Pls can someone help me expand:(x+5)(x-8) in quadratic equation

Answer:

No

Step-by-step explanation:

Because in the number 15.8, it is equal to 15.80. 80 is more than 17.

15.17 is not greater than 15.8. Meredith statement is wrong.

A number system is defined as the representation of numbers by using digits or other symbols in a consistent manner.

We need to compare both the numbers 15.17 and 15.80.

For comparing two number we need to check the integer part and decimal part.

The integer part  is same for both the numbers. so let us move towards decimal part. in tenth place 15.17 has 1 and for 15.80 it has 8.

We know that 8 is greater than 1.

Hence 15.8 is greater than 15.17. Merediths answer is wrong.

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Answer:

17inches

Step-by-step explanation:

If James completely covered a square poster board using 68.2 in. of cardstock, this means that the perimeter of the square box is 68.2in.

To get the measurement if one side if the box we will use the formula for finding the perimeter of the square.

P = 4L

L is side length of the square box

68.2 = 4L

L = 68.2/4

L = 17.05in

.hence the measurement closest to one side of the square box is 17inches

Answer:

Solving -5\sqrt{5} we get [tex]\mathbf{-9\sqrt{5}}[/tex]

Step-by-step explanation:

We need to solve [tex]-2\sqrt{20}-\sqrt{125}[/tex]

Factors of 20 are: 2x2x5

Factors of 125 are: 5x5x5

Replacing 20 and 125 with their factors.

[tex]-2\sqrt{20}-\sqrt{125}\\=-2\sqrt{2\times2\times5}-\sqrt{5\times5\times5}\\=-2\sqrt{2^2\times5}-\sqrt{5^2\times5}\\We \ know \ \sqrt{a^2}=a \\=-2\sqrt{2^2}\sqrt{5}-\sqrt{5^2}\sqrt{5}\\=-2\times2\sqrt{5}-5\sqrt{5}\\=-4\sqrt{5}-5\sqrt{5}\\Taking \ \sqrt{5} \ common\\=(-4-5)\sqrt{5}\\=-9\sqrt{5}[/tex]

So, solving -5\sqrt{5} we get [tex]\mathbf{-9\sqrt{5}}[/tex]

Answer:

4. (d) option is correct because -7-(-5) = -7+5 ( Because - and - makes a plus .

Hope it does aid you .

Pls mark brilliant .

Answer:

-2 and 3

Step-by-step explanation:

These two are slopes. All three are technically slopes but a slope of 0 is just a horizontal line.

Answer:

∠m=124°

Explanation:

There are a few different ways that you could go about this but the simplest way is to first notice that Angle n is congruent to the angle above it. That tells us that n = 56 degrees. Because angle m and n are supplementary angles their sum needs to add up to 180. So if we subtract 56 from 180 we get 124 degrees, and there is your answer.

Hope this helps :)  

Add −3x and 15x.

12x−9

Answer:

The measure of angle E is 55°

Step-by-step explanation:

In an isosceles triangle, the vertex angle is the angle including between the two equal sides, the base angles are the other angles of the triangle, the base angles are equal in measures

In triangle DEF

∵ DE is congruent to FD

∴ The length of DE = the length of FD

∵ ∠D is the angle including sides DE and FD

∴ ∠D is the vertex angle

∴ ∠F and ∠E are the base angles

∵ The base angles of the isosceles triangle are equal in measures

∴ m∠F = m∠E

∵ m∠F = 55°

∴ m∠E = 55°

∴ The measure of angle E is 55°

Answer:

There would be 15 girls and 21 boys

15 girls and 21 boys are in the class

Answer:

T, S, U

Step-by-step explanation:

Answer:

U S T

Step-by-step explanation:

The largest angle is going to be opposite the longest side. It stands to reason that the two arms that define the enclosed angle (t) have to have their arms stretched further away from each other in order to accommodate T. So T is the largest angle.

By a similar line of reasoning, the second largest angle is opposite the second largest side. S is the second largest angle.

