Need help ASAP pls!! ​

Answer:

1.66666666667

Step-by-step explanation:

4/2.4 = 1.66666666667

All you do is choose two lenghts and divide to see what factor was used for the dilation.

Answer:

-3/4

Step-by-step explanation:

We can rearrange the equation to get 3y = 4x + 27. Then we can find the slope intercept form: y = 4x/3 +9. You find the perpendicular slope by solving for the opposite and reciprocal of the current slope 4/3. So we would get -4/3, and then -3/4.

Answer:

its 1

Step-by-step explanation:

Answer:

1) There are four roots, with two real and two imaginary roots

The roots are x ±2, ±5·i

2) Therefore, there are 2 roots

The roots are real

The roots are x = -5 and x = 5

3) The possible factored form is therefore; (x + 5)²×(x + 1)×(x - 4)³×(x + 7)

4) Please see the attached graph of the function drawn with Microsoft Excel

Step-by-step explanation:

1) The given equations is as follows;

f(x) = x⁴ + 21·x² - 100

Let a = x², we have;

f(x) = a² + 21·a - 100

a = (-21 ± √(21² - 4 × 1 ×(-100))/(2 × 1)

a = -25 or 4

Therefore, x = √4 = ±2 or x = √(-25) = ±5·i

There are four roots, with two real and two imaginary roots

2) For f(x) = x³ - 5·x² - 25·x + 125

We have;

f(x) = x³ - 5·x² - 25·x + 125

From the equation, we see that x = 5 is a solution of the equation, therefore;

f(5) = 5³ - 5·5² - 25·5 + 125 = 0

Which gives, (x - 5) is a factor of the equation,

Dividing x³ - 5·x² - 25·x + 125 by (x - 5) gives;

x² - 25

(x³ - 5·x² - 25·x + 125)/(x - 5)

x³ - 5·x²

             [tex]{}[/tex]- 25·x

[tex]{}[/tex]                -25·x + 125

[tex]{}[/tex]                0          +  0

Therefore, by long division, (x³ - 5·x² - 25·x + 125)/(x - 5) = x² - 25

(x - 5)×(x² - 25) = (x - 5) × (x - 5) × (x + 5)

Therefore, there are 2 roots

The roots are real

The roots are x = -5 and x = 5

3) From the polynomial zeros, we have x = -5, x = -1, x = 4, and x = 7

At x = -5 the polynomial touches the x-axis given two real roots with (x + 5)² being a factor

With the root at x = -1, a factor is (x - 1)

With the root at x = 4 which has the shape of a cubic function, we have a factor of (x - 4)³

For the root at x = 1, the factor is taken as (x + 7)

The possible factored form is therefore; (x + 5)²×(x + 1)×(x - 4)³×(x + 7)

4) The given function is therefore;

f(x) = (x + 8)³(x + 6)²(x + 2)(x - 1)³(x - 3)⁴(x - 6)

(x + 8)³(x + 6)²(x + 2)(x - 1)³(x - 3)⁴(x - 6)

Please see the attached graph of the function drawn with Microsoft Excel

Answer: i can't see it sorry to blery

Step-by-step explanation:

Answer:

36

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Step-by-step explanation:

Step 1: Define

3pm

m = 4

p = 3

Step 2: Evaluate

by looking at the graph given we can see that:

And the function is never constant.

Here our function is:

f(x) = √(x^2 - 25)

And we have a graph of it.

First, remember that the argument of a square root needs to be zero or larger, so the interval (-5, 5) is not in the domain of our function.

We also can see that this is a square root, so there are no interval where the function is constant.

Finally, by looking at the graph given we can see that:

If you want to learn more about domains:

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Answer:

the second answer

Step-by-step explanation:

.........

Answer:

I think it may be A

Step-by-step explanation:

Answer:

20 Cups of peanut butter

Step-by-step explanation:

Answer:

20 cups

Step-by-step explanation:

80 cookies are made by 4 cups

which means 1 cookie is made by

[tex] \frac{4}{80} cups[/tex]

Therefore 400 cookies would require

[tex]400 \times \frac{4}{80} cups = 20cups[/tex]

Please mark me brainliest

The total number of students is equal to 16 students.

We are given that the accompanying histogram shows the heights of the students in Kyra's health class.

A histogram is a graph that shows the frequency of numerical data with the help of rectangular bars.

The height of a rectangle (the vertical axis) represents the distribution frequency of a variable ( amount).

We need to calculate the total number of students in the class.

We can see that for the first interval, the frequency is given as:

F1 = 2

For the 2nd interval, the frequency is given as:

F2 = 4

For the 3rd interval, the frequency is given as:

F3 = 5

For the 4th interval, the frequency is given as:

F4 = 4

For the 5th interval, the frequency is given as:

F5 = 1

The total students = 2 + 4 + 5 + 4 + 1

Total number of students = 16 students.

Therefore, the total number of students is equal to 16 students.

Learn more about histogram here:

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600 mL corresponds to 15 teaspoons of sugar

That gives the ratio 600:15

Divide both parts of that ratio by 3 so we get to 200:5

Then multiply both parts by 10 to get 2000:50

This says 2000 mL, aka 2 liters, of soda has an estimated 50 teaspoons of sugar.

To convert from teaspoons to grams, we multiply by 4. This is directly from the equation of 1 teaspoon = 4 grams of sugar

So 50 teaspoons = 50*4 = 200 grams of sugar.

To go from grams to teaspoons, we divide by 4.

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

To find the actual amount of sugar, you'll need to find a 2 liter bottle of soft drink and look at the nutrition facts label. You can search for the nutrition facts label online if you don't have a bottle near you. Keep in mind you're looking for the 2 liter plastic bottle version and NOT the 12 fluid-ounce can version.

Also, keep in mind that the nutrition facts label will list the amount of sugar per serving. This isn't the total sugar since it's just a small portion. Multiply the number of servings by the amount of sugar per serving.

Example: If there are 7 servings and 20 grams of sugar per serving, then that's a total of 7*20 = 140 grams of sugar total.

Side note: the amount of sugar will vary from brand to brand. However, they should all be in the same basic ballpark.

Answer:

p(5) = 30

Step-by-step explanation:

p(t) and if t=5 then p(5)

p(5) = 3(2)(5)

p(5) = 6(5)

p(5) = 30

Hope this helps and I hope u have an Amazing day!!

Answer:

6.60$ dollars per movie

Step-by-step explanation:

99/15=6.6

Answer:

$6.60

Step-by-step explanation:

[tex]\frac{99}{15}[/tex] = 6.60

Answer: -y=7

Explanation:

Think of your problem as subtraction:

2x-3y+15

-2x+3y=-1

Answer:

2√23

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Equality Properties

Trigonometry

Step-by-step explanation:

Step 1: Define

We are given a right triangle. Therefore, we can use PT to solve for the missing length.

Step 2: Identify Variables

Leg a = √88

Leg b = 2

Hypotenuse c = x

Step 3: Solve for x

Answer:

Mm did you do this already its been 4 days just want to make sureee

Step-by-step explanation:

Answer:

Step-by-step explanation: The equation of the line passing through the points (2, –1) and (5, –10) is y = -3x + 5 .Jun 9, 2017

Answer:

x = 36°

Step-by-step explanation:

m<RST + m<TSV = m<RSV

m<RST = 5x + 5

m<TSV = 46

RSV = 232

Plug in these values

5x + 5 + 46 = 232

5x + 51 = 232

5x = 181

x = 36.2, if rounding down;

x = 36°

Slope = change in y / change in x

Slope = (10 - -2) / (-11 - 19)

Slope = 12/-30

Simplify to get:

Slope = -2/5

Answer:

5x-5

Step-by-step explanation:

pls give brainliest

Answer:

5x − 5

Step-by-step explanation:

Multiply x by 5, which will give you 5x

Then multiple 1 by 5, you get 5.

You end up with 5x - 5

Answer:

15625

Step-by-step explanation:

To multiply powers of the same base, add their exponents. Add 2 and 4 to get 6.

Calculate 5 to the power of 6 and get 15625.

Answer:

Step-by-step explanation:

P = [tex]\left[\begin{array}{ccc}2&7\\3&0\\5&4\\-1&-3\end{array}\right][/tex]

Q = [tex]\left[\begin{array}{ccc}-4\\-3\end{array}\right][/tex]

PQ = [tex]\left[\begin{array}{ccc}2(-4)+7(-3)\\3(-4)+0(-3)\\5(-4)+4(-3)\\-1(-4)+(-3)(-3)\end{array}\right][/tex] = [tex]\left[\begin{array}{ccc}-29\\-12\\-32\\13\end{array}\right][/tex]

Answer:

(x+9)(x+9)=25

Step-by-step explanation:

x^2+18x+81=25

or x^2+(9x+9x)+81=25

or x^2+9x+9x+81=25

or x(x+9)+9(x+9)=25

:: (x+9) (x+9) =25

Answer:12.5 times out of 50

Step-by-step explanation:think about it add tails and 2

For 9:

1. Angle T and angle M are congruent because they are given

2. The line AH bisects angle THM because it is given

3. Angle 1 and angle 2 are congruent because of properties of angle bisection

4. The line AH is congruent to the line HA because of the reflexive property

5. Triangle TAH is congruent to triangle MHA because of AAS

6. The line TA is congruent to MA because of congruent triangles

For 10:

1. Angle H and angle J are congruent because it is given

2. G is the midpoint of FI because it is given

3. Angle 1 and angle 2 are congruent because they are vertical angles

4. Line HG is equal to line JG because of properties of midpoints

5. The triangles HIG and JFG are congruent because of AAS

6. The lines HI and JF are congruent because of congruent triangles

Answer:

840 beats in 30 minutes

Step-by-step explanation:

if its 28 a minute than you just need to multiply that by the number of minutes

Answer:

125

Step-by-step explanation:

C : F

10: 25

×5: ×5

50: ?

No. of fish in the tank = 25 × 5

                                    = 125

Answer:

There is a total of 100 stamps, or 10² stamps.

Explanation:

10•10=100 (standard form)

100 can be written as 10² in scientific notation (power)

Answer:

108 and 150

Step-by-step explanation:

108/3=36

150/3=50