Solve this quadratic equation.

Answer:

See below.

Step-by-step explanation:

The volume of the box is given by the expression.

V(x) = x^3 - 2x^2 - 15x

To find the possible dimensions of the box, we need to solve for the values of x that make the volume positive. A box with negative volume is not physically meaningful.

Setting V(x) > 0, we get.

x^3 - 2x^2 - 15x > 0

Factorizing the left-hand side, we get.

x(x^2 - 2x - 15) > 0

Now, we can find the values of x that make each factor positive.

For x > 0, both factors are positive.

For x^2 - 2x - 15 > 0, we can factor it as (x - 5)(x + 3) > 0. This inequality is true when x < -3 or x > 5.

Therefore, the possible dimensions of the box are.

x > 0 and x < -3, or

x > 0 and x > 5.

However, we need to remember that the dimensions of a physical box must be positive. Therefore, the only valid solution is,

x > 0 and x > 5.

So the possible dimensions of the box are.

Length, width, and height > 5 units.

Answer:

Factor the polynomial.

x

(

x

−

5

)

(

x

+

3

Step-by-step explanation:

Answer:

When flipping a coin, there are two possible outcomes: heads or tails. The probability of getting heads on any one flip is 1/2, and the probability of getting tails is also 1/2.

To find the probability that all three coins will land on the same side (either all heads or all tails), we can use the multiplication rule of probability, which states that the probability of two independent events occurring together is the product of their individual probabilities.

So, for each coin flip, there are two possible outcomes, and the probability of getting either outcome is 1/2. To find the probability that all three coins will land on the same side, we need to find the probability of getting either all heads or all tails.

The probability of getting all heads is:

(1/2) x (1/2) x (1/2) = 1/8

Similarly, the probability of getting all tails is also 1/8.

So, the probability of all three coins landing on the same side is:

1/8 + 1/8 = 2/8 = 1/4

Therefore, the probability that Matrix will flip 3 coins and all three coins will land on the same side is 1/8 or 0.125, which can also be written as a fraction or percentage.

If a car traveling at 40 mph requires 80 feet to stop, the stopping distance S of a car varies directly as the square of its speed v and is equal to 180 feet.


Given, the stopping distance S of a car varies directly as the square of its speed v. So the relation can be represented as,

S ∝ v2

Here, the constant of proportionality is k.

S = kv2 ——— (1)

Given, when the speed v = 40 mph, stopping distance s = 80 feet.

Therefore, from equation (1), we have

80 = k × 402

k = 80/1600

k = 0.05

Hence, the relation between the stopping distance S and the speed v of the car can be given as

S = 0.05v2

To find the stopping distance S of the car at speed v = 60 mph, substitute v = 60 in the above equation.

S = 0.05 × 602

S = 0.05 × 3600

S = 180 feet

Therefore, the stopping distance of a car traveling at 60 mph would be 180 feet.


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The width of the rectangular garden is 9.5 feet.

Given that the perimeter of a rectangular garden is 43.8 feet and its length is 12.4 feet.

Let's assume the width of the rectangular garden be "w".

Now we need to find the width of the garden.

Solution: Perimeter of a rectangular garden is given by the formula: P = 2(l + w)

where l = length and w = width.

Substituting the given values in the above formula,

we get43.8 = 2(12.4 + w)

We can solve for "w" by simplifying the above equation.

43.8 = 24.8 + 2w43.8 - 24.8 = 2w19 = 2w

Dividing both sides by 2,we get

w = 9.5 feet.

Therefore, the width of the rectangular garden is 9.5 feet.

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Answer: 0.51

Step-by-step explanation:

To find the value of P(F|B), we need to use the formula:

P(F|B) = P(F and B) / P(B)

where P(F and B) is the probability that a student prefers brand B and their strongest stroke is freestyle, and P(B) is the probability that a student prefers brand B.

From the given table, we can see that:

P(F and B) = 26/95

P(B) = 51/95

Therefore, we can calculate

:P(F|B) = (26/95) / (51/95) = 26/51 ≈ 0.51

So, the correct value of P(F|B) is approximately 0.51, which can be interpreted as the probability that a student's strongest stroke is freestyle given that they prefer brand B.

