which type of data would be best displayed in a box plot

The quotient of [tex]x^{3}+3x^{2} -4x-12[/tex] divided by [tex]x^{2} +5x+6[/tex] is (x-2_.

Given the polynomial [tex]x^{3}+3x^{2} -4x-12[/tex] and [tex]x^{2} +5x+6[/tex] and the first expression or polynomial is divided by second.

Quotient is a number that is obtained by dividing two numbers. It can be of two numbers or two expressions. Remainder is a number or an expression left after division of two numbers.

To find the quotient of [tex]x^{3}+3x^{2} -4x-12[/tex] divided by  , we have to divide the expression first.

We know that ,

Divident=Divisor*Quotient+remainder

[tex]x^{3}+3x^{2} -4x-12[/tex]=[tex]x^{2} +5x-6[/tex]*(x-2)-12

If we carefully watch the above equation and compares with the above formula then we can easily find that the value of quotient is (x-2).

Hence the quotient of [tex]x^{3}+3x^{2} -4x-12[/tex] divided by [tex]x^{2} +5x-6[/tex] is (x-2).

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Question is incomplete as the given expressions are incomplete as they should be like this:

[tex]x^{3}+3x^{2} -4x-12[/tex] and [tex]x^{2} +5x-6[/tex].

Answer: 2

Step-by-step explanation:

The slope of the line is

[tex]\frac{-2-1}{0-9}=\frac{1}{3}[/tex]

So, the equation of the line is [tex]y=\frac{1}{3}x-2[/tex].

Substituting in x=12,

[tex]y=\frac{1}{3}(12)-2=2[/tex]

Answer:

The simplest ratio would be 5:3

Step-by-step explanation:

Both 10 and 6 can be divided by 2.

They turn into 5 and 3.

Since you can't make 5 and 3 any smaller, this will be the answer.

5:3

Hope this helped! :D

The expression that is equivalent to the given complex fraction is; (-2y+5x) / (3x - 2y)

The given algebraic sentence can be rewritten as;

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

The LCM is xy and as such when we put it in the denominators of each fraction, we have:

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

Putting 'xy' in the numerator and denominator of the whole fraction:

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

The final expression we have is (-2y + 5x)/(3x - 2y)

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Answer:

its A -2y+5x ÷ 3x-2y

Step-by-step explanation:

Edge 2022

The 1st, 2nd, and 3rd sides of the triangle are 16, 20, and 8 respectively.

Given that the perimeter of the triangle is 44 cm.

Let us consider a side 's' which is 4 cm shorter than the second side.

That means the second side is 4 cm longer than s, hence the second side is s+4 cm in length.

We also have that the side of length s is of length twice as long as the third side.

Hence, the length of the third side is half that of s so, it is of length s/2.

Hence, at the end 44=s+(s+4)+(s/2)=s(2+1/2)+4

⇒ s(5/2)=40

⇒ s=8*2=16

So, the 1st, 2nd, and 3rd sides of the triangle are 16, 20, and 8 respectively.

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Answer:  D)  union

======================================================

Explanation:

Let's solve the first inequality for x.

4x-5 ≥ 3

4x ≥ 3+5

4x ≥ 8

x ≥ 8/4

x ≥ 2

Now solve the other inequality

5 - x > 8

5 > 8+x

8+x < 5

x < 5-8

x < -3

The two solutions we get are x < -3 or x ≥ 2

These two regions do not overlap. The key word "or" connecting the original inequalities also applies to the solutions.

Either x is smaller than -3, OR it is 2 or larger

I recommend drawing out a number line and shading the appropriate regions. The two disjoint regions do not connect which means we have a union of the two regions.

A parallelogram in which adjacent sides are perpendicular to each other is called a rectangle. The length of Jk can be either 10 or 26.

A parallelogram in which adjacent sides are perpendicular to each other is called a rectangle. A rectangle is always a parallelogram and a quadrilateral but the reverse statement may or may not be true.

Since in a rectangle the opposite sides are equal, therefore, the sides NM and JK will be equal.

JK = MN

8x - 14 = x² + 1

0 = x² - 8x + 15

x = 5, 3

Hence, the length of Jk can be either 10 or 26.

The complete questions are:

Quadrilateral JKMN is a rectangle, if NM= 8x - 14 and JK= x squared + 1, find JK.

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The value of x is 3

The given parameters are:

Length = 10cm

width = 2cm

Height = x

The surface area is calculated as;

Area = 2 *(lw + lh + wh)

So, we have:

2 * (10 * 2 + 2x + 10x) = 112

Evaluate the like terms and divide by 2

20 + 12x = 56

Subtract 20 from both sides

12x = 36

Divide by 12

x = 3

hence, the value of x is 3

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Based on the weight of the pig and the age in days, the function notation would be w = f (d).

The function will take the form of:

y = f(x)

y will be the weight and x will be the age of the pig in days.

The function would therefore be:

w = f (d)

In conclusion, the function notation to express the pig's weight is w = f (d).

