Math 8th grade
Need help ASAP anything is appreciated:)

The solutions to the equation -30x² + 9x + 60 = 0 are x = 5/2 and x = -4/5.

To solve the equation, we can start by bringing all the terms to one side to have a quadratic equation equal to zero. Let's go step by step:

-5/3 x² + 3x + 11 = -9 + 25/3 x²

First, let's simplify the equation by multiplying each term by 3 to eliminate the fractions:

-5x² + 9x + 33 = -27 + 25x²

Next, let's combine like terms:

-5x² - 25x² + 9x + 33 = -27

-30x² + 9x + 33 = -27

Now, let's bring all the terms to one side to have a quadratic equation equal to zero:

-30x² + 9x + 33 + 27 = 0

-30x² + 9x + 60 = 0

Finally, we have the quadratic equation in standard form:

-30x² + 9x + 60 = 0

Dividing each term by 3, we get:

-10x² + 3x + 20 = 0

(-2x + 5)(5x + 4) = -10x² + 3x + 20

So, the factored form of the equation -30x² + 9x + 60 = 0 is:

(-2x + 5)(5x + 4) = 0

Now we can set each factor equal to zero and solve for x:

-2x + 5 = 0 --> x = 5/2

5x + 4 = 0 --> x = -4/5

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We know that 1 mile is 1.609344 kilometers.

Therefore, 50 miles is 80.4672 Kilometers.

Miles:

The mile, sometimes international, or statutory mile to distinguish it from other miles. The mile is a British imperial unit and a common unit of distance in the United States. Both are based on an older English unit of length, 5280 imperial feet or 1760 yards. The statutory mile was standardized between the Commonwealth and the United States by an international agreement in 1959 which was officially redefined as 1609.344 meters in relation to SI units.

Kilometer to Miles:

Typically, conversion from kilometers to miles is a conversion of distance from kilometers to miles. Kilometers and miles are used to measure the length from one point to another. In the metric system, the kilometer is a unit of length and is considered the International System of Units, while the mile is used as an English and US customary unit. One kilometer is abbreviated as "km" and one mile is abbreviated as "mi". These two measurements are mainly used to measure the geographical area of ​​land.

According to the Question:

We know (by definition) that:

1 mile = 1.609344 km

You can create a ratio to calculate the number of kilometers.

1 mile/ 50 mile = 1.609344 km/ X km

Now,

traverse the multiplication to find the unknown.

X km = 50 mile/ 1 mile × 1.609344 km

⇒  X km=80.4672 km

Therefore,

50 mile = 80.4672 km

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The rate of change of the width with respect to time when the length is 6 ft is -7 ft/s.

When the area of a rectangle remains constant, changes in its dimensions affect the rates of change of its length and width. Let's denote the width of the rectangle as w and the length as l. We know that the area (A) is given by the formula A = l * w. Since the area is fixed at 42 ft², we have the equation 42 = 6w, which implies w = 7 ft. Now, we can differentiate both sides of the equation with respect to time (t) to find the rates of change. dA/dt = (dl/dt) * w + l * (dw/dt). Given that dl/dt = 2 ft/s, l = 6 ft, and w = 7 ft, we can solve for dw/dt. Substituting the known values into the equation, we have 0 = 2 * 7 + 6 * (dw/dt), which simplifies to dw/dt = -7 ft/s. Therefore, the rate of change of the width with respect to time when the length is 6 ft is -7 ft/s.

Calculus and its applications in various real-life scenarios, such as determining rates of change and optimizing quantities, in order to solve problems involving dynamic systems and relationships between variables. Understanding calculus can enable you to analyze and predict how variables interact and change over time, making it a powerful tool in fields like physics, engineering, economics, and more. By delving deeper into the concepts and techniques of calculus, you can enhance your problem-solving skills and gain a better understanding of the world around you.

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Answer:

11.502

Step-by-step explanation:

Using the following building blocks in the right column to assemble a direct proof that the product of two odd numbers is odd, we have:

A mathematical proof is an inferential justification for a mathematical claim that demonstrates how the premises logically support the conclusion.

The direct proof has been assembled above,

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Answer:

2.15

Step-by-step explanation:

I will assume that "−1/4(−8.6)" is telling us to multiply (-8.6) times -(1/4):

(-1/4)*(-8.6)

= (8.6/4)

= 2.15

Answer: ΔKE = 760.5 Joules

Step-by-step explanation:

Isnt the formula for ΔKE = 0.5m*v^2???

