What is the square root of my juicy as.s


A.1000000000000
B.10
C.1
D.1000000000000000000000000000000000000000000000000000000

The Formula for the nature of roots is D = b² - 4ac .

The Nature Of Roots of the quadratic equation "ax² + bx + c" formula can be determined by the discriminant formula ,

the discriminant formula is D = b² - 4ac ; where a is the coefficient of x² and b is the coefficient of x .

If the value of Discriminant is greater than 0 , then the roots are Real and distinct .

If the value of Discriminant is 0 , then the roots are Real and Equal .

If the value of Discriminant is less than 0 , then the roots are Imaginary and conjugate .

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The value of "i" multiplied by the cube is

-i = i³

Numerical sets are groupings of numerical values that have a particularity in common, they can be integers, decimals, fractions, among others.

Among the numerical sets there is one that we call complex numbers, which include values that are not real, such as "i" a letter that denotes that it is an imaginary number.

In function to this type of numbers there is a particular value and it is the "i" which is the result of the square root of -1, then we have:

√(-1) = i

From this definition, we can know the value of i³, as a multiplication of the following form:

[√(-1)]² = i²

(-1) = i²

i × (-1) = i× i² = i³

-i = i³

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To prove a congruence statement, you need to demonstrate that two figures are congruent by showing that they have the same size and shape. This can be done by showing that they have the same lengths for corresponding sides and the same measures for corresponding angles. Alternatively, congruence can be proved using transformations, such as translation, rotation, and reflection.

For instance, given that ABCDEF, side AB corresponds to side DE because each is made up of the first two letters, side AC corresponds to side DF because each is made up of the first and last letters, and side BC corresponds to side EF because each is made up of the last two letters.

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The rectangular garden's width is 15 units, and Gabriella needs 120 meters of fence to enclose it.

The perimeter of a rectangle is the length of its side boundaries. A rectangle's perimeter is equal to twice the product of its length and width.

[tex]P=2(l+w)[/tex]

In this case, the rectangle's length is (l) and its width is (w).

Assume for a moment that the garden is l units long. The garden is three times longer than it is wide, w. Thus,

[tex]l=3w[/tex]

Gabriella requires 120 meters of fencing to enclose a square garden. The perimeter of the rectangular garden is the same height as this fence. Thus,

[tex]P=2(l+w)\\120=2(l+w)[/tex]

Add this equation with the length value from equation 1.

[tex]120=2(3w+w)\\3w+w=\frac{120}{2} \\4w=60\\w=\frac{60}{4} \\w=15[/tex]

Gabriella needs 120 meters of fence to enclose the rectangular garden, which has a width of 15 units.

The complete question is:-

Gabriella needs 120 meters of fence to surround a rectangular garden. The length of the garden is three times its width, w. How wide is the fence?

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Answer:

Step-by-step explanation:

Slope (m) = ΔY/ΔX = 1/4 =0.25

Answer:

Step-by-step explanation:

The statement that best explains whether △JKL is congruent to △MNPis:

"​△JKL is congruent to △MNP because △JKL can be mapped to △MNP by a reflection across the x-axis followed by a rotation of 180° about the origin." (Option B).

A reflection is referred to as a flip in geometry. A reflection is the shape's mirror image. The line of reflection is formed when an image reflects through a line.

A figure is said to mirror another figure when every point in one figure is equidistant from every point in another figure.

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The continuity of the piece-wise functions is defined as follows:

1. Not continuous.

2. Not continuous.

3. Not continuous.

A piece-wise function is a function that has multiple definitions, depending on the input.

Then the function is classified as continuous if the lateral limits at the points that the function change the definition are equal, and also equal to the numeric values of the function.

None of the functions in this problem are continuous, as:

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The equation in slope intercept form of line , parallel to the line 6x - y = 1 and passing through point (-2,2) is y = 6x + 14  .

When the two line are parallel , then their slopes are same .

the required line is parallel to the given line 6x - y = 1 ,

rewriting it , we get ;

y = 6x - 1 ;

on comparing it with the slope intercept form of line , "y = mx + c" ,

we get ,

slope(m) ⇒ 6 .

So , the equation of the required line becomes ⇒ y = 6x + c ;

Since this line passes through the point (-2,2) ,

we get ,

2 = 6(-2) + c ;

2 = -12 + c ;

c = 12 + 2 ;

c = 14  .

the equation becomes ⇒ y = 6x + 14 .

Therefore , the equation of the line is y = 6x + 14 .

The given question is incomplete , the complete question is

What is the equation in slope intercept form of the line that is parallel to the given line 6x - y = 1 and passes through point (-2,2) ?

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The factored form of 3x² + 14x + 8 is (3x + 4)(x + 2).

