Answer:
-2
Step-by-step explanation:
Line N passes through the points (-1, 4) and (-1, -4).
5
4
3-
2
1
-5 -4 -3 -2 -14
1
2 3 4 5
x
X
اسة.
5
3
ܛܝܝܝ
5
Which is true of line N?
Answer:
i don't know btw is this eighth grade
Find an equation of a degree 3 polynomial (in factored form) with the given zeros of f(x): -5, -3,1.
Assume the leading coefficient is 1.
Answer:
f(x) = x^3 + 7x^2 + 7x -15
Step-by-step explanation:
f(x) = (x+5)(x+3)(x-1)
f(x) = (x^2 + 3x + 5x + 15)(x-1)
f(x) = (x^2 + 8x + 15)(x-1)
f(x) = x^3 + 8x^2 + 15x -x^2 -8x -15
simplify
f(x) = x^3 + 7x^2 + 7x -15
Answer:
[tex]f(x) = (x + 5)\, (x + 3)\, (x - 1)[/tex].
Step-by-step explanation:
By the factor theorem, if a constant [tex]a[/tex] is zero of the polynomial [tex]f(x)[/tex], [tex](x - a)[/tex] would be a factor of this polynomial. (Notice how [tex]x = a[/tex] would indeed set the value of [tex](x - a)\![/tex] to [tex]0[/tex].)
For instance, since [tex](-5)[/tex] is a zero of the polynomial [tex]f(x)[/tex], [tex](x - (-5))[/tex] would be a factor of [tex]f(x)\![/tex]. Simplify this expression to get [tex](x + 5)[/tex].
Likewise, the zero [tex](-3)[/tex] would correspond to the factor [tex](x + 3)[/tex], while the zero [tex]1[/tex] would correspond to the factor [tex](x - 1)[/tex].
All three of these factors above are linear, and the degree of the variable [tex]x[/tex] in each factor is [tex]1[/tex]. Multiplying three such linear factors would give a polynomial of degree [tex]3[/tex].
Given the three factors, the expression of [tex]f(x)[/tex] in factored form would be:
[tex]f(x) = m\, (x + 5)\, (x + 3)\, (x - 1)[/tex] for some constant [tex]m[/tex].
When this expression is expanded, the constant [tex]m[/tex] would be the coefficient of the [tex]x^{3}[/tex] term (the leading term.) In other words, [tex]m\![/tex] is the leading coefficient of [tex]f(x)[/tex]. This question has required this coefficient to be [tex]1[/tex]. Thus, [tex]m = 1[/tex]. The expression of [tex]f(x)\![/tex] in factored form would be:
[tex]f(x) = (x + 5)\, (x + 3)\, (x - 1)[/tex].
Determine whether the following sequence is arithmetic,
geometric, or neither.
1. 4, 1, 2
2. 4, 20, 100
3.212 106,53
=================================================
Explanation:
The sequence {4,1,2} is neither because both arithmetic sequences and geometric sequence are either always increasing or always decreasing. We start off decreasing when going from 4 to 1, but increase to 2.
----------
The sequence {4,20,100} is geometric because we multiply each term by 5 to get the next term. That means the common ratio is 5. Notice how this sequence is increasing.
---------
The sequence {212,106,53} is also geometric. This time the common ratio is 1/2 = 0.5; this sequence is decreasing.
winter coat was originally priced at 140$ and went on sale for 91$ by what percentage was the price of the winter coat reduced?
Answer:
35%
Step-by-step explanation:
Find out what percent 91 is of 140
91÷140 = 0.65
Then find out how much was reduced by subracting 0.65 from 1
1 - 0.65 =0.35
The coat was reduced by 35%
Evaluate the expression when c=−4 and y=2
-y+4c
Answer:
-2 - 16 = -18
Step-by-step explanation:
-y+4c
You take the values for c and y and substitute them in the original equation.
It would then look like:
-(2) + 4(-4)
Solving that would be -2 -16 = -18
Answer:
-18
Step-by-step explanation:
-(2)+4(-4) Plug in the values of y and c.
-2+(-16) Simplify.
-2-16
-18
Hope this helps you out!! Have an amazing day <3
e. Find the slope of the line that passes through the points (1, 3) and (9,7),
Answer:
0.5
Step-by-step explanation:
→ Find the difference in y
7 - 3 = 4
→ Find the difference in x
9 - 1 = 8
→ Divide the results
4 ÷ 8 = 0.5
Answer:
The slope is 1/2 (m=1/2)
Step-by-step explanation:
Use the slope formula: [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex] to solve for the slope. y2 is 7, y1 is 3, x2 is 1, x1 is 9. [tex]\frac{7-3}{9-1}=\frac{4}{8} = \frac{1}{2}[/tex]
Find a degree 3 polynomial with real coefficients having zeros 4 and 4i and a lead coefficient of 1. Write P
in expanded form. Be sure to write the full equation, including P(x) = .
Answer:
P(x)= x^3 - 4x^2 + 16x - 64
Step-by-step explanation:
First, let’s find all of the zeroes. If the question is asking for a degree 3 polynomial, than there has to be more than 2 zeroes. The complex conjugates theorem states that if a+bi is a zero, than a-bi has to be a zero as well. So if 4i is a zero, than -4i has to be a zero as well. By looking at the zeroes, you can write them as a linear factorization.
(x-4)(x+4i)(x-4i)
If you foil all of it, you will get x^3 - 4x^2 + 16x - 64.
PLEASE HELP!! find the value of x. attached image.
Answer:
x = 4
Step-by-step explanation:
The angle markings at the bottom of the triangle mean they are congruent. Since they are the only two congruent to each other, that means this triangle is an isosceles triangle.
In an isosceles triangle, not only are the bottom angles congruent, their opposing sides are congruent as well. In this instance, that means 9x - 8 = 28. Knowing that we can solve for x.
[tex]9x-8=28\\\\9x-8+8=28+8\\\\9x=36\\\\\frac{9x}{9}=\frac{36}{9}\\\\x=4[/tex]
Answer:
x = 4Step-by-step explanation:
9x - 8 = 28 ( converse of isosceles triangle )
(If two angles of a triangle are congruent , then the sides opposite to these angles are congruent.)
[tex]9x - 8 = 28 \\ 9x - 8 = 28 + 8 \\ 9x = 36 \\ \frac{9x}{9} = \frac{36}{9} \\ x = 4 \\ [/tex]
Which equation could have been used to create this table? need answer fast
y = x + 6
y = x + 5
y = 6x
y = 7x
Answer:
y=6x
Step-by-step explanation:
Each value for y is can be divided by 6 for the value of x
Answer:
y=6x
Step-by-step explanation:
1
x 1.0 -
=
10
1
-
10 x 1.0
Step-by-step explanation:
the question doesn't make sense and you need to rephrase the question.
The long sides of a rectangle measure 5 ft 6 in, and the short sides are 3 ft 4 in. What is the perimeter?
Answer:
17 ft 8 in
Step-by-step explanation:
Solve for x
-7x - 8 = 10x +4
Answer: put 14
Step-by-step explanation:
Replace the power with a product and then transform the product into a polynomial. (1-y)^2
Answer:
1-2y+y^2
Step-by-step explanation:
(1–y)^2
(1-y) * (1-y)
FOIL
first: 1*1 =1
outer: 1*-y = -y
inner: -y *1 = -y
last: -y*-y = y^2
Add together: 1+-y-y+y^2
Final answer1-2y+y^2
Credit:
wegnerkolmp2741o
He solved it earlier.
1+1=3 proof
needs step by step explanation
Answer:
1+1=3, See explenation
Step-by-step explanation:
1+1=2 but thats basically 2.1 because whole numbers are boring, but 2.1 is basically 2.2 because we want it as an even number, but 2.2 is basically 2.3 because 2.3 is the luckiest number, which is basically 2.5 if you think about it because 2.3 looks like 2/3 and two thirds can't be a whole (which is why we say 3/3 instead of 2/3) and 2.5 rounded up is 3. So thats how 1+1=3
You went 160 miles in 20 hours. What is the constant of proportionality that relates the y, the distance in miles to x, the time in hours?
Answer:
X = Y times 8
Step-by-step explanation:
You need to figure out how many miles you can go in an hour.
160/x and 20/1
20x=160
x=8
You can go 8 miles in 1 hour.
Therefore, if X is 1 and Y is 1
1 = 8
1 hour equals 8 miles
The FitnessGram™ Pacer Test is a multistage aerobic capacity test that progressively gets more difficult as it - IM JUST KIDDING I ACTUALLY NEED HELP THO
When the greatest common divisor and least common multiple of two integers are multiplied, their product is 200. How many different values could be the greatest common divisor of the two integers
Answer:
k = 1 or 2 or 5 or 10
Step-by-step explanation:
Suppose GCD is k, 2 numbers are kA and kB
LCM is k*A*B,
GCD*LCM: k*(k*A*B) = 200
k² * A*B = 200
A*B could be 1 , 2, 4, 5, 8, 10, 20, 25, 40, 50, 100, 200
k² (k is integer) could be 1, 4, 25, 100
k = 1 or 2 or 5 or 10
What can readers learn from ""A Flight Through the Sky""?
Readers can learn various information related to an airplane flight.
Fly through the sky is a children's song in which different aspects of an airplane flight are described in a simple and direct way. Some of the aspects that a person can learn by reading the lyrics of the song are:
Technical aspects of flight and aircraft. Its wheels are inflated with air. Its engine runs on fuel. Its wings are made of aluminum. All passengers must wear seat belts during take off.
Learn more about airplane in: https://brainly.com/question/15415980
When we first learn arithmetic, we focus on working with whole numbers. Then, we extend our understanding to fractions and negative numbers.
In algebra, we transfer these same skills to expressions involving variables. What elementary skills have you used so far in this course, and how have you extended them?
PLESE ANSWER AS FAST AS YOU CAN, IT MEANS ALOT!
Answer:
I don't think I can remember every skill I was taught through the years but in Kindergarten we used Number Sense so we could understand the meaning of more and less also there's estimation and PEMDAS. I've also learned how to round up so that the solution is at least around those numbers if the skill is to be applied.
hope that helps
Step-by-step explanation:
There are 40 slices of pizza at the party that are shared equally between 8 people. Peter ate 3 slices of pizza before he came to the party. How many slices of pizza did Peter eat in all?
Answer:
that depends if it's taken in consideration the pizzas that he ate were from the 40 slices or not
Answer:
he ate 5 slices
Step-by-step explanation:
40/8=5 you would thinks you are timeing the answerI NEED HELPP WITH THIS
Answer:
Look at the screenshots
Step-by-step explanation:
Which of the following are involved in graphs of linear equations.
* Intercepts
* The graph is a curve
* The graph is the solution set.
* Slope
* The equation usually has a squared variable
Answer:
Step-by-step explanation:
* Intercepts YES The point where the line crosses the y axis (the value of y when x=0)
* The graph is a curve No. It would not be a linear equation.
* The graph is the solution set. Yes.
* Slope Yes
* The equation usually has a squared variable No
BRAINLIEST FOR CORRECT ANSWER
Two friends rent an apartment together. They agree that one person will pay 3 times what the other person pays. If the rent is $850, then what equation could be used to determine how much each person pays?
Answer:
n+3n=$850 n is one person and 3n is the other represented by n
Step-by-step explanation:
1000000x900=?????????????
Answer:
The answer is 900000000
Answer:
900000000, or 9.0x 10^8
Step-by-step explanation:
do 1(9)=9
then add the 0's behind.
How do you factor x³-9?
Answer:
(x² + 3)(x-3)
Step-by-step explanation:
Since the exponent is uneven you can take 2 and 1 and add them to the x's multiply to get 3 and since 9 is a perfect square you can square root it and get 3 which you put on both sides. Since the 9 is negative one of the symbols have to be negative, usually put in the second parenthesis.
Hope this helps!
what would be the resulting difference if the line transition: width 2s, height 2s; was removed from the first css rule?
Answer:
ages would no longer get larger as the mouse hovers over them. The transition would happen over 10s, since this is the default duration.
Step-by-step explanation:
Write the inequality represented by the graph below.
Answer:
y > -x + 3
Step-by-step explanation:
find the slope and y-intercept so you can create a linear equation:
y = mx + b ; m = slope and b = y-intercept
slope (m) = (3-0) / (0-3)
m = 3/-3 or -1
we can see the y-intercept by looking at the graph, it is 3
y > -x + 3
What is a2-b2 equal to?
I NEED ASAP ON THIS MATH PROBLEM
I didn't pay attention today
Answer:
because you was busy and nor interested in paying attention.