Im not going to use that formula you gave me, its wrong.

900/2 = 450

1.3^2 = 1.69

450 x 1.69 = 760.5 Jules

This is also the wrong subject btw

Answer:

slope = - \(\frac{3}{2}\)

Step-by-step explanation:

calculate the slope m using the slope formula

m = \(\frac{y_{2}-y_{1} }{x_{2}-x_{1} }\)

with (x₁, y₁ ) = (2, 1 ) and (x₂, y₂ ) = (8, - 8 ) ← 2 ordered pairs from the table

note that any 2 ordered pairs may be used to calculate m

m = \(\frac{-8-1}{8-2}\) = \(\frac{-9}{6}\) = - \(\frac{3}{2}\)

Answer:

If RU = 16, UT = 20, and SR = 16, what is the perimeter of △SUT?    S    U

If SV = 38, SU = 26, and the perimeter of △SUV is 102, what is the value of RU?

If S‾V ≅ U‾V , SR = 4x − 1 and RU = x + 8, what is the value of SU?     V

Answer:

whats the question and ill answer in the comments

Step-by-step explanation:

if your asking for which time has the equal amount of attendee it between 7pm and 9pm if i am correct

There are 4 minutes in 1/15 of an hour. Therefore, 34 minutes is equal to 34/15 of an hour or 2.266666667 hours.

4 minutes is equal to 1/15 of an hour. Therefore, when multiplying 4 minutes by 34, we must first convert the minutes into hours. To do this, we divide 34 minutes by 15. This gives us 2.266666667 hours. This is the equivalent of 4 minutes multiplied by 34.

By understanding that 4 minutes is equal to 1/15 of an hour, we can apply this to any number of minutes to convert them into hours. For example, if we had 48 minutes, we would divide 48 by 15 and get 3.2 hours. We can also do this in reverse. For instance, if we wanted to convert 3.2 hours into minutes, we would multiply 3.2 by 15, giving us 48 minutes.

By understanding the relationship between minutes and hours, we can easily convert between the two. This is useful for measuring time or for calculating how long a task will take.

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Answer:

m= -3

b= 4

Step-by-step explanation:

whatever number has x next to it is always slope, that is how you find slope in a equation. To find y-intercept (b) you can just use the other number that doesn't have x to it.

Hope this helps!!!

Answer:

D. Yes, because StartFraction 16 Over 10 EndFraction equals StartFraction 24 Over 15 EndFraction.

Step-by-step explanation:

When two line are parallel, they do not meet even with continuous extension of their length.

In the given triangle JLN, line segment KM would be parallel to side JN if;

\(\frac{KL}{JK}\) = \(\frac{LM}{MN}\)

Given that: KL = 16, JK = 10, LM = 24 and MN = 15.

⇒  \(\frac{16}{10}\) = \(\frac{24}{15}\)

     \(\frac{8}{5}\) = \(\frac{8}{5}\)

Therefore, since the ratios are the same then KM ∥ JN. So that the statement; Yes, because  \(\frac{16}{10}\) equals  \(\frac{24}{15}\) is correct.

Answer:

The answer is D on edge.

Just wanna help out, have a nice day!

Answer:

Step-by-step explanation:

B. is not the answer

Answer:

y

=

x

2

−

2

x

,  

y

=

x

Step-by-step explanation:

Number 1

Given

Solution

The determinant formula

Now apply the determinant formula

The final answer

Answer:

x= -6

Step-by-step explanation:

28=3x - 7x + 4

Combine Like Terms:

28= -4x + 4

Subract four from both sides (in order to isolate the variable):

24= -4x

Divide by -4 from both sides:

x= -6

Answer:

x= -6

Step-by-step explanation:

1. Subtract the x's

28 = -4x + 4

2. Subtract the 4 by both sides

(28 - 4) = -4x + (4-4)

3. Solve

24 = -4x

4. Divide Both sides by -4

24/-4 = -4/-4 x

5. Solve

-6 = x or x = -6

The chance of selecting a card that is either red or has an even number is 10/11 or about 91%.

To find the probability of drawing a red card or an even-numbered card, we need to use the laws of probability. We can calculate the probability of each event separately and then add them together to get the probability of both events happening.

The probability of drawing a red card is 6/11, since there are 6 red cards out of a total of 11 cards.

The probability of drawing an even-numbered card is 5/11, since there are 5 even-numbered cards out of a total of 11 cards.