The answer of the given question are, (3)  the speed of the plane in still air is 135 km/h and the speed of the wind is 23 km/h. (4)   the price of a senior citizen ticket is $8 and the price of a child ticket is $14. (5) the number is 43. (6) the speed of the boat in still water is 12 mph and the speed of the current is 9 mph.

In mathematics, variable is symbol or letter that represents value that can change or vary in  given context or problem. Variables are often used in mathematical equations and formulas to express relationships between different quantities or to describe patterns and trends.

3). assume the speed of plane in still air "p" and speed of the wind "w". We can set up two equations based on the given information:

p + w = 158 (since the plane is flying with the wind)

p - w = 112 (since the plane is flying against the wind)

Adding the two equations together eliminates the w variable:

2p = 270

So p = 135 km/h. To find w, we can substitute this value into one of the original equations:

135 + w = 158

w = 23 km/h

Therefore,  speed of  plane in still air is 135 km/h and speed of the wind is 23 km/h.

4).  Let's call the price of a senior citizen ticket "s" and the price of a child ticket "c". We can set up two equations based on the given information:

3s + 1c = 38

3s + 2c = 52

Subtracting first equation from the second eliminates the s variable:

c = 14

Substituting the value into first equation gives:

3s + 1(14) = 38

So 3s = 24 and s = 8

Therefore, the price of a senior citizen ticket is $8 and the price of a child ticket is $14.

5).  Let's call the tens digit of the number "t" and the ones digit "u". We know that:

t + u = 7 (since the sum of the digits is 7)

10u + t - (10t + u) = 9 (since reversing the digits increases the number by 9)

Simplifying the second equation gives:

9u - 9t = 9

Dividing by 9 gives:

u - t = 1

Now we can solve for t in terms of u:

t = u - 1

Substituting the into first equation we get:

u - 1 + u = 7

So 2u = 8 and u = 4

Therefore, the number is 43.

6).  Let's call the speed of the boat in still water "b" and the speed of the current "c". We know that:

b + c = 210/10 = 21 (since distance = rate × time)

b - c = 210/70 = 3 (since distance = rate × time)

Adding the two equations eliminates the c variable:

2b = 24

So b = 12 mph. Substituting the value into one of  original equations gives:

12 + c = 21

So c = 9 mph.

Therefore, the speed of the boat in still water is 12 mph and the speed of the current is 9 mph.

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the equation y = 4x - 3 is also not a solution for the ordered pairs y > -1/2x + 5 and y ≤ 3x - 2.

What is inequality?

Mathematical expressions with inequalities on both sides are known as inequalities. In an inequality, we compare two values as opposed to equations. In between, the equal sign is changed to a less than (or less than or equal to), greater than (or greater than or equal to), or not equal to sign.

To determine which equation is not a solution for the ordered pairs y > -1/2x + 5 and y ≤ 3x - 2, we can substitute different ordered pairs into the equations and see if they satisfy the inequalities.

For example, the ordered pair (0, 0) satisfies the inequality y > -1/2x + 5, since 0 > (-1/2)(0) + 5 = 5, and it satisfies the inequality y ≤ 3x - 2, since 0 ≤ 3(0) - 2 = -2.

Now, let's try the equations:

y = -x + 4

y = 4x - 3

Substituting (0, 0) into y = -x + 4, we get y = -0 + 4 = 4, which does not satisfy the inequality y > -1/2x + 5, since 4 is not greater than (-1/2)(0) + 5 = 5. Therefore, the equation y = -x + 4 is not a solution for the ordered pairs y > -1/2x + 5 and y ≤ 3x - 2.

On the other hand, substituting (0, 0) into y = 4x - 3, we get y = -3, which also does not satisfy the inequalities, since -3 is not greater than 5 or less than or equal to -2.

Therefore, the equation y = 4x - 3 is also not a solution for the ordered pairs y > -1/2x + 5 and y ≤ 3x - 2.