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Answer:

A is x - 4n / 3, B is 6k + 9n, C is 11k + 16n

Step-by-step explanation:

Pretty simple, you are adding the algebra grids, or substituting variables and making out an equation.

Solving for B: 4k + 6n + 2k + 3n = 6k + 9n

Solving for A: (2k + 3n) + x = 5k + 7n = x - 4n / 3

Solving for C: 6k + 9n + 5k + 7n = 11k + 16n

[tex]\Large\maltese\underline{\textsf{A. What is Asked}}[/tex]

Find the slope of a line passing through (-2,-7) and (-2,2)

[tex]\Large\maltese\underline{\textsf{B. This problem has been solved!}}[/tex]

[tex]\boxed{\begin{minipage}{6cm} To find the slope, \\ we use the formula below.\end{minipage}}[/tex]

[tex]\bf{\dfrac{y2-y1}{x2-x1}}[/tex]   | put in the values

[tex]\bf{\dfrac{2-(-7)}{-2-(-2)}}[/tex] | look what happens when I simplify!

[tex]\bf{\dfrac{2+7}{-2+2}}[/tex] | uh-oh

[tex]\bf{\dfrac{9}{0}}[/tex] ...

The operation above is an operation we can't do.

[tex]\bf{Slope=\;Not\;D e f ined}[/tex]

[tex]\cline{1-2}[/tex]

[tex]\bf{Result:}[/tex]

             [tex]\bf{=Slope=Not\;De fined}[/tex]

[tex]\LARGE\boxed{\bf{aesthetic\not1\theta\ell}}[/tex]

On the base of visual inspection , it can be said that the Group A has an average lower than the Group B

It is the simple form of data visualization , in which the frequency of a data is marked as dots on x and y axis.

The dot plot is given for two groups of 30 people , who go to painting class.

It has been asked that which group most likely has a lower mean age of painting students .

On the base of visual inspection , it can be said that the Group A has an average lower than the Group B

It can be said so as the dots are highest at the age of 19 in Group A , and the whole distribution lies between 9 to 19 age of people ,

while in Group B the age of the people is wide distributed and therefore the average age will be more ,

By calculation it is proved that the average age of Group A is 15.967

and the average age of Group B is 19.7.

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Answer:

a) 50 meters

b) 2354 meters

c) 12 seconds

d) 24.13 seconds

Step-by-step explanation:

Hello!

We need to really understand what the variables represent in this question. Given that t is time, and h is height, the time at which he shoots the bullet will be 0, as the bullet hasn't started traveling yet. This means that we can solve for the original height of the bullet by plugging in 0 for time in the equation.

Equation: [tex]h = -16t^2 + 384t + 50[/tex]

Plug in 0 for t:

The height at which Lincoln shot the bullet is 50 meters.

We can also look at this graphically. The height of origin will simply be when the x-value (in this case t-value) is 0. That means it is the point at which the graph intersects the y-axis, known as the y-intercept.

Standard form of a Parabola: [tex]y = ax^2 + bx + c[/tex]

The y-intercept is the "c" value.

Given our equation: [tex]h = -16t^2 + 384t + 50[/tex]

The c-value is 50. This proves that the y-intercept is 50.

We want to find the highest point of the graph. To do that, we can find the vertex.

We can utilize the Axis of Symmetry (AOS) to find the Vertex.

First, find the AOS using the formula: [tex]AOS = -\frac{b}{2a}[/tex]

Plug it into the formula:

Plug in 12 for t in the equation:

Therefore, the highest point of the bullet is 2354 meters.

We answered this in the last question. The t-value when h is at its highest is 12.

We have to solve for the values of t when h is 0 (when it touches the ground).

Set the equation to 0, and solve using the quadratic formula.

Quadratic formula: [tex]x = \frac{-b\pm\sqrt{b^2 - 4ac}}{2a}[/tex]

We are only going to take the positive solution, as we can't have a negative time. The solution that doesn't work is called an extraneous solution.

It takes approximately 24.13 seconds for the bullet to hit the ground.

Two or more triangles are said to be congruent if and only if they have equal lengths of sides and equal measures of angles.

Thus, the required proof is as shown below:

   STATEMENTS                                             REASONS

1. ΔABC and ΔDEC with AB ≅ DE;

  BC ≅ EC; <1 ≅ <2                                          Given

2. <1 and < ABC; < 2 and <DEC are sup     Sum of angles on a straight line

3. <ABC ≅ <DEC                                Congruent angles of similar triangles

4. ∴ΔABC ≅ ΔDEC                              Side-Angle-Side (SAS) postulate

5. ∴<ACB ≅ <DCE                                         CPCTC postulate

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Answer:

This could be described by the stock market. Suppose you had stock of tesla that went up then flat then down

Step-by-step explanation:

you went for a walk : you started at home, walked away, first slower, then a little bit faster, stayed a little bit first at one place, then started walking back home, stayed a really short time at a second place and finally walked back home.