Factor is a number that can be divided evenly into another number. Factors are used in mathematics to simplify equations, calculate percentages, and solve problems. Factors can also be used to identify the greatest common factor (GCF) between two or more numbers. Factors can also be used to find the least common multiple (LCM) of two or more numbers.

This is the product of the two binomials (3x + 4) and (x + 2),which are the factors of the equation.

The process of factoring an equation involves breaking it down into its component parts,

which in this case are 3x² + 14x + 8. The factors of this equation are determined by first finding the greatest common factor (GCF) of the terms, which in this case is 3x + 4.

Then, the GCF is divided by each of the terms to determine the other factor. For example, 3x² / 3x + 4 =x + 2.

When the two factors are multiplied together, the result is the original equation.
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The number of milliliters of acetaminophen for a 55 kg child is 11 ml

Since a Pediatricians prescribe 7 milliliters (ml) of acetaminophen for every 35 pounds of a child's weight, we desire to find how many milliliters of acetaminophen will the doctor prescribe for Jocelyn, who weighs 55 pounds.

First, we need to find the number of milliliters of acetaminophen per pound of child, n

n = number of milliliters, L/mass of child, m

Since

So, substituting the values of the variables into the equation, we have

n = L/m

= 7 ml/35 lb

= 1/ml/5 lb

= 0.2 ml/lb

Since we require the number of milliters of acetaminophen required for a 55 pound child.

Since n = L/m

L = mn

Given that

So, susbstituting the values of the variables into the equation, we have

L = mn

= 55 lb × 0.2 ml/lb

= 11 ml

So, the number of milliliters is 11 ml

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Answer: -6

Step-by-step explanation: To determine the largest integer value of x in the solution of the inequality 2x+6<-4, we first need to isolate x on one side of the inequality. We can do this by subtracting 6 from both sides of the inequality, which gives us 2x<-10. Next, we can divide both sides of the inequality by 2, which gives us x<-5. Since the inequality has a strict inequality symbol, we can conclude that the largest integer value of x that satisfies the inequality is -6.

Answer:

√6

Step-by-step explanation:

the altitude is √a*b

and and b being the base so find their distance then multipky them under the root

subtracdt the x values to find the distance

4-1=3

6-4=2

the root of 2*3 is the root of 6

done

Answer:

  x = 4

Step-by-step explanation:

You want the equation of AD perpendicular to BC, where the point coordinates are A(4, 6), B(1, 2), C(6, 2).

We notice the y-coordinates of point B and C are the same, indicating the line is horizontal. Its equation is y = 2.

The line perpendicular to the horizontal line y = 2 will be a vertical line. Its equation will be of the form ...

  x = c

where c is some constant.

We want this line to go through the point (4, 6), which has an x-coordinate of 4. That means the constant in the equation must be 4:

  x = 4 . . . . . . equation of AD

Answer:

m = -1/4

Step-by-step explanation:

The slope is rise/run or (y2 - y1) / (x2 - x1)

We see the y decrease by 2 and the x increase by 8, so the slope is

-2/8 = -1/4

Answer:

Slope = -1/4

Step-by-step explanation:

Now we have to,

→ find the needed slope.

Formula we use,

→ Slope(m) = (y2 - y1)/(x2 - x1)

Then the slope will be,

→ m = (y2 - y1)/(x2 - x1)

→ m = (1 - 3)/(-1 -(-9))

→ m = -2/(-1 + 9)

→ m = -2/8

→ [ m = -1/4 ]

Hence, the slope is -1/4.

Answer:

[tex] \sf \: b) \: x = - 8[/tex]

Step-by-step explanation:

Given equation,

→ 4(2x + 1) = 6x - 12

Now the value of x will be,

→ 4(2x + 1) = 6x - 12

→ 8x + 4 = 6x - 12

→ 8x - 6x = -12 - 4

→ 2x = -16

→ x = -16/2

→ [ x = -8 ]

Hence, the value of x is -8.

The line's equation is written as y = (-5/2)x + (3/2) in slope-intercept form.

According to the slope-intercept form, in the equation for a straight line, y=mx+b, the slope is the quantity represented by m that is multiplied on the x, and b is the y-intercept, i.e., the point where the line crosses the vertical y-axis.

To put the equation 5x + 2y = 3 in slope-intercept form, you need to rearrange the equation to have the form y = mx + b, where m is the slope and b is the y-intercept.

To do this, you can start by isolating the y term on one side of the equation:

5x + 2y = 3

2y = -5x + 3

y = (-5/2)x + (3/2)

In this configuration, the line's slope is -5/2, and its y-intercept is 3/2. Therefore, the equation of the line in slope-intercept form is y = (-5/2)x + (3/2).

The complete question is:-

What is 5x + 2y = 3 in slope intercept form?

