Stack the numbers on top of each other so the decimals are lined up. Get rid of the decimals and then multiply. Put the decimal point back in directly under where it was before

What is the greatest common of 45?

**Answer:**

**Step-by-step explanation:**

If it is the greatest common factor then it would be 5 I think.

Select the correct answer.

What is the zero of the function represented by this graph?

The graph shows the cube root function with no start or end point. Some major points on the graph are (minus 4, 0), (0, 1), (2, 2), (4, 5.5), and (6, 6).

A.

B.

C.

D.

The **zero **of the **graph **is x = -4

From the question, we have the following parameters that can be used in our computation:

**Major points **on the graph are (minus 4, 0), (0, 1), (2, 2), (4, 5.5), and (6, 6).

Express the **points**, properly

So, we have the following representation

Major points on the graph are (-4, 0), (0, 1), (2, 2), (4, 5.5), and (6, 6).

Write out the points

(-4, 0), (0, 1), (2, 2), (4, 5.5), and (6, 6).

The **zeros **of the graph are the point where y = 0

In this case, the points are

(-4, 0)

So, we have

x = -4

Hence, the **zero** is x = -4

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[tex]14-4 \sqrt{ 6 \phantom{\tiny{!}}} = { \left( \sqrt{ x \phantom{\tiny{!}}} -2 \sqrt{ y \phantom{\tiny{!}}} \right) }^{ 2 }[/tex]

**Answer:**

(x=2, y=3) and (x=12, y=1/2)

**Step-by-step explanation:**

14 - 4[tex]\sqrt{6}[/tex] = ([tex]\sqrt{x}[/tex] - 2[tex]\sqrt{y}[/tex])^2

14 - 4[tex]\sqrt{6}[/tex] = ([tex]\sqrt{x}[/tex] - 2[tex]\sqrt{y}[/tex])([tex]\sqrt{x}[/tex] - 2[tex]\sqrt{y}[/tex])

14 - 4[tex]\sqrt{6}[/tex] = [tex]\sqrt{x}[/tex]([tex]\sqrt{x}[/tex] - 2[tex]\sqrt{y}[/tex]) - 2[tex]\sqrt{y}[/tex]([tex]\sqrt{x}[/tex] - 2[tex]\sqrt{y}[/tex]) ==> distribute ([tex]\sqrt{x}[/tex] - 2[tex]\sqrt{y}[/tex]) to [tex]\sqrt{x}[/tex] and

2[tex]\sqrt{y}[/tex]

14 - 4[tex]\sqrt{6}[/tex] = ([tex]\sqrt{x}[/tex] * [tex]\sqrt{x}[/tex]) - ([tex]\sqrt{x}[/tex] * 2[tex]\sqrt{y}[/tex]) - (2[tex]\sqrt{y}[/tex] * [tex]\sqrt{x}[/tex]) - (2[tex]\sqrt{y}[/tex] * (-2[tex]\sqrt{y}[/tex])) ==> use

distribution property

14 - 4[tex]\sqrt{6}[/tex] = (x) - (2[tex]\sqrt{xy}[/tex]) - (2[tex]\sqrt{xy}[/tex]) - (-4[tex]\sqrt{y}[/tex] *[tex]\sqrt{y}[/tex]) ==> simplify

14 - 4[tex]\sqrt{6}[/tex] = (x) - (4[tex]\sqrt{xy}[/tex]) - (-4y)

14 - 4[tex]\sqrt{6}[/tex] = (x) - (4[tex]\sqrt{xy}[/tex]) + 4y ==> subtracting by a negative number is

equivalent to adding by a positive number

14 - 4[tex]\sqrt{6}[/tex] = x + 4y - 4[tex]\sqrt{xy}[/tex] ==> notice any similarities?

