Help meeee with this questionnnnnnnnnn!!!!!!!!!!!!

Answer:

Complementary

x = 15

Step-by-step explanation:

Expression: x² - 6x + 9

Factored form: (x - 3)²

Using the concept of factorization.

The breaking or breakdown of an entity (such as an integer, a matrix, or even a polynomial) into such a combination of some other unit, or factors, whose multiplication yields the original number, matrix, etc., is known as factorization or factoring in mathematics.

Similarly to this, factoring is a very useful technique in algebra that is utilized at all levels. Additionally, to, of course, simplify complex expressions, it offers a standard way for solving quadratic equations. Graphing functions also makes advantage of it.

Factor the expression, put each factor equal to 0, and then solve each equation to solve a quadratic equation by factoring. To do this, rearrange all terms on one side of the equation such the other side equals 0.

Given that,

x² - 6x

Now, to find the value of c = (b/2)²

divide the coefficient of x by 2.

So, divide 6 by 2 we get: ( -1.3)²

Next, multiply -1 by 3: (-3)²

Now, raise -3 to the power of 2, we get: 9

So, the expression becomes: x² - 6x + 9

Factorized form: (x - 3) (x -3)

or we can write (x - 3)²

To know more about factorization refer to:

https://brainly.com/question/25829061

#SPJ1

Answer:

so it would be written as:

8w - 12 + 12 = 44 + 12

8w = 56

56 divided by 8 = 7

w = 7

to get the equation of any straight line, we simply need two points off of it, let's use those ones in the picture below.

[tex](\stackrel{x_1}{8}~,~\stackrel{y_1}{32})\qquad (\stackrel{x_2}{15}~,~\stackrel{y_2}{53}) ~\hfill \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{53}-\stackrel{y1}{32}}}{\underset{\textit{\large run}} {\underset{x_2}{15}-\underset{x_1}{8}}} \implies \cfrac{ 21 }{ 7 } \implies 3[/tex]

[tex]\begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{32}=\stackrel{m}{ 3}(x-\stackrel{x_1}{8}) \\\\\\ y-32=3x-24\implies {\Large \begin{array}{llll} y=3x+8 \end{array}}[/tex]

Answer: Lydia used 1/3 pound of peppers and 1/10 pound of cheese to make 3 pizzas, which means that she used 1/3 / 3 = 1/9 pound of peppers and 1/10 / 3 = 1/30 pound of cheese per pizza.

If Lydia uses the same recipe to make 1 pizza, she will need 1/9 pound of peppers and 1/30 pound of cheese. Therefore, the amount of cheese needed is 1/30 pound.

Step-by-step explanation:

Answer:

you can add them

Step-by-step explanation:

Answer:

I wanna say 348?? maybe.... I think

Answer:

11

Step-by-step explanation:

26-15=11

Answer:

i think A

Step-by-step explanation:

correct me if I wrong k

Answer:

1. Gorgeous

2. Tremendous

3. Coarse

4. Crackling

5. Appetizing

Step-by-step explanation:

Those are the only words that make sense in each square.

Answer:

1.) gorgeous

2.) tremendous

3.) crackling

4.) coarse

5.) appetizing

6.) buttery

7.) magnificent

Hope this helps!

Answer:

C

Step-by-step explanation:

If you read the question carefully, you find that the function goes through (- 2,0) and (2,0)

Where the y value = 0 you have points that are x intercepts. The answer is anything where the y value = 0

The x intercepts are (-2, 0 ) and (2,0)

The answer is C

Answer:

c

Step-by-step explanation

(2, 0) and (-2, 0)

Answer: 3/4 is right

Step-by-step explanation:

There you have it, your answer

Step-by-step explanation:

Easy

Answer:

The answer to this question is 6720

Answer:

t = 0.5 seconds

Step-by-step explanation:

Given formula:

[tex]h=-16t^2+s[/tex]

where:

Dan drops the treat 5 feet above the ground.

Therefore, when t = 0, h = 5 ft.  