The smallest angle is opposite the smallest side.

Answer:

About 10 hours

Step-by-step explanation:

Answer:

Yes

Step-by-step explanation:

We can tell that they are congruent because of SAS (side-angle-side), which means that if there is a side, then angle, then another side that are equal, it is congruent.

The equation given has a slope of -3. See it? The equation we are looking for must have the same slope because the lines are parallel to each other. This means the lines never meet or touch on the xy-plane.

We use the point-slope formula to find the equation.

Here is the point-slope formula:

y - y_1 = m(x - x_1)

y - 4 = -3(x - (-3))

y - 4 = -3(x + 3)

y - 4 = -3x - 9

We now isolate y to find our equation.

y = -3x - 9 + 5

y = -3x - 4

Done.

Following are the calculation to the given line which is parallel:

Given:

[tex]\bold{ line: \ y=-3x+4}\\\\\bold{ point: (-3,4)}[/tex]

To find:

Calculating the equation=?

Solution:

General equation of a line:  [tex]\bold{y = mx + c}[/tex]

Equation of a line: [tex]\bold{y-y_1=m(x-x_1)}[/tex]

By comparing the line equation with the general equation of a line:

[tex]\to \bold{m=-3}\\\\\to \bold{c=4}\\\\[/tex]

Using a line equation and put the point and slope value in it:

[tex]\bold{Point: (-3,4)}\\\\\bold{m=-3}[/tex]

[tex]\to \bold{y-4=-3(x-(-3))}\\\\\to \bold{y-4=-3(x+3)}\\\\\to \bold{y-4=-3x-9}\\\\\to \bold{y=-3x-9+4}\\\\\to \bold{y=-3x-5}\\\\[/tex]

Therefore, the final answer is "[tex]\bold{y=-3x-5}[/tex]"

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Answer:

400-milligram aspirin

Step-by-step explanation:

200x2= 400

Answer:

The answer is 5

do 6x5 to get 30 cuz those two sides r equal

Step-by-step explanation:

.... Hope this will help....

Answer:

-3(x)= -6

Step-by-step explanation:

i think this is it hope it helps!

Can also be written as -3x = -6

The chosen topic is not meant for use with this type of problem.

However, if you simplify it, your answer is:

x^2 − 2x − 35

Answer:

x = 500

Step-by-step explanation:

100% = 500

20% = 100

120% = 500 + 100 = 600

Answer:

7

Step-by-step explanation:

3 - -4=7

Answer:

DU = 86

Step-by-step explanation:

Properties of a rectangle,

- Opposite sides are equal in measure.

- Diagonals of a rectangle are equal.

- Diagonals bisect each other.

In the given rectangle QUAD,

Diagonals AQ and DU bisect each other at P.

AQ = DU

2(QP) = DU [Since, AQ = 2(PQ)]

2(2x + 7) = 5x - 4

4x + 14 = 5x - 4

5x - 4x = 14 + 4

x = 18

Since, DU = 5x - 4

DU = 5(18) - 4

     = 90 - 4

     = 86

Therefore, measure of DU = 86 units

Answer:

(a) The travel times of the Los Angeles workers have a higher variability than those of the New York City area and about 54 out the 70 Los Angeles workers take longer (over 20minutes) than the maximum travelling time for the New York City workers (18 minutes) when they travel to work

(B) (i) The percentage of workers that travel close to the maximum travel times given in the data of the two cities

(ii) Almost half of the New York City area workers spend between 40 and 100 minutes to work, while almost half (32) of the Los Angeles workers spend between 0 and 20 minutes to work every day

Step-by-step explanation:

The travel times for the 70 Los Angeles workers are;

Number of workers                    [tex]{}[/tex]         Travel time

32                    [tex]{}[/tex]                                      0 - 20 minutes

22                    [tex]{}[/tex]                                      20 - 40 minutes

10                   [tex]{}[/tex]                                        40 - 60 minutes

4                   [tex]{}[/tex]                                          60 - 80 minutes

2                   [tex]{}[/tex]                                          80 - 100 minutes

The travel times for the 61 New York City area workers are;

18                   [tex]{}[/tex]                                          0 - 20 minutes

14                   [tex]{}[/tex]                                          20 - 40 minutes

10                   [tex]{}[/tex]                                          40 - 60 minutes

12                   [tex]{}[/tex]                                          60 - 80 minutes

7                    [tex]{}[/tex]                                           80 - 100 minutes

Workers in Los Angeles averagely take short time to reach to workplace than in New  York.