1) [tex]\overline{AC} \cong \overline{BD}[/tex] and [tex]\overline{AC}[/tex] and [tex]\overline{BD}[/tex] bisect each other (given)

2) [tex]ABCD[/tex] is a parallelogram (a quadrilateral with diagonals that bisect each other is a parallelogram)

3) [tex]ABCD[/tex] is a rhombus (a parallelgoram with congruent diagonals is a rhombus)

4) [tex]\overline{BE} \cong \overline{EC}[/tex] (halves of congruent segments are congruent)

Answer:

First Question x = [tex]17\sqrt{2}[/tex] Second Question x = 36

Step-by-step explanation:

First Question:

Since The triangle is isosceles, [tex]17^2 +17^2=x^2[/tex] (Pythagoras)

[tex]x=17\sqrt{2}[/tex]

Second Question

This is half an equilateral triangle, so [tex](\frac{1}{2}x)^2+(18\sqrt{3})^2=x^2[/tex]

[tex]\frac{3}{4}x^2=972[/tex]

[tex]x^2=1296[/tex]

[tex]x=36[/tex] (cannot be negative)

The domain and range is  [-4, 4] and [0, 4]

The domain of a function is the set of values that we are allowed to plug into our function.

The range of a function is the set of values that the function assumes.

x² + y² = 16

y = √16 - x²

For domain under root should not be negative quantity,

16 - x²≥0

16≥x²

So, x≤4 or x≥4

Thus, the domain is  [-4, 4]

Range:

y is maximum at x=0, y=4

y is minimum at x=4, y=0

Thus, range = [0, 4]

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Answer:

5x+8

Step-by-step explanation:

The from is the key word

That means the second term is first

6x^2 -2x +6 - (6x^2 -7x -2)

Distribute the minus sign

6x^2 -2x +6 - 6x^2 +7x +2

Combine like terms

5x+8

Answer:

B The vertex is at (2,2)

Or could possibly be

C the axis of symmetry is x=2

The turning point of the parabola is (64, -43)

Turning point is that point on a parabolic curve in which the gradient of the curve changes value.

It is also the point on the curve in which the curve starts rising or falling.

Analysis:

[tex]27(x-64)^{2}[/tex] + 43

27(x-64)(x-64) + 43

27([tex]x^{2}[/tex] -64x -64x +4096) + 43

27[tex]x^{2}[/tex] -3456x +110592 +43

27[tex]x^{2}[/tex] -3456x +110635

at turning point dy/dx = 0

dy/dx = 54x - 3456

54x - 3456 = 0

54x = 3456

x = 3456/54 = 64

To find the value of y at x = 64

27[tex](64)^{2}[/tex] -3456(64) +110635

110592 - 221184 +110635 = -43

Therefore the turning point of the parabola is (64, -43)

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Answer:

Read books, watch documentaries, exercise, anything that benefits your body and mind

Step-by-step explanation:

Answer:

3(n-5)=2n+16

Step-by-step explanation:

3 lots of 'n' and 5 means 3 times both values so these values are put into a bracket with a common multiplier (ie. the 3)

3(5 - n)

16 more than 2 lots of 'n' means that n has to be doubled. n + n = 2n. add 16 to this and we have

2n + 16

if these values are both equal (hence why they are in an equation) then all that is needed is for them to be set equal alongside each other.

3(n-5) = 2n+16

:)

Answer: -5

Step-by-step explanation:

When x = 8, y = -5.

No, it isn't true that blending problems arise when one must decide which of two or more ingredients is to be chosen to provide a product.

Given sentence "Blending problems ...............................supply a product."

We have to answer whether the given sentence is true or false.

We can say that the given sentence is fake. the sole objective functions allowed for applied math problems maximizing profits and minimizing costs.

Blinding problems are a typical application of mixed integer applied mathematics. They involve blending several resources or materials to make one or more products similar to a requirement. Mixed integer linear programs are linear problems during which some variables are required to require integer values.

Hence the given statement is fake regarding arise of blending problems.

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Question is incomplete because it should includes:

State whether the statement is true or false.

First definition matches with expression, second matches with equation ,third matches with algorithm and fourth matches with equation.

Given  four definitions of equation, expression, algorithm but mixed.

We have to match the definitions with appropriate term.

We know that expression is a combination of numbers, symbols, fraction, coefficients, indeterminants mostly not found in equal to form. It exhibits a behaviour only.

Algorithm is a computer programming to do a specific task in a predetermined way.

Equation is a relationship between two variables expressed in equal to form. In this we have to put the value of variables and the equation gives us a value.

Hence  First definition matches with expression, second matches with equation ,third matches with algorithm and fourth matches with equation.

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Answer: Being connected means greater opportunities to learn from each other, mine each other's wisdom, and help each other thrive. Connecting. By being more closely interconnected, each member of the community is able to enjoy a wider, richer network of resources, wisdom, connections, and support.