Find the coordinates of the vertex of the following parabola algebraically. Write your
answer as an (x, y) point.
y=4x^2+24x-40

Please help me out, need it fast it’s timed. Thanks

Answer:

$17

Step-by-step explanation:

We are assuming that snow shovels for 10 families means 10 shovel in total. If the manager is offering $2 discount per shovel, and there are ten shovels, then that is a 20 dollar discount. 85, the cost after discount, plus 20 is 105. 105/10=10.5. Your family is offering two pay for two shovels, so the total for you would come to $21, but there is the $2 discount, so subtract 4 dollars, and you have $17.

Answer:

y = - 12 y = 0

Step-by-step explanation:

first you have to simplify it then you have to separate the equations and then you'll get your answer.

The following euler statement is False

For any real value θ, we have euler formula:

[tex]e^{i\theta} = \cos(\theta) + i\sin(\theta)[/tex]

where 'e' is the base of the natural logarithm, and 'i' is iota, the imaginary unit.

We are given that;

The figure

Now,

The Euler path is A-B-C-D-E-A-C-E-D.

However, the graph below does not have an Euler path because it is not connected:

There is no way to reach vertex F from the rest of the graph.

Therefore, by euler path the answer will be false.

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Answer:

A

Step-by-step explanation:

not sure though sorry if wrong

Answer:

The answer of upper level of A is correct

Step-by-step explanation:

f(x) = x²

f'(x) = (x-3)²   ..... x -> x-3  Horizontal translation right 3 units

g(x) = (x-3)² - 5  .... vertical translation down 5 units

Step-by-step explanation:

1+5_1+2+3=10

Answer:

if you just wanted the equations fixed: y= -3x + 8 & y= 1/3x - 11/3

but if you wanted x then x = 7/2

Step-by-step explanation:

3x + y = 8 *subtract 3x from both sides*

y = -3x + 8

x - 3y = 11 *add 3y to both sides*

x = 3y + 11 subtract 11 from both sides*

x - 11 = 3y * divide both sides by 3*

1/3x - 11/3 = y --> y = 1/3x - 11/3

and to solve for x i just used ma thway but if you did want to solve it you'd need to put the equations equal to each other --> -3x + 8 = 1/3x - 11/3

Answer:

6/5 cm

Step-by-step explanation:

Double the radius

2*3/5=6/5

Answer:

1 1/5 or 6/5

Step-by-step explanation:

3/5 (2) =  6/5 or 1 1/5

Answer:

Step-by-step explanation:

There are 36 possibilities. That's a lot. I'll give you the two sets of them to give you the idea of how to set it up.

1    1

1    2

1    3

1    4

1    5

1    6

Now you can list all the reverse numbers

2   1

3   1

4   1

5   1

6   1

Do this pairing all the way down and then add the doubles amount.

B: 36  (Stated Above)

C:

4   4

3   5

5   3

6   2

2   6

D

There are 36 possible outcomes.

The Probability is 5/36

The Probability is  0.1388 .... repeating.

Answer:

63298

Step-by-step explanation:

When you divide by a fraction, you have to flip the fraction and change the sign into multiplication. This means that it will be 632.98x100. We move the dot two ways to the right and get 63298.

If this answer has helped you please mark as brainliest

Answer:

632.98 ÷ 1/100

Step-by-step explanation:

R:

Calculate the value

632.98 ÷ 1/100

31649/50 ÷ 1/100

31649/50 × 100/1

63298

I hope I've helped :)

Answer:

7776pi cubic inches

Step-by-step explanation:

Answer:

[tex] \frac{5}{24} [/tex]

Step-by-step explanation:

Given:

[tex] \frac{7}{8} - \frac{2}{3} [/tex]

Required:

Difference of the fractions in simplified form

Solution:

[tex] \frac{7}{8} - \frac{2}{3} [/tex]

The common denominator of both fractions is 24

Therefore:

[tex] \frac{3*7 - 8*2}{24} [/tex]

[tex] \frac{21 - 16}{24} [/tex]

[tex] \frac{5}{24} [/tex]

okay i dont know lololololokjdgshbnjhcdgsjfre

Answer:

Answer0.41

Step-by-step explanation:

Answer:

Step-by-step explanation:

a systems of equations can be made from the information on the problem

x+y=48

x=2y+3

since x= 2y+3 substitute 2y+3 in the firat equation to get:

(2y+3)+y=48  -> 3y+3=48 -> 3y=45  -> y=15

plug in 15 for y in the second equation to solve for x

x+15 =48 --> x=33

Answer:

d. x²+2

Step-by-step explanation:

x²+2x+1-2x-2+3 = x²+2

C is the closest to 78.089

Answer:

A

Step-by-step explanation:

Answer:

[tex]4\pi[/tex]

Step-by-step explanation:

Answer:

330

Step-by-step explanation:

Answer:

B. Over the past few months, Cesar's cell phone bill has doubled from the previous month.

Step-by-step explanation:

9514 1404 393

Answer:

  x = 3/2 or 2

Step-by-step explanation:

Essentially, what you're looking for is a pair of factors of (-2)(-6) = 12 that have a sum of 7. The factors 3 and 4 have that sum, so we can write ...