To find the value of s, substitute these values into the given formula:

[tex]\implies -16(0)^2+s=5[/tex]

[tex]\implies s=5[/tex]

Therefore:

[tex]h=-16t^2+5[/tex]

To calculate how long the treat falls before Lola catches it, substitute h = 1.5 into the formula:

[tex]\implies -16t^2+5=1.5[/tex]

[tex]\implies -16t^2=-3.5[/tex]

[tex]\implies t^2=0.21875[/tex]

[tex]\implies t=\sqrt{0.21875}[/tex]

[tex]\implies t=\pm0.467707173...[/tex]

[tex]\implies t=\pm0.5\; \; \sf (nearest\;tenth)[/tex]

As time is positive, t = 0.5 seconds (nearest tenth) only.

Therefore, it took 0.5 seconds for Lola to catch the treat after it fell.

Answer:

$22.5

Step-by-step explanation:

$27.00/3/5=45

45*1/2=$22.5

Answer:

The slope is 3

Step-by-step explanation:

Answer:

7 times a number increased by 4 times the number

Let a number and the number be an arbitrary variable. Let's call it x. We have an algebraic expression. Let's take it in pieces:

7 times a number: 7x

4 times the number: 4x

The phrase increased by means we add 4x to 7x:

7x + 4x

Simplifying, we get: (7 + 4)x

11x

Step-by-step explanation:

Step-by-step explanation:

nzkaoavdvsoasb xzakoakaidbzbsva

Answer:

See attached

Step-by-step explanation:

Solution is below

Answer:

-3w2-11w-3

Step-by-step explanation:

take w2 and w as variables. you can substitute it as w2=y and w=X then expand brackets

2y-8x-8-5y-3x+5

note that the signed changed at the second part because it was expanded with the minus sign which is basically like -1, so it changes the signs

then you collect like terms:

2y-5y-8x-3x-8+5= -3y-11x-3

now put substitute back w2=y and w=X

-3w2-11w-3

if it won't be a problem solving with w2 and w, then you skip the substitution part and solve the same

Answer:

Step-by-step explanation:

14 MAY BE

Answer:

60.5 or 60 1/2

Step-by-step explanation:

7 (2)

8.5 (1)

9 (1)

9.5 (2)

10 (1)

14 + 8.5 + 9 + 19 + 10

60.5

The value of y is 130°

The angles occupy the same relative position at each intersection where a straight line crosses two others. If the two lines are parallel, the corresponding angles are equal.

Given here:

Horizontal and parallel lines b and c are cut by transversal a. At the intersection of lines b and a, the bottom right angle is 50 degrees. At the intersection of lines c and a, the top left angle is y degrees.

Thus the angle adjacent to the 50-degree angle will be 130

but this angle corresponds to the angle y thus y=130 as corresponding angles are equal when a transversal intersects two parallel lines

Hence, The value of y is 130°

Learn more about angles here:

https://brainly.com/question/11806229

#SPJ1`

Given:

The graph of a quadratic function passes through the points (5,31) (3,11) (0,11).

To find:

The equation of the quadratic function.

Solution:

A quadratic function is defined as:

[tex]y=ax^2+bx+c[/tex]            ...(i)

It is passes through the point (0,11). So, substitute [tex]x=0,y=11[/tex] in (i).

[tex]11=a(0)^2+b(0)+c[/tex]

[tex]11=c[/tex]

Putting [tex]c=11[/tex] in (i), we get

[tex]y=ax^2+bx+11[/tex]               ...(ii)

The quadratic function passes through the point (5,31). So, substitute [tex]x=5,y=31[/tex] in (ii).

[tex]31=a(5)^2+b(5)+11[/tex]

[tex]31-11=a(25)+5b[/tex]

[tex]20=25a+5b[/tex]

Divide both sides by 5.

[tex]4=5a+b[/tex]                  ...(iii)

The quadratic function passes through the point (3,11). So, substitute [tex]x=3,y=11[/tex] in (ii).

[tex]11=a(3)^2+b(3)+11[/tex]

[tex]11-11=a(9)+3b[/tex]

[tex]0=9a+3b[/tex]

Divide both sides by 3.

[tex]0=3a+b[/tex]                 ...(iv)

Subtracting (iv) from (iii), we get

[tex]4-0=5a+b-3a-b[/tex]

[tex]4=2a[/tex]

[tex]\dfrac{4}{2}=a[/tex]

[tex]2=a[/tex]

Putting [tex]a=2[/tex] in (iv), we get

[tex]0=3(2)+b[/tex]

[tex]0=6+b[/tex]

[tex]-6=b[/tex]

Putting [tex]a=2,b=-6[/tex] in (ii), we get

[tex]y=(2)x^2+(-6)x+11[/tex]

[tex]y=2x^2-6x+11[/tex]

Therefore, the required quadratic equation is [tex]y=2x^2-6x+11[/tex].

