What is the answers too: (2x - 3) (4x^2-3x +1)

-thank you :0

Answer:

it will have one real solution

Step-by-step explanation:

Answer:

  λ = 3

Step-by-step explanation:

You want the value of λ that places point C = λ(i -3j) on the line between A(-5i -11j) and B(23i -4j).

The parameterized line between A and B is ...

  P = A +t(B -A)

where P is a point on AB. We can set P = C to find the value of t that identifies the point on AB. Comparing that to C, we can determine the value of λ.

  λ(i -3j) = -5i -11j +t(23i -4j -(-5i -11j)) = (-5+28t)i +(-11 +7t)j

Equating components gives two equations in the unknowns λ and t:

Multiplying the second equation by -4 and adding the first gives ...

  -4(-3λ) +λ = -4(-11 +7t) +(-5 +28t)

  13λ = 39 . . . . . . . simplify

  λ = 3 . . . . . . . . . divide by 13

Answer:

v=9+√481 20,  9−√481 20

Step-by-step explanation:

He also added lettuce, tomatoes, and cheese. Kenneth also made sure to put plenty of condiments like mayonnaise and mustard on each sandwich.

Number is a mathematical entity used to represent a computer magnitude it can be symbol or a combination of simple you should in order to take quantity such as the two, five, seven, three or eight number are used to verify the context including counting measuring and computing.


Kenneth's family was excited to get to the beach. When they arrived, they set up their umbrellas and beach chairs and found a spot to settle down. After they were all settled, Kenneth passed out the sandwiches he had made. Everyone was satisfied with the delicious sandwiches Kenneth had created.

Kenneth's family enjoyed their day at the beach. They swam in the ocean, built sandcastles, and played volleyball. They even laid out and got a nice tan. As the day got hotter, Kenneth's family got hungrier. Fortunately, they still had the sandwiches Kenneth had made. Everyone was thankful for the delicious sandwiches that Kenneth had prepared for them.

After a fun day at the beach, Kenneth's family packed up their things and headed home. Kenneth was happy that he could provide for his family and make their day even better. He was grateful for the opportunity to make the sandwiches for his family and make their day at the beach even more enjoyable.

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The slope of a line that is parallel to the line containing the points (3, 4) and (2, 6) is -2.

To find the slope of a line that is parallel to the line containing the points (3, 4) and (2, 6), we first need to find the slope of the line containing these points. We can use the slope formula:

m = (y2 - y1) / (x2 - x1)

Where:

m = slope

(x1, y1) = coordinates of the first point (3, 4)

(x2, y2) = coordinates of the second point (2, 6)

Substituting the given values, we get:

m = (6 - 4) / (2 - 3)

m = -2

The slope of the line containing the points (3, 4) and (2, 6) is -2.

Since we are looking for a line that is parallel to this line, the slope of the parallel line will also be -2.

Therefore, the slope of the parallel line is -2.

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By using the data table, a ratio for each comparison in three different ways should be written as follows;

The ratio of O+ donors to B+ donors is 9:2.

The ratio of A- donors to B+ donors is 21:20.

The ratio of AB+ donors to total donors is 6:195.

In order to determine and write the ratio for each comparison, we would have to assign variables to the chosen blood group donors respectively:

From the information provided above, we have the following parameters:

O = 90 donors.

B = 20 donors.

Now, we can write the ratio as follows;

O:B = 90:20

Dividing by 10, we have the following ratio:

O:B = 9:2

ABN:ABP = 4:6

Dividing by 2, we have the following ratio:

ABN:ABP = 2:3

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Answer:

The transformation of stretching the function vertically by a factor of 4 means that every y-value of f(x) is multiplied by 4, so the new function is:g(x) = 4sin(x)The transformation of shifting the function downward by 3 units means that the entire graph is shifted downward by 3 units, so we subtract 3 from the y-value of g(x), giving:g(x) = 4sin(x) - 3Therefore, the equation of the new function g(x) is g(x) = 4sin(x) - 3

Step-by-step explanation: hope this helps0^0

The area of a rhombus with an angle measuring 30 degrees and sides measuring 9 inches, the answer will be 40.5 inches.

By using trigonometry,

Here, it is given that:

Side which is 's' is equal to 9 inches

Angle which is denoted as 'A' is equal to 30 degrees

Square of side s is equal to 9 × 9 = 81 inches

Area of rhombus, A = s² × sin (30°)

A = 81 × 1/2

A = 40.5 inches

A rhombus is a particular kind of parallelogram in geometry where two pairs of opposite sides are congruent. Accordingly, a rhombus has equal length on each side. Square and rhombus are frequently confused in students. The main distinction between a square and a rhombus is that a square has all internal angles that are right angles, whereas a rhombus does not.

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The speed of the bullet is 1000 m/s when A 10 kg gun recoils with a speed of 0.1 m/s after it fires a 0.001 kg bullet.

As we know that here gun + bullet system is isolated from all other external force systems

so here the momentum of the system is always conserved

so we will say

m₁v₁i + m₂v₂i = m₁v₁f + m₂v₂f

here we know that

v₁i = v₂i = 0

m₁ = 10kg

m₂ = 0.001kg

v₁f = 0.1m/s

now we will have

0+0  = 10(0.1) + 0.001v₂f

by solving the above equation we will have

v₂f = 1000m/s.

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The correct question is:

A 10 kg gun recoils with a speed of 0.1 m/s after it fires a 0.001 kg bullet. What is the speed of the bullet?

The mathematical phrase "e to the ipi" is composed of the imaginary unit i (the square root of -1 raised to the power of pi), which is symbolized by "pi," and the mathematical constant "e" (Euler's number).

The expression "e to the ipi" may be expressed as follows:

[tex]e^{(i*pi)}[/tex]

The following formula is known as Euler's formula:

[tex]e^{(ipi)}[/tex] = cos(pi) + isin(pi)

where "cos" and "sin" are the sine and cosine functions, respectively.

We may reduce this formula to using the cosine and sine trigonometric identities.

[tex]e^{(i*pi)}[/tex] = -1

"e to the ipi" hence equals a negative one. This startling and outstanding finding ties together various crucial mathematical ideas, including calculus, complex numbers, and trigonometry.

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Answer:

0.5735764

Step-by-step explanation:

sin(55°) = √(1-cos²(55°))

Answer:

The answer is 0.5735764

Step-by-step explanation:

sin(55°) = √(1-cos²(55°)

Hope this helped! Have a GOOD DAY!

A STEM (Science, Technology, Engineering, and Mathematics) degree is awarded to students who have completed a program of study that is at least one year beyond a bachelor’s degree.

STEM degrees cover a wide range of topics, including mathematics, computer science, engineering, and other sciences. These degrees can provide a strong foundation for a career in a variety of industries, including technology, healthcare, and education.

When pursuing a STEM degree, students must complete a set of specific courses that are related to their chosen major. These courses may include mathematics, physics, chemistry, biology, computer science, engineering, and other related subjects. Additionally, students must also complete a certain number of hours of lab and/or research experiences. Depending on the degree program, students may also be required to complete an internship, apprenticeship, or other work experience.

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Answer:

a, d=90 degre

and b, b=90degree

From the following sets of ordered pairs, line c, (3, 6) and (5, 1), has a negative slope.

To determine the slope of a line given two points, we can use the formula:

slope = (y2 - y1) / (x2 - x1)

where (x1, y1) and (x2, y2) are the coordinates of the two points.

If the slope is negative, it means the line is decreasing as we move from left to right, or in other words, it has a negative slope.

Let's apply the formula to each set of ordered pairs:

A. slope = (1 - 5) / (0 - 5) = -4 / -5 = 4/5 (positive slope)

B. slope = (-1 - 3) / (-4 - 2) = -4 / -6 = 2/3 (positive slope)

C. slope = (1 - 6) / (5 - 3) = -5 / 2. (negative slope)

D. This set has only one point (2, 3) and is therefore not sufficient to define a line.

Therefore, only option C has a negative slope. Option B has a positive slope. Option A has a positive slope. Option D is not sufficient to define a line.

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The magnitude and direction of the vector is 7.3 units and 15.9° north of east respectively.

option B.

To find the magnitude and direction of MN, we can use the distance formula and trigonometry.

The distance formula is:

d = √((x₂ - x₁)² + (y₂ - y₁)²)

Using the coordinates of M(-3,-2) and N(4,0), we get:

d = √((4 - (-3))² + (0 - (-2))²)

d = √(49 + 4)

d = √(53)

d ≈ 7.3 units

To find the direction, we can use trigonometry. We can first find the angle between the line and the positive x-axis using:

tan θ = (y₂ - y₁)/(x₂ - x₁)

tan θ = (0 - (-2))/(4 - (-3))

tan θ = 2/7

θ = arc tan (2/7) =  15.9°

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Answer:

To simplify 5x(12+7) using distributive property, we can distribute the 5x to each term inside the parentheses, which means multiplying 5x by 12 and by 7, and then adding the two resulting products. This is because the distributive property states that:

Step-by-step explanation:

= 95

The distributive property states that for any real numbers a, b, and c,

a × (b + c) = a × b + a × c.

5x(12+7) using distributive property

5x(12) + 5x(7)

60 + 35

95

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The wax cost to cover the floor is $1,569.75.

The correct option is B.

The area is the amount of area occupied by an object's flat (2-D) surface or shape.

Given:

A maintenance worker needs to wax a restaurant floor shaped like the image shown.

A six-sided figure.

There is a horizontal base of 35 feet then another horizontal base below it of 20 feet.

The longest side is to the right and is 40 feet.

The top is 30 feet.

There is a perpendicular from the vertex of the top to the first base of 35 that is labeled 15 feet.

The total area of the composite figure is,

= (15 x10) + (20 x 40) + (1/2 x 25 x 15)

= 1137.5 square feet.

If the wax cost $1.38 a square foot,

the cost is,
= 1137.5 x 1.38

= $1569.75

Therefore, the total cost is $1569.75.

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The percent that accurately reflects the white section in the circle is 38%. So, the correct option is A).

To find the percentage of the circle that is white, we need to divide the area of the white region by the area of the entire circle and multiply by 100.

Looking at the diagram, we can see that the white region takes up about 3/8 of the circle, or 37.5% (since 3/8 is equal to 0.375 or 37.5%). This is closest to answer choice A, which is 38%.

Therefore, the percent that accurately reflects the white section in the circle is 38%.

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Answer:

Hi! In order to determine how much money Aiden will have in his account after 8 months, let's figure out how much he deposits each month.

He started with $250. After one month, he had $586; after two months, he had $922; after three months, he had $1,258. Each month, there is a gain of $336.

Therefore, after four months, Aiden will have $1,594. After five months, he will have $1,930. After six months, he will have $2,266. After seven months, he will have $2,602. Finally, after eight months, he will have $2,938.

Hope this helps!

Answer:

15 = 9 + j

Step-by-step explanation:

"15 is 9 more than j"

"15 is"  may be written as "15 ="

"9 more than j" may be written as "9+j"

Put these two expression together:

15 = 9 + j

Answer:

The equation 4x - 3y > 12 can be graphed by finding two points that satisfy the inequality. For example, you could use the points (0, 4) and (3, 0). Then, you can plot the points on a graph and draw the line that passes through them. This line is the graph of the inequality. You can also put the equation into slope-intercept form by rearranging the equation to y = (4/3)x - (4/3). The graph of y = (4/3)x - (4/3) is the same as the graph of the original inequality.

In metric system length measured by using kilometres, milimter and miles etc. Thus, the conversion of 2.25 inches to mili meters is equals to the 57.15 mm.

