I can't remember how to do this. I need help with this.

How many roots do the functions have in common?
f(x)=x^2-9

I Can't Remember How To Do This. I Need Help With This.How Many Roots Do The Functions Have In Common?f(x)=x^2-9

Answers

Answer 1

one root common that's -3

Step-by-step explanation:

use desmos


Related Questions

Plot the points P (2, -3) & Q (-5, -3) whose ordinates are same. To which axis the line PQ is parallel.

Answers

Given :

The points P (2, -3) & Q (-5, -3) whose ordinates are same.

To Find :

To which axis the line PQ is parallel.

Solution :

In given points the ordinates are same.

Therefore, the line is parallel to the x- axis.

Hence, this is the required solution.

Lee drove 635 miles and used 25 gallons of gasoline. How many miles did Lee's car travel per gallon of gasoline?

Answers

He can drive 25 miles


PLEASE HELP!
*multiple choice*
List the sides in order from shortest to longest.

Answers

Answer:

I think it's a

I'm not that sure tho

What is the sign of -9. (0/-3)

Answers

Answer:

C    Zero

Step-by-step explanation:

[tex] -9 \times (\dfrac{0}{-3}) = [/tex]

[tex] = -9 \times 0 [/tex]

[tex] = 0 [/tex]

Answer: C  Zero

What is the length of BC? Please include how you got it :)

Answers

Answer:

BC = 24

Step-by-step explanation:

We know that triangles CAB and CED are similar because all three of their angles are the same. Thus, we know that the side lengths of these triangles have to be proportional to each other. You would match side BC with side DC and sides AC with EC.

AC/EC = BC/DC

30/10 = (32-x)/x

3 = (32-x)/x

Then using algebraic properties, solve for x.

3x = 32 - x

4x = 32

x = 8.

Lastly, plug in 8 for the x in BC, 32 - 8, so the length of BC is 24

Answer:

B

Step-by-step explanation:

Δ CBA and Δ CDE are similar triangles, then the ratios of corresponding sides are equal, that is

[tex]\frac{CB}{CD}[/tex] = [tex]\frac{CA}{CE}[/tex] , substitute values

[tex]\frac{32-x}{x}[/tex] = [tex]\frac{30}{10}[/tex] = 3 ( multiply both sides by x )

32 - x = 3x ( add x to both sides )

32 = 4x ( divide both sides by 4 )

8 = x

Then

BC = 32 - x = 32 - 8 = 24 → B

PLEASE HELP ME! this is due TONIGHT!! thank you so much

explaining your answer = brainliest/ five stars

the area of the parallelogram is ___ square feet

Answers

Answer:

Step-by-step explanation:

here,

base=28 ft

height=24 ft

are of parallelogram=base*height

=28*24

=672 ft^2

Answer:

672 ft²

Step-by-step explanation:

Area of parallelogram is the same as the area of a rectangle.

28 × 24 = 672 ft²

The height of a parallelogram is four times the base. The base measures 3.5 ft. Find the area of the parallelogram.

Answers

Answer:

49ft^2

Step-by-step explanation:

3.5ft X 4= 14ft

Area of parallelogram formula:

(perpendicular height)(base)= area

(14ft)(3.5ft)=49ft^2

Find the rest of the equation.

Answers

Answer:

D = 48  E= 90 F = 42 FE = 15

Step-by-step explanation:

Sorry, i dont know how to get DF and DE yet

what is the length of side x in the above right triangle​

Answers

Answer:

4

Step-by-step explanation:

b² - a² is the formula

5² - 3²

16

√16

= 4

G(x) = 8x - 9 for g(x) = 23

Answers

23=8x-9 It’s says g(x)=23 so put 23 where
+9 +9. The g(x) is on the equation.
First, add the 9
32=8x
/8 /8. Then, divide by 8.

4=x. And this should be your answer

Hope this helps! :)

BRAINLIEST FOR CORRECT ANSWER.

I drew what option c was for the third answer

Answers

Answer:

B A B

Step-by-step explanation:

Answer:

1. A or one meter

2. A or 4 kilometers

3. B or 4 thousand strides

Step-by-step explanation:

marathon is 4 kilometers and a kilometer is 1000 strides or meters.

Find all angles, 0≤θ<360, that satisfy the equation below, to the nearest 10th of a degree. 4tan^2 θ+tanθ=−4tanθ−1

Answers

Answer:

135 and 315degrees

Step-by-step explanation:

Given the expression

4tan²θ+tanθ=−4tanθ−1

Equate to zero

4tan²θ+tanθ+4tanθ+1 = 0

4tan²θ+5tanθ+1 = 0

Let x = tanθ

4x²+5x+1 = 0

Factorize;

4x²+4x+x+1 = 0

4x(x+1)+1(x+1) = 0

4x+1 = 0 and x+1 = 0

4x = -1 and x = -1

x = -1/4 and -1

Since x = tanθ

-1 =tanθ

θ = arctan(-1)

θ = -45degrees

Since tan is negative in the 2nd and fourth quadrant;

In the second quadrant

θ = 180 - 45 = 135degrees

In the fourth quadrant;

θ = 360 - 45 = 315degrees

Hence the required angles are 135 and 315degrees

In a school the ratio of boys to girls is 3:2. What percentage of the students are girls?

Answers

25% percent of the students are girls

The local amusement park was interested in the average wait time at their most popular roller coaster at the peak park time (2 p.m.). They selected 13 patrons and had them get in line between 2 and 3 p.m. Each was given a stopwatch to record the time they spent in line. The times recorded were as follows (in minutes): 118, 124, 108, 116, 99, 120, 148, 118, 119, 121, 45, 130, 118. What is the mode

Answers

Answer:

118

Step-by-step explanation:

Mode refers to a value that appears most frequently in a data set.

For example the mode in the data set below is 3 :

1, 2,3 4,3,3,9,10

3 is the mode because it appears 3 times while others appear once in the data set while the other values appear only once.

Mode is a measure of central tendency

118 appears 3 times while others appear once so it is the mode

Write the slop form of an equation of the line thet passes throughtl (4-3)and(2,1

Answers

Answer:

y+2x-5= 0

Step-by-step explanation:

Applying,

(y-y₁) = m(x-x₁)............... Equation 1

Where m = slope

But,

m = (y₂-y₁)/(x₂-x₁)

Given: y₁ = -3, y₂ = 1, x₁ = 4, x₂ = 2

m = (1+3)/(2-4)

m = 4/-2

m = -2

Substituting into equation 1

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

y+3 = -2x+8

y = -2x+8-3

y = -2x+5

y = 5-2x

y+2x-5 = 0

Please help me i'm struggling!

Answers

i believe it’s all of them except the first one

What is the length of a diagonal of a rectangle 9m long and 5m wide?

Answers

Pythagorean Theorem: a^2 + b^2 = c^2

(5)^2 + (9)^2 = c^2
25 + 81 = c^2
106 = c^2
c = square root of 106

Length of a diagonal of a rectangle is square root of 106.

Pam likes to practice dancing while preparing for a math tournament. She spends 80 minutes every day practicing dance and math. To help her concentrate better, she dances for 20 minutes longer than she works on math.

How much time does Pam spend practicing math every day? Show your work.

Answers

Answer:

30 minutes

Step-by-step explanation:

20+30+20--80

Jason wants to know the percentage of M & M's that are green. He chooses a sample of 30 M & M's from a bag, and 3 of them are green. What is the margin of error of his experiment (round to 4 decimal places)? .1074 .1074 .9845 .9845 .1235 .1235 .8824

Answers

Answer:

The margin of error of his experiment is of 0.1074.

Step-by-step explanation:

In a sample with a number n of people surveyed with a probability of a success of [tex]\pi[/tex], and a confidence level of [tex]1-\alpha[/tex], we have the following confidence interval of proportions.

[tex]\pi \pm z\sqrt{\frac{\pi(1-\pi)}{n}}[/tex]

In which

z is the z-score that has a p-value of [tex]1 - \frac{\alpha}{2}[/tex].

The margin of error is of:

[tex]M = z\sqrt{\frac{\pi(1-\pi)}{n}}[/tex]

30 M & M's from a bag, and 3 of them are green.

This means that [tex]n = 30, \pi = \frac{3}{30} = 0.1[/tex]

Standard 95% confidence level

So [tex]\alpha = 0.05[/tex], z is the value of Z that has a p-value of [tex]1 - \frac{0.05}{2} = 0.975[/tex], so [tex]Z = 1.96[/tex].

Margin of error:

[tex]M = z\sqrt{\frac{\pi(1-\pi)}{n}}[/tex]

[tex]M = 1.96\sqrt{\frac{0.1*0.9}{30}}[/tex]

[tex]M = 0.1074[/tex]

The margin of error of his experiment is of 0.1074.

Verify Expreimentally that if all sides and all angles of a quadrilateral are equal then it is the square​

Answers

Answer:

Wikipedia says:

"In geometry, a square is a regular quadrilateral, which means that it has four equal sides and four equal angles (90-degree angles)."

https://en.wikipedia.org/wiki/Square

Step-by-step explanation:

Find the greatest common factor of the
following monomials:
39n3 48n2

Answers

[tex]\huge\textsf{Hey there!}[/tex]

[tex]\large\textsf{Monomial means an algebraic expression that consists of using ONE term}[/tex]

[tex]\mathsf{39n^3: 1, 3, 13, 39, n, n, n}[/tex]

[tex]\mathsf{48n^2: 1, 2, 3, 4, 6, 8, 12, 16, 24, 48, n, n}[/tex]

[tex]\large\textsf{Like terms: 1, 2, 3, n, n}[/tex]

[tex]\boxed{\boxed{ \large\textsf{Answer: \bf The GCF (Greatest Common Factor): 3n}^2}}\huge\checkmark[/tex]

[tex]\large\textsf{Good luck on your assignment and enjoy your day!}[/tex]

~[tex]\frak{aAmphitrite1040:)}[/tex]

Pls help me with this

Answers

Answer:

5.85

Step-by-step explanation:

100%-> 6.50

100%-10% = 90 %

90%-> 6.50/100 x 90

           =5.85

Please help it's urgent!

Answers

Means just trust me I did it
Means I think it’s correct

A swimmer breaks a world record by 0.07 seconds. The old record was 49.51 seconds. What is the swimmer's new world record?
a. 49.58 seconds
b.49.44 seconds
c.48.81 seconds
d.48.58 seconds

Answers

Answer:

B

Step-by-step explanation:

Simply subtract 0.07 from 49.51 too get 49.44.

Hope that this helps!

I need help ASAP plz

Answers

This is a right triangle. To find the third side of a right triangle. Use the Pythagorean Theorem.
a^2+b^2=c^2
a and b are the legs, c is the hypotenuse.
a^2+7^2=16^2
a^2+49=256
Subtract 49 from both sides:
a^2=207
Square foot:
a=14.38749457 in.
Round to nearest tenth:
14.4 in

Answer:

a = 14.4

Step-by-step explanation:

It's a right angled triangle. so it has to follow Pythagoras Theorem

according to it square of hypotenuse = sum of squares of other two sides

[tex]16 {}^{2} = {x}^{2} + 7 {}^{2} \\ 256 = x {}^{2} + 49 \\ 256 - 49 = x {}^{2} \\ 207 = x {}^{2} \\ x = \sqrt{207 } \\ x = 14.387 \\ x = 14.4[/tex]

after rounding the decimal a= 14.4 in

Which numbers are written in scientific notation? Check all that apply.
0.87x10^8
15.489 x 10^6
O 10.1x 10^-12
07.08 x 10^6
1.2345 x 10^-1

Answers

Answer:

The last two

Step-by-step explanation:

Scientific notation:

a number between 1 and 10 is multiplied by a power of 10. For example, 650,000,000 can be written in scientific notation as 6.5 ✕ 10^8

Whats 8^6 ÷ 8 pls ty :D

Answers

Answer:

[tex] {8}^{6} \div 8 \\ = {8}^{6} \div {8}^{1} \\ = {8}^{(6 - 1)} \\ = {8}^{5} [/tex]

Answer:

[tex]8^{5}[/tex] or 32768

Step-by-step explanation:

When dividing exponents, you subtract the exponent on the top from the one on the bottom:

[tex]8^{6}[/tex]/[tex]8^{1}[/tex] = [tex]8^5[/tex]  because 6-1 = 5

PLEASE HELP ME!!! THANK YOU i really need it

The radius of a circle is 6 inches. What is the area of a sector bounded by a 102° arc?

give exact answer in simplest form

explaining your answer = brainliest/ five stars

Answers

Answer:

10  1/5 pi

Step-by-step explanation:

First find the area of the circle

A = pi r^2 = pi *6^2 = 36 pi

Then find the fraction of the circle that is shaded

A circle is 360 degrees

102/360 =17/60

Multiply the fraction by the area

17/60 * 36 pi

51/5 pi

10  1/5 pi

Answer:

32.04

Step-by-step explanation:

firstly area of a sector is angle/360 multiplied by pi *r squared

so in this case it is going to be 102/360 *pi *6^2

6 squared is 36 all multiplied by pi and 106/360

it is advisable that you enter them all at once in your calculator

the final answer will be32.0444507

which is rounded to 32.04

The ratio of girls and boys in Aamir’s class is 3:2 if the number of girls in his class is 21 , what is that number of boys ? The number of boys in Aamir’s class=

Answers

Answer:

16

Step-by-step explanation:

for every 3 boys there is 4 girls

divide 12 by 3 and the answer is 4

multiply 4 by 4

16 This will be your answer

What is the area of the triangle shown below?​

Answers

Answer:

12

Step-by-step explanation:

Each half of the isosceles triangle is a right triangle with side lengths 3, 4, 5.

A = bh/2

A = 8 * 3/2

A = 12

Other Questions
Which of the following actions may Congress take to advance civil rights? Overview In this assignment, you will gain more practice with designing a program. Specifically, you will create pseudocode for a higher/lower game. This will give you practice designing a more complex program and allow you to see more of the benefits that designing before coding can offer. The higher/lower game will combine different programming constructs that you have been learning about, such as input and output, decision branching, and a loop. IT 140 Higher/Lower Game Sample Output Overview Maria has asked you to create a program that prompts the user to enter the lower bound and the upper hound. You have decided to write pseudocode to design the program before actually developing the code. When run, the program should ask the user to guess a number. If the number guessed is lower than the random number, the program should print out a message like "Nope, too low." if the number guessed is higher than the random number, print out a message like "Nope, too high." If the number guessed is the same as the random number, print out a message like "You got it!" Higher/Lower Game Description Your friend Maria has come to you and said that she has been playing the higher/lower game with her three-year-old daughter Bella. Maria tells Bella that she is thinking of a number between 1 and 10, and then Bella tries to guess the number. When Bella guesses a number, Maria tells her whether the number she is thinking of is higher or lower or if Bella guessed it. The game continues until Bella guesses the right number. As much as Maria likes playing the game with Bella, Bella is very excited to play the game all the time, Maria thought it would be great if you could create a program that allows Bella to play the game as much as she wants. Note: The output messages you include in your pseudocode may differ slightly from these samples. Sample Output Below is one sample output of the program, with the user input demonstrated by bold font. Prompt For this assignment, you will be designing pseudocode for a higher/lower game program. The higher/lower game program uses similar constructs to the game you will design and develop in Projects One and TWO. Welcome to the higher/lower game, Bella! Enter the lower bound: 10 Enter the upper bound: 30 Great, now guess a number between 10 and 30: 20 Nope, too low Guess another number: 25 Nope, too high Guess another number: 23 You got it! Below is another sample output of your program, with the user input demonstrated by bold font 1. Review the Higher/Lower Game Sample Output for more detailed examples of this game. As you read, consider the following questions: What are the different steps needed in this program? How can you break them down in a way that a computer can understand? What information would you need from the user at each point (inputs)? What information would you output to the user at each point? When might it be a good idea to use 'F' and "IF ELSE' statements? When might it be a good idea to use loop? 2. Create pseudocode that logically outlines each step of the game program so that it meets the following functionality: Prompts the user to input the lower bound and upper bound. Include input validation to ensure that the lower bound is less than the upper bound. - Generates a random number between the lower and upper bounds Prompts the user to input a guess between the lower and upper bounds. Include input validation to ensure that the user only enters values between the lower and upper bound. Prints an output statement based on the puessed number. Be sure to account for each of the following situations through the use of decision branching . What should the computer output if the user guesses a number that is too low? . What should the computer output if the user guesses a number that is too high? - What should the computer output if the user guesses the right number? Loops so that the game continues prompting the user for a new number until the user guesses the correct number. Welcome to the higher/lower game, Bella! Enter the lower bound: 10 Enter the upper bound: 5 The lower bound must be less than the upper bound. Enter the lower bound: 10 Enter the upper bound: 20 Great, now guess a number between 10 and 20: 25 Nope, too high Guess another number: 15 Nope, too low. Guess another number: 17 You got it! Sutrnil your completed pseudocode as a Word document of approximately 1 to 2 pages in length. 5 things that allows the United States to expand geographically from 1790 to 1860. pls pls help due in 1hr If a 32-gram serving of pasta contains 4g of protein, how many grams of protein are in a 908-gram box of the pasta ? 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Carter also purchased treasury stock, equipment, and a patent for $23.0 million, $23.0 million, and $10.2 million, respectively.What amount should Carter report as net cash from investing activities? (Amounts to be deducted should be indicated with a minus sign. Enter your answers in millions rounded to 1 decimal place (i.e., 5,500,000 should be entered as 5.5).) solve it !![tex]\boxed{\boxed{\boxed{\boxed{\boxed{\boxed{\boxed{\boxed{\boxed{\boxed{\boxed{\boxed{\boxed{\boxed{\boxed{\boxed {\boxed {\boxed{ \boxed{ \sqrt{ \frac{8}{2} } }}}}}}}}}}}}}}}}}}}[/tex] please help! For each sentence, drag a word that will make the statement true.Words may be used once or more than once.Equilateral triangles are ___ acute triangles.Scalene triangles are ___ acute triangles.Right triangles are ___ acute triangles.Obtuse triangles are ___ isosceles triangles.