Answer:

56 possible outcomes

Step-by-step explanation:

Order does not matter in this case, so we will find all the possible combinations:

8 nCr 3 = 8! / ((8 – 3)! 3!) = 40320 / 720 = 56

Therefore, there are 56 possible outcomes.

Answer:

Obtuse - over 90°

Acute - less than 90°

Right - 90°

Straight - 180°

1. Obtuse

2. Acute

3. Right

The next decimal number should be changed to hexadecimal. Your final response may contain up to six fractional digits. In decimal 386210, subscript 10 to F16.

F16 is 001000011000.1111. 218. F716 is 001000011000.111101112. 710 = (h0)16 = 716 is how the hexadecimal number is represented. It is necessary to add a 1 to the left and modify the number for both to 0. In base-2, the numeral 15 is represented as 1111, and the number 16 is represented as 10000. The greatest value in base-16 is the letter F, in a similar vein. such that 10 is the new value.

Binary 10 equals 1010, thus. Dividing 10 by 2 successively until the quotient equals 0 will yield the decimal to binary equivalent. By writing the remainder in each division step from bottom to top, it is possible to determine the binary equivalent.Base-16 is the definition given to hexadecimal. There are many powers of 16 in each place value in the number. The hexadecimal numbers are: 0,1,2,3,4,5,6,7,8,9,A,B,C,D,E,F. 10 through 15 are represented, accordingly, by the letters A through F.

To learn more about base 10 refer to :

https://brainly.com/question/26668177

#SPJ1

Please provide your question with a math problem in the form of an image or text.

Answer:

The area of a square is equal to the side length of the square squared. If the side length of the small square is "s" and the side length of the big square is "b", then we can write the following two equations to represent the area of the two squares:

Area of small square = s^2

Area of big square = b^2

Since the area of the big square is 30 units more than the area of the small square, we can write the equation:

b^2 = s^2 + 30

To find the radius of the circle, we need to find the side length of the small square. To do this, we can rearrange the equation above to solve for s:

s^2 = b^2 - 30

s = sqrt(b^2 - 30)

Now we just need to find the value of "b", which is the side length of the big square. To do this, we can use the fact that the big square is inscribed in the circle, so the side length of the big square is equal to the diameter of the circle. Let's call the diameter of the circle "d". Then we can substitute "d" for "b" in the equation above:

s = sqrt(d^2 - 30)

To find the radius of the circle, we just need to divide the diameter of the circle by 2, so the radius is equal to "d" divided by 2. Therefore, the radius of the circle is:

r = d/2 = sqrt(d^2 - 30)/2

So to find the radius of the circle, we just need to know the diameter of the circle. Can you provide the diameter of the circle in the question?:

The radius of the circle is: r = d/2 = sqrt(d^2 - 30)/2

The area of a circle is π multiplied by the square of the radius. The area of a circle, (A) when the radius 'r' is given is πr2. π is approximately  3.142

Here, we have,

The area of a square is equal to the side length of the square squared. If the side length of the small square is "s" and the side length of the big square is "b", then we can write the following two equations to represent the area of the two squares:

Area of small square = s^2

Area of big square = b^2

Since the area of the big square is 30 units more than the area of the small square, we can write the equation:

b^2 = s^2 + 30

To find the radius of the circle, we need to find the side length of the small square. To do this, we can rearrange the equation above to solve for s:

s^2 = b^2 - 30

s = sqrt(b^2 - 30)

Now we just need to find the value of "b", which is the side length of the big square. To do this, we can use the fact that the big square is inscribed in the circle, so the side length of the big square is equal to the diameter of the circle. Let's call the diameter of the circle "d". Then we can substitute "d" for "b" in the equation above:

s = sqrt(d^2 - 30)

To find the radius of the circle, we just need to divide the diameter of the circle by 2, so the radius is equal to "d" divided by 2. Therefore, the radius of the circle is:

r = d/2 = sqrt(d^2 - 30)/2

So to find the radius of the circle, we just need to know the diameter of the circle.

To learn more on area of circle click:

brainly.com/question/22964077

#SPJ2

Answer: Down | ( 8, -1 )

Step-by-step explanation:

Did the assignment