To find the probability of drawing a red card or an even-numbered card, we add the probability of drawing a red card and the probability of drawing an even-numbered card and then subtract the probability of drawing a card that is both red and even-numbered (i.e., the card numbered 2).

P(R or E) = P(R) + P(E) - P(R and E)

P(R or E) = 6/11 + 5/11 - 1/11

P(R or E) = 10/11

Therefore, the probability of drawing a red card or an even-numbered card is 10/11 or approximately 0.91.

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Answer:

x = 12

Step-by-step explanation:

8x-4 = 92

Corresponding Angle

8x = 92+4

8x = 96

Divide by 8

x = 12

Answer:

To determine the number of sheets of cardboard in a stack, we need to use the information given in the problem.

We know that each sheet of cardboard is 1 inch thick, and 16 sheets are stacked on top of each other in packages. The height of each stack is 21 inches.

Using the model of a ruler, we can divide the height of the stack (21 inches) by the thickness of each sheet (1 inch) to find the number of sheets in the stack.

21 ÷ 1 = 21

So, there are 21 sheets of cardboard in a stack.

To write an expression that can be used to determine the number of sheets of cardboard in a stack, we can use:

Number of sheets = height of stack ÷ thickness of each sheet

Or, substituting the given values: Number of sheets = 21 ÷ 1 = 21

This expression is simply a representation of the model we used earlier. It shows that we can determine the number of sheets in a stack by dividing the height of the stack by the thickness of each sheet. In this case, the expression yields the same result as the model, which is 21 sheets.

Answer:

$0.41

Step-by-step explanation:

dozen means 12.

simply divide $4.92 by 12.

PLEASE MARK ME AS BRAINLIEST !!!

$0.41

The triangles in this problem, regarding their similarity, are classified as follows:

a. Similar.

b. Similar.

c. Not Similar.

d. Not Similar.

Similar triangles are triangles that share these two features listed as follows:

For item a, it is found that the triangles are similar, as when a triangle is bisected, the triangle is similar with the bisected triangle.

For item b, the triangles are similar, as equilateral triangles have the same angle measures of 60º. The triangles have different side lengths, hence it underwent a dilation.

For item c, the triangles are not similar, as the ratios of the side lengths are different.

For item d, the triangles are not similar, as they have different angle measures.

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The additional information that would have to be true for the parallelogram to also be a rhombus is D. Opposite angles congruent

All rhombuses are parallelograms, but not all parallelograms are rhombuses. In a rhombus, all four sides are equal and the diagonals intersect at 90 degrees. In a parallelogram, the opposite sides are equal and the diagonals bisect each other.

Because its sides are parallel to one another, a rhombus can also be referred to as a particular kind of parallelogram. 360° is the total number of angles in a rhombus. Angles on either side of one another are equal, and adjacent angles are supplementary angles.

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Barbara draws a parallelogram. Jason thought it might be a rhombus. What additional information would have to be true for the parallelogram to also be a rhombus?a. Opposite sides congruent.b. Diagonals are perpendicular.c. Consecutive angles supplementary.d. Opposite angles congruent.

Answer:

x =  ​(y+w)/k

Step-by-step explanation:

xk-w=y ​

Add w to each side

xk-w+w=y+w

xk = y+w

Divide each side by k

xk/k = (y+w)/k

x =  ​(y+w)/k

Answer:

x=\(\frac{y+w}{k}\)

Step-by-step explanation:

Have a nice day

Answer:

112

Step-by-step explanation:

8 x 7 = 56

56 divided by 0.5 is 112

Answer:

400

Step-by-step explanation:

5x2x10x4=

Answer:

\((-\infty,-9)\cup(-9,\infty)\)

Step-by-step explanation:

The domain of a rational function is all real numbers except for when the denominator equals 0.

So, to find the domain restrictions, set the denominator to 0 and solve for x.

We have the rational function:

\(s(y)=\frac{7y}{y+9}\)

Set the denominator to 0:

\(y+9=0\)

Subtract 9:

\(y\neq-9\)

So, the domain is all real numbers except for -9.

In other words, our domain is all values to the left of negative 9 and to the right of negative 9.

In interval notation, this is:

\((-\infty,-9)\cup(-9,\infty)\)

And we're done :)

Answer: 25

Step-by-step explanation:

25 * 25 = 625

Answer:

625

Step-by-step explanation:

25 times 25 equals 625

Answer:

a. ? = 12

b. ? = -4

c. ? = 4

d. ? = -3

e. ? = -3

Step-by-step explanation: