find the standard form of the equation of the parabola with the given characteristic(s) and vertex at the origin. vertