The following subjects reference the same area on a polynomial graph: zeros,
solutions, roots, x-intercepts, and factors.
True or false?
Zeros, solutions, roots, x-intercepts, and factors are subjects that reference the same area on a polynomial graph.
What is a polynomial graph?A polynomial graph can be defined as a type of graph that can be used to represent only positive (non-negative) integer exponents of a variable in an equation.
This ultimately implies that, a polynomial graph touches the x-axis at zeros, solutions, roots, x-intercepts, and factors with even multiplicities.
In conclusion, we can logically deduce that zeros, solutions, roots, x-intercepts, and factors are subjects that reference the same area on a polynomial graph.
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Find all real zeros for the function y= -5x - 7
A. -5
B. -5, -7
C. 7/5
D. - 7/5
if ABC is a isosceles triangle with sides(2a+b)cm, (6a+2b+1)cm and a base of 4a cm, if it's perimeter is 28 find sides
Answer:
a=1.5, b= 3
Step-by-step explanation:
sum of all sides will give us perimeter. Therefore
2a+b+6a+2b+1+4a=28
12a+3b+1=28
12a+3b=27....eqn1
since t two sides of this isosceles triangle are equal:
2a+b=4a
2a=b
[tex]a=\frac{b}{2}[/tex]
substituting [tex]\frac{b}{2}[/tex][tex].[/tex] in the first equation whenever we encounter a we will have:
[tex]12(\frac{b}{2})+3b=27\\[/tex]
6b+3b=27
9b=27
b=3
therefore [tex]a= \frac{b}{2} =\frac{3}{2} =1\frac{1}{2} or 1.5[/tex]
This table represents a linear function. x y 0 5 5 15 This graph represents another function.The greater unit rate of the two functions is . The greater y-intercept of the two functions is
The greater unit rate (slope) of the two functions is 2 (of the first function).
The greater y-intercept of the two functions is 6 (of the second function).
The unit rate (slope) of a linear function is the rise (or fall) in the independent variable for a unit change in the dependent variable.
When the linear function goes through the points (x₁, y₁) and (x₂, y₂), then the unit rate (slope) can be calculated as (y₂ - y₁)/(x₂ - x₁).
The first function goes through the points (0, 5) and (5, 15).
Thus unit rate (slope) of the first function = (15 - 5)/(5 - 0) = 2.
The second function goes through the points (0, 6) and (-4, 0).
Thus unit rate (slope) of the second function = (6 - 0)/(0 - (-4)) = 1.5.
Therefore, the greater unit rate (slope) of the two functions is 2 (of the first function).
The y-intercept of a linear function is the y-coordinate of the point at which the graph of the function intersects the y-axis. It is also shown as the point (0, b).
The y-intercept of the first function is 5, as it passes through the point (0, 5).
The y-intercept of the second function is 6, as it passes through the point (0, 6).
Therefore, the greater y-intercept of the two functions is 6 (of the second function).
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Answer:
2 and 6
Source:
Trust me bro
Compare the graph of g(x) = -0.3x² + 7 with the graph of p(x) = x².
The graph of g(x) is wider.
The graph of q(x) opens downward and the graph of p(x) op
Both have the axis of symmetry x = 0.
The vertex of q(x) is (0, 7); the vertex of p(x) is (0, 0).
O The graph of q(x) is narrower.
The graph of q(x) opens downward and the graph of p(x) op
Both have the axis of symmetry x = 1.
The vertex of q(x) is (1, 7); the vertex of p(x) is (1, 0).
The graph of q(x) is wider.
Both graphs open upward.
Both have the axis of symmetry x = 1.
The vertex of q(x) is (1, 7); the vertex of p(x) is (1, 0).
The graph of q(x) is narrower.
Both graphs open downward.
Both have the axis of symmetry x = 0.
The vartov nf n/v) is in 7) the vartav nf n/v) ie in my
Answer:
Step-by-step explanation:
Below is the graphs of the given g(x) and p(x)
g(x) is green
p(x) is blue
The graph of g(x) is wider.
The graph of g(x) opens downward
Both have the axis of symmetry x = 0
The vertex of g(x) is (0, 7); the vertex of p(x) is (0, 0).
The graph of g(x) opens downward and the graph of p(x) opens upward
The graph of g(x) is wider.
(a) Find the equation of the normal to the hyperbola x = 4t, y = 4/t at the point (8,2).
The slope of the tangent line to the curve at (8, 2) is given by the derivative [tex]\frac{dy}{dx}[/tex] at that point. By the chain rule,
[tex]\dfrac{dy}{dx} = \dfrac{dy}{dt} \times \dfrac{dt}{dx} = \dfrac{\frac{dy}{dt}}{\frac{dx}{dt}}[/tex]
Differentiate the given parametric equations with respect to [tex]t[/tex] :
[tex]x = 4t \implies \dfrac{dx}{dt} = 4[/tex]
[tex]y = \dfrac4t \implies \dfrac{dy}{dt} = -\dfrac4{t^2}[/tex]
Then
[tex]\dfrac{dy}{dx} = \dfrac{-\frac4{t^2}}4 = -\dfrac1{t^2}[/tex]
We have [tex]x=8[/tex] and [tex]y=2[/tex] when [tex]t=2[/tex], so the slope at the given point is [tex]\frac{dy}{dx} = -\frac14[/tex].
The normal line to the same point is perpendicular to the tangent line, so its slope is +4. Then using the point-slope formula for a line, the normal line has equation
[tex]y - 2 = 4 (x - 8) \implies \boxed{y = 4x - 30}[/tex]
Alternatively, we can eliminate the parameter and express [tex]y[/tex] explicitly in terms of [tex]x[/tex] :
[tex]x = 4t \implies t = \dfrac x4 \implies y = \dfrac4t = \dfrac4{\frac x4} = \dfrac{16}x[/tex]
Then the slope of the tangent line is
[tex]\dfrac{dy}{dx} = -\dfrac{16}{x^2}[/tex]
At [tex]x = 8[/tex], the slope is again [tex]-\frac{16}{64}=-\frac14[/tex], so the normal has slope +4, and so on.
Given z1 = startroot 2 endroot (cosine (startfraction 3 pi over 4 endfraction) i sine (startfraction 3 pi over 4 endfraction) ) and z 2 = (cosine (startfraction pi over 2 endfraction) i sine (startfraction pi over 2 endfraction) ) , what is the value of z1 – z2?
The subtraction of complex numbers [tex]z_{1} -z_{2}[/tex] is cos(π)+i sin(π).
Given [tex]z_{1} =\sqrt{2}[/tex][cos(3π/4+i sin(3π/4) and [tex]z_{2}[/tex]=cos (π/2) +i sin(π/2)
We have to find the value of [tex]z_{1} -z_{2}[/tex].
A complex number is a number that includes real number as well as a imaginary unit in which [tex]i^{2} =1[/tex]. It looks like a+ bi.
We have to first solve [tex]z_{1} and z_{2}[/tex] and then we will be able to find the difference.
[tex]z_{1} =[/tex][tex]\sqrt{2}[/tex][ cos (3π/4)+i sin (3π/4)]
[tex]=\sqrt{2}[/tex][cos(π-π/4)+ i sin (π-π/4)]
=[tex]\sqrt{2}[/tex] [-cos(π/4)+sin (π/4)]
=[tex]\sqrt{2}[/tex](-1/[tex]\sqrt{2}[/tex]+1/[tex]\sqrt{2}[/tex])
=[tex]\sqrt{2} *0[/tex]
=0
[tex]z_{2} =[/tex]cos(π/2)+i sin (π/2)
=0+i*1
=1
Now putting the values of [tex]z_{1} and z_{2}[/tex],
[tex]z_{1} -z_{2} =0-1[/tex]
=-1
=-1+i*0
=cos (π)+i sin(π)
Hence the value of difference between [tex]z_{1} and z_{2}[/tex] is cos(π)+i sin(π).