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Answer:

a. To find the volume when the width is 5 inches, we plug in w=5 into the equation:

V = 2w³ - 7w² + 3w

V = 2(5)³ - 7(5)² + 3(5)

V = 250 - 175 + 15

V = 90

Therefore, the volume is 90 cubic inches.

b. To factor the polynomial, we can first factor out a w:

V = w(2w² - 7w + 3)

Then we can factor the quadratic expression in parentheses:

V = w(2w - 1)(w - 3)

Each factor represents a dimension of the rectangular prism:

w is the width

2w - 1 is the length

w - 3 is the height

c. If the width is 5 inches, we can use the factorization from part b to find the other dimensions:

length = 2w - 1 = 2(5) - 1 = 9 inches

height = w - 3 = 5 - 3 = 2 inches

This means that the rectangular prism has dimensions 5 inches by 9 inches by 2 inches. We can also use the dimensions to calculate the volume:

V = 5 × 9 × 2 = 90 cubic inches

This is the same as the answer from part a.

d. The graph of the polynomial is:

Graph of the polynomial

The x-intercepts are approximately 0.5 and 3. These correspond to the widths at which the volume is 0, which means the rectangular prism has zero volume. In other words, the x-intercepts represent the points where the rectangular prism collapses into a flat shape.

e. The domain of the function is all real numbers, since we can plug in any width w and get a corresponding volume. The range of the function is also all real numbers, since the volume can be any positive or negative value depending on the width. Specifically, the range is (-∞, ∞).

The four points with y-coordinates half their x-coordinates are (0,0), (2,1), (4,2), and (6,3). These points do lie on a line, as they all satisfy the linear equation y = x/2.

To plot four points whose y-coordinates are half their x-coordinates, we can choose any four values of x and then compute the corresponding values of y using the equation y = x/2. For example

If x = 0, then y = 0/2 = 0, so the first point is (0,0).

If x = 2, then y = 2/2 = 1, so the second point is (2,1).

If x = 4, then y = 4/2 = 2, so the third point is (4,2).

If x = 6, then y = 6/2 = 3, so the fourth point is (6,3).

We can plot these points on a coordinate plane

As we can see from the plot, the four points do lie on a straight line. This is because the equation y = x/2 is the equation of a linear function with slope 1/2 and y-intercept 0. Therefore, any two points on this line will have a constant slope between them, and thus the four points will be collinear.

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Answer:

759=165% of last quarters members so you could divide by 1.65(move the decimal place twice to the left) so you get 460 people were there last quarter

Step-by-step explanation:

Thus, the vertices of the larger square have the following coordinates: (-6, 7),  (1, 7),(1, 0), and  (-6 ,0).

The ratio of the scale of an original thing to a new object that is a representation of it but of a variable size is known as a scale factor (bigger or smaller).

The procedures below can be used to increase form A by a scale factor of 3.5 with the centre of enlargement at (8,-7).

Transform the square so that its origin is where the centre of enlargement is (0,0).

To do this, we deduct each vertex's coordinates from the centre of enlargement (8,-7):

A = (4 - 8, -3+ 7) = (-4, 4)

B = (6 -8, -3 + 7) = (-2, 4)

C = (6 - 8, -5 + 7) = (-2, 2)

D = (4 - 8, -5 + 7) = (-4, 2)

Multiply the coordinates of the each vertex by the scaling factor (3.5) to enlarge the translated square:

A = (-14, 14)

B = (-7, 14)

C = (-7, 7)

D = (-14, 7)

By adding those coordinates of the centre of the enlargement (8,-7) to each vertex, move the square from its larger state back to its original one:

A = (-14 + 8, 14-7) = (-6, 7)

B = (-7 + 8, 14-7) = (1, 7)

C = (-7 + 8, 7-7) = (1, 0)

D = (-14 + 8, 7-7) = (-6 ,0)

As a result, the vertices of the larger square have the following coordinates: (-6, 7),  (1, 7),(1, 0), and  (-6 ,0).

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Answer:

  x < 7

Step-by-step explanation:

You want the solution set for the inequality -8x +40 > -16.

Divide both sides by -8, and we have ...

  x -5 < 2

  x < 7 . . . . . . add 5

The solution set for this inequality is {x | x < 7}.

__

Additional comment

There are many ways to describe a solution set. We have used some different ways. You will want to use a method of describing the set that is appropriate to your answer checker.

