If f(x)=x^3-4x^2-25x+28f(x)=x 3 −4x 2 −25x+28 and x-7x−7 is a factor of f(x)f(x), then find all of the zeros of f(x)f(x) algebraically.

The measure of the angles formed between parallel lines and their transversals indicates;

9. m∠3 = 97°, m∠5 = 97°, m∠10 = 97°, m∠7 = 83°

Parallel lines are lines that  maintain the are equidistant from each other and have the same slope on the coordinate plane.

The angles formed between the parallel lines and their transversal are;

1. Alternate exterior angles; (c) ∠9 and ∠16
2. Supplementary angles (e);  ∠15 & ∠11

3. Alternate interior angles (a); ∠10 & ∠15

4. Vertical angles (d); ∠12 & ∠15

5. Corresponding angles (b); ∠9 & ∠11

6. None (f); ∠9 & ∠15

7. Supplementary angles (e); ∠13 & ∠14

8. Alternate interior angles; ∠14 & ∠11

9. The alternate interior angles theorem indicates that we get;

(a + 28) = 2·a

Therefore; 2·a - a = 28

2·a - a = a, therefore;

a = 28

∠MNP = (a + 28)° = (28 + 28)° = 56°

10. The alternate interior angles theorem indicates that we get;

5·y° = (2·y + 78)°

Therefore;

5·y - 2·y = 78

3·y = 78

y = 78/3 = 26

The measure of the angle WXZ, m∠WXZ = 5·y°

Therefore; m∠WXZ = 5 × 26 = 130

m∠WXZ = 130°

9. ∠2 ≅ ∠3 (Vertical angles theorem)

m∠2 = m∠3

Therefore; m∠3 = m∠2 = 97°

m∠5 + m∠6 = 180° (Linear pair angles theorem)

m∠5 + 83° = 180°

m∠5 = 180° - 83° = 97°

∠10 and ∠2 are corresponding angles, therefore;

m∠10 = m∠2 = 97°

∠7 and ∠6 are vertical angles, therefore;

m∠7 = m∠6 = 83°

∠9 and ∠3 are same side interior angles, therefore;

m∠9 + m∠3 = 180°

m∠9 = 180° - m∠3

m∠9 = 180° - 97° = 83°
∠8 and ∠6 are linear pair angles, therefore; m∠8 = 180° - 83° = 97°

∠16 and ∠6 are same side exterior angles, therefore;

m∠16 + m∠6 = 180°

m∠16 = 180° - 83° = 97°

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Work Shown:

Method 1

List out the first few powers of 'i', where \(i = \sqrt{-1}\)

The process repeats every four terms. Divide the exponent by 4 to look at the remainder.

39/4 = 9 remainder 3

Ignore the quotient 9. The remainder is all we care about

Since we get remainder 3, this means i^39 = i^3 = -i

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

Method 2

i^39 = i^(36+3)

i^39 = i^36*i^3

i^39 = i^(9*4)*i^3

i^39 = (i^4)^9*i^3

i^39 = (1)^9*i^3

i^39 = 1*i^3

i^39 = i^3

i^39 = -i

This is a bit longer method, but it helps confirm that i^39 = i^3 = -i we found earlier in the previous section.

The function f(x) has five intercepts at -6 only, -2, -1, 1, and 3 only.

The correct answer is D.

The function f(x) has some specific characteristics as shown in the graph.

The graph of f(x) has five intercepts, as can be seen from the graph.

The intercepts of f(x) can be determined by observing where the graph of f(x) crosses the x-axis.

The function f(x) intercepts the x-axis at five different points: -6 only, -2, -1, 1, and 3 only.

At these points, f(x) = 0.
Furthermore, the graph of f(x) is increasing from -∞ to -6, then decreasing from -6 to -2.

The graph of f(x) then increases from -2 to -1, decreases from -1 to 1, increases from 1 to 3, and finally decreases from 3 to +∞.

Hence, we can deduce that the graph of f(x) has a local maximum point at x = -6, a local minimum point at x = -2, and another local minimum point at x = 3.
We can also conclude that f(x) is an odd function, meaning that f(-x) = -f(x).

This can be deduced from the symmetry of the graph about the origin.

Finally, we can see from the graph that the function f(x) is continuous everywhere except at x = -2 and x = 3.

At these points, f(x) is not defined.
The function f(x) has five intercepts at -6 only, -2, -1, 1, and 3 only.

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Answer:

67 meters per hour

Step-by-step explanation: becasue i need pints

The numbers can be a solution for the inequality 32+a>44 is 13 and 14.

If the equation or inequality have variable terms, than there might be some values of those variables for which the equation or inequality might be correct. Such values are known as solution to that equation or inequality. To set of such values are called solution set to be considered equation or inequality.

Given that;

The inequality= 32+a>44

To solve the inequality 32 + a > 44, we need to isolate the variable "a" on one side of the inequality.

32 + a > 44

Subtract 32 from both sides:

a > 44 - 32

a > 12

This means that any number greater than 12 can be a solution to the inequality.

