Hey, I haven't been able to get any of these right, I wasn't a there the day we learned this and i'm needing help getting the rest of it done before 3:00. Could any of you please help me out on this, it'd mean a lot!

Answer:

[tex]x=-9, \quad x=\dfrac{1}{4}[/tex]

Step-by-step explanation:

Given function:

[tex]f(x)=(4x-1)(x+9)[/tex]

The roots of a function are the x-values for which the function equals zero.  Therefore, to find the roots, set the function to zero and solve for x.

Set the function to zero:

[tex]\implies f(x)=0[/tex]

[tex]\implies (4x-1)(x+9)=0[/tex]

Zero Product Property

If a ⋅ b = 0 then either a = 0 or b = 0 (or both).

Apply the zero product property:

[tex](4x-1)=0 \implies x=\dfrac{1}{4}[/tex]

[tex](x+9)=0 \implies x=-9[/tex]

Therefore, the roots of the given function are:

[tex]x=-9, \quad x=\dfrac{1}{4}[/tex]

The graph of the function [tex]y+3=\frac{5}{2}(x - 5)[/tex] is attached below.

What is graph of the function?

In mathematics, the set of ordered pairings where f(x)=y exists is the graph of a function. These pairs are Cartesian coordinates of points in two-dimensional space and so form a subset of this plane in the typical situation when x and f(x) are real integers.

Consider the given function, [tex]y+3=\frac{5}{2}(x - 5)[/tex]

It is in the form [tex]y-y_1=m(x-x_1)[/tex]

Where,  [tex](x_1, y_1)[/tex]is the point and m is the slope.

Graph passes through the point [tex](x_1, y_1)[/tex] and having slope m.

Here, [tex](x_1, y_1) = (5, -3), m = \frac{5}{2}[/tex]

Therefore, graph passes through the point (5, -3) and having slope 5/2.

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After a counterclockwise 90° rotation, the coordinates of A'B'C' are:

So, the coordinates after the counterclockwise rotation of 90°:

After counterclockwise 90° rotation, coordinates of A'B'C' are:

(Refer to the graph attached below)

Therefore, after a counterclockwise 90° rotation, the coordinates of A'B'C' are:

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The quadratic regression model of the data is 0.007x² + 0.168x + 56.63 and the  the test score of a student who studies for 60 minutes is 94.114

Quadratic regression model:

Quadratic regression refers the process of determining the equation of a parabola that best fits a set of data.

The set of data is a given set of graph points that make up the shape of a parabola.

The general equation of the parabola is y = ax² + bx + c, where a can never equal zero.

Given,

Here we have the following data represents the amount of time Algebra II students at NVLA prepare for their math exams.

Now, we need to find the the quadratic regression model of the data and then, predict the test score of a student who studies for 60 minutes. Show your work.​

When we plot these value of the graphing calculator, then we get the following graph.

Through the graph we have identified that the value of

a = 0.007

b = 0.168

c = 56.63.

Therefore, the quadratic regression model of the data is 0.007x² + 0.168x + 56.63

And through the graph we have identified that  test score of a student who studies for 60 minutes is approximately 94.114.

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The examples of some integers whose product is negative include:

-4 × 3 = -12

10 × (-2) = -20

An integer is a number that has no decimal or fractional part and can be negative or positive, including zero.

A zero, a positive natural number, or a negative integer with a minus sign is an integer. The negative numbers are the additive inverses of their positive counterparts.

Integer examples include -5, 1, 5, 8, 97, and 3,043. Numbers that are not integers include: -1.43, 1 3/4, 3.14, and

In this case, the example has been given above. It should be noted that the product of a negative and positive number is a negative number.

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Answer:  14.7%

Step-by-step explanation:

% error = (estimated - actual) / (actual) x 100

% error = (17 - 19.5) / 17 x 100 = - 14.7%

The negative sign means that he underestimated the time needed

Answer:

(x+10,y+8)

Step-by-step explanation:

If you look at the point (0,2) and it image (10,10)  To go from 0 to 10 you must move 10 spaces to the right.  That would be x + 10.

