Type the correct answer in the box. use numerals instead of words. if necessary, use / for the fraction bar. find the missing term. the roots of x2 − ( ) 34 are 5 ± 3i.

Answer:

147 miles

Step-by-step explanation:

The first step is to find the number of miles traveled per gallon of gas

63 miles / 3 gallons = 21 miles per gallon

Take the rate and multiply by the number of gallons used to get the distance traveled

d = r * g

d = 21 * 7

d =147

The distance traveled is 147 miles

Answer:

3x^2 + 6x + 4

Step-by-step explanation:

6x + 7 + x^2 + 2x^2 - 3 = 3x^2 + 6x + 4

Answer:

3x²+6x+4

Step-by-step explanation:

Given:

(6x+7+x²) + (2x²-3)

Aim:

To add the polynomials

Solution:

Removing brackets first:

Collecting like terms to each other,

Simplifying,

Rewriting it as,

Second choice is accurate.

Answer:

 D) -6

Explanation:

f(x) = 0 suggests the x value which will make the function zero.

Find slope:

⇒ (y₂ - y₁)/(x₂-x₁)

⇒ (2 - 1)/(-2-(-4))

⇒     1/2

Equation:

⇒ y - 2 = 1/2(x - (-2))

⇒ y = x/2 + 3

If f(x) = 0

x/2 + 3 = 0

x/2 = -3

x = -6

Answer:

The answer is 2

p³ = 8

p = ³√8

p = 2.

The ordered pair (7,2) is viable and Option B is the correct answer.

Relationship between variables defines the way one variable is dependent upon the other variable.

It is given that x is the number of visitors and y is the number of winners,

It has to be seen and chosen that which ordered pair makes sense

The ordered pair is viable if the no. of visitor is positive and more than the number of winners.

Therefore ordered pair (7,2) is viable and Option B is the correct answer.

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The equations;

A linear equation is one in which there is only one solution. In a linear solution, the highest power of x is 1.

If we look at the equations listed, we will discover that they are all linear equations, as such;

Will all have exactly 1 solution.

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Answer: cosecant

Formula's are:

Secant:

1/cos(x) = sec(x)

Cosecant:

1/sin(x) = cosec(x)

Cotangent:

1/tan(x) = cos(x)/sin(x) = cot(x)

Answer:

5-46i

Step-by-step explanation:

first multiply your (10-4i)(4-5i) so that would be 20-66i when simplified. then add that to -15+20i so it would look like 20-66i+(-15+20i). then simplify and you should get 5-46i.

Corrected question :

Solution :-

>> 2 ( x + 6 ) = 10

Multiplying 2 into (x + 6),

>> 2 × (x + 6) = 10

>> 2x + 12 = 10

Transposing 12 to R.H.S. (Remember that sign would be changed to negative),

>> 2x = 10 - 12

>> 2x = -2

Dividing them,

>> x = -2 / 2

>> x = -1

Answer:

[tex]\displaystyle{x=e^5-6}[/tex]

Step-by-step explanation:

Given the equation:

[tex]\displaystyle{2\ln (x+6)=10}[/tex]

Divide both sides by 2:

[tex]\displaystyle{\ln (x+6)=5}[/tex]

Convert to exponential form using the property of:

[tex]\displaystyle{\ln M = N \to e^N = M}[/tex]

Henceforth, we will have [tex]\displaystyle{e^5=x+6}[/tex] then subtract both sides by 6:

[tex]\displaystyle{x=e^5-6}[/tex]

Answer:

I think its the thrid one because it is the only one with the correct top equation(I can't see the rest)

Step-by-step explanation:

Answer:

About 64.65 degrees

Step-by-step explanation:

[tex] \tan(x) = \frac{190}{90} [/tex]

[tex]x = { \tan}^{ - 1} \frac{190}{90} = 64.65[/tex]

Make sure your calculator is in degree mode.

The values of the trigonometric ratio is 1/4 , √15 / 4 , 4 .

When a Triangle is a right angled Triangle then the ratios used to determine the sides and the angles of the triangle are called Trigonometric Ratio.

It is given that in triangle EFG , right angled at F ,

EG = 8 , FG = 2

By Pythagoras theorem

The length of EF is

8² = 2² + EF²

EF = √(64-4) = √60 = 2√15

The value of the trigonometric ratios is

sin E = Perpendicular / Hypotenuse

sin E = 2 / 8 = 1/4

sin G =  2√15 / 8 = √15 / 4

sec G = 1 / cos G = Hypotenuse / Base = 8 / 2 = 4

Therefore the values of the trigonometric ratio is 1/4 , √15 / 4 , 4 .

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The point F lies on 4.5 in the number line.

Number line is a One dimensional representation of point referring by a number only.

We know that if a point divides a line joining the points at x,y in the number line respectively in m:n ratio then that point lies on = (my+nx)/(m+n) in the number line.

Here in the give problem that,

Point D lies on -6 in number line

Point E lies on 8 in number line

And F lies between D and E points and DE:EF = 3:1

So the point F clearly divides the staright line DE joining the point D at -6 and E at 8 in 3:1 ratio.

So the point F lies on = (1*(-6)+3*8)/(3+1) = (-6+24)/4 = 18/4 = 4.5

Hence the point F lies on 4.5 in the number line.

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Answer: 4.5

Step-by-step explanation:

Answer:

17

Step-by-step explanation:

8 + h^2

Let h = 3

8 + 3^2

We find the value of 3^2 first using PEMDAS

8 + 9

Then add

17

The result is 17

Solution: 17

Detailed explanation:

[tex]\circ[/tex] Stick in the value of h, which we're provided with (3)

[tex]--\mapsto\boldsymbol{8+(3)^2}[/tex] *

*Be careful here! Here it's very easy to make a mistake, if you aren't familiar with the Order of Operations. The Order of Operations is shown below [tex]\swarrow[/tex]

P=Parentheses

This operation tells us to perform the operations in the parentheses first.

E=Exponents

This one tells us to evaluate all exponents, if any are present.

M=Multiplication | D=Division

These two are completely interchangeable; you can perform Multiplication first and then division, or the other way around.

A=Addition | S=Subtraction

Like the two operations above, A and S are also completely interchangeable.

________________________________________________________

________________________________________________________

Using the information above, let's evaluate (find the value of) the expression [tex]8+h^2[/tex].

We stick in the value of h, 3

[tex]\pmb{8+3^2}[/tex] is what we obtain

Here we see that exponents are  present (3^2) so we'll evaluate that first, as P.E.M.D.A.S. tells us to do.

[tex]\pmb{8+9}[/tex] (3^2=3*3)

And Now we just need to add the numbers

[tex]\boldsymbol{17}[/tex]

Voila! There's our answer!

_____________________

Hope I helped. Best wishes.

Reach far. Aim high. Dream big.

[tex]\cal ReFlEcTioN[/tex]

_____________________

Answer:

5(a-12)

Step-by-step explanation:

5(a-12)

Answer:

[tex] \sqrt[2]{3} + \sqrt{5} = \sqrt[2]{8} [/tex]

[tex] \sqrt{3 } - \sqrt[3]{5} = \sqrt[3]{2} [/tex]

The x-intercept is (16, 0) and y- intercept is (0, 6).

The x-intercept is the point where a line crosses the x-axis, and the y-intercept is the point where a line crosses the y-axis.

Given: 24x+64y=384

For y- intercept, put x=0

Then,

24*0+64y=384

64y= 384

y= 6

Now, for x- intercept put y=0

Then,

24x+64*0=384

24x= 384

x= 15

Hence, the x-intercept is (16, 0) and y- intercept is (0, 6).

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Answer:

Sample Answer: Substitute 0 for the x-value in the equation and solve for y. The result is y = 6, so the y-intercept is at (0, 6). Next, substitute 0 for the y-value in the equation and solve for x. The result is x = 16, so the x-intercept is at (16, 0).

Step-by-step explanation:

[tex]\quad \huge \quad \quad \boxed{ \tt \:Answer }[/tex]

[tex]\qquad \tt \rightarrow \: y= - \cfrac{x}{ 3} + 1 [/tex]

____________________________________

[tex] \large \tt Solution \: : [/tex]

Equation of line (two point form) :

[tex]\qquad \tt \rightarrow \: (y - y_1) = \cfrac{y _1- y_2}{ x_1 - x_2} (x - x_1)[/tex]

[tex]\qquad \tt \rightarrow \: (y - 2) = \cfrac{2 - ( - 1)}{ - 3 - 6} (x - ( - 3))[/tex]

[tex]\qquad \tt \rightarrow \: (y - 2) = \cfrac{2 + 1}{ - 9} (x + 3)[/tex]

[tex]\qquad \tt \rightarrow \: (y - 2) = - \cfrac{3}{ 9} (x + 3)[/tex]

[tex]\qquad \tt \rightarrow \: (y - 2) = - \cfrac{1}{ 3} (x + 3)[/tex]

[tex]\qquad \tt \rightarrow \: y - 2= - \cfrac{x}{ 3} - \cfrac{3}{3} [/tex]

[tex]\qquad \tt \rightarrow \: y = - \cfrac{x}{ 3} - 1 \cfrac{}{} + 2[/tex]

[tex]\qquad \tt \rightarrow \: y = - \cfrac{x}{ 3} + 1[/tex]

Answered by : ❝ AǫᴜᴀWɪᴢ ❞

Answer:

No, the graph fails the vertical line test

Step-by-step explanation:

To determine if the graph is a function, we can use the vertical line test.

Use a vertical line, if the vertical passes through two or more points, the graph is not a function

Looking at the y axis ( which is a vertical line), it passes through two points

This means the graph is not a function

No, the graph fails the vertical line test

The value of TV is 11.

An equation is a formula that expresses the equality of two expressions, by connecting them with the equals sign =.

Given:

TU= 8, UV = 3x and TV = x+10

TV= TU + UV

x +10= 8+ 3x

-2x = -2

x= 1

Hence, TV = 1+10= 11.

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The histogram is attached with the answer.

It is a mathematical representation of data in a bar shaped graph , the range is user defined.

The histogram is drawn and the shape of the histogram is left skewed as the peak of the graph lies to the left of the centre.

The histogram is attached with the answer.

The complete question is

the frequency table shows the results of a survey that asked people how many hours they spend working in the yard per month. display the data in a histogram. describe the shape of the distribution

The data is attached with the answer.

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Answer:

x = -1, y = 1.5

Step-by-step explanation:

3x + 6y = 6 -----> x + 2y = 2

-3x + 2y = 6 -----> -3x + 2y = 6

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

4x = -4

x = -1, y = 1.5

The speed of the boat in still water is 18 mph.

A numerical expression is a mathematical statement written in the form of numbers and unknown variables. We can form numerical expressions from statements.

We know distance = speed×time.

Therefore, time = distance/speed.

Let, The speed of the boat at still water be 'x'.

Therefore, From the information,

94/(x + 6) = 47/(x - 6).

94(x - 6) = 47(x + 6).

94x - 564 = 47x 282.

47x = 846.

x = 18.

So, The speed of the boat is 18 mph in still water.

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The completed table is given below,

the percentage of girls in the class is 47.62%,

the percentage of boys in the class is (100-47.62)% = 52.38%,

the percentage of students that love Math is 36.5%,

the percentage of students that love Reading is 22%, and

the percentage of students that love Science is 41.27%

To make comparison and statistical analysis easier, numerical data is systematically and logically represented in tabulations as rows and columns. Grouping relevant data together makes comparison easier and aids in statistical analysis and interpretation.

To put it another way, tabulation is the process of organizing data and presenting it in a tabular format. Depending on the type of categorization, it might be double, complicated, or simple.

The below table yields that

The total number of students is 315

The fraction of girls in the class is 150/315 = 0.4762

So, the percentage of girls in the class is 47.62%

Hence the percentage of boys in the class is (100-47.62)% = 52.38%

The fraction of students that love Math is 115/315 = 0.365

So, the percentage of students that love Math is 36.5%

The fraction of students that love Reading is 70/315 = 0.22

So, the percentage of students that love Reading is 22%

The fraction of students that love Science is 130/315 = 0.4127

So, the percentage of students that love Science is 41.27%

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Answer:

10.5 is the correct answer.

Step-by-step explanation:

Due to the fact Triangle CAB has "6" as its length, and Triangle FDE has "2" as its length, you multiply 3.5 and 3.

3.5 x 3=10.5

2 x 3=6

3.5/2=10.5/6, so the answer is 10.5.

Answer:

Step-by-step explanation:

Find the value of x, given that the two triangles are similar.

​

Given that the two triangles are similar we can solve with a proportion

6 : 2 = x : 3.5

x = 6 * 3.5 : 2

x = 21 : 2

x = 10.5

Answer:

a) 17

b) 50

c) 6

Step-by-step explanation:

a) 3x+y

3(5)+2

15+2

17

b) 2x²= 2×5²

2×25

50

c) (x-y)2= (5-2)2

(3)2

3×2

6

[tex]\huge{\boxed{\mathfrak{ANSWER}}} [/tex]

[tex]a=2+3+10[/tex]

[tex]a = 15 [/tex]

[tex]\huge \pink {\overline{ \quad \quad \quad \quad \quad \quad \quad\quad \quad}}[/tex]