Solve the quadratic equation: x^2+4x+17=8-2x

Answer:

Look at the picture. M angle1= M angle 3 might be wrong

Angle 1 and angle 2 are supplementary, so p and a are parallel by transversal properties and angle congruence.

as it is already stated that Angle 1 and angle 2 are supplementary.

from the angle 2 and 3 are supplementary according to linear pair postulate
Supplementary angles add up to 180 degrees, so we have:

angle 1 + angle 2 = 180

Using the characteristics of parallel lines and transversals, we can determine that if angles 1 and p are complementary and angles 1 and 2 are congruent, then angles p and 2 are also complementary.

according to transitive property of equality

angle1 +angle 2= angle 3+ angle 4

consecutive interior angle theorem
angle 1 = angle 3

∠1≅∠3

lines converse angles converse.

p║q

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Answer:

x=6

Step-by-step explanation:

5(x-3)+2x=27

Distribute

5x-15 +2x =27

Combine like terms

7x-15 = 27

Add 15 to each side

7x-15+15 =27+15

7x =42

Divide each side by 7

7x/7 = 42/7

x = 6

Answer: x = 6

Step-by-step explanation:

Distribute the 5 into the parenthesis:

\(5(x-3)+2x=5x-15+2x\)

Combine like terms, the 5x and 2x:

\(5x+2x-15=7x-15\)

Add 15 to both sides:

\(7x-15=27\)

\(7x=42\)

Divide both sides by 7:

\(x=6\)

Answer:

The first can that is 4/10 full.

Step-by-step explanation:

Well half of 8 is 4 and 4/8 is equal to 1/2. So 5/8 in this case is over 1/2. The can that is 4/10 full is less than 1/2 because half of 10 is 5 (5/10), so it is beneath that 1/2 mark.

I hope my explanation was easy to understand because I tried to make it simple.

:) :) :)

Answer:

4 × (-5) = -20

Step-by-step explanation:

The opposite of 5 is negative 5. Therefore, the statement, "Four times the opposite of five equals negative twenty" can be written as 4 × (-5) = -20.

I hope this helps!

Answer:141

Step-by-step explanation:

1276/9=141.7…

You can’t have 0.7 of a bunch

So you can only make 141 full bunches

Answer:

The answer is B

Hope it helps!

Answer:

q = -9

Step-by-step explanation:

(3, -15), (4, -21)

(-21 + 15)/(4 - 3) = -6/1 = -6

y + 15 = -6(x - 3)

y + 15 = -6x + 18

y = -6x + 3

q = -6(2) + 3 = -12 + 3 = -9

5/6 fraction times 30 equals 25.

We need to find what fraction times 30 equals 25.

In Mathematics, fractions are represented as a numerical value, which defines a part of a whole. A fraction can be a portion or section of any quantity out of a whole, where the whole can be any number, a specific value, or a thing.

Let the unknown fraction be x/y.

Now, x/y × 30 =25

⇒ x/y = 25/30

⇒ x/y = 5/6

Therefore, 5/6 fraction times 30 equals 25.

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Answer: D. Incenter

Step-by-step explanation:

The point W is made with straight lines, so it is the incenter. I hope this helps!!

Answer:

hi I am new here ☺ ✨ ☺ ✨ ☺

Answer:

12 goles

Step-by-step explanation:

5 goles/25 min = x goles/60 min (multiplicación cruzada)

(60 * 5)/25 = x

300/25 = 12

This hypothesis aims to determine if the random sample of 2,000 U.S. adults taking an average of 5,863 steps per day with a standard deviation of 2,870 is strong evidence to support the claim that U.S. adults take fewer steps than the 7,000 steps threshold.

The alternative hypothesis in this scenario would be that the average number of steps taken by U.S. adults is less than 7,000 per day. This hypothesis is being tested to determine if there is strong evidence that the true average number of steps per day is lower than the commonly accepted average. The random sample of 2000 U.S. adults helps to ensure that the results are representative of the larger population. The alternative hypothesis for this study would be: "On average, U.S. adults take fewer than 7,000 steps per day."

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Hi there!  

»»————-　★　————-««

I believe your answer is:  

\(h(10) \text{- the altitude of the hot air balloon after 10 minutes.}\\\\\boxed{h(10)=60}\)

»»————-　★　————-««  

Here’s why:  

⸻⸻⸻⸻

⸻⸻⸻⸻

\(\boxed{\text{Evaluating the function...}}\\\\h(t) = 210 - 15t; \text{ } h(10)\\-------------\\\rightarrow h(10) = 210 - 15(10)\\\\\rightarrow h(10)=210 - 150\\\\\rightarrow \boxed{h(10) = 60}\)

⸻⸻⸻⸻

»»————-　★　————-««  

Hope this helps you. I apologize if it’s incorrect.  

