the Quantity B is greater than A
Learn more on equation of a line here:https://brainly.com/question/13763238
What’s the value of x.
Answer:
Step-by-step explanation:
you do 4.0 times 5.1 and i think divide by 2
1/2 4.0(5.1)
GIVING BRAINLIEST
What is the approximate distance between points A and B?
3.61
9.22
10.35
12.62
Answer:
9.22
I really hope it helps
let me know am i right to be shure
Answer:
[tex]9.22[/tex]
Step-by-step explanation:
You would need to use the distance formula to find the approximate distance between points A and B.
[tex]distance=\sqrt{(x_{2}-x_{1})^{2} +(y_{2}-y_{1})^2}[/tex]
[tex]\sqrt{((-2)-4)^{2} +((-4)-3)^2}[/tex]
[tex]\sqrt{(-6)^{2} +(-7)^2}\\[/tex]
[tex]\sqrt{36 +49}[/tex]
[tex]\sqrt{85}[/tex]
[tex]\sqrt{85}=9.219544457=9.22[/tex]
Therefore, the approximate distance between points A and B is 9.22.
Complete the rule for the
function table.
rule
[?]
input
Х
5
6
7
vo X
output
у
25
30
35
Answer:
its 35 home boy give me brainliest
Step-by-step explanation:
Different names are written onto sticks and placed into a cup. A
stick is chosen 100 times, out of which Lyla's name is chosen 23
times. Based on the results, how many times should Lyla expect her
name to be drawn if 320 sticks are drawn?
Answer:
73.6 (or actually 74 - you can't have 0.6 times)
Step-by-step explanation:
here, you're effectively just multiplying fractions.
it is 23/100 that were drawn but 320 is 3.2 X 100 so all you have to do is multiply 23 by 3.2 which is 73.6
The length of a rectangular shed is 15 feet and its width is 5 feet. What is the area
Answer:
75
Step-by-step explanation:
15 multiplied by 5 is 75
length x width
how many cups are one and one half
Answer:
two half
Step-by-step explanation:
because one plus one half equals two half
Answer:
1.5 cups.
1 / 2.33... quarts.
24 tbsp.
12 ounces.
3/32 gallon.
72 tsp.
Step-by-step explanation:
Measurments for liquid are wierd. mashup of every country. us anyway
A (1,7)
B(8,-5)
distance formula
Answer:
The distance betweem the two points is about 14
Step-by-step explanation:
The distance formula is [tex]d=\sqrt{(x_{2}-x_{1})^{2}+(y_{2}-y_{1})^{2}}[/tex]
According to the problem: [tex]x_{2}=8[/tex], [tex]x_{1} =1[/tex], [tex]y_{2} =-5[/tex], and [tex]y_{1} =7[/tex]
Substitute these numbers into the problem to get [tex]d=\sqrt{(8-1)^{2}+(-5-7)^{2}}[/tex]
[tex](8-1)^2=(7)^2=49[/tex]
[tex](-5-7)^2=(-12)^2=144[/tex]
[tex]\sqrt{49+144}=\sqrt{193} =13.8923349894[/tex]
You can round this number to approximately 14.
Help picture below problem 5
[tex]\angle F+ \angle E = 180^{\circ}\\\\ \implies \angle F + 164^{\circ} = 180^\circ\\\\\implies \angle F = 180^\circ - 164^\circ\\\\\implies \angle F= 16^\circ[/tex]
how do you multiply 16.02 by 3.5
16.02 x 3.5 = 56.07
hope this helps!
Answer:
56.07 is the answer
I hope this is useful
Minerals and deposits are connected because
Step-by-step explanation:
This particular mineral was found in Finland. A mineral is a naturally occurring crystalline solid that cannot be physically broken down into smaller components. Deposits of minerals form when a medium that contains and transports mineral-making ore releases and deposits the ore.
What is the value of x in the figure below?
15
C
D
B
X
20
A.
20
15
B. 10
C. 300
D. 5
E 20
OF
F.
45
4
Answer:
choice f
Step-by-step explanation:
take ∆ abc
ab^2 = ac^2 + ab^2
400 = 225 + ab^2
ab =√ 175
∆aDB
bd = 20-x
ad^2 = 175 -(20-x)^2
∆acd
225 = x^2 + 175 - 400+ 40x - x^2
225 = -225 + 40x
450 = 40x
x = 45/4
Presley is marking the lines for a soccer field. She needs to form a right triangle near the goal. She measures the lengths of her sides as 9 yards, 6 yards and √45 yards.
Did Presley form a right triangle? Why?
Yes, because 6 squared + 9 squared = (startRoot 45 EndRoot) squared
Yes, because 6 squared + (StartRoot 45 EndRoot) squared = 9 squared
No, because 6 squared + 9 squared not-equals (StartRoot 45 EndRoot) Squared
No, because 6 squared + (StartRoot 45 EndRoot) squared not-equals 9 squared
Answer:
Yes, because 6 squared + (StartRoot 45 EndRoot) squared = 9 squared
Step-by-step explanation: its to late but i just want points
Answer:
B) Yes, because 6 squared + (...
Proof:
Seetha, the receptionist of Mind Zone – a mind game center, recorded the number of visitors per day in her logbook and calculated the average per week. While doing the monthly updates she noticed that the data on a particular day is missing as water spilled over it.
What would be the missing value?
Since Seetha calculated the average number of visitors per week, the missing value is the average multiplied by 7, less the total of the non-missing values.
How is a missing value calculated from an average number?If a number is missing from an average number, we can find the missing number by following these steps:
Add the non-missing numbers.Multiply the mean or average by the total number of variables (e.g. number of days in a week).Subtract the value of the non-missing numbers from the sum in (2) above.Thus, since Seetha calculated the average number of visitors per week, the missing value is the average multiplied by 7, less the total of the non-missing values.
Learn more about finding a missing number from an average at https://brainly.com/question/17018676
3/5 x 4 as a fraction
could i have some help?
if you want another 50 you could answer the question i asked before this one lol
Answer:
Factoring out Greatest Common Factor (GCF)
[tex]6xy+12x^2y^2-4x^3y^3[/tex]
Factor out greatest common term [tex]2xy[/tex]:
[tex]\implies 2xy(3+6xy-2x^2y^2)[/tex]
Factoring by Grouping
[tex]20x^2+11x-3[/tex]
[tex]\implies a=20, b=11, c=-3[/tex]
[tex]\implies ac=20 \cdot -3=-60[/tex]
Find 2 two numbers that multiply to ac (-60) and sum to b (11)
Factors of 60: 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, 60
Therefore, the two numbers are 15 and -4
Rewrite b as the sum of these 2 numbers:
[tex]\implies 20x^2+15x-4x-3[/tex]
Factorize the first two terms and the last two terms separately:
[tex]\implies 5x(4x+3)-1(4x+3)[/tex]
Factor out the common term (4x + 3):
[tex]\implies (5x-1)(4x+3)[/tex]
Factoring by Grouping
[tex]3x^2+3xa-2x-2a[/tex]
Factorize the first two terms and the last two terms separately:
[tex]\implies 3x(x+a)-2(x+a)[/tex]
Factor out the common term (x + a):
[tex]\implies (3x-2)(x+a)[/tex]