I PROMISE BRINLIEST THIS IS VERY EASY I JUST DON'T KNOW!!!!!!!!!! Simplify the polynomial
3x2 + 5x – 5x2 – 4x + 5 – 2

A.)–8x2 – 9x + 3
B.)2x2 + x + 3
C.)–2x2– 9x + 3
D.)–2x2 + x + 3

Answer:

Step-by-step explanation:

the graph of f(x)=3x becomes the graph of g(x)=3x-2 if the entire graph of f(x) = 3x is translated down by 2 units.

For this case we have that by definition, the formula of the midpoint is given by:

[tex]MP = (\frac {x_ {1} + x_ {2}} {2}, \frac {y_ {1} + y_ {2}} {2})[/tex]

We have the points are:

[tex](x_ {1}, y_ {1}) :( 9,8)\\(x_ {2}, y_ {2}): (- 1, -2)\\MP = (\frac {9 + (- 1)} {2}, \frac {8 + (- 2)} {2})\\MP = (\frac {9-1} {2}, \frac {8-2} {2})\\MP = (\frac {8} {2}, \frac {6} {2})\\MP = (4,3)[/tex]

Answer:

Option D

Answer:

option D is right on plato

Step-by-step explanation:

Answer:

2.

Step-by-step explanation:

The reason I say this one is because that equation say p is greater than 48 that is why,

Answer: Option number 3!

Answer:

See diagram below

Step-by-step explanation:

I added the picture but not sure if you can see it?  Hope it helps!

Final answer:

Chantale's motion can be graphically represented on a position-time graph, with walking segments shown by lines with positive slopes, the running back segment by a line with a negative slope, and the stationary segment at school by a horizontal line.

Explanation:

The question pertains to plotting a graph of Chantale's motion as she moves to and from school, which is a concept from kinematics in physics. We can visualize her walk as a position-time graph, where each part of her travel (A to D) corresponds to a different segment of the graph.

A. Walking towards home: This would be represented by a line moving away from the origin (assuming the school is the origin) with a positive slope, showing that distance from school is increasing over time.

B. Running back to school: This segment of the graph will have a negative slope as Chantale moves closer to the origin (school).

C. Spending 2 minutes at school: During this time, her position does not change, so the graph will show a flat, horizontal line indicating no movement.

D. Walking back home: This would again be a line with a positive slope as she moves away from the school to her house.

To encompass the entire journey, you would see a graph with segments that reflect these motions, and each segment would follow the order of actions A to D.

4 desserts

The number of meals can be expressed by c * s * d = m, where c is main courses, s is salads, d is desserts, and m is meals.

Fill in the variables.

6 * 2 * d = 48

Simplify.

12 * d = 48

Divide both sides by 12.

d = 4

So, there are 4 desserts.

Answer: 18,000deg

Step-by-step explanation:

(3000rev/min)*(1min/60s)*(360deg/1rev)=18,000deg

Answer:

18,000

Step-by-step explanation:

We know that the electric motor makes 3000 revolutions in a minute/60 sec.

In one second, the motor makes 3000/60 revolutions.

In one second, the motor makes 50 revolutions.

∴ 1 revolution = 360 degrees

50 revolutions = 360 × 50 degrees

50 revolutions = 18,000 degrees

True

A counterexample is a special type of example that is an exception to a general rule, law, proposition or statement. Hence if we prove that [tex]sin(45^{\circ})+cos(45^{\circ})\neq 1[/tex] then this is a counterexample for the expression [tex]sin(x)+cos(x)=1[/tex]. Thus:

[tex]sin(x)+cos(x)=1 \\ \\ Substituting \ x=45^{\circ} \ we \ have: \\ \\ sin(45^{\circ})+cos(45^{\circ})=1 \\ \\\frac{\sqrt{2}}{2}+\frac{\sqrt{2}}{2}=1 \\ \\ Rewriting:\\ \\2\frac{\sqrt{2}}{2}=1 \\ \\ \therefore \sqrt{2}=1 \ FALSE![/tex]

So we observe that the equation is not fulfilled because [tex]\sqrt{2}\neq 1[/tex]. In conclusion:

A counterexample for the expression sin(x)+cos(x)=1 is 45° is true!

Answer:

7/10

Step-by-step explanation:

To make things simple, let's turn 80% into a fraction, 8/10. To get a common denominator let's turn 8/10 into 4/5. Since they are both of equal size, the first group would have 2/5 left-handed people and the second 1/5 left-handed people. Let's imagine that each group has 5 people in it. There would be 10 people in total. There is 1 person for each fifth so we can add now. 4 + 3 = 7 right handed people. To check, 2 + 1 = 3 and 3 + 7 = 10. so 7/10 of the class is right-handed.