Answer:whats the question?

Step-by-step explanation:

Answer:

the first one- 15 15/16in3

Step-by-step explanation:

this is probably not the best way to do this but I divided the 1/4 and got 0.25 and just added 4 I did the same to 1 1/4 so I multiplied them all

4.25 x 1.25 x 3= 15.9375= 15/ 15/16

I hope this helped! :)

To determine the distance traveled by Katie at different marks, we can use the formula Distance = Rate × Time.

To determine how far Katie has traveled at each mark, we can use the formula:
Distance = Rate × Time

So, the elements in the range of the function that would be used to determine how far Katie has traveled at each mark are 384 miles, 416 miles, and 448 miles.

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Answer: This is not a function

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

Explanation:

If x = 1, then,

x = |y|

1 = |y|

|y| = 1

y = plus/minus 1

y = 1 or y = -1

The input x = 1 leads to more than one output y = 1 and y = -1 at the same time.

Similar situations occur with x = 2 and x = 3.

This means we do not have a function. A function can only be possible if each input leads to exactly one output.

The predicted optimal graduating class size can be found by solving for hsize when the derivative of the SAT score with respect to hsize is zero.

(i) To determine whether hsize2 should be included in the model, we can conduct a hypothesis test by comparing the coefficient of hsize2 to zero. The null hypothesis (H0) is that the coefficient is zero, suggesting that hsize2 does not have a significant impact on the SAT score. The alternative hypothesis (Ha) is that the coefficient is not zero, indicating that hsize2 has a significant effect on the SAT score.

To test the hypothesis, we can calculate the t-statistic for the coefficient of hsize2. The t-statistic is given by the coefficient divided by its standard error. If the absolute value of the t-statistic is sufficiently large, we can reject the null hypothesis in favor of the alternative hypothesis.

To find the predicted optimal graduating class size, we can use the equation and solve for hsize when the derivative of the SAT score with respect to hsize equals zero. This will give us the turning point where the SAT score is maximized.

(ii) To estimate the difference in SAT scores between nonblack females and nonblack males while holding hsize fixed, we can simply subtract the coefficients of the female variable for nonblack females and nonblack males. We can then assess the significance of the difference by conducting a t-test comparing this difference to zero at the 5% significance level.

(iii) To estimate the difference in SAT scores between nonblack males and black males, we can subtract the coefficient of the black variable from the coefficient of the male variable. To test the null hypothesis that there is no difference between their scores, we can conduct a t-test comparing this difference to zero.

(iv) To estimate the difference in SAT scores between black females and nonblack females, we can subtract the coefficient of the female variable for nonblack females from the sum of the coefficients of the female and black variables for black females. To test whether the difference is statistically significant, we would need to conduct a t-test comparing this difference to zero.

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Answer: 50

Step-by-step explanation:

20 divided by 10 is 2, and a half a dollar is 50 cents.

Answer:

Adam's container

Step-by-step explanation:

Adam's: 8.75/ 3.5 = 2.5

Marco's: 9.75/ 3.75 = 2.6

= 2.5

Answer:

l = 194999.45

Step-by-step explanation:

I'm going to assume that you meant 3.14 by 3,14.

336,765 = 3.14 × 0.55 × (l + 0.55)

336,765 ÷ (3.14 × 0.55) = l + 0.55

(336,765 ÷ (3.14 × 0.55)) - 0.55 = l

l = 194999.45

Answer:

sorry i wish i knew how but i would like to give you aomething other than an answer for your question and i hope this is ok.

Step-by-step explanation:

every day is a new day and a new opportunity to change the world no matter how BIG or how small.  even if you make mistakes. always remember this though. whatever you put into the world, whether it be good or bad, it will always come back three times.

meaning that when you do something good something three times as good will happen to you. The same is so for bad except it would be 3 times as bad as will happen to you.   I hope your day is great and may you do many great things.

The coordinates of points C, E, and H are; (-1.5, 8.5); (1.5, 7.5) and  (6, 6)

Each section of the line is 1.5 units higher along the x-axis direction and 0.5 units lower than Point A along the y-axis. Thus, for each section you have to add 1.5 to x-coordinates and subtract 0.5 from y-coordinate values.

Thus;

Point A has a coordinate of (-3, 9).

Point C is one section away from point A and as such the coordinates of section C is;

C = ((-3 + 1.5), (9 - 0.5))

C = (-1.5, 8.5)

Applying the same for points E and H are;

E(1.5, 7.5) and H(6, 6)

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The given triangles are congruent following the side angle side (SAS) congruency .

