Which of the following describes the parabola with the equation y = −x2 − 3x + 6?

A) The axis of symmetry is x = 1.5 and the vertex is (1.5, 12.75).
B) The axis of symmetry is x = −1 and the vertex is (−1, −3).
C) The axis of symmetry is x = −1.5 and the vertex is (−1.5, 8.25).
D) The axis of symmetry is x = 0 and the vertex is (0, 6).

Answer:

D

Step-by-step explanation:

a and 76° are corresponding angles and are congruent , then

x = 76° → D

Answer:

Doughnuts are sold in bags and cartons

A bag holds four doughnuts and a carton holds ten doughnuts

Tom buys B bags of doughnuts and C cartons of doughnuts

He buys a total T doughnuts

Writs down a formula for T in terms of B and C

Step-by-step explanation:

Doughnuts are sold in bags and cartons

A bag holds four doughnuts and a carton holds ten doughnuts

Tom buys B bags of doughnuts and C cartons of doughnuts

He buys a total T doughnuts

Writs down a formula for T in terms of B and C

Answer:

[tex] { \tt{8 \sqrt{2} + 2 \sqrt{8} }}[/tex]

separate the biggest root ( √8 ):

[tex]{ \tt{ = 8 \sqrt{2} + 2 \sqrt{4 \times 2} }} \\ = { \tt{ 8 \sqrt{2} + (2 \times 2) \sqrt{2} }} \\ = { \tt{8 \sqrt{2} + 4 \sqrt{2} }}[/tex]

factorise √2 out:

[tex] = { \tt{(8 + 4) \sqrt{2} }} \\ \\ = { \bf{12 \sqrt{2} }}[/tex]

Answer:

-5/ 3

Step-by-step explanation:

solving 2a - b

= (2 × 2) - (-1)

= 4 + 1

= 5

solving (2a - b)/ c

= 5/ (-3)

= -5/ 3

that is the third option

[tex]\underline \bold{ \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: }[/tex]

[tex] \huge\underline{\sf{\red{Problem:}}}[/tex]

6.) Detemine the value of [tex] \sf{(2a - b) \div c.}[/tex]

[tex] \huge\underline{\sf{\red{Given:}}}[/tex]

[tex]\quad\quad\quad\quad\sf{a = 2}[/tex]

[tex]\quad\quad\quad\quad\sf{b = - 1}[/tex]

[tex]\quad\quad\quad\quad\sf{c = - 3}[/tex]

[tex] \huge\underline{\sf{\red{Solution:}}}[/tex]

[tex]\quad\quad\quad\quad\sf{⟶(2a- b)÷c}[/tex]

[tex]\quad \quad \quad \quad \sf{⟶(2(2)-(-1))÷(-3)}[/tex]

[tex]\quad \quad \quad \quad \sf{⟶(4-(-1))÷(-3)}[/tex]

[tex]\quad \quad \quad \quad \sf{⟶4+1÷(-3)}[/tex]

[tex]\quad \quad \quad \quad ⟶ \boxed{ \sf{ - \frac{5}{3} }}[/tex]

[tex]\huge\underline{\sf{\red{Answer:}}}[/tex]

[tex]\huge\quad\quad\underline{ \boxed{ \sf{ \red{ - \frac{5}{3} }}}}[/tex]

[tex]\underline \bold{ \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: }[/tex]

#CarryOnLearning

[tex]\sf{\red{✍︎ C.Rose❀}}[/tex]

Answer:

m∠GDE

alternate interior angles

Answer:

O.6, 0.7, 3/4 (0.75)

Answer:

(3, -6)

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Equality Properties

Algebra I

Step-by-step explanation:

Step 1: Define Systems

y = 4x - 18

y = -5x + 9

Step 2: Solve for x

Substitution

Step 3: Solve for y

Answer:

x=3

y = -6

Step-by-step explanation:

y = 4x – 18

y = -5x +9

Set the two equations equal

4x – 18 = -5x +9

Add 5x to each side

4x – 18 +5x= -5x+5x +9

9x -18 = 9

Add 18 to each side

9x -18 +18 = 9+18

9x =27

Divide by 8

9x/9 = 27/9

x = 3

Now find y

y = 4x-18

y = 4*3 -18

y =12-18

y = -6

Answer:

√74

Step-by-step explanation:

49 + 25

if brainly deletes this answer, i swear this community is going down in the dumps

Answer:

[tex]\sqrt{74}[/tex] = 8.6

Step-by-step explanation:

use distance formula

points are (4,2) and (-3,-3)

d= [tex]\sqrt{(x_{2}-x_{1) ^{2} + (y_{2} -y_{1} )^{2} }[/tex]

substitute points into formula

Answer:

option b

Step-by-step explanation:

The sum of the interior angles of a quadrilateral is 360°.

That is,

     120 + y + 85 + 53 = 360

              y = 360 - 120 - 85 - 53

              y = 102

Answer:

Option B is correct

Step-by-step explanation:

Hint :

Sum of angles in quadrilateral = 360°

Simplify :

[tex] {y}^{o} + {120}^{o} + {85}^{o} + {53}^{o} = {360}^{o} \\ {y}^{o} + {258}^{o} = {360}^{o} \\ {y}^{o} = {360}^{o} - {258}^{o} \\ {y}^{o} = {102}^{o} [/tex]

Given:

The linear equation is:

[tex]y+6=-\dfrac{5}{2}(x+4)[/tex]

To find:

The general form of the given linear equation.

Solution:

The general form of a line is equation is:

[tex]Ax+By=C[/tex]

We have,

[tex]y+6=-\dfrac{5}{2}(x+4)[/tex]

Multiply both sides by 2.

[tex]2(y+6)=-5(x+4)[/tex]

[tex]2(y)+2(6)=-5(x)-5(4)[/tex]

[tex]2y+12=-5x-20[/tex]

Isolating variable terms, we get

[tex]2y+5x=-20-12[/tex]

[tex]5x+2y=-32[/tex]

Therefore, the general form of the given linear equation is [tex]5x+2y=-32[/tex].

Answer:

I will help ok ok heres ur answer

Answer:

Science is more interesting for me than math and fun!

Step-by-step explanation:

Answer:

Math is more fun for me because you get to learn more stuff in it. Plus, math can help you in everyday stuff like for example cooking.

Step-by-step explanation:

Everyone agrees that learning math can be difficult, but some people believe math is important and some people believe math is not important. Math is important for three reasons: math is everywhere, children need math, and God created math.

The first reason math is important is math is everywhere. Math is used in everyday life; it is useful, but it is more than just useful. Math is there to help us, to keep us well ordered, to help us learn new things, and to help us teach new things. Students will become adults who will use math in their jobs. All kinds of careers use math; for example, musicians, accountants, fashion designers, and mothers use math. However, math is not only used for things you do. It also brings order to everything around you; the world is organized essentially because it was made with math.

The second reason math is important is children need math. Now, as we all know, children are as chaotic as a volcanic eruption, but children, as they grow, need to learn patience. Patience is precisely what math teaches us. It also teaches us curiosity; for example, why is this rule used here? Why would that number be negative? Why is that equation set up like that? These are questions they will learn to ask if they are taught math. The parents’ job is to help their children grow up to become good people who are patient and wise, who want to learn even more about anything and everything. Their future depends on what they have learned and if they have learned mathematics, then they will be able to do many different things—maybe even anything—when they are adults.

The third reason math is important is God created it. This is a reason most adults use to convince their children that math is not boring and unimportant, so it may seem unoriginal. I believe, however, it is something that needs to be stated. God created the universe as well as math. The universe is full of math and it is orderly because of math. The sun is a certain distance from the earth; everything is organized in such a way that no matter what has happened we have always been safe. We need math. From this, you should be able to see how much we really do use and need math. We would not be able to process or even do everyday things without it. Math, in addition to these things, helps us to know God. God gave us math to live well and to serve Him. With everything we learn using math in science, we learn more about the world, which can help draw us closer to God.

Some people say math is unimportant because you don’t need math other than basic math principles—you can live without more complicated math. They say, if you need it, then simply use a calculator and leave the more complicated math to people who like math, the mathematicians. This, however, is not correct; you need math and could not live well without math, even including more complicated math concepts. God made us with a sense of curiosity so we can learn, do, and think about all sorts of things. Math is that thing that connects everything together, everything people love to do: music, cooking, painting, and everything else. Math is important.

Math is important because math is everywhere, children need math, and God created math. This matters to me and other children because math determines our future and how we choose to live.

Answer:

x <2

Step-by-step explanation:

2.5 – 1.2x < 6.5 – 3.2x

Add 3.2x to each side

2.5 – 1.2x+3.2x < 6.5 – 3.2x+3.2x

2.5 +2x < 6.5

Subtract 2.5 from each side

2.5+2x-2.5<6.5-2.5

2x<4

Divide by 2

2x/2 < 4/2

x <2

Answer:

When you solve for y, you get y = 20.

Step-by-step explanation:

You isolate the variable by dividing each side of the equation by the number with the variable, therefore getting 20.

[tex]\longrightarrow{\green{d.\:y\:=\:20}}[/tex] 

[tex]\large\mathfrak{{\pmb{\underline{\red{Step-by-step\:explanation}}{\red{:}}}}}[/tex]

➝[tex]\:56 = 2.8y[/tex]

➝[tex]\:y = \frac{56}{2.8} [/tex]

➝[tex]\:y = 20[/tex]

Therefore, the value of [tex]y[/tex] is 20.

[tex]\large\mathfrak{{\pmb{\underline{\blue{To\:verify}}{\blue{:}}}}}[/tex]

➝[tex]\:56 = 2.8y[/tex]

➝[tex]\:56 = 2.8 \times 20[/tex]

➝[tex]\:56 = 56[/tex]

➝[tex]\:L.H.S.=R. H. S[/tex]

Hence verified.

[tex]\bold{ \green{ \star{ \orange{Mystique35}}}}⋆[/tex]

Given:

Depart 2:30 pm PST

Arrive 7:20 pm CST

To find:

The total travel time

Solution:

We know that time in CST is 2 hours more than the time in PST

Depart time = 2:30 pm PST

Convert this time in CST.

Depart time = (2:30+2:00) pm CST

                    = 4:30 pm CST

We have,

Arrive time = 7:20 pm CST

The total travel time is the difference between 7:20 pm CST and 4:30 pm CST.

7:20 pm - 4:30 pm = 2 hr 50 min

The total travel time is 2 hr 50 min.

Therefore, the correct option is D.

First solution :

Say, x = 0

→ 2x + 3y = 4

→ 2(0) + 3y = 4

→ 0 + 3y = 4

→ 3y = 4

→ y = 4/3

Second solution :

Say, x = 1

→ 2x + 3y = 4

→ 2(1) + 3y = 4

→ 2 + 3y = 4

→ 3y = 4 - 2

→ 3y = 2

→ y = 2/3

Third solution :

Say, x = 2

→ 2x + 3y = 4

→ 2(2) + 3y = 4

→ 4 + 3y = 4

→ 3y = 4 - 4

→ 3y = 0

→ y = 0 ÷ 3

→ y = 0

Answer:

y = - 3

Step-by-step explanation:

x = 4 is a vertical line parallel to the y- axis

A line perpendicular to it will be a horizontal line parallel to the x- axis with equation

y = c

where c is the value of the y- coordinates of the points the line passes through.

The line passes through (- 3, - 3) with y- coordinate - 3 , then

y = - 3 ← equation of perpendicular line

Answer:

21

Step-by-step explanation:

best pickup line: Even if earth didn't have gravity i would still fall for you.

Answer:

C

Step-by-step explanation:

tanA = [tex]\frac{opposite}{adjacent}[/tex] = [tex]\frac{BC}{AC}[/tex] = [tex]\frac{24}{10}[/tex] = [tex]\frac{12}{5}[/tex] → C

Answer:

(2w+2)(w+8) ≤ 100

Step-by-step explanation:

Answer:

Answer is B.

Step-by-step explanation:

You can solve this by recognizing the vertex and the y-intercept of the quadratic equation based on the information provided.