Therefore, the inequalities numbers 13 and 14 can be solutions, but 11 and 12 cannot.

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The given function y = 2(x² - 1) is decreasing for all values in the domain and it has a horizontal asymptote along the x-axis so options (B) and (C) will be correct.

A certain kind of relationship called a function binds inputs to essentially one output.

The nature of the relationship between the variables that makes up a function, such as y = sinx and y = x +6, defines the function.

Given the function,

y = 2(x² - 1)

If we increase the value of x to positive then the denominator x² - 1 will go to increase and thus y will decrease.

If we increase the value of x in negative then denominator x² - 1 will go to increase and thus y will decrease.

Therefore it is decreasing for all values in the domain.

Now,

Lim at x tends to ∞ of function is 2/∞ = 0 so y = 0 means there is a horizontal asymptote along the x-axis.

Hence "The given function y = 2(x² - 1) is decreasing for all values in the domain and it has a horizontal asymptote along the x-axis".

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Answer:

A translation 5 units down, followed by a 180-degree counterclockwise rotation about the origin

Step-by-step explanation:

Plz mark as Brainliest!

The time it will take for your account balance to reach $10,000 is given as follows:

t = 10.8 years.

The balance of an account after t years, using continuous compounding, is given as follows:

A(t) = A(0)e^(kt).

In which:

The parameters for this problem are given as follows:

A(0) = 6500, k = 0.04.

Hence the time needed for a balance of $10,000 is obtained as follows:

10000 = 6500e^(0.04t)

e^(0.04t) = 10000/6500

0.04t = ln(10000/6500) -> ln is the inverse operation of the exponential

t = ln(10000/6500)/0.04

t = 10.8 years.

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Answer:

y=4x+c now put (-3,7) into the equation to find the y intercept. 7=4×−3+c. 7=−12+c. c=19.

Step-by-step explanation:

y=mx++c is the general equation with m as the slope.

Answer:

646.4

Step-by-step explanation:

Answer:

d= 22

Step-by-step explanation:

C=πd

68.2= 3.1*d

68.2 / 3.1 =22

d=22

Answer:

18 Bowls of Candy

Step-by-step explanation:

Camila has 6 bags of candy, and she can pour 1/3 of a bag into a bowl. To determine how many bowls of candy she can make in total, we need to divide the total amount of candy by the amount of candy per bowl.

Since Camila can pour 1/3 of a bag into a bowl, it means she can make 3 bowls of candy with a full bag.

Now, we can calculate the total number of bowls of candy:

Total bowls of candy = (Number of bags) x (Bowls per bag)

Total bowls of candy = 6 bags x 3 bowls per bag

Total bowls of candy = 18 bowls

Therefore, Camila can make a total of 18 bowls of candy with her 6 bags of candy.

The quotient is found to be 4/5. The correct option is (B).

A fraction is a number written in the form a / b, where a and b are integers and b ≠ 0. The number a is called as the numerator and b is the denominator. In order to divide two fractions take the reciprocal of the other fraction and change the sign as multiplication. It can be shown as a/b ÷ c/d = a/b × d/c.

The given expression is -3/5 ÷ (-3/4).

It can be simplified as follows,

Take the reciprocal of the fraction (-3/4) as -4/3.

And, change the sign of division to multiplication to obtain,

-3/5 ÷ (-3/4)

⇒ -3/5 × -4/3 = 4/5

Which the value of the quotient.

Hence, the quotient for the given arithmetic operation is 4/5.

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Answer:

I think the answer is C

Step-by-step explanation:

You will multiply the exponents, sorry if I am wrong!

Answer:

The anwser is C, if it is right, you should give Brainliest to the other person, if you can. They were quicker.

A sorting algorithm is defined as an algorithm that sorts the elements of a list. The most commonly used sequences are numerical sequence and lexicographical sequence, ascending or descending.

A sorting algorithm is used to reorder an array or list of elements according to an element comparison operator. Comparison operators are used to define a new order of elements in that data structure. Consider example, The above list of characters is sorted in ascending order by their value. That is, characters with lower values are placed before characters with higher values. It is important in real life because it supports the development of the scientific concept that things can be owned and organized into distinct groups (e.g. creatures, cars, weather types, etc.). We will now discuss some real-world examples of using sorting algorithms.

1) Your phone's contact list is sorted. This means that your data is organized in this way so you can easily access the contacts you want from your phone. That is, "I ordered."

2) Paper sorting : Imagine a teacher sorting students' work alphabetically by student name. This type of operation is similar to the functionality of sorting algorithms such as bucket sort. Sorting is more efficient process.

3) Traffic lights : Traffic lights are a good example of how algorithms are used in the real world around us. Next time you get stuck in a car at a red light, think about the algorithm that traffic lights run." Most traffic lights don't automatically switch between green, yellow, and red. This algorithm is a well-established turn-by-turn algorithm that directs traffic correctly. It's in order (it may not seem that way when you're sitting at a red light).

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Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

An equation to find the total cost of y of x rides is y = 3x.

The cost to ride 10 rides is equal to $15.

In order to write an equation that model this situation, we would assign variables to the number of tickets and the total cost respectively, and then translate the word problem into algebraic equation as follows:

Next, we would translate the word problem into an algebraic equation based on the fact that each ride requires 3 tickets and a ticket costs $1.50 as follows;

y = 3x

For the cost of 10 rides, we have:

y = 10x

When x = 1.50, the total cost is given by:

y = 10(1.50)

y = $15.

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Answer:

Triangle

Step-by-step explanation:

It has three side unlike the others can't have three sides

Answer:

$975

Step-by-step explanation:

The car is rented for 3 weeks

the rent is for a week is $280 so for three weeks it would be

3*28 = $840

now we need to add the per mile price to this

1 mile = $0.15 for 900 miles it would be

900*(0.15) = 135

So the total rental cost is

$840 + $135 = $975

Answer:

  15.4 years

Step-by-step explanation:

An investment is doubled when it is twice its initial value. The equation can be solved for the value of t that makes this true.

In the exponential equation for investment value, the factor y₀ is the initial value of the investment. We want to find t when y = 2y₀.

  2y₀ = y₀·e^(0.045t)

Dividing by y₀ gives ...

  2 = e^(0.045t)

Taking natural logarithms, we have ...

  ln(2) = 0.045t

Dividing by the coefficient of t gives its value:

  t = ln(2)/0.045 ≈ 15.4

The investment will be doubled after 15.4 years.

__

Additional comment

The continuously compounded interest rate for this investment is 4.5%. The doubling time is 0.693 divided by this: 0.693/0.045 ≈ 15.4. This relationship holds for any sort of continuous compounding.

The correct answer is C) Consumers differ in their preference for Android phones and iPhones.

The p-value is a measure of the strength of evidence against the null hypothesis. It is calculated based on the observed data and the alternative hypothesis. The alternative hypothesis is the statement that we are trying to test against the null hypothesis.

In general, the calculation of the p-value does not depend on whether the alternative hypothesis violates the assumption of equal or expected values. However, the choice of the appropriate statistical test and its assumptions may depend on the alternative hypothesis.

In this regard, the p-value can be calculated without bothering about the expectation violation while testing the alternative hypothesis of "consumers differ in their preference for Android phones and iPhones." This hypothesis does not make any assumption about the expected preference of consumers for Android or iPhone, so the calculation of the p-value is not affected by any expectation violation.

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Answer:

okay sure Barnyst comingup

Step-by-step explanation:

Answer:

Always

Step-by-step explanation:

lets say WY = 8

WX = 2

hope this helps

XY = 6

WX(2) + XY(6) = 8

Answer:

always

Step-by-step explanation:

\(m\angle ABC=24^{\circ}\) by the inscribed angle theorem.

Answer:= 24

Step-by-step explanation:

by the inscribed angle theorem.

The solution of the compound inequality is x < 3/4 or x >2.

In mathematics, "inequality" refers to a relationship between two expressions or values that are not equal to each other. To solve the inequality, you may multiply or divide each side by the same positive number, add the same amount to each side, take the same amount away from each side, and more. You must flip the inequality sign if you multiply or divide either side by a negative number.

Given:

A compound inequality:

4x - 5 < -2 or x + 1 > 3.

Solving inequality,

4x < -2 + 5 or x > 2

4x < 3 or x > 2.

x < 3/4 or x >2.

Therefore, the solution is x < 3/4 or x >2.

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Answer:

B

Step-by-step explanation:

Sjdxdbnjenide because x029w09

A. True. \(m\angle F=90^{\circ}\) using the triangle sum theorem, and the triangles are congruent by HL since the hypotenuses are congruent and there is also one pair of corresponding congruent legs.

B. False. There is insufficient information to prove congruency.

C. True. \(\angle B\) and \(\angle E\) are included between the congruent sides.

D. True. Both triangles would be right triangles.

E. False. \(m\angle F=90^{\circ}\)  using the triangle sum theorem, but SSA is not valid for all triangles (in this case, SSA congruency is known as HL).

The statements [D] and [E] are correct from the given alternatives.

Given are two triangles as shown in the image.

The given statements are true as per reference of both triangles -

Therefore, the statements [D] and [E] are correct from the given alternatives.

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The solution to the inequality expression is n < -9

The inequality expression is given as

4n - 6(n + 1) > 12

Open the bracket in the above inequality expression

4n - 6n - 6 > 12

Evaluate the like terms

-2n > 18

Divide both sides by -2

n < -9

Hence, the solution to the inequality expression is n < -9

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The expression representing the perimeter of the polygon is given as follows:

7mn³/3 + 4m² + 3mn².

The perimeter of a polygon is given by the sum of all the lengths of the outer edges of the figure, that is, we must find the length of all the edges of the polygon, and then add these lengths to obtain the perimeter.

Hence the perimeter for the polygon in this problem is given as follows:

mn³(1/3 + 2) + m²(1 + 3) + mn²(1 + 2) = 7mn³/3 + 4m² + 3mn².

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