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Are there any other types of numbers other then real and imaginary numbers
Answer:
Yes
Step-by-step explanation:
In mathematics, there are real numbers, imaginary numbers, and complex numbers. Is there any other category? We have infinite Cardinal and Ordinal numbers, not covered above.
Step-by-step explanation:
that is a tricky question.
basically all numbers we know are either a real or an imaginary number.
but there are many sub-types and one super-type that are defined in mathematics.
the superset of real and imaginary numbers is called complex numbers. that means it contains all real and all imaginary numbers.
the real numbers have then many sub-types :
e.g.
natural numbers
whole numbers
integer numbers
rational numbers
irrational numbers
so, you see, if the question means if there are any additional forms of numbers than real and imaginary numbers, then no.
if the question means if there are more number type definitions than just real and imaginary numbers, then yes.
140⁰
D 20⁰
Z 180°
O True
1350
O False
CA
90°
60°
45°
m₂ COX= mzAOX+ m2 COA.
40⁰
The given statement m<COX = m<COA + <AOX is TRUE
What is a protractor?A protractor is a mathematical instrument for measuring angle. From the given protractor, we have that;
The measure of angle COA and angle AOX is equivalent to angle COA. Mathematically;
m<COX = m<COA + <AOX
This shows that the given statement is TRUE
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x + 2y = -4
2x + 3y = 1
Answer:
(14, -9)
Step-by-step explanation:
So you can solve this using substitution. When you're solving a systems of equations, you're looking for when (x, y) is the same for both equations, or in other words where the two linear equations intersect. Because of this we can solve for x or y in one equation and substitute it into the other equation, since the x and y in one equation should equal the x and y in the other equation.
Original equation:
x + 2y = -4
Subtract 2y from both sides
x = -2y - 4
Original equation:
2x + 3y = 1
Substitute -2y -4 as x
2(-2y - 4) + 3y = 1
Distribute the 2
-4y - 8 + 3y = 1
Combine like terms
-y - 8 = 1
Add 8 to both sides
-y = 9
Multiply both sides by -1
y = -9
So now that you know what y is, you can plug it into either equation to solve for x:
x + 2y = -4
Plug in -9 as y
x + 2(-9) = -4
Multiply
x - 18 = -4
Add 18 to both sides
x = 14
So this gives you the solution (14, -9)
15. Ms. Goldman is thinking of a number that is less than 20 and has three factor pairs. She says
that if she adds the factors in each factor pair the sums are 19, 11 and 9. What is her number?
Number 15.
Answer:
18
Step-by-step explanation:
Let x be the unknown number.
Given information:
x < 20x has 3 factor pairs with sums of 19, 11 and 9Factor Pair:
A pair of numbers that multiply together to give the original number.
We can immediately discount prime numbers since prime numbers only have one factor pair: itself and one.
Remaining numbers: 1, 4, 6, 8, 9, 10, 12, 14, 15, 16, 18.
Of the remaining numbers, only 12, 16 and 18 have more than 2 pairs of factors:
Factors of 12: 1 and 12, 2 and 6, 3 and 4
Factors of 16: 1 and 16, 2 and 8, 4 and 4
Factors of 18: 1 and 18, 2 and 9, 3 and 6
If the pairs of factors sum to 19, 11 and 9, then the number must be 18.
Create both a tree diagram AND sample space of all possible boy/girl births in a family of three kids.