x + 4y = 14

[tex]\sqrt{xy}[/tex] = [tex]\sqrt{6}[/tex]

xy=6 ==> solve for x

x = 6/y ==> isolate x by dividing by y on both sides

6/y + 4y = 14 ==> plugin 6/y for x in x + 4y = 14

(6/y + 4y = 14) * y ==> multiply the equation by y to remove fractions

6 + 4y^2 = 14y

4y^2 - 14y + 6 = 14y-14y

4y^2 - 14y + 6 = 0

2y^2 - 7y + 3 = 0 ==> divide both sides by 2 to simplify the equation

2y^2 - 1y - 6y + 3 = 0 ==> -1y - 6y = -7y

y(2y - 1) - 3(2y - 1) = 0 ==> factor the equation

(y - 3)(2y - 1) = 0

y - 3 = 0 ==> y=3

2y - 1 = 0 ==> 2y = 1 ==> y = 1/2

y=3: 3x = 6 ==> plugin 3 for y in xy = 6

x = 2 ==> divide both sides by 3

y=1/2: x/2 = 6 ==> plugin 1/2 for y in xy = 6

x = 12 ==> multiply both sides by 2

When y=3, x=2. When y=1/2, x=12

**Hence, the answers are (2, 3) and (12, 1/2).**

The **expression **will be simplified as x + 4y + 4√x√y -14 + 4√6 = 0.

The mathematical **expression **combines numerical variables and operations **denoted **by addition, subtraction, multiplication, and division signs.

Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also denote the logical syntax's operation order and other properties.

Given that the expression is 14 - 4√6 = ( √x - 2√y)². The given expression will be simplified as below,

14 - 4√6 = ( √x - 2√y)²

14 - 4√6 = (√x )² + (4√x√y) + 4(√y)²

14 - 4√6 = x + 4√x√y + 4y

x + 4√x√y + 4y -14 + 4√6 = 0

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question 6 do these data provide convincing evidence that age and body fat percentage are significantly positively associated? why or why not? use quantitative information based on the model output to support your answer, and make sure to note the p-value you use to make this decision. 0 / 1 point yes, the p-value for testing for a positive correlation between age and body fat percentage is 0.000. since the p-value is small we reject the null hypothesis of no relationship. yes, the p-value for testing for a positive correlation between age and body fat percentage is 0.039. since the p-value is small we reject the null hypothesis of no relationship. yes, the p-value for testing for a positive correlation between age and body fat percentage is 0.039 / 2

The correct answer is **b).** Yes, the **p-value** for testing for a positive correlation between **age **and **body fat **percentage is **0.039.** Since the p-value is small we reject the** null hypothesis** of no **relationship**.

In statistics, the **p-value** is used to determine the likelihood that the observed relationship between **two** variables occurred by chance. If the p-value is small, it means that the relationship is statistically significant and unlikely to have occurred by chance. In this case, the p-value of **0.039 **indicates that there is a statistically significant positive relationship between age and body fat **percentage**.

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The drama club is selling tickets to their play to raise money for the show's expenses. Each student ticket sells for $4, and each adult ticket sells for $8. There was a total of $640 in revenue from the sale of 100 total tickets. Graphically solve a system of equations in order to determine the number of student tickets sold, x, and the number of adult tickets sold, y.

The **number** of student **tickets** **sold** is 40 and the **number** of adult **tickets** **sold** is 60.

**Define System of equations**

A set of **simultaneous** equations, also known as a **system** **of** **equations** or an **equation** **system**, is a finite set of **equations** for which common **solutions** are sought.

Given,

**Each** student ticket **sells** for = $4

**Each** adult ticket **sells** for = $8

**Total** tickets **sale** = 100

Revenue from the **sale** of 100 **tickets** = $640

Let, x = **number** of student tickets **sold**

and, y = **number** of adult tickets **sold**

so, let's form a **equation**

x + y = 100 ------(i)

4x + 8y = 640 -------(ii)

**Rewrite** eq(i),

x = 100 - y

Now, **substitute** x value in eq(ii)

4(100- y) + 8y = 640

400 - 4y + 8y = 640

4y = 640 - 400

y = 240 / 4

y = 60

Now, put y **value** in eq(i)

x + 60 = 100

x = 40

Hence, the **number** of student **tickets** **sold** is 40 and the **number** of adult **tickets** **sold** is 60.

Now, to solve **graphically**

Let's **rewrite** the eq(i) and eq(ii)

y = 100 - x

y = 80 - (1/2) x

Plot these lines on **graph** as mentioned below.

And, the **solution** is the **point of intersection**(40,60)

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Judy and Cassie each opened a savings account on the same day. Judy started by putting $300 in her account, and she will deposit an additional $12 each week. Cassie made an initial deposit of $100, and she will add $20 more each week. Eventually, Judy and Cassie will each have the same amount saved. How many weeks will that take?

Write a system of equations, graph them, and type the solution.

**Answer: 25 weeks**

**Step-by-step explanation:**

Let W represent the number of weeks

Judy equation is

12W + 300

Cassie equation is

20W + 100

Now let's solve it! Our system of equation is

12W + 300 = 20W + 100

Subtract 300 from both sides

12W = 20W -200

Subtract 20W from both sides

-8W = -200

W = 25 weeks

So, it takes 25 weeks for Judy and Cassie to have the same amount saved.

**Answer:**

*let judy = 300 + 12W*

*cassie = 100 + 20W*

300 + 12W = 100 + 20W

300 - 100 = 20W - 12W

200 = 8W

**W = 25**

CHECKING:

300 + 12(25) = 100 + 20(25)

300 + 300 = 100 + 500

600 = 600

Therefore, it will take 25 days for Judy and Cassie so that they have the same amount saved.

**THE GRAPH IS IN THE PICTURE,line graph**

**Step-by-step explanation:**

What shape has 4 sides and 1 set of parallel?

The **trapezoid **has 4 sides and 1 set of parallel

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Simplify.

-7+8i / 10i

A) 2i+4 / 5

B) - i / 5

C) 7i+8 / 10

D) 4i+4 / 5

The outcome of the **complex number** given is **7i+8/10** in its most basic form. Option C

Complex numbers are referred to as the square root of negative numbers. For instance √-1 = i.

In this expression 'i" is a **complex numb**er.

Given the **expression** below;

-7+8i / 10i

**Rationalise**

-7+8i / 10i * 10i/10i

= 10i(-7+8i)/10(i²)

= -70i+18(-1)/10(-1)

= -70i - 18/-10

= 7i+1.8

Hence the **result **of the given **complex numbe**r in its simplest form is **7i+8/10**

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Please help me with this question

**Answer:**

[tex]m=\frac{1}{2}[/tex]

**Step-by-step explanation:**

The average rate of change (m) for the given line segment can be found with

[tex]m=\frac{y_2-y_1}{x_2-x_1}[/tex]

Given the graph, the following values can be recorded:

[tex](x_1,y_1)=(-1,-5)\\(x_2,y_2)=(1,-4)[/tex]

So,

[tex]m=\frac{(-4)-(-5)}{(1)-(-1)}\\m=\frac{-4+5}{1+1}\\m=\frac{1}{2}[/tex]

This answer makes sense in both sign and scale with the given image.

Solve and graph by using systems of inequalities.

A 24 hour radio station plays only classical music, jazz music, talk programs, and news. It plays at most 12 hours of music per day, of which at least 4 hours is classical. Jazz music gets 25% as much time as classical. Write and graph a system of inequalities.

PLEASE HELP!!!

The **inequality **that represents the **most **no. of music **played **is,

C ≤ 4, J ≤ 1 and 4C + 0.25C ≤ 12

What is inequality?When two **expressions **are connected by a sign like "not **equal **to," "greater than," or "**less **than," it is said to be inequitable. The inequality shows the greater than and less than **relation **between variables and the numbers.

Inequality is a **relation **that compares two **numbers **or other mathematical **expressions **in an unequal way.

The **symbol **a < b indicates that a is **smaller **than b.

When a > b is used, it indicates that a is bigger than b.

a is less than or equal to b when a notation like a ≤ b.

a is bigger or equal value of an is indicated by the notation a ≥ b.

Given, the **radio **station plays at most 12 hours of music per day. Let C denotes classical music, J **denotes **jazz music, and 25% of 4 hours be 1 hour.

The **inequality **representing this **situation **is

C ≤ 4 and J ≤ 1.

4C + 0.25C ≤ 12. (less than or equal to is at most)

4.25C ≤ 12.

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How do you work out 2x 3y 12?

The resultant answer after solving the given **equation **by taking x as the subject is x = (12 + 3y)/2.

The concept of an equation in **algebra **is a mathematical statement that shows the equality of two mathematical equations.

For example, the equation 3x + 5 = 14 comprises the two equations 3x + 5 and 14, which are divided by the 'equal' sign.

So, we have the equation:

2x - 3y = 12

Now, solve the equation by taking x as the subject as follows:

2x - 3y = 12

2x = 12 + 3y

x = (12 + 3y)/2

Therefore, the resultant answer after solving the given equation by taking x as the subject is x = (12 + 3y)/2.

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**Correct question:**How do you work out 2x - 3y = 12?

Use the Pythagorean Theorem to find the missing length and then round the

result to the nearest tenth.

= 12, b = 12, C =

**Answer:**

17.0

**Step-by-step explanation:**

pythag theorem is a^2 + b^2 = c^2

12^2 + 12^2 = c^2

144+144=288=c^2

[tex]\sqrt{288}[/tex]= 16.97056275

round to nearest tenth, 17.0

The points scored per game by a professional basketball player are represented by the box plot below. A number line plots points per game by the basketball player. The plots are 16 through 21 and 21 through 24. If the player scores 9 points and 35 points in the next two games, how is the median of the data set affected? A. The median points per game increases. B. The effect on the median points per game cannot be determined. C. The median points per game decreases. D. The median points per game is not affected.

The **median** of the **data set** would be affected as the **median** points per game **decreases**. That is **option C.**

The **median** of a data set is defined as the value of a data set the is found in the middle of a data after it has been arranged in an ascending order.

The first **number line** plots points per game;

= 16, 17 ,**18 ,19** ,20 ,21 = 18+19 = 37/2 = 18.5

The second number line plots points per game;

= 21, 22, 23, 24 = 22 + 23 = 45/2 = **22.5**

The third number line plots points per game:

= 9 points through 35 points

= **22** as the median.

Therefore, the scores of the next two games led to a decrease in the **median** determined per game point.

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Is algebra a hard math?

Linear **algebra** is too hard because it is not very intuitive, it places a powerful emphasis on rigorous **proofs**, and its concepts are very different and **difficult** to visualize.

Linear algebra is difficult because it is **naturally** different from most high school and college **courses **you have taken until now.

Linear algebra is a branch of mathematics that deals with mathematical **structures** closed under the operations of addition and scalar multiplication and that comprises the **theory** of systems of linear equations, matrices, determinants, vector spaces, and linear transformations.

Linear algebra is hard to study. Linear algebra is one of the most difficult courses that most STEM **majors** will study in university.

**Linear** algebra is not a simple class because it is a very **abstract** course, and it requires strong analytical and logical skills.

Linear algebra is considered a demanding course by **STEM** majors since it gets exponentially complex and perplexing as the term progresses.

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How much can evan make and how many bagels will be leftover please help

**Answer:**

okay he can make 62 packages with 1 bagel left over

**Step-by-step explanation:**

**Answer:**

**Step-by-step explanation:**

381/6 = number of packages = 63 packages

63 * 6 = 378; 381-378 = 3 bagels left over

A local plumber makes house calls. She charges $30 to come out to the house and $40 per hour for

her services. For example, a 4-hour service call costs $30 + $40(4) = $190.

A. Statistic Hours of Service Call Cost of Service Call

Mean 4.5 30+40(4.5) = 210

Median 3.5 30+40(3.5) = 170

SD 1.2 40(1.2) = 48

IQR 2.0 40(2.0) = 80

Minimum 0.5 30+40(0.5) = 50

Do these summary statistics indicate that a Normal model is appropriate here? Explain.

The mean and the median of the given data are 210 and 170.

What are Mean and Median?A data set's **mean **(average) is calculated by summing all of the numbers in the set, then dividing by the total number of values in the set. When data collection is ranked from least to greatest, the **median **is the midpoint. The number that appears most frequently in a data set is called the **mode**.

The four-hour service call costs

$30 + $40(4) = $90

(a) The given table **summary** details and finds the cost of the **service **cells

Statics Hour of service call cost of service call

Mean 4.5 30 + 40(4.5) = 210

Median 3.5 30 + 40 (3.5 = 170

SD 1.2 30 + 40 (1.2) = 78

TQR 2.0 30 + 40 (2.0) = 110

Minimum 0.5 30 + 40 (0.5) = 50

(b) The service call corresponding score is 1.50

z score = 138-4.5/1.2 = 113.75

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What is the slope intercept form of the inequality 2x 3y 12?

The level of a line's **slope** indicates its steepness, y = (2/3)x - 4 is the slope intercept form of the inequality 2x - 3y = 12.

The slope is computed mathematically as "rise over run" (change in y divided by change in x).

In accordance with the slope equation, the slope of such a line may be determined by dividing the rise of the line between two positions by the run of the same line between the same two sites.

The above equation is a standard **straight-line** equation, and we are asked to change it to **slope-intercept** form, which is given as y = mx + c. "m" denotes the slope of the line and "c" denotes its intercept.

Now, it is given that,

2x - 3y = 12

or, - 3y = 12 - 2x

or, 3y = 2x - 12

or y = (2/3)x - 4

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The complete question is as follows:

What is the slope intercept form of the inequality 2x - 3y = 12.

Mavis is interested in whether military dependency is related to gender in american samoa. Here is data she collected about the population of american samoa in 201020102010:.

Mavis is interested in whether military **dependency **is related to gender in american samoa. then Male = 0.4193 and Female = 0.5087

What does **distribution **mean in work?

Distribution is the activity of both selling and delivering products and services from manufacturer to customer. This can also be called product distribution. As businesses become more global it becomes important to improve distribution to ensure that **customers **and all members of the distribution channel are happy.

To obtain the **marginal **distribution of **gender **:

Total number of civilians (male + female)

(26393 + 27330) = 53,723

Male :

P(male) = **number **of male / total

P(male) = 26393 / 53,723 = 0.4912793

P(Female) = number of Female / total

P(Female) = 27330 / 53,723 = 0.5087206

**Complete question** :

Mavis is interested in whether military dependency is related to gender in American Samoa. Here is data she collected about the population of American Samoa in 2010.

Millitary status _________ female ____ Male

In armed forces _________ 28 _______ 59

Millitary dependent ______ 928 ______ 781

Civilian _______________ 26393 ___27330

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Who introduced judicial activism?

**Arthur Schlesinger Jr.** introduced the term "judicial activism" in a January 1947 Fortune magazine article titled "**The Supreme Court: 1947**".

**What is judicial activism?**

**Judicial activism** is a judicial philosophy that is sometimes referred to as "**legislating from the bench**". It is an exercise of **judicial review** and generally refers to the willingness of a judge to strike down legislative or executive actions regarding constitutional issues. Judicial restraint is generally thought of as the opposite of judicial activism.[1]

Earlier in the january of 1947 ,Arthur Schlesinger Jr. introduced the term "judicial activism" .An article by **Keenan Kmiec** says that in its early usage, it was sometimes used with a positive connotation akin to the term "civil rights activist".

Thus , **Arthur Schlesinger Jr.** introduced the term "judicial activism" in a January 1947 Fortune magazine article titled "**The Supreme Court: 1947**".

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Which numbers for the numerator

and denominator make the equation.

true? Complete the equation. Fill in

the bubble before the number that is

correct.

**Answer:**

**Step-by-step explanation**

**So in the fraction 3/8 the numerator is 3. In the fraction 1/9 the numerator is 1.**

*URGENT NEED TO PASS FOR GRADUATION*

built for the 1976 olympic games in montreal canada, the tower is 156 meters tall, measured vertically from the ground to the top. the tower makes a 45 degree angle with the ground. if you were to climb to the top and then accidentally drop your keys, where would you start looking for them?

**Answer:**

--------------------------------

The height of the tower is the leg of the **isosceles right triangle**, since one of angles is 45 degrees.

The horizontal **distance **from the to the point where you dropped your keys **is same as the vertical distance, 156 meters**, because it is the other leg of the triangle.

how do you solve this ?

**Step-by-step explanation:**

first of all, remember for life :

the sum of all angles in a triangle is always 180°.

so, in this right-angled triangle we have therefore

180 = b + 90 + 71

b = 180 - 90 - 71 = 19°

and then regarding a and b :

the sum of all angles around a single point on one side of a line is also always 180°.

why ? because the line can be seen as the extended diameter of a circle, with that point being the center of the circle. and one side of the line is representing half of that circle. and a half-circle is 180°.

so,

a + b = 180

a + 19 = 180

a = 180 - 19 = 161°

FYI, the reason for the first principle (all angles in a triangle are together 180°) is also based on a half-circle concept : any right-angled triangle can be seen as inscribed into a half-circle, with the Hypotenuse (the baseline opposite of the 90° angle) being the diameter of the circle, and the center of the circle being the midpoint of the Hypotenuse.

f(x) = x^8e^x f'(x) = f"(x) = Find an equation of the tangent line to y= e^x/x, (1, e).

As per the given **function**, the equation of tangent line is **y - e = e(x -1)**

The term tangent line in math referred as a function y=f(x) can be calculate the slope by taking **derivative **m=f′(x) then at a given point (x1,y1) equation of** tangent line** is given by the formula y−y1=m(x−x1)

Here we have given the expression y = eˣ/x

Now, we have to calculate the tangent line for the given **function**,

Let us consider, Slope of the **tangent** line is written as,

=> m = dy/dx

Now, we have written it as,

=> dy/dx = eˣ/x

then the equation is equate with the **slope**, then we get,

=> m = eˣ/x

When we put the value of x as 1, then we get

=> m = e

Here we know that the point value is (1, e)

Therefore, the **equation **of the tangent line is written as,

=> y - e = e(x -1)

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The dot plots show rainfall totals for several spring storms in highland areas and lowland areas.

The dot plots show that the lowland areas experienced significantly more rainfall than the highland **area **during spring storms, with a larger range and **maximum **rainfall.

The **dot plots** show the rainfall totals for several spring storms in both highland and lowland areas. The dots representing the lowland areas are more spread out and have a larger range compared to the dots representing the highland areas. This indicates that the lowland areas experienced more rainfall than the highland areas during these storms. Additionally, the **maximum **rainfall for the lowland areas is greater than the maximum rainfall for the highland areas, further emphasizing the difference in rainfall between the two areas. This could be due to a number of factors, such as the higher **elevation **of the highland areas resulting in less moisture being able to accumulate, or the lower temperature of the highland areas resulting in less evaporation and thus less rainfall. Additionally, the lower elevation of the lowland areas could result in more moisture being able to accumulate, and the higher temperature of the lowland areas could result in more evaporation, leading to increased rainfall. Regardless of the cause, the data from the dot plots clearly show that the lowland areas experienced more rainfall than the highland **areas **during these spring storms.

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18 The three solids A, B and C are similar such that

and

the surface area of A: the surface area of B=4:9

the volume of B: the volume of C = 125:343

Work out the ratio

the height of A: the height of C

Give your ratio in its simplest form.

**Answer:**

1:1

**Step-by-step explanation:**

Since the surface area of A is 4 times the surface area of B, and the volume of B is 125 times the volume of C, we can write the following proportion:

(surface area of A) / (surface area of B) = (volume of B) / (volume of C)

(height of A)^2 / (height of B)^2 = (height of B)^3 / (height of C)^3

We can then cross-multiply and simplify to find the ratio of the heights:

(height of A)^2 / (height of C)^2 = (height of B)^3 / (height of B)^3

(height of A)^2 = (height of C)^2

Therefore, the ratio of the height of A to the height of C is 1:1, or simply 1.

What are the roots of the quadratic equation xÂ² 5x 6 0?

The two solutions to the **equation **x² + 5x + 6 = 0 are x = -2 and x = 3. This means that when we **substitute **either of these values into the equation, the left-hand side of the equation will be equal to 0.

To find the roots of a** quadratic equation, **we need to set the equation equal to 0 and then solve for x. In this case, we have the equation x² + 5x + 6 = 0. we can use the quadratic formula. The quadratic formula states that the two solutions for x are given by x = (-b ± √(b² - 4ac))/2a. For our **equation**, this gives us x = (-5 ± √(5² - 4(1)(6)))/2(1). Once we simplify this, we get x = (-5 ± √(-19))/2. Since the **square root **of a negative number is not real, we can discard this solution. This leaves us with x = -2 and x = 3. This means that when we **substitute **either of these values into the equation, the left-hand side of the equation will be equal to 0.

x = (-5 ± √(5² - 4(1)(6)))/2(1)

= (-5 ± √(-19))/2

= (-5 ± i√19)/2

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How many terms are in the expression 3x2y xy2 2x 5?

The** expression 3x²y + xy² + 2x + 5** has in its entirety** 4 term.**

First let's define what **algebraic expressions** are.

An **algebraic expression** is a set of numbers and letters that make up an expression that has a meaning, the letters are variables and the numbers are coefficients or independent terms, algebraic expressions can be part of an equation and model mathematical processes.

The** terms **of an expression are identified by the fact that they are separated by means of an addition and subtraction operation:

As we can see the expression has addition operations so it has more than 1 term:

this expression has **4 terms.**

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Match each value of r to its scatterplot: Data 100 09 09 GRAPHA OP 8 3 40 8 0 100 Det 001 OH 0 GRAPH B OP 30 100 Duta 00 GRAPH C 爱 arch Data 100 80 60 OOO GRAPHD 20 0 0 20 40 80 100 Data 100 80 09 OOOOOOOOOOOOOOOO GRAPHE ON OZ 0 0 20 40 50 09 100 A [Choose B [ Choose -1 0.373 -0.908 0.881 -0.732 [ Choose C > D [ Choose E [Choose ]

**Graphs** and the **correlation coefficients** are mentioned below-

What is Scatter plot?

A scatter plot uses **dots** to represent values for two different **numeric variables**. There are three types of scatter plots or charts -

There are the three most important **correlations** as -

Given are the **scatter plots** and the associated **correlation coefficient**.

[tex]$r =\frac{\sum\left(x_{i}-\bar{x}\right)\left(y_{i}-\bar{y}\right)}{\sqrt{\sum\left(x_{i}-\bar{x}\right)^{2} \sum\left(y_{i}-\bar{y}\right)^{2}}}[/tex]

r = correlation coefficient

[tex]$x_{i}[/tex] = values of the** x-variable** in a sample

[tex]$\bar x[/tex] = mean of the values of the x-variable

[tex]$y_{i}[/tex] = values of the **y-variable** in a sample

[tex]\bar y[/tex] = mean of the values of the y-variable

The **graph **and their corresponding values of **[r]** are mentioned below -

Therefore, graphs and the **correlation coefficients** are mentioned below-

To solve more questions on **scatter plots**, visit the link below-

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What is the quotient?

1065 ÷ 33

Enter your answer as a mixed number in simplest form in the box.

The **quotient ** of 1065 ÷ 33 is [tex]32\ \frac{3}{11}[/tex] .

1065 ÷ 33 = 32.2727272727

Dividend = 1065

divisor = 33

quotient = 32

balance = 9

answer as a mixed number [tex]32\ \frac{9}{33} = 32\ \frac{3}{11}[/tex]

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Jessica drinks 5/6 cup of milk for breakfast every day.

How many cups of milk has Jessica drink after 8 days?

**Answer:**

20/3 cups of milk

**Step-by-step explanation:**

Take 5/6 time 8 = 40/6 = 20/3

So, Jessica drinks 20/3 cups of milk after 8 days

The graph below represents a system of equations.-9 8 7 63-10Which of the following statements is true?A. The system has infinite solutionsB. The solutions to the system are (0,1) and (0,-3) C. The solution to the system is (-4,3) D. The system has no solution
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