  -2x² +3x +4x -6 = 0

  x(-2x+3) -2(-2x+3) = 0

  (x -2)(-2x +3) = 0

The roots are the values of x that make these factors zero.

  x -2 = 0   ⇒   x = 2

  -2x +3 = 0   ⇒   x = 3/2

These are consistent with Vieta's theorem, which tells you the sum of roots is -b/a = -7/-2 = 7/2. The sum of the two roots we found is 4/2 +3/2 = 7/2.

The product of roots is c/a = -6/-2 = 3. The product of the two roots we found is 2(3/2) = 3.

_____

Additional comment

I find it easier to find integer factors of integers than to find fractional factors of an integer. The direct use of Vieta's theorem would have you looking for factors of 3 that have a sum of 7/2. It seems easier to me to look for integer factors of 12 that have a sum of 7.

Answer:

Solution given:

-2x²+7x-6=0

2x²-7x+6=0

Comparing above equation with ax²+bx+c

we get

a=2

b=-7

c=6

By using Vieta's theorem

X1+X2=[tex] \frac{-b}{a} [/tex]=[tex] \frac{7}{2} [/tex]

again

X1X2=[tex] \frac{c}{a} [/tex]=[tex] \frac{6}{2} [/tex]=3

Answer:

[tex]MP = 12[/tex]

Step-by-step explanation:

Given

[tex]LM = (3x + 1), MN = (4x -3), NP = (6x - 5)[/tex]

[tex]LM = NP[/tex]

Required

Find MP

We have:

[tex]LM = NP[/tex]

This gives:

[tex]3x + 1 = 6x - 5[/tex]

Collect like terms

[tex]3x - 6x = -1-5[/tex]

[tex]-3x = -6[/tex]

Solve for x

[tex]x = 2[/tex]

MP is calculated as:

[tex]MP = MN + NP[/tex]

[tex]MP = 4x - 3 + 6x - 5[/tex]

Collect like terms

[tex]MP = 4x + 6x - 3 - 5[/tex]

[tex]MP = 10x - 8[/tex]

Substitute [tex]x=2[/tex]

[tex]MP = 10*2 - 8[/tex]

[tex]MP = 20 - 8[/tex]

[tex]MP = 12[/tex]

Answer:

Step-by-step explanation:

cos(30) = Adj/hyp

cos(30)  = 6 /x

x = 6 / cos(30)

x = 6 / ( [tex]\sqrt{3}[/tex]/ 2)

x = 12 / [tex]\sqrt{3}[/tex]

(  12 / [tex]\sqrt{3}[/tex] )^2  = 6^2 + y^2

(  12 / [tex]\sqrt{3}[/tex] )^2 - 36 = y^2

144/3 -36 = y^2

48-36=y^2

12 = y^2

[tex]\sqrt{12}[/tex] = y

Answer:

A cubic function

Step-by-step explanation:

I graphed it and connected the lines on desmos then compared to the types of calculus graphs on the search engine.

Answer:

Hence, the azimuth, bearing, and length of the line connecting station Shore to station Rock are [tex]270^{\circ},90^{\circ}[/tex] and [tex]650.94[/tex] feet.

Given :

The shore station point [tex](X_1,Y_1)[/tex] in feet,

        [tex](X_1,Y_1)=(2058.97, 6980.06)[/tex]

The Rock station point [tex](X_2,Y_2)[/tex] in feet

       [tex](X_2,Y_2)=(1408.03,6980.06)[/tex]

From the figure

     [tex]x=2058.97-1408.03=650.94[/tex] feet

    [tex]y=6980.06-6980.06=0\\[/tex] feet

Length of the line [tex]L=\sqrt{x^2+y^2}[/tex]

                           [tex]\Rightarrow L=\sqrt{(650.94)^2+0}=650.94[/tex]

                            [tex]\Rightarrow L=650.94[/tex] feet

[tex]\because[/tex] [tex]\tan \theta=\frac{y}{x}=\frac{0}{x}=0[/tex]

[tex]\Rightarrow \theta=\tan^{-1}(0)=0[/tex]

Azimuth of line[tex]=270^{\circ}+\theta[/tex]

                       [tex]=270^{\circ}+0[/tex]

                      [tex]=270^{\circ}[/tex]

[tex]\therefore[/tex] Bearing [tex]=360^{\circ}-\text{Azimuth}[/tex]

                [tex]=360^{\circ}-270^{\circ}[/tex]

                [tex]=90^{\circ}[/tex]

9514 1404 393

Answer:

  $2560.00

Step-by-step explanation:

The account balance is given by the formula ...