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This connection makes smells particularly powerful in triggering memories and emotions.

The sense of smell is the most likely to call up mental images of specific sights, sounds, tastes, or smells. This is because the olfactory system, which is responsible for the sense of smell, is closely linked to the brain's limbic system, which is involved in emotions and memory. This connection makes smells particularly powerful in triggering memories and emotions.

The olfactory system, which is responsible for the sense of smell, is unique in its connection to the brain's limbic system, which is involved in processing emotions and memory. When we smell something, the odor molecules enter our nose and are processed by specialized sensory neurons in the olfactory epithelium. These neurons then send signals to the olfactory bulb, which is located in the brain and is the first site of olfactory processing.

From there, the olfactory information is sent to several brain regions, including the amygdala and hippocampus, which are both part of the limbic system. The amygdala is involved in processing emotions and is responsible for generating feelings of pleasure, disgust, or fear in response to smells. The hippocampus, on the other hand, is involved in forming new memories and is responsible for encoding information about the context in which a smell is experienced.

The strong connection between the olfactory system and the limbic system makes smells particularly powerful in triggering memories and emotions. For example, the scent of freshly baked bread may evoke memories of childhood mornings spent in the kitchen with a loved one, while the smell of a certain perfume may remind you of someone special. Additionally, certain smells may elicit strong emotional responses, such as the smell of smoke triggering feelings of panic and fear in someone who has experienced a fire.

Overall, the sense of smell is closely linked to our emotional and memory centers, making it a powerful tool for triggering mental images of specific sights, sounds, tastes, or smells.

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Answer:

Step-by-step explanation:

big cheeze

Answer: 3/8

The given information is as follows: Out of the last 16 people, 6 people won a prize. We need to calculate the experimental probability of the next person winning the prize. To calculate experimental probability, we use the formula of experimental probability is given as: Experimental probability = Number of favorable outcomes / Total number of outcomes.

The given information tells us that out of the last 16 people, 6 people won a prize. It means that the number of favorable outcomes is 6. So, the experimental probability of winning a prize = Number of favorable outcomes / Total number of outcomes. Total number of outcomes is 16.

Therefore, Experimental probability = 6 / 16. Let's simplify this fraction. We can divide the numerator and denominator by 2.6/16 = 3/8Therefore, the experimental probability of the next person winning a prize is 3/8.

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The correct option is c: 46lb x (16 oz / 1lb). Thus, amount of medicine given for the weight of dog in ounce is 736 ounce.

The same attribute is expressed using a unit conversion, but in a different measurement unit. For example say, time can be mentioned in minutes rather than hours, and distance can be expressed in kilometres, feet, or any other measurement unit instead of miles.

Measurements are frequently offered in one set of measurements, like feet, but are required in another set, like chains. A conversion factor is a mathematical equation that facilitates an equal exchange of feet for chains.

Given data:

ratio of ounces to pounds = 16:1

16 ounce / 1 pound

Let the weight of dog in ounce be 'x'.

weight of dog in pounds = 46 pounds.

ratio : x ounce /  46 pounds

Equating both ratios:

16 ounce / 1 pound = x ounce /  46 pounds

Cross multiplying:

x = 16*46  ounce

x = 736 ounce

The correct option is c: 46lb x (16 oz / 1lb)

Thus, amount of medicine given for the weight of dog in ounce is 736 ounce.

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Complete question is-

The ratio of ounces to pounds is 16:1. A veterinarian is treating a dog that weighs 46 pounds. To calculate the correct amount of medicine, the vet must convert the dog's weight

ounces. Which ratio shows the conversion to ounces?

The full question is attached.

The perimeter of the updated blueprint will be 24 times the sum of the original length and width.

If Ezra wants to multiply the dimensions of the stage by a certain percentage to make the image 12 times larger than the original, he needs to find out what percentage that is.

To do this, he can divide the desired size of the new stage by the original size of the stage, and then multiply by 100 to get the percentage increase. So, if the original blueprint dimensions are x by y, and he wants to make the image 12 times larger, the new dimensions will be 12x by 12y.