Inches (also called in. ) is a unit of measurement used in US customer measurement systems. It is also part of the imperial measurement system. A millimeter (abbreviation mm) is a unit of measurement in the metric system. Like the inch, it is used to measure the length of an object, especially small ones. "Millimetre" is the US spelling, while in the UK it is spelled "millimetre". To convert from one measurement unit to another, multiply by the conversion factor. Formula to convert inches to millimeters, [X] mm = 25.4 × [Y] in ---(1)

We need to convert 2.25 inches to millimeters. So using the formula, millimeter = 25.4 × 2.25 inches

= 57.15

Hence, required value is 57.15 mm.

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Using the laws of exponents, we can rewrite the expression as:

b^4 * b^(-1/4) = b^(4 - 1/4) Simplifying the exponent, we get:

b^(15/4). Therefore, the expression in the form bn is b^(15/4).

To rewrite the expression b^4 * b^(-1/4) in the form bn, we need to apply the laws of exponents. The law of exponents states that when multiplying two powers with the same base, we can add the exponents. In this case, we have b^4 multiplied by b^(-1/4), which means that we have the same base b. Using the law of exponents, we add the exponents 4 and -1/4 to get 4 - 1/4 = 15/4. Thus, we have simplified the expression b^4 * b^(-1/4) to b^(15/4). This is in the form of bn, where b is the base and n is the exponent. Therefore, the expression b^4 * b^(-1/4) is equivalent to b^(15/4).

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Answer:

f(n)= f( n-1 ) + 6

The solution to the system of equations is x = 5 and y = -2, or (5,-2) in coordinate form.

An equation is a mathematical statement that shows that two expressions are equal. It is usually written as an expression on the left-hand side (LHS) and an expression on the right-hand side (RHS) separated by an equal sign (=).

The expressions on both sides of the equation can contain variables, constants, and mathematical operations such as addition, subtraction, multiplication, and division. The variables in an equation represent unknown values that can vary, while the constants are fixed values that do not change.

Equations are used to represent mathematical relationships or describe real-world situations. They can be used to solve problems, make predictions, and test hypotheses.

To solve an equation, one must find the value of the variable that makes the LHS equal to the RHS. This is done by performing mathematical operations on both sides of the equation to isolate the variable. The goal is to get the variable by itself on one side of the equation, with a specific value on the other side.

Equations can be simple or complex, linear or nonlinear, and can involve one or more variables. Examples of equations include:

2x + 5 = 13

y = 3x^2 - 2x + 7

4a + 2b - 3c = 10

Equations are used in many areas of mathematics and science, including physics, chemistry, and engineering, among others.

Substitute the value of y in the second equation with the expression for y from the first equation:

2x + 3(4x-22) = 4

Simplify and solve for x:

2x + 12x - 66 = 4

14x = 70

x = 5

Substitute the value of x in the first equation to solve for y:

y = 4(5) - 22

y = -2

Therefore, the solution to the system of equations is x = 5 and y = -2, or (5,-2) in coordinate form.

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The volume of Miriam’s popcorn container is 71.875 inches³.

Volume is defined as the set of three dimensional coordinates enclosed by a two - dimensional surface. We can write the volume as -

V = ∫∫∫f(x, y, z) dxdydz

Given is that Miriam’s popcorn container is 11.5 inches high but with a base whose side length is 2.25 inches.

We can write the volume of Miriam’s popcorn container as -

V = Area of base x height

V = (2.25 x 2.25) x (11.5)

V = 71.875 inches³

Therefore, the volume of Miriam’s popcorn container is 71.875 inches³.

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Answer:

a=3

Step-by-step explanation:

the sum of anterior angle of a triangle is =180

57+81+14a=180

138+14a=180

42=14a

42/14=14a/14

3=a

therefore a=3.

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From the decimal theory 10 has no decimal places, as it is a whole number.

As per the data given in the above question are as bellow,

The provided details are as bellow,

We have given the number as 10.

we have to find the decimal in the given number.

Thus we have to know about decimal value.

The tenths place is represented by the first digit following the decimal. The hundredths place is represented by the digit that follows the decimal. Up until there are no more digits, the remaining ones keep the place values filled in.

Here don't have any decimal value in the given number 10.

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