If you look at the same two points.  You would have to move up 8 spaces to go from 2 to 10.  That would be y + 8.

The same thing is true with the second two points given.

Answer:

6

1/3

Step-by-step explanation:

Similar triangles

The corresponding side on triangle A is 18 units

18 * 1/3 = 6

The side length of the missing side on B is 6 units

Side B                5

------       =    -----------   = 1/3

Side A              15

The ratio is 1/3

Answers:

question one:  6

question two: 1/3

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

Explanation:

The side 12 from triangle A corresponds to the side 4 from triangle B.

The scale factor is A/B = 4/12 = 1/3 which tells us that sides in triangle B are 1/3 as long compared to sides in triangle A. This takes care of the second question.

We'll use this scale factor to determine the missing side of triangle B.

The side 18 in triangle A corresponds to this missing side in triangle B.

Take 1/3 of 18 to get (1/3)*18 = 6 which is that missing side.

--------------

Another way to look at it: Take any side of triangle B, triple it, and you'll get a corresponding side of triangle A.

Example: The jump from 5 to 15 is "times 3".

The value of 'm' in the absolute value equation is 3

A linear equation can be described as an equation having the highest power of the variable as 1.

It is also referred to as a one-degree equation.

Example;

x + 1 = 4

Absolute value of a number can be defined as the value of that number irrespective of its direction to zero on the number line.

The value must take a positive sign.

The symbol used to represent the absolute value of a number is '| '

We have the equation;

|m-2|-1=4

Let's take the absolute value

m + 2 - 1 = 4

Now, collect like terms, we get;

m = 4 - 1

Add or subtract like terms

m = 3

Hence, the value is 3

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The probability that it will be detected in the next hour is 0.04.

For a system, a fault test each hour is a Bernoulli with success defined as detecting a fault.

The probability of success is 0.78

Let 'x' denote the number of tests conducted up to and including the test that detected a fault.

Then x* - Geometry (0.78).

The probability mass function of the random variable x is;

P(x) = { P( 1 - P )ˣ⁻¹   x = 1,2, . . .

         { 0                 otherwise

The Probability that a fault will be detected on the third hour, given that it has gone undetected during the first two hours is;

P(X = 3 / x = 2) = P(X = 3 and x > 2) / P(x > 2)

                        = P( x = 3 ) / 1-  P(x ≤ 2)

                        = P( x = 3 ) /  1-P(x = 1) - P(x = 2)

                        = P(3) /  1-P(1) - P(2)

                        = (0.78)(0.2)² / 1 - (0·78)(0.2) - (0.78)(0.2)

                        = (0.78)(0.04) / 1 - (0.78)(0.2) - (0.78)(0.2)

                        = 0.0312 / 1 - 0.156 - 0.156

                        = 0.0312 / 0.688

                        = 0.04

The probability that it will be detected in the next hour is 0.04

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If the solution is blue-green, this indicates that some copper is still present in the solution and that not all of it has precipitated. Expect it to be too low because you will have less mass.

With very few exceptions, all copper(I) (cuprous) compounds are diamagnetic and colorless. Cu2O, Cu2Cl2, and cuprous sulfide are a few of the significant commercial compounds of copper(I) (Cu2S).

The molar mass of the element copper is determined by looking at its average atomic mass, which is 63.55 AMU on the periodic table. Since it is also our molar mass, we will now put it in a different unit: grams over moles (63.55 gmol). That is copper's molar mass.

If the solution is blue-green, there is still copper in the solution and not all of it has precipitated. Because you will have less bulk, anticipate it to be too low.

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An equation is a collection of variables and constants. The value of x and y for the system of the equation as -2x - 4y = -18 and x = y will be x = 3 and y = 3.

There are many different ways to define an equation. The definition of an equation in algebra is a mathematical statement that demonstrates the equality of 2 mathematical expressions.

As per the given system of equations,

-2x - 4y = -18 and x = y

Substitute, x = y

-2(y) - 4y = -18

-6y = -18

y = 3 and x = 3

Hence "The value of x and y for the system of the equation as -2x - 4y = -18 and x = y will be x = 3 and y = 3".