The vertex occurs 6 seconds into the jump, when the cord is fully stretched to 72m, before it starts to contract again. This is when the jumper is closest to the ground, 122-72 = 50m above the ground. Notice the jumper never reaches the ground because the cord is only 72m long - it can't make it the full 122m - so there will not be an x-intercept (or t-intercept in this case). Anyway - the vertex is (6,50) using this information.

The y-intercept is the point at which t=0, the beginning of the jump. At the beginning of the jump, the jump is still on top of the cliff, 122m up. So the coordinates of the y-intercept are (0,122).

Now plug these values into the vertex form of the quadratic formula and solve for a:

[tex]f(t) = a(t-h)^2+k\\122=a(0-6)^2+50\\72 = 36a\\a=2[/tex]

This means our general equation (in vertex form) for this scenario is:

[tex]f(t)=2(t-6)^2+50[/tex]

Our answer options are in standard form, so just expand the vertex form of the equation to finish:

[tex]f(t)=2(t-6)^2+50\\f(t)=2(t^2-12t+36)+50\\f(t)=2t^2-24t+72+50\\f(t)=2t^2-24t+122[/tex]

Answer:

n=8

Step-by-step explanation:

Answer:

B and D

Step-by-step explanation:

Answer:

x = 9

Step-by-step explanation:

24x - 18 - 8x - 30 = 96

add or subtract like terms

16x - 48 = 96

shift - 48 to right hand side . when it goes to other side minus changes to plus

16x = 96 + 48

16x = 144

x = 144/16

x = 9

to prove that the value of x satisfy the given equation or not.

to prove that the value of x is 9 substitute 9 inplace of x and if it gives 96 then it satisfy

24x - 18 - 8x - 30 = 96

24*9 - 18 - 8*9 - 30 = 96

216 - 18 - 72 - 30 = 96

216 - 120 = 96

96 = 96

since both sides is equal to 96 it can be concluded that the value of x is 9.

Which value of “x” would satisfy the following equation 24x - 18 - 8x - 30 = 96?

24x - 18 - 8x - 30 = 96

First let's just add/subract the following terms.

16x - 48 = 96

Second.. shift the 48 to the right side. after that change the minus sign into plus sign.

16x = 48 + 96

16x = 44

x = 144/16

x = 9

Explanation:

So we begin to solve it!

24x - 18 - 8x - 30 = 96

24*9 - 18 - 8*9 - 30 = 96

216 - 18 - 72 - 30 = 96

216 - 120 = 96

Since that all both sides are equal to 96 it can be concluded that the value of x is 9.

#LearnwithBrainly

Step-by-step explanation:

[tex] {13}^{2} = {6.5}^{2} + {x}^{2} \\ {x}^{2} = 126.75 \\ x = 11.2[/tex]

Answer:

11.3 cm

Step-by-step explanation:

since this is an equilateral triangle it's every sides are equal

side length (a) = 13 cm

formula to calculate the height of equilateral triangle is

h = [tex]a *\frac{\sqrt{3} }{2}[/tex]

=[tex]13 * \frac{\sqrt{3} }{2}[/tex]

=[tex]\frac{13\sqrt{3} }{2}[/tex]

=11.25

=11.3

Answer:

what are the choices?? if you don't mind me asking

Answer:

sorry bro......sis

Step-by-step explanation:

don,t know its answer

Answer:

2x+15y=2960

Step-by-step explanation:

Answer:

A

Step-by-step explanation:

Answer:

EQUATION:  24 + 3X = 27. INEQUALITY: 2X - 6 < 18.

Step-by-step explanation:

For the equation:

"A number" means that we do not know what the number is yet. So it is a variable. I chose the variable, "X."

"The SUM of 24 AND" means we are adding 24 to something. So what we have so far is "24 + ..."

"3 times a number" means we are multiplying 3 by the unknown variable X. So 3X. What we have so far is "24 + 3X..."

"is 57" means that everything we've just stated equals 57.

Our entire equation is: 24 + 3x = 27.

For the inequality:

Inequalities mean that two expressions are NOT equal to each other.

"6 less than" means that we subtract 6. So we have,"6 - ..." so far.

"Double a number" means 2 times a number, which we are saying is X. So "2X."

" is less than 18" means that everything we just said is less than the value of 18.

So the whole inequality is: 2X - 6 < 18.