To find the percentage increase, he can use the following formula:

Percentage increase = [(new size - original size) / original size] x 100

In this case, the new size is 12 times the original size, so the formula becomes:

Percentage increase = [(12x * 12y - x * y) / (x * y)] x 100

Simplifying this expression gives:

Percentage increase = [(144xy - x * y) / (x * y)] x 100 = 14300%

Therefore, Ezra needs to multiply the dimensions of the stage by 14300% to make the image 12 times larger than the original blueprint.

To find the perimeter of the updated blueprint, he can use the formula for the perimeter of a rectangle, which is: Perimeter = 2(length + width)

In this case, the length and width have been multiplied by 12, so the new perimeter becomes:

Perimeter = 2(12x + 12y) = 24(x + y)

Therefore, the perimeter of the updated blueprint will be 24 times the sum of the original length and width.

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352.74 empty calories did miya consume on this 1-day menu.

Hence option d. 352.74 empty calories is correct.

According to the my plate analysis report, how many empty calories did Miya consume on this 1-day menu.

Empty calories refer to those calories that are devoid of any nutrient and provide only energy.

Miya's 1-day menu needs to be analyzed to determine the empty calories count.

The options provided are:

a. 793.34 empty calories

b. 693.74 empty calories

c. 593.54 empty calories

d. 352.74 empty calories.

Let us understand the concept of empty calories in detail.

Empty calories refer to the calories provided by foods that contain little to no nutrients, like vitamins and minerals. Common sources of empty calories are sugary snacks and alcohol.

Though these foods provide energy, they lack the essential vitamins, minerals, and fiber that the body requires for optimal health.

Therefore, empty calories should be limited in the diet.

To determine the empty calories consumed by Miya, we need to know the nutrient content of her 1-day menu.

Once the nutrient content is known, we can subtract the total calories from empty calories to determine the number of calories that are not empty.

Let us assume that Miya's total calorie intake for the day is 1500 calories. Out of this, the my plate analysis report says that empty calories should not exceed 362 calories.

Therefore, the non-empty calories will be: 1500 - 362 = 1138 calories

From this, we can determine the correct option.

Let us substitute the values given in the options :

a. 793.34 empty calories: 1500 - 793.34 = 706.66

non-empty calories, which is less than 1138.

Therefore, this option is incorrect.

b. 693.74 empty calories: 1500 - 693.74 = 806.26 non-empty calories, which is less than 1138.

Therefore, this option is incorrect.

c. 593.54 empty calories: 1500 - 593.54 = 906.46 non-empty calories, which is less than 1138.

Therefore, this option is incorrect.

d. 352.74 empty calories: 1500 - 352.74 = 1147.26 non-empty calories, which is greater than 1138.

Therefore, this option is the correct answer.

So, the number of empty calories consumed by Miya on this 1-day menu is 352.74 empty calories.

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By algebra properties, the complete algebraic equation is now described:

a · x · (x + 3) + 7 · x · (2 · x + 1) = 5 · x · (a · x + 5), where a = 7 / 2.

An algebraic equation is shown herein, this expression must completed by filling the blanks. This can be done by clearing a variable through algebra properties:

a · x · (x + 3) + 7 · x · (2 · x + 1) = 5 · x · (a · x + 5)

a · x² + 3 · a + 14 · x² + 7 · x = 5 · a · x² + 25 · x

(a + 14) · x² + 7 · x + 3 · a = 5 · a · x² + 25 · x

Then, by comparing terms:

a + 14 = 5 · a

14 = 4 · a

a = 14 / 4

a = 7 / 2

The complete expression is introduced below:

(7 / 2) · x · (x + 3) + 7 · x · (2 · x + 1) = 5 · x · [(7 / 2) · x + 5]

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Answer:

First, we evaluate the expression inside the parentheses: 2⋅3 = 6.

Next, we evaluate the exponent: 6² = 36.

Finally, we subtract 5² = 25 from 36: 36 - 25 = 11.

Therefore, the value of the expression (2⋅3)² − 5² is 11.

the total cost of 4 nonmember tickets and 2 member tickets would be $116.

Why it is and what is financial literacy?