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Answer:

1) (i) dan (iii) karena gradiennya sama "4x"

2) gradien = 1/3

3) gradien = 4/7

4) y = 4/9x - 1/3

5) saya tidak tahu

6) (iii) dan (iv) karena gradiennya sama "3x"

7) y = 3x + 2

8) m = 2 c = -3

9) y = -2/3x + 3

10) g = -4/5

Step-by-step explanation:

1) i) y = 4x +10

ii) y = 2x +3

iii) y = 4x+5

iv) y =-2x +5

(i) dan (iii) karena gradiennya sama "4x"

2) g = (6-0)/(-2-0)

g = 6/-2

g =-3

m1 x m2 = -1

m2 = -1 / (-3)

m2 = 1/3 -----> gradien

3) A(0,0)

Hitung kotaknya

7 -----> Baik

4 -----> ke atas

gradient = 4/7

4) y = mx + c

1 = m(3) - 1/3

1 + (1/3) = m(3)

(4/3) / 3

m = 4/9

y = 4/9x - 1/3

5) saya tidak tahu

6) (iii) dan (iv) karena gradiennya sama "3x"

7) g = (6-3) / (-5-4)

g = -1/3

y - y1 = m (x -x1)

y - (3) = -1/3 (x - 4)

y = -1/3x + 4/3 + 3

y = -1/3x + 13/3

m1 x m2 = -1

m2 = -1 / (-1/3)

m2 = 3

y - y1 = m (x -x1)

y - (-4) = 3 (x - (-2))

y = 3x + 6 - 4

y = 3x + 2

8) g = (1-5) / (2-4)

g = 2

y - y1 = m (x - x1)

y - 5 = m (x - 4)

y = 2x - 8 + 5

y = 2x - 3

m = 2 c = -3

9) -2y = 12 - 3x

y = 3/2x - 6

m1 x m2 = -1

m2 = -1 / (3/2)

m2 = -2/3

y - y1 = m (x - x1)

y - (-1) = -2/3 (x - 6)

y = -2/3x + 4 -1

y = -2/3x + 3

10) g = (-20-0) / ( 0-(-25))

g = -4/5

Saya berharap jawaban saya membantu anda.

Answer:

It is not possible to make both sides of the mathematical equation 2 ≠ 3 equal by using the Properties of Equality. This is because the equation is already in reduced form and there is no way to simplify it further.

If we try to apply the Properties of Equality to this equation, we can see that it is not possible to make both sides equal. For example, if we try to add or subtract a constant or variable to both sides, the result will not be modified. If we try to multiply or divide both sides by a constant or variable, the result will also not be modified.

Therefore, it is not possible to make both sides of the mathematical equation 2 ≠ 3 equal using the Properties of Equality.

Answer:

8. 12 hours

Step-by-step explanation:

1/6+1/x+1/4

1/x=1/4-1/6

1/x=3/12-2/12

1/x=1/12

x=12

When I. there is a lot of scatter around the regression line, b1 is higher.

A statistical measure that identifies the link or co-relationship between two variables. explains the relationship between an independent variable and a dependent variable. The scatter of data points around the regression line plays a key role in estimating the slope's uncertainty in regression analysis. The data points are more dispersed and the estimation of the slope is less accurate when there is a lot of scatter. Because the estimation of the slope is based on the data points, it is less accurate when there is greater scatter in the data points.

Given

When I. there is a lot of scatter around the regression line, b1 is higher.

I am higher. The uncertainty surrounding the slope estimate, b1, increases with the amount of scatter around the regression line. The calculated slope is less dependable when there is a lot of scatter than when there is very little scatter.

When there is a large amount of scatter around the regression line, the uncertainty associated with the slope estimate, b1, is higher. This is due to the fact that the estimate of the slope depends on the data points, and when there is a lot of scatter, the data points are more dispersed, making the estimate of the slope less accurate.

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The equation of the perpendicular line is y = 2x - 5

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

2y + x = 1

Make y the subject

y = -1/2x + 1/2

Also, from the question;

We have the following points

Point = (2, -1) i.e.  (x, y) = (2, -1)

The equation of a line can be represented as

y = mx + c

Where

Slope = m

By comparing the equations, we have the following

m = -1/2

This means that the slope is -1/2

The slopes of perpendicular lines are opposite reciprocals

This means that the slope of the other line is 2

The equation of the line is then calculated as

y = m(x - x₁) +y₁

Where

m = 2

(x₁, y₁) = (2, -1)

So, we have

y = 2(x - 2) - 1

Evaluate

y = 2x - 5

Hence, the line has an equation of y = 2x - 5

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An integral is either a number representing the region under a function's graph for a certain interval or a new function, the derivative of which is the original function (indefinite integral).

This is the value obtained after integrating or adding the terms of a function that is divided into an infinite number of terms is generally referred to as an integral value.

Integral is a term derived form the word integration. Integration in calculus is the opposite of differentiation

Integration is used to get the whole by combining combine slices or smaller portions.

Finding areas, volumes, central points, and many other important things may be done with integration. However, it is simplest to begin by calculating the distance between a function and the x-axis.

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The solution of [tex]x^{2} - 3x-4=0[/tex] is x=(4,−1).

What is fraction ?

A fraction is a part of a whole. In arithmetic, the number is expressed as a quotient, in which the numerator is divided by the denominator. In a simple fraction, both are integers. A complex fraction has a fraction in the numerator or denominator. In a proper fraction, the numerator is less than the denominator. In Maths, there are three major types of fractions. They are proper fractions, improper fractions and mixed fractions.

Have given ,

[tex]x^{2} - 3x-4=0\\x^{2} -4x +x-4=0\\x(x-4)+1(x-4)=0\\(x-4)(x+1) = 0\\[/tex]

x - 4 = 0                

x = 4

and x + 1 = 0

x = -1

The solution of [tex]x^{2} - 3x-4=0[/tex] is x = (4,−1).

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The end behavior of the graph will be that it increases without bound as x approaches positive infinity, and decreases without bound as x approaches negative infinity.

The end behavior of a graph is a description of how the graph behaves as the x-values approach either positive or negative infinity. If the highest degree of the function is odd and the leading coefficient is positive, then the end behavior will be that the graph increases without bound as x approaches positive infinity and decreases without bound as x approaches negative infinity. This can be explained by examining the degree of the function. Since the degree is odd, the highest degree of the function must be an odd power, such as x^3. When x is positive and increasing without bound, the value of the function will also be increasing without bound, since the exponent is positive. Similarly, when x is negative and decreasing without bound, the value of the function will also be decreasing without bound, since the exponent is negative.

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On solving the provided question, we can say that, 16 square units make up the area of a circle with a radius of 4 units.

The length of a circle or sphere, in more contemporary use, is the same as its radius in classical geometry, which is one of the line segments from its center to its circumference. The Latin word radius, which also refers to the spokes of a wagon wheel, gave rise to the term. Through the center of the circle, a straight line defines the diameter. Half of the diameter is the radius. End in the circle's center after beginning at one of its points.

Pi times the radius squared equals the area of a circle (A = π r²). Learn how to apply this equation to determine a circle's area given its diameter.

16 square units make up the area of a circle with a radius of 4 units.

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a) The length of AB is given as follows: 14.387.

b) The measure of angle BAC is given as follows: 78.4º.

The length of AB, from the sketch of the triangle given by the image at the end of the answer, is obtained using the law of cosines, as follows:

x² = a² + b² - 2abcos(C).

The parameters from the triangle are given as follows:

a = 8, b = 15, C = 70º.

Hence the length of AB is given as follows:

x² = 8² + 15² - 2 x 8 x 15 x cos(70º)

x² = 207

x = square root of 207

x = 14.387.

The measure of angle BAC is obtained using the law of sines, as follows:

sin(x)/15 = sin(70º)/14.387

sin(x) = 15 x sin(70º)/14.387

sin(x) = 0.9797.

x = arcsin(0.9797)

x = 78.4º.

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An asymptote calculator is a tool that can be used to find the asymptotes of a given function.

Generally,  An asymptote is a straight line that a curve approaches, but never touches, as it extends indefinitely in one direction or another. There are three types of asymptotes: horizontal, vertical, and oblique.

To use an asymptote calculator, you would typically enter the equation of the function for which you want to find the asymptotes. The calculator will then analyze the equation and determine the type and location of the asymptotes, if any. Some asymptote calculators may also provide a visual representation of the function and its asymptotes, using a graph.

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Answer:

5(6q+r)

Step-by-step explanation:

We first find the GCF of 30q +5r

The GCF is 5

So, our answer is 5(6q+r)

We can't factor more after this

Now Let's test to see it is correct or not

5(6q+r)

= 30q + 5r

So, my answer is correct

Answer:

[tex]=5(6q+r)[/tex]

Step-by-step explanation:

[tex]Factor 30q+5r\\30q+5r\\=5(6q+r)[/tex]

Hope it helps

The first step that justifies Anne's first step while solving the expression is the commutative law of addition.

The property that best justifies Anne’s first step is the addition property of equality. This allows you to add four on the left side of the equal sign to cancel it out. In order to be fulfill the property, what you do to one side you must do to the other so you add that same amount (4) to the right side of the equal sign.

3x-4 = 5

(3x-4) +4 = 5 + 4

3x = 9

Final Answer: Addition Property of Equality

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