Descriptive statistics like mode, IQR, skewness etc do care about how the data is more leaning on one side than other. That is why these types of measures are helpful here.

Given data includes:

For Los Angeles: 32, 22, 10, 4, 2 (skewed left)

For New York: (18, 14, 10, 12 ,7) (very slightly skewed left)

Part a.

Comparing the distributions of travel times for both of the regions:

Histogram of Los Angeles is more skewed to the left. (values like 32, 20 lies on the left, and 5, 2 on the right tail)

Histogram of New York, in comparison to the histogram of Los Angeles is not that skewed and lies approximately leveled but is slight skewed to left.

This hows that time taken by worker to travel in Los Angeles is averagely very  short and count of workers taking longer time falls dramatically.

On the other hand, that above thing doesn't happen for workers in New York.

Part b.

Central measure "Mode" can be used here. The reason of choosing mode is that it focuses on frequency and gives weights to outliers too. Mean, on the other hand takes average of all values thus might forget the data of skewness.

The 3rd moment of measure of skewness can be used to measure the degree of skewness in both the data.

Inter Quartile Range is also useful since it will tell quartile to quartile measures which can help not loose the data of skewness.

So, the important thing that should be included in the measure we use to  describe this data is to include the information of skewness of the graph.

Descriptive statistics like mean, standard deviation etc forget about skewness.

Descriptive statistics like mode, IQR, skewness etc do care about how the data is more leaning on one side than other. That is why these types of measures are helpful here.

Learn more here:

https://brainly.com/question/3907939

Answer:

x = 10

Step-by-step explanation:

DEC is a right angle, right angles equal 90 degrees

so this means 7x + 20 needs to equal 90

7 x 10 + 20 = 90

Answer:

7. Option D

9. Option B

10. Option C

Step-by-step explanation:

Answer:

7. Option D

9. Option B

10. Option C

Mark as Brainliest!!!

Answer:

8.785 x 10^9

Step-by-step explanation:

Answer:-83/25 and 27/40

Answer:

2/3

Step-by-step explanation:

The scale factor is the number that the original image is multiplied by to find the new image. So, we have to find what number multiplied by 6 equals 4 and what number multiplied by 9 equals 6. This can represented as an equation, with the unknown number represented by x:

6 * x = 4

6x = 4

Divide both sides by 6 to isolate x:

6x/6 =4/6

x = 4/6 = 2/3

x = 2/3

9x = 6

9x/9 = 6/9

x = 6/9 = 2/3

x = 2/3

For both dilations x came out to be 2/3. So, the scale factor is 2/3.

Hope this helps :)

Answer:

B

Step-by-step explanation:

Answer:

The answer would be Choice B.  

Step-by-step explanation:

You are multiplying every number in the brackets by -5.

-5 x 8 = -40

-5 x 1 = -5

-5 x -2 = 10

-5 x 6 = -30

Answer:

0

Step-by-step explanation:

Well, when f(x)=6, you substitute 6 for x in your equation. 6(6)-36. 36-36=0. This also means the 6 is the y-intercept.

Hope this helped!

Answer:

Substitute the given value into the function and evaluate.

0

Step-by-step explanation:

Hope this helps, If it did, then I would really appreciate it if you gave me Brainliest, I only need one more to rank up and it has taken forever to get to where I am currently. Thanks.

Answer:

Yes

Step-by-step explanation:

a^2+b^2=c^2

14^2+48^2=50^2

196+2304=2500

2500=2500