The expression to find the total cost of 4 nonmember tickets and 2 member tickets would be:

4($24) + 2($10)

This expression represents the cost of 4 nonmember tickets at $24 each, and 2 member tickets at $10 each.

To find the total cost, we simply need to evaluate this expression using basic arithmetic:

4($24) + 2($10) = $96 + $20 = $116

Therefore, the total cost of 4 nonmember tickets and 2 member tickets would be $116.

Financial literacy is the knowledge and skills required to manage one's personal finances effectively. It encompasses a range of topics, including budgeting, saving, investing, managing debt, understanding financial products such as credit cards and loans, and planning for retirement. Financial literacy also involves an understanding of financial concepts such as interest rates, inflation, and risk management.

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.Graph 4: A - Lin initially jogs after starting off running. She comes to a stop for a water break after ten minutes. After that, she continues to run.

A graph in mathematics is a picture of a group of things and the connections or interactions between them. The connections or relationships between the objects in a graph are typically represented by lines or edges, whereas the objects themselves are typically represented by points or vertices. Many different real-world phenomena, including social networks, transportation networks, and financial markets, are modelled and represented using graphs. Also, they can be used to examine and research many traits and qualities of things and interactions, like connectedness, separation, and clustering.

given

Graph 1: Lin begins by walking before gradually transitioning to a steady run. She pauses after fifteen minutes to stretch her strained leg. She continues to walk the remaining distance.

Graph 2: B - Lin begins the race by strolling and then progressively picks up speed.

Graph 3: C - Lin maintains a constant speed throughout the entire race.

Graph 4: A - Lin initially jogs after starting off running. She comes to a stop for a water break after ten minutes. After that, she continues to run.

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After answering the prοvided questiοn, we can cοnclude that Rοunding equatiοn tο the nearest tenth οf a fοοt, we get the final answer οf apprοximately 205917.5 feet.

An equatiοn is a statement in mathematics that states the equality οf twο expressiοns. An equatiοn has twο sides that are separated by an algebraic equatiοn (=). Fοr example, the argument "2x + 3 = 9" asserts that the statement "2x + 3" equals the value "9". The gοal οf equatiοn sοlving is tο determine which variable(s) must be changed in οrder fοr the equatiοn tο be true. Simple οr cοmplicated equatiοns, regular οr nοnlinear equatiοns, and equatiοns with οne οr mοre factοrs are all feasible. In the equatiοn "x² + 2x - 3 = 0," fοr example, the variable x is raised tο the secοnd pοwer. Lines are used in a variety οf mathematical disciplines, including algebra, calculus, and geοmetry.

Let's first draw a diagram to visualize the problem:

              Lighthouse

                   |

                   |

                   |  13 degrees

            A    |-------------* 787 feet

                   |            /

                   |          /

                   |        /

                   |      /

                   |    /

                   |  /

                   |/

                 * B

                   2 degrees

From triangle ABL:

tan(13 degrees) = h/787 feet

where h is the height of the lighthouse above sea level.

[tex]$\begin{array}{l}{\rm{t a n(2^{\circ})=h/(787-x)f e e t}}\\ {{\rm h=787\ f e e t \times t a n(13^{\circ})162.0\ f e e t}}\\ {{\rm x=787 f e e t-h/t a n(2^{\circ})205\ fe e t}}\end{array}$[/tex]

Therefore, the distance between AA and BB is approximately:

[tex]$\begin{array}{l}\rm {\sqrt{(787\ f e e t)^{2}+x^{2})}\\\rm=205917.5\ f e e t\\\rm=39118.2\ m e t e r s \end{array}$[/tex]

Rounding to the nearest tenth of a foot, we get the final answer of approximately 205917.5 feet.

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Answer: h=4

Step-by-step explanation:

The trade balance must be negative.

If Canada imports more goods and services than it exports, the trade balance must be negative.

Here's a step-by-step explanation of why this is true and why options A and E are wrong:

1. The trade balance is calculated as the value of exports minus the value of imports. If imports are greater than exports, the trade balance will be negative (C). This m that Canada is seen spending more on goods and services from other countries than it is receiving from the sale of its own goods and services to other countries.