The fraction of the class is right handed is 7/10

We have given that

80% of the second group are right-handed.

let's turn 80% into a fraction,

The fraction form of 80% can be calculated by dividing 80 by 100

So we get,

[tex]=\frac{80}{100} \\\\=\frac{8}{10}[/tex]

=8/10.

To get a common denominator let's turn

8/10 =4/5             .....(divide the numerator and denominator by 2)

Since they are both of equal size,

The first group would have 2/5 left-handed people and

The second 1/5 left-handed people.

Let's imagine that each group has 5 people in it.

There would be 10 people in total.

There is 1 person for each fifth so we can add now.

4 + 3 = 7 .....(1)

right handed people.

we can check it,

2 + 1 = 3 and 3 + 7 = 10. .........(2)

Therefore we get,

7/10 of the class is right-handed.

The fraction of the class is right handed is 7/10

To learn more about the fraction visit:

https://brainly.com/question/78672

Answer:

The answer is B. Hope this helped! c;

Step-by-step explanation:

Answer:

B)Out of every 5 trials the desired outcome will occur approximately 2 times

Step-by-step explanation:

The theoretical probability of an event occurring is 2/5. Which best describes the experimental probability associated with this?

The answer is -

Out of every 5 trials, the desired out come will be approximately 2 times.

Theoretical probability is based on reasoning. It is written as a ratio of the number of favorable outcomes to the number of possible outcomes.

Answer:

A

Step-by-step explanation:

Given

x³ +x ² - 6x ( to find the zeros equate to zero ), that is

x³ + x² - 6x = 0 ← factor out x from each term

x(x² + x - 6) = 0

To factorise the quadratic

Consider the factors of the constant term (- 6) which sum to give the coefficient of the x- term (+ 1)

The factors are + 3 and - 2, since

3 × - 2 = - 6 and 3 - 2 = + 1, hence

x(x + 3)(x - 2) = 0

Equate each factor to zero and solve for x

x = 0

x + 3 = 0 ⇒ x = - 3

x - 2 = 0 ⇒ x = 2

The zeros are x = - 3, x = 0, x = 2 → A

Let's solve your inequality step-by-step.

x+11>2

Step 1: Subtract 11 from both sides.

x+11−11>2−11

x>−9

Answer:

x>−9

Answer:

A

Step-by-step explanation:

First express [tex]\sqrt{2}[/tex] + i[tex]\sqrt{2}[/tex] in trig form

| z | = [tex]\sqrt{(\sqrt{2})^2+(\sqrt{2})^2  }[/tex] = [tex]\sqrt{4}[/tex] = 2

Θ = [tex]tan^{-1}[/tex]( [tex]\frac{\sqrt{2} }{\sqrt{2} }[/tex]) = [tex]tan^{-1}[/tex]( 1) = [tex]\frac{\pi }{4}[/tex]

Thus

[tex]\sqrt{2}[/tex] + i[tex]\sqrt{2}[/tex] = 2 [ cos[tex]\frac{\pi }{4}[/tex] + isin[tex]\frac{\pi }{4}[/tex] ]

Hence

([tex]\sqrt{2}[/tex] + i[tex]\sqrt{2}[/tex] )³

= 2³ [ cos ([tex]\frac{\pi }{4}[/tex] × 3) + isin([tex]\frac{\pi }{4}[/tex] × 3 ) ]

= 8 [ cos([tex]\frac{3\pi }{4}[/tex] ) + isin([tex]\frac{3\pi }{4}[/tex]) ] → A

The standard form of the give complex number is

8 [ cos(\frac{3\pi }{4} ) + isin(\frac{3\pi }{4}) ]

We have given that,

First express  [tex]\sqrt{2} + i\sqrt{2}[/tex]  in trig form

[tex]| z | = \sqrt{(\sqrt{2})^2+(\sqrt{2})^2 } = \sqrt{4} = 2[/tex]

[tex]\theta = tan^{-1}( \frac{\sqrt{2} }{\sqrt{2} }) = tan^{-1}( 1) = \frac{\pi }{4}[/tex]

Thus, [tex]\sqrt{2} + i\sqrt{2} = 2 [ cos\frac{\pi }{4} + isin\frac{\pi }{4} ][/tex]

[ r(cos θ + i sin θ) ]^n = r^n(cos nθ + i sin nθ)

Hence, [tex](\sqrt{2} + i\sqrt{2} )^3[/tex]

[tex]= 2^3 [ cos (\frac{\pi }{4} \times 3) + isin(\frac{\pi }{4} \times 3 ) ][/tex]

[tex]= 8 [ cos(\frac{3\pi }{4} ) + isin(\frac{3\pi }{4}) ] \implies A[/tex]

Thererefore the standard form of the give complex number is

8 [ cos(\frac{3\pi }{4} ) + isin(\frac{3\pi }{4}) ].

To learn more about the complex number visit:

https://brainly.com/question/10662770

#SPJ2

Answer:

Step-by-step explanation:

Look at the picture

Answer:

60 students were in each bus.

Step-by-step explanation:

248-8=240

240 students rode on busses.

240/4= 60

60 students per bus.

248-8= 240 (taking away 8 because 8 of the students are not taking the bus)

240/4=60 (dividing the number we got by 4 because there are 4 busses)

i hope i helped :)

Answer:

5 hr.

Step-by-step explanation:

this is because one car is moving at 30 miles an hour and the other at 30+20 miles an hour = 50mph. so after 1 hour one car would have gone 30 miles and the other 50 = 80 altogether not 400 yet. After 2 hours one car would have gone 60 miles and the other 100 = 160 not 400 yet. ECT... After five hours one car has gone 150 mile (30mph*5hr = 150miles) and the other 250miles (59mph*50hr = 250miles) = 400, since 150+250=400. Therefore it would take 5hr for the cars to meet. and crash ._.

Final answer:

The two cars traveling towards each other, one at 30 mph and the other at 50 mph, will meet after 5 hours, since their combined speed is 80 mph and they are 400 miles apart.

Explanation:

To solve the problem of when two cars moving towards each other will meet, we can use the concept of relative speed. The first car travels at 30 mph, and the second car travels at the faster speed of 50 mph (since it is 20 mph faster than the first car). The combined speed at which the two cars are moving towards each other is the sum of their individual speeds.

The formula for time is:

Time = Distance / Speed

Given that the two cars are 400 miles apart, and the combined speed is 30 mph + 50 mph = 80 mph, the time it takes for the two cars to meet is:

Time = 400 miles / 80 mph = 5 hours

Therefore, the cars will meet after 5 hours of travel.

[tex]x \div y = 3 \div 5 \\ it \: means = \\ 3y = 5x \\ x - y = 18 \\ [/tex]

To solve we multiply the last equation by 5 and we get the following:

5x-5y=90

But 5x=3y and we replace it in this equation:

3y-5y=90

-2y=90

y=-45

and x-(-45)=18 , x+45=18

x=-27

Answer:

The graph in the attached figure

Step-by-step explanation:

we know that

In a reflection across the y-axis the y-coordinate remains the same, but the x-coordinate is transformed into its opposite

we have

[tex]f(x)=2(0.4)^{x}[/tex]

The reflection of f(x) across the y-axis is equal to the function g(x)

[tex]g(x)=2(0.4)^{-x}[/tex]

The graph in the attached figure

The graph which best represents a reflection of f(x) across the y-axis is; f(x) = 2(0.4)^-x.

[tex]f(x) = 2(0.4)^{-x}[/tex]

A reflection of a point over the y -axis is given by a rule in accordance with mathematical convention. The rule in discuss for a reflection over the y -axis is (x,y)→(−x,y).

Hence, the reflection of the graph is given by the function; f(x) = 2(0.4)^-x.

[tex]f(x) = 2(0.4)^{-x}[/tex]

Read more on reflection of a graph;

https://brainly.com/question/4335018

#SPJ2

Answer:

8x + 12y < 240

Step-by-step explanation:

If x equals the number of small rugs and y equals the number of medium rugs dyed, we would need to multiply both variables by the number of hours taken to dye each sized rug. It takes 8 hours to dye a small rug (8x), and 12 hours to dye a medium rug (12y).

Then, to find the total number of hours they dye them in, add the terms together.

8x + 12y

The company must dye the rugs in less than 240 hours, so we will use a 'less than' (inequality) sign (it cannot be 240, or any more than 240).

8x + 12y < 240

Answer:

c

Step-by-step explanation:

Answer:

A: x= -18, B: y= 10, C: x= 42, D: 14

Step-by-step explanation:

Note: The photo you used was hard to read, so I just assumed what the equations were.

A) x+14=-4

-14      -14

x=-18

B) y-14=-4

+14      +14

y=10

C) z/14=3

times 14         times 14

x=42

D) 2/7x=4

times 7/2      times 7/2

x=14

Answer:

14 and 16

Step-by-step explanation:

absolute value of a negative is the positive

Answer:

Answer is 14 and 16.

Step-by-step explanation:

Absolute value is never negative.

Hope my answer has helped you!

Answer:

[tex]\boxed{\text{Degree = 4; Max. no. of terms = 5}}[/tex]

Step-by-step explanation:

(x² + x + 2)(x² – 2x + 3)

1. Degree of product

The degree of the product of two polynomials is the sum of their degrees.

Each polynomial is of degree 2, so the degree of the product is 4.

That is, the term of highest degree must come from x² × x² = x⁴.

2. Maximum number of terms

The maximum number of terms is one more than the degree of the product.

Thus, there is a maximum of five terms in the product: one for each power of x plus a constant term.

P = a₁x⁴ + a₂x³ + a₃x² + a₄x + a₅

See the attached picture.

The Y values would remain the same, the X values become the negative of the original values.

Answer: [tex]x=56.5\ km[/tex]

Step-by-step explanation:

Given the right triangle in the image, you need to remember the following identity:

[tex]cos\alpha=\frac{adjacent}{hypotenuse}[/tex]

Observe the triangle. You can identify that:

[tex]\alpha=28\°\\adjacent=x\\hypotenuse=64[/tex]

Then, knowing these values, you can substitute them into  [tex]cos\alpha=\frac{adjacent}{hypotenuse}[/tex]:

[tex]cos(28\°)=\frac{x}{64}[/tex]

Finally, you have to solve for "x".

Therefore, the value of "x" rounded to the nearest tenth is:

[tex]64*cos(28\°)=x\\x=56.5\ km[/tex]

Answer:

f(x) = x(x + 9)(x − 9)

Step-by-step explanation:

Answer: f(x) = x(x+9)(x-9)

Step-by-step explanation:

Answer:

Step-by-step explanation:

The formula of a volume of a cone:

[tex]V=\dfrac{1}{3}\pi r^2H[/tex]

r - radius

H - height

We have r = 10cm and H = 25 cm.

Substitute:

[tex]V=\dfrac{1}{3}\pi(10^2)(25)=\dfrac{1}{3}\pi(100)(25)=\dfrac{250\pi}{3}\ cm^3[/tex]

[tex]\pi\approx3.14\to V\approx\dfrac{(250)(3.14)}{3}\approx261.67\ cm^3[/tex]

Answer:

498

Step-by-step explanation:

38×12 + 7×6 = 498

don't worry!

Answer: B 498

Step-by-step explanation:12 times 38 because it is 12 eggs in each cartons plus 7 times 6 because she also bought 7 quail eggs equal to 498

length* width

12*10= 120

Volume /120

960/120=8

height is 8 inches

Answer:

I believe it is 1/6 for the pencil and 1/3 for the pen. Altogether, 2/9.

Step-by-step explanation:

There is 1 purple pencil out of 6 and 1 black pen out of 3.

Using probability of independent events, it is found that there is a [tex]\frac{1}{15}[/tex] probability  that she will select a purple pencil and a black pen in that order.

A probability is the number of desired outcomes divided by the number of total outcomes.

If two events, A and B, are independent, the probability of both happening is the multiplication of the probabilities of each happening, that is:

[tex]P(A \cap B) = P(A)P(B)[/tex]

In this question:

The probability is:

[tex]P(A \cap B) = P(A)P(B) = \frac{1}{5} \times \frac{1}{3} = \frac{1}{15}[/tex]

[tex]\frac{1}{15}[/tex] probability  that she will select a purple pencil and a black pen in that order.

A similar problem is given at https://brainly.com/question/23855473

Answer:

x = 3 and y = 3

Step-by-step explanation:

2 x + 3 y = 15 { Equation 1 }

x + y = 6 { Equation 2 }

( Multiply the x variable by 2 so equation 1 and 2 have the same x variable )

2 x + 3 y = 15 { Equation 1 }

2 x + 2 y = 12 { Equation 2 }

( Minus equation 2 from 1 so we are left with an independent variable )

y = 3

( Substitute y = 3 into equation 1 to solve for x )

2 x + 9 = 15

( Solve )

2 x + 9 = 15

[ Subtract 9 from both sides ]

2 x = 6

[ Divide by 2 from both sides ]

x = 3

Answer: x=3

y=3

Step-by-step explanation:

2x+3y=15

x+y=6

2x+3y=15

x=6-y

2(6-y)+3y=15

y=3

x=6-3

x=3

(3,3)