  A = Pe^(rt) . . . . principal P invested at rate r for t years

Filling in your numbers, we have ...

  $3287.11 = Pe^(0.05·5)

  P = $3287.11e^(-0.25) = $2560.00

The initial amount was $2560.00.

Answer:

Linear

Step-by-step explanation:

The median of cumulative frequency is 67.86 and the interquartile range is 32.86.

The mean is "the middle number is sorter, ascending or descending, list of numbers and can be more descriptive of that data set than the average".

The interquartile range is "measure of where the 'middle fifty' is in data set".

According to the question,

Score               Mid value    Frequency       Cumulative frequency

10 ≤ x < 20            15                       1                                 1

20≤x < 30             25                      3                                 4

30≤x < 40             35                      6                                 10

40≤x < 50            45                       15                               25

50≤x < 60            55                       14                               39

60≤x < 70            65                        28                             67

70≤x < 80            75                         18                              85

80≤x < 90            85                         11                               96

90≤x < 100           95                         4                               100

Uniform interval is 10.

a) The median of examination mark

Frequency = 1+3+6+15+14+28+18+11+4 = 100

Median = [tex]l+\frac{(\frac{N}{2} - m )}{f}[/tex] × c       where l = lower limit of the median class, N = total frequency, m = cumulative frequency of the pre median class,

f = frequency of the median class, c = uniform class interval.  

            = 50 + [tex]\frac{\frac{100}{2} - 25 }{14}[/tex]  × 10

            = 50 + [tex]\frac{50 - 25}{14}[/tex]  × 10

            = 50 +[tex]\frac{25}{14}[/tex] × 10

           = 50 + 1.786 × 10

           = 50 + 17.86  

           = 67.86.

Thus, the median of examination mark is 67.86.

b) The number of students score less than 65 marks.

In order to find the number of students score less than 65 marks sum of all frequency below 65.

= 1 + 3 + 6 + 15 + 14

= 39

Thus, the number of students score less than 65 marks is 39.

c) The number of students scored between 50 and 80 marks

In order to find the number of students scored between 50 and 80 marks only if add frequency between 50 and 80 marks.

= 14 + 28 + 18 + 11

= 71

Thus, the number of students scored between 50 and 80 marks is 71.

d) The number of students failed, given that the pass mark is 50.

In order to find the number of students failed, given that the pass mark is 50 only if add frequency below 50.

= 1 + 3 + 6 + 15

= 25.

Thus,  the number of students failed, given that the pass mark is 50 is 25.

f) The interquartile range

Interquartile range =  Q₃ - Q₁    [In words, difference between upper quartile range and lower quartile range]

Q₁ =  l₁ + [tex]\frac{\frac{N}{4} - m }{f}[/tex] × c  where l₁ is the lower limit of the Q₁ class, m₁ is the cumulative frequency of the pre median class, f₁ is the Frequency of the Q₁ class, c is the class interval, N  is the total frequency.

[tex]\frac{N}{4}[/tex] = [tex]\frac{100}{4} = 25[/tex]; [tex]\frac{3N}{4}[/tex] = 75

     = 40 + [tex]\frac{25 - 25}{6}[/tex] * 10 = 40

Q₁ = 40

Q₃ = l₃ + [tex]\frac{3\frac{N}{4} - m3 }{f3}[/tex]  × c

   = 60 + [tex]\frac{75 - 39}{28}[/tex] × 10

   = 60 + [tex]\frac{36}{28}[/tex] × 10

   = 60 + 1.2857 × 10

   =   60 + 12.857

   = 72.857

Interquartile range = upper quartile range - lower quartile range

                                 = 72.857 - 40

                                 = 32.8571  ≈ 32.86.

Thus, interquartile range is 32.86.

Hence, a) The median of examination mark is 67.86.

b) The number of students score less than 65 marks is 39.

c) The number of students scored between 50 and 80 marks is 71.

d) The number of students failed, given that the pass mark is 50 below 50 is 25.

f)  The interquartile range is 32.86.

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