1. How many outcomes are there?
2. What is the probability of all three kids being boys?
3. What is the chance of only the middle kid being a girl?
4. What is the probability of there being at least two boys?
5. What is the chance of there being at most one girl?
Answer: Sample space: {BBB, BBG, BGB, BGG, GBB, GBG, GGB, GGG}
1. 8 outcomes in total
2. 1/8 or 0.125
3. 1/2 or 0.5
4. 1/2 or 0.5
5. 3/8 or 0.375
Step-by-step explanation:
1. As shown by the sample space and the tree diagram, there are 8 total possibilities.
2. There is only a 1/8 or 0.125 chance of there being all boys, which is BBB
3. There are 4 outcomes that allow the middle child to be a girl, and 4/8 = 1/2. There will only be a girl middle child with BGB, GGG, BGG, and GGB.
4. We can think of at least as meaning no less than two boys, which includes two to three boys. The only outcomes that have either two or three boys is BBB, BBG, BGB, GBB. 4/8 = 1/2.
5. We can think of at most as meaning no more than one girl. The only outcomes that have only one girl are BBG, BGB, and GBB, which is 3/8.
Classify the graph as a linear function, nonlinear function, or relation (non- function). -i0- O A. Nonlinear function O B. Linear function C. Relation
Answer:
I need to see the graph
No explanation
For a population with μ = 60 , z-score =3.15, and σ = 10. Find random variable / data value X . Round your answer to the nearest hundredths place. Round your answer to 2 decimal places.
Answer:
X = 91.50
Step-by-step explanation:
The relation that defines a Z value can be used to find an X value when the appropriate parameters are given.
Z-scoreThe equation for finding the Z-score associated with an X-value is ...
Z = (X -μ)/σ
Solving this for X using the values given, we have ...
3.15 = (X -60)/10
31.5 = X -60 . . . . . . . multiply by 10
91.5 = X . . . . . . . . add 60
The random variable value is ...
X = 91.50
Marcelina uses a blend of white corn and yellow corn to make tortilla chips at her restaurant. She needs to buy 50kg, end text of corn in total for her next order. White corn costs $0.30 per kilogram, yellow corn costs $.015 per kilogram, and she wants to spend 12 dollars total.
What does point F represent in this context?
Answer:
Marcelina spends less that the intended amount of money and buy less than enough corn
The point F tells us that Marcelina spends the intended amount of money and she buys more than the intended amount of corn.
How to solve the graphFrom the question the entire kg of maize that she buys from what we see in the graph is
50 + 20 = 70kg
But the amount that she was supposed to buy is 50 kg
Hence the point F shows that she spent the money the way she wanted to use in to buy the product.,
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A nutritionist wants to determine how much time nationally people spend eating and drinking. Suppose for a random sample of 972 people age 15 or older, the mean amount of time spent eating or drinking per day is 1.54 hours with a standard deviation of 0.65 hour. Complete parts (a) through (d) below.
The correct answers to the question are:
A. b
B. c.
C. (1.486, 1.594)
d. b
A. why a large sample size is needed to calculate a confidence intervalThis is because it would help to make the mean normal. This is given that the distribution for eating and drinking is not properly skewed.
B. The random sample of 972 is less than the population by 5 percent so it can be said to have satisfied the requirement. option c
C. sample size n = 972
mean = 1.54
sd = 0.65
1 - 0.99 = 0.01
Z0.01/2 = 2.58
The confidence interval would be gotten as
1.54 ± 2.58 ( 0.65/√972)
= 1.54 ± 2.58*0.021
= 1.54 - 0.054 , 1.54 + 0.054
= (1.486, 1.594)
d. The correct answer is b. The mean may differ given that the interval is about those that are 15 or more.
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Complete question5. A nutritionist wants to determine how much time nationally people spend eating and drinking. Suppose for a random sample of 969 people age 15 or older, the mean amount of time spend eating or drinking per day is 1.85 hours with a standard deviation of 0.67 hours. Complete parts (a) through (d) below.
A). A histogram of time spends eating and drinking each day is skewed right. Use this result to explain why a large sample size is needed to construct a confidence interval for the mean time spent eating and drinking each day.
a. The distribution of the sample mean will always be approximately normal.
b. Since the distribution of time spent eating and drinking each day is not normally distributed (skewed right), the sample must be larger so that the distribution of the sample mean will be approximately normal.
c. Since the distribution of time spent eating and drinking each day is normally distributed, the sample must be larger so that the distribution of the sample mean will be approximately normal.
d.The distribution of the sample mean will never be approximately normal.