Given,

∴ ∠ A = ∠ B = ∠ C = ∠ D =90°

In Δ ABC and Δ CDA

AB =  CD

∠ BAC= ∠ DAC

AB= AD

∴ By Side Angle Side congruent property

Δ ABC ≅ Δ CDA

Congruent refers to figures that are similar in all respects, primarily in terms of size and shape. Congruence describes how two congruent figures relate to one another.

The relationship between two figures that are congruent is referred to as congruence. Let's talk about the triangle SAS congruence now. We don't necessarily need to look into all the sides and angles to determine whether the two triangles are identical.

Triangles must be congruent to mean,

There are no different comparable angle pairs.

It is equal on all comparable sides.

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1) Gathering the data

2) To find how many years from the current year will it take, let's plug into that equation:

3) So approximately 35 years from the current year.

Using the mean formula we know that the new mean height of 14 people is 159.7 cm.

A mean in math is the average of a data set, calculated by adding all numbers together and then dividing the total of the numbers by the number of numbers.

For illustration, with the dataset containing: 8, 9, 5, 6, 7, the mean is 7, as 8 + 9 + 5 + 6 + 7 = 35, 35/5 = 7.

The mean height given is 159 cm.

Let, x1, x2, x3 ..... x15 be the height of 15 people.

x1+x2+x3 ..... x15/15 = 159

x1+x2+x3 ..... x15 = 159 * 15 = 2385 cm ...(1)

Let, x1 = 148 cm, who leaves the group.

148+x2+x3 ..... x15 = 2385 cm

x2+x3 ..... x15 = 2237 cm

Now, we have 14 people.

New mean = x2+x3 ..... x15/14

= 2237/14

= 159.7 cm

Therefore, using the mean formula we know that the new mean height of 14 people is 159.7 cm.

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The given integral is∫ (π/2)0 Ie sin(2x) dxWe can integrate it by substitution method. Let u= 2x, then du/dx = 2 and dx = du/2Now substitute the value of x and dx in the integral:

∫ (π/2)0 Ie sin u/2 du/2

Now, integrate sin u/2,

we get, -2cos u/2 from 0 to π/2

=(-2(cosπ/4 - cos0)/2\

=-1/√2 - (-2(cos0)/2)

=-1/√2 + 1

Thus, the value of the integral is -I(e) [1/√2 - 1]

= I(e) (1-1/√2)

= I(e) (1/√2) (2 - √2)

Therefore, the value of the given integral is I(e) (1/√2) (2 - √2).

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Answer: use the radious

Step-by-step explanation:

According to the question we have  the correct answer is option 2, with a volume of 1664 cubic units.

The volume of the solid lying under the circular paraboloid z = x^2 + y^2 and above the rectangle R = (-4, 4] x [-6, 6] can be found using a double integral. First, set up the integral with respect to x and y over the given rectangular region:

Volume = ∬(x^2 + y^2) dA

To evaluate this integral, we will use the limits of integration for x from -4 to 4, and for y from -6 to 6:

Volume = ∫(from -4 to 4) ∫(from -6 to 6) (x^2 + y^2) dy dx

Now, integrate with respect to y:

Volume = ∫(from -4 to 4) [(y^3)/3 + y*(x^2)](from -6 to 6) dx

Evaluate the integral at the limits of integration for y:

Volume = ∫(from -4 to 4) [72 + 12x^2] dx

Next, integrate with respect to x:

Volume = [(4x^3)/3 + 4x*(72)](from -4 to 4)

Evaluate the integral at the limits of integration for x:

Volume = 1664

Therefore, the correct answer is option 2, with a volume of 1664 cubic units.

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The process of how to construct a square with a compass and straightedge is explained

To construct a square using a compass and straightedge, follow these steps:

1. Start with a line segment AB. This will be one side of the square.

2. Use a compass to mark off four equal distances along the line segment AB. These points will be the vertices of the square.

Let's call these points C, D, E, and F.

3. With the compass centered at point C, draw an arc that intersects line segment AB at two points. Label these points G and H.

4. With the compass centered at point D, draw an arc with the same radius as in step 3. This arc should intersect line segment AB at two points. Label these points I and J.

5. Use a straightedge to draw lines through points G and H and extend them until they intersect. Label this intersection point K.

6. Similarly, use a straightedge to draw lines through points I and J and extend them until they intersect. Label this intersection point L.

7. Finally, use a straightedge to draw lines through points K and L, as well as points C and D. These lines will intersect at point M, which will be the fourth vertex of the square.

Now constructed a square with sides equal to the length of line segment AB using only a compass and straightedge.

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Answer:

correct answer = 2.367x107

wrong answer =  2.387x107

to find difference do big-small

or 2.387x107-2.367x107= (2.387-2.367)x107= 0.02x107=2.14