2. The current account balance includes the trade balance, but also considers other transactions such as income from investments and transfers like foreign aid. While it is possible that a negative trade balance could be offset by other positive inflows, we do not have enough information to determine whether the current account balance must be negative (A) or positive (B). Therefore, we cannot definitively say that A or B is true.

3. The financial account (formerly called capital account) balance records the net change in ownership of financial assets, such as stocks and bonds, between a country and the rest of the world. A negative financial account balance means that a country's residents are purchasing more foreign assets than foreign residents are purchasing of that country's assets. A positive financial account balance means the opposite. Since we only have information about the trade balance and not the financial transactions, we cannot determine whether the financial account balance must be negative (D) or positive (E).

Based on the information given, we can only conclude that the trade balance must be negative (C) if Canada imports more goods and services than it exports.

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Answer:

[tex]2 - x = x^2[/tex]

Step-by-step explanation:

Assuming the form is:

[tex]\sqrt{2 - x} = x \\(\sqrt{2-x})^2 = (x)^2\\2 - x = x^2\\[/tex]

Further solving:

[tex]0 = x^2 +x - 2\\0 = (x+2)(x-1)\\x = -2, 1\\x = 1[/tex]

x is only 1 because of the domain of the original equaiton.

Answer:

30 feet

Step-by-step explanation:

Coordinates of Ann: (-4,3)

Coordinates of bottle caps: (4,-10)

Distance from Ann to bottle caps can be found out using the distance formula:
[tex]x_2=4, x_1=-4\\y_2=-3,y_1=-10\\Distance=\sqrt{(x_{2}-x_{1})^2 + (y_{2}-y_{1})^2 } \\=\sqrt{(4-(-4))^2 + ((-10)-3)^2} \\=15.26\\15\text{ is the answer}[/tex]

According to the equation, Mia has 7 books if Tyler has 21 books and Mia has 6 books if Tyler has 18 books.

What is equation?

An equation is a mathematical statement that indicates the equality of two expressions. It typically consists of two parts: the left-hand side and the right-hand side, separated by an equal sign (=).

a. If Tyler has 15 books, we can set up the equation:

Tyler = 3 x Mia

15 = 3 x Mia

Dividing both sides by 3, we get:

Mia = 5

Therefore, Mia has 5 books if Tyler has 15 books.

If Tyler has 21 books, we can set up the same equation:

Tyler = 3 x Mia

21 = 3 x Mia

Dividing both sides by 3, we get:

Mia = 7

Therefore, Mia has 7 books if Tyler has 21 books.

If Tyler has x books, the equation would be:

Tyler = 3 x Mia

x = 3 x Mia

Dividing both sides by 3, we get:

Mia = x/3

Therefore, Mia has x/3 books if Tyler has x books.

b. If Tyler has 18 books, we can set up the equation:

Tyler = 3 x Mia

18 = 3 x Mia

Dividing both sides by 3, we get:

Mia = 6

Therefore, Mia has 6 books if Tyler has 18 books.

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Answer: multiplied by 5 or squared

Step-by-step explanation:

If the number 5 goes in and 25 is the result, the rule could be multiplying by 5 or squaring the number that goes in (input).

5 x 5 = 25

5^2 = 25.

All of these are the combinations that might be made if a person chose a sandwich and a biscuit at random.

The possibilities of the result of any random event is known as probability. This phrase refers to determining the likelihood that any given occurrence will occur.

Turkey & cheese sandwiches and two varieties of cookies are available (coconut and oatmeal). As a result, there seem to be 2 x 2 = 4 different sandwich and biscuit combinations from which to pick.

The following four pairings are possible:

sandwich with turkey and a coconut biscuit

Oatmeal cookies and a turkey sandwich

Coconut cookies and a cheese sandwich

Oatmeal cookies with a cheese sandwich

So all of these are the combinations that might be made if a person chose a sandwich and a biscuit at random.

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Step-by-step explanation:

Using the formula F = (9/5)*C + 32, where C is the temperature in Celsius and F is the temperature in Fahrenheit, we can find the temperature in Fahrenheit:

F = (9/5)*C + 32

F = (9/5)*28 + 32

F = 82.4

Therefore, the temperature in degrees Fahrenheit is 82.4°F.