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Answer:

Step-by-step explanation:

Re-order terms so constants are on the left

Then divide both sides by the same factor its -2

then Simplify answer is 1

The factorization of given polynomial is 4x(-x+3). Therefore, option A is the correct answer.

The given algebraic expression is -4x²+12x.

The factors are the polynomials which are multiplied to produce the original polynomial.

The factorization of the given polynomial is

-4x²+12x

= 4x(-x+3)

The factorization of given polynomial is 4x(-x+3). Therefore, option A is the correct answer.

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The size of the angle x = 54 degrees

The regular pentagon is given

Number of sides of the pentagon = 5

O is the center  of the pentagon

The sum of all the angle around a point is 360 degrees

From the figure we can see that the it equally divided by 5 parts

The measure of each angle = 360/5

= 72 degrees

Consider the corresponding triangle

Sum of all the interior angles of the triangle is 180  degrees and the two sides of the triangle is equal, therefore it is an isosceles triangle

Then,

x + x+ 72 = 180

2x + 72 = 180

2x = 180- 72

2x = 108
x = 108/2

x = 54 degrees

Hence, the size of the angle x = 54 degrees

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24 groups of participants would be needed to partially counterbalance a within-subjects experiment with three treatment conditions.

Given that;

How many groups of participants would be needed to partially counterbalance a within-subjects experiment with three treatment conditions.

Every participant in an experiment is exposed to every treatment or condition in a within-subject design, sometimes referred to as a repeated measures design.

The term "between-subjects design" is comparable to this within-subjects design. People are solely assigned to one treatment in a between-subjects design. As a result, one therapy would be given to one group of volunteers, while a different treatment would be given to another group. After that, the variations between the two groups would be contrasted.

24 groups would be required for a perfectly counterbalanced design for even four treatment conditions. This would obviously be impracticable because a large enough sample size would be required to conduct such an experiment.

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The product of the improper fraction 3 1/4 and 1/2 is 1 5/8.

What is mixed fraction?

 A fraction that has the numerator higher than or equal to the denominator is said to be inappropriate. a fraction when the denominator (bottom number) and the numerator (top number) are both more than or equal (the bottom number). When the numerator is equal to or more than the denominator, the fraction is said to be improper fraction. It always has a value of one or higher.

Here the given fraction 3 1/4 convert into 13/4.

Now the product of the fractions is

=> 13/4 × 1/2

=> 13/8

=> 1 5/8.

Therefore product of the given fraction is 1 5/8.

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Step-by-step explanation:

A

it is an exponential function.

for a linear function the charge rate would have to be constant between any pair of data points.

the change rate is

( f ( interval end ) - f ( interval begin ) ) /

( interval end - interval begin )

between (1, 2) and (2, 4) we have a charge rate of

(4 - 2) / (2 - 1) = 2

between e.g. (3, 8) and (4, 16) we have a charge rate of

(16 - 8) / (4 - 3) = 8

the change rate is therefore not constant, and it is not a linear function.

B

we see

x1 = 1, y1 = 2

x2 = x1 + 1, y2 = y1×2

x3 = x2 + 1, y3 = y2×2

we get the impression that

xn = xn-1 + 1 = x1 + (n - 1)

yn = yn-1 × 2 = y1 × 2^n

so, while going linearly along the x-axis, y increases by the powers of 2.

the function is then

f(x) = 2^x

C

the change rate between station 2 and 4 (NOT day 2 and 4) is

(16 - 4) / (4 - 2) = 12/2 = 6

well, 61.53 is really 10 + 10 + 10 + 10 + 10 + 10 + 1.53.

well, 1.53 doesn't really come nowhere near close to round up to 10, so it boils down to 0, so 61.53 will just be 10 + 10 + 10 + 10 + 10 + 10 + 0 or just 60 once rounded up, now, what's 15% of 60?

[tex]\begin{array}{|c|ll} \cline{1-1} \textit{\textit{\LARGE a}\% of \textit{\LARGE b}}\\ \cline{1-1} \\ \left( \cfrac{\textit{\LARGE a}}{100} \right)\cdot \textit{\LARGE b} \\\\ \cline{1-1} \end{array}~\hspace{5em}\stackrel{\textit{15\% of 60}}{\left( \cfrac{15}{100} \right)60}\implies 9[/tex]

well, we can get the 15% of 61.53 by just (15/100) * 61.53

however, the exercise is asking on rounding it up to "tens" first

61.53 has "10" six times plus 1.53, the rounding happens with the "surplus"

in this case the surplus is 1.53.

now, for rounding anything the tipover point is at the half, for $10 the half is $5, so if the amount is $5 or more, rounds up to $10, if less than that goes to 0.

1.53 is nowhere near 5, which is the halfpoint or tipover point, because of that, it rounds up to 0, so 61.53 rounded up to "tens" only will be "six tens" only, or 60.

Answer:

  (1, 4)

Step-by-step explanation:

You want the vertex of the parabola y=2(x-1)²+4.

The vertex form of the equation for a parabola is ...

  y = a(x -h)² +k . . . . . . 'a' is the scale factor; (h, k) is the vertex

Comparing the given equation to the vertex form, we see that ...

  a = 2

  h = 1

  k = 4

Then the coordinates of the vertex are (h, k) = (1, 4).

Answer:

50 mins

Step-by-step explanation:

80 percent=40 mins

100 percent=50 mins

Answer:

55 L

Step-by-step explanation:

[tex](\stackrel{x_1}{-12}~,~\stackrel{y_1}{-56})\qquad (\stackrel{x_2}{-57}~,~\stackrel{y_2}{39}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{39}-\stackrel{y1}{(-56)}}}{\underset{run} {\underset{x_2}{-57}-\underset{x_1}{(-12)}}} \implies \cfrac{39 +56}{-57 +12} \implies \cfrac{ 95 }{ -45 } \implies {\Large \begin{array}{llll} - \cfrac{19 }{ 9 } \end{array}}[/tex]

Answer:

- 19/9

Step-by-step explanation:

The slope formula is y1 - y2 divided by x 1 - x2. What u do is u take the y coordinates from both points, and subtracted them. And you do he same for the x coordinates. Then you divide the y coordinates by the x coordinates. IN this case, this is how we would solve it.

-56 - 39 / -12 - (-57) = -95 / 45 = - 19/9

Answer:

step 2 is where she made her mistake

Step-by-step explanation:

- 4x + 1 > 9 ( subtract 1 from both sides )

- 4x > 8

divide both sides by - 4 , reversing the symbol as a result of dividing by a negative quantity.

x < - 2

The short side of one box divided by the short side of the other box must equal the long side of one box divided by the long side of the other box. If the results are the same, they are proportional, if not, they are not proportional

[tex]\frac{102}{140} = 0.72 \\\\\frac{170}{226} = 0.75[/tex]

The expected value of a player's winnings on each roll is: $30.

We can calculate the expected value of a player's value on each winning by first understanding that there are only two multiples of three on the six-sided die. These multiples are 3 and 6.

So, if 3 is obtained facing upward, the player wins 3 × 20 = $60

Also, if the player obtained 6 facing upward, the player wins 6 × 20 = $120

So, the total amount is $180.

However, the question expects us to calculate the expected value of a player's winnings on each roll. Thus, we will have $180 ÷ 6 = $30.

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3409.1 In exponential form is 3.4091 * 10^3

Writing a number in exponential form is a way of writing numbers using base and exponents

Scientific notations is among the ways numbers appears in exponential forms

using scientific notation we have

= 3409.1

converting to fractions

= 34091 / 10

applying the scientific notation

= 3.4091 / 10 * 10000

eliminating the fraction by dividing by 10

= 3.4091 * 1000

applying exponential notation

= 3.4091 * 10^3

rewriting gives

= 3.4091 E+3

In scientific notation 10^3 is E+3 and it is called kilo and can be represented as k

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Answer:

5.5,5.5081, 5.58, 7.428

Step-by-step explanation:

to look from least to greatest just look at each place value and see which one is slower and any that you can’t see is zero

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