B). In 2010, there were over 200 million people nationally age 15 or older. Explain why this, along with the fact that the data were obtained using a random sample, satisfies the requirements for constructing a confidence interval.
a. The sample size is less than 10% of the population.
b. The sample size is greater than 5% of the population.
c. The sample size is less than 5% of the population.
d. The sample size is greater than 10% of the population.
C). Determine and interpret a 99% confidence interval for the mean amount of the time Americans age 15 or older spend eating and drinking each day. Select the correct choice and fill in the blanks.
a. There is a 99% probability that the mean amount of time spent eating and drinking per day is between _____ and _____ hours.
b. The nutritionist is 99% confident that the amount of time spent eating and drinking per day for any individual is between _____ and _____ hours.
c. The nutritionist is 99% confident that the mean amount of time spent eating and drinking per day is between _____ and _____ hours.
d. The requirements for conducting a confidence interval are not satisfied.
D). Could the interval be used to estimate the mean amount of time a 9 year old spends eating and drinking each day?
a. Yes; the interval is about the mean amount of time spend eating and drinking per day for people age 15 or older and can be used to find the mean amount of time spent eating and drinking per day for a 9 year olds.
b. No; the interval is about people age 15 or older. The mean amount of time spent eating and drinking per day for 9 years old may differ.
c. No; the interval is about individual time spent eating and drinking per day and cannot be use to fin the mean time spent eating and drinking per day for specific age.
d. Yes; the interval is about individual time spent eating and drinking per day and can be used to find the mean amount of time a 9 year old spends eating and drinking each day.
e. A confidence interval could not be constructed in part (c)
Given that
10 - V18 = a + bV2 , where a and b are integers.
V2
Find the values of a and b.
The values of a and b if they are integers are -10 and 3
Equations and surdSurd functions are square root of prime numbers. Given the following equation;
10 - √18 = a +b√2
Equate the real and surd part to form the equation
b√2 = √18
2b² = 18
b² = 9
b = 3
Similarly
a = -10
Hence the values of a and b if they are integers are -10 and 3
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Can anybody tell me how to solve this?
The real risk free rate is 2%. The inflation premium for the next three years is 4.0%. The maturity risk premium for three year bonds is 3.7%. Liquidity premium is 3% and default risk premium is 3.5%. What is the nominal rate on a three year Treasury Bond?
answer in % without the symbol
The nominal rate on a three year Treasury Bond, which is the risk-free rate plus the inflation premium, is 6%.
What are nominal rates?The nominal interest rate (also known as the money interest rate) is the percentage of interest that the borrower pays to the lender for a loan.
The nominal interest rate includes the real rate and the inflation premium.
Data and Calculations:Risk-free rate = 2%
Inflation premium = 4.0%
Maturity risk premium = 3.7%
Liquidity premium = 3%
Default risk premium = 3.5%
Nominal rate for Treasury Bond = Risk-free rate plus Inflation premium
= 6% (2% + 4%)
Thus, the nominal rate on a three year Treasury Bond is 6%.
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In the dining room how many circles are there for each square HELP
Whih number produces a rational number multiplied by 0.5
The question is incomplete. Please find the full content below.
Which number produces a rational number multiplied by 0.5
(C) 2.22 produces a rational number multiplied by 0.5.
If a number can be expressed by p/q form where p and q are whole numbers and q does not equal to 0, is called a Rational number.
If a number cannot be expressed as above then that number is called Irrational Number.
In simple term, we can say that the never-ending decimal numbers and square roots of non perfect square numbers are Irrational Numbers.
Product of two rational numbers is always a rational and the product of one rational and one irrational is always an irrational number.
Here given that the number is 0.5 which is clearly a rational number.
In order to get a rational number, we have to multiply another rational number with that.
In the given choices,
[tex]\pi=3.14......[/tex]
is a never-ending decimal number that is irrational.
7 is not a perfect square so
[tex]\sqrt{7}[/tex]
is an irrational number.
2.020020002.... is also a never-ending decimal number hence it is irrational.
Only 2.22 is rational here.
So multiplication of 2.22 and 0.5 produces a rational number since the product of two rational numbers is always a rational number.
Hence option (C) is correct.
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Find the future value if $25000 is invested at 20% for 15 years compounded continuously
The future value of the amount is $458,083.92.
What is the future value?The formula for calculating future value when there is continuous compounding is :
A x e^r x N
Where:
A= amount e = 2.7182818 N = number of years r = interest rate25,000 x e^0.20 x 15 = $458,083.92
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Edith’s age is 1/4 of Ronald’s age. In how many years will Edith’s age be 1/3 of Ronald’s age if Edith is 20 years old?
Answer:
10
Step-by-step explanation:
x = Edith's age = 20 years
y = Ronald's age
x = 20 = y/4
y = 20×4 = 80 years
in z years we have
(x + z) = (y + z)/3
(20 + z) = (80 + z)/3
3(20 + z) = 80 + z
60 + 3z = 80 + z
60 + 2z = 80
2z = 20
z = 10
in 10 years Edith's age will be 1/3 of Ronald's age.
then Edith will be 30, and Ronald will be 90.
30 = 90/3
correct.
DUE SOON!! URGENT!!!
Which table represents a linear function?
Answer:
C
Step-by-step explanation:
please mark brainliest if correct
Willey’s Grill & Restaurant Corporation wholesales ovens and ranges to restaurants throughout the Southwest. Willey’s Grill & Restaurant, which had 335,000 shares of common stock outstanding, declared a 2-for-1 stock split. This information has been collected in the Microsoft Excel Online file. Open the spreadsheet, perform the required analysis, and input your answers in the questions below.
a. The number of shares outstanding after the stock split by Willey’s Grill & Restaurant Corporation is 670,000 (335,000 x 2).
b. If the common stock had a market price of $510 per share before the stock split, the approximate market price per share after the split is $255 ($510/2).
What is a stock split?A stock split is a way that a corporation increases the number of its shares by increasing or decreasing the number of shares outstanding.
When a stock split increases the number of outstanding shares, the market price reduces proportionately.
Question Completion:a. What will be the number of shares outstanding after the split? Round your answer to the nearest whole number.
b. If the common stock had a market price of $510 per share before the stock split, what would be an approximate market price per share after the split? Round your answer to the nearest dollar.
Thus, the stock split increased the outstanding shares to 670,000 while reducing the market price to $255.
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I forgot how to find the x coordinates for the intersection already :( I will be very much appreciated if I could get a step by step clear solution for both answers!
(Question b)
In the graph,
Amplitude = 1.5 units
Period = 180°
The x-intercepts are 40°, 140°, 220°, and 320°
Determining x-interceptsFrom the question, we are to determine the amplitude, period and the x-intercepts of the given graph
Amplitude is the distance from rest to crest.
In the graph,
Amplitude = 1.5 units
Period is how long from crest to crest OR trough to trough
In the graph,
Period = 180°
x-intercepts refers to the points where the graph cuts the x-axis
In the graph,
The x-intercepts are 40°, 140°, 220°, and 320°
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fin the domain of the function
f(x)=x^2+7
Answer:
All real numbers
Step-by-step explanation:
there arent any domain restrictions
What is 42% of 17?
round up
Hello
42. ?
100 17
We use cross product.
[tex] \frac{42 \times 17}{100} = 7.14[/tex]
42% of 17 => 7.14
Have a nice day ;)
[tex]\huge\text{Hey there!}[/tex]
[tex]\huge\textbf{Question reads....}[/tex]
[tex]\large\textbf{What is 42\% of 17?}[/tex]
[tex]\huge\textbf{Answering your question}[/tex]
[tex]\mathbf{42\% \ of \ 17}[/tex]
[tex]\huge\textbf{Translating it to easier to terms}[/tex]
[tex]\mathbf{42\% \ of \ 17}[/tex]
[tex]\mathbf{= 42\%\times 17}\\[/tex]
[tex]\mathbf{= \dfrac{42}{100}\times 17}[/tex]
[tex]\mathbf{= \dfrac{42\div2}{100\div2}\times17}[/tex]
[tex]\mathbf{= \dfrac{21}{50}\times17}[/tex]
[tex]\mathbf{= \dfrac{21}{50} \times \dfrac{17}{1}}[/tex]
[tex]\mathbf{= \dfrac{21\times17}{50\times1}}[/tex]
[tex]\mathbf{= \dfrac{357}{50}}[/tex]
[tex]\mathbf{= 357 \div 17}[/tex]
[tex]\mathbf{= 7.14}[/tex]
[tex]\huge\textbf{Answer }\bf \huge\boxed{\downarrow}[/tex]
[tex]\huge\text{Therefore, your answer should be: \boxed{\mathsf{7.14}}}\huge\checkmark[/tex]
[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]
~[tex]\frak{Amphitrite1040:)}[/tex]
¿What is the area and volume of a cube that has edges 5 m long?
Answer:
Area = 150 m²
Volume = 125 m³
Step-by-step explanation:
• The surface area of a cube is given by the formula:
[tex]Area = 6r^2[/tex]
where r is the length of an edge of the cube = 5 m.
∴ Area = 6(5)²
= 6(25)
= 150 m²
• The volume of a cube is given by the formula:
[tex]Volume = r^3[/tex]
∴ Volume = (5)³
= 125 m³
[tex]\: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: {\large{\textsf{\textbf{\underline{\underline{Answer :}}}}}}[/tex]
We use the formulas for the area and volume of the cube, assuming that the length [tex] \bold{A=5m}[/tex]
[tex] \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \bold\red \: \bold \red A \purple = \bold \blue6 \bold \blue a {}^{ \bold \orange2} [/tex]
[tex] \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \bold \red A \purple= \bold \blue6 \bold \blue \: \: \blue • \: \: \bold \blue5 {}^{ \bold\orange{ 2}} [/tex]
[tex]\: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \bold \red A \purple= \bold \blue 1 \bold \blue5 \bold \blue0 \bold \blue m {}^{ \bold \orange2} [/tex]
Now we will find the volume of the cube :-
[tex] \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \:\bold \red V \purple = \bold\blue a {}^{ \bold \orange3} [/tex]
[tex] \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \bold \red V \purple = \bold \blue 5 {}^{ \bold \orange3} [/tex]
[tex] \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \bold \red V \purple = \blue{ \bold{125m}} {}^{ \bold \orange3} [/tex]
Answer: The area of the cube is 150 m² and the volume it Equal a 125 m³
I hope I've helped : )
Choose what the expressions below best represent within the context of the word problem.
The tens digit of a number is twice the ones digit. The sum of the digits in the number is 12. What is the number?
x represents
the ones
digit
2x represents
the tens
digit
The number which represent tens digit of a number is twice the ones digit is;
x represents the ones digit2x represents the tens digitWord problemComplete question:
The tens digit of a number is twice the ones digit. The sum of the digits in the number is
12. What is the number?
x represents ones digit2x represents tens digitLearn more about place value:
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What is the range for y=x^2-7x-8 ?
Answer:
[-20.25;+∞).
Step-by-step explanation:
1) according to the properties of the given parabola the minimum is:
[tex]x_0=-\frac{-7}{2}=3.5; \ y_0=-20.25;[/tex]
2) y₀=-20.25 means, the value -20.25 is minimum of the range, the maximum →+∞;
3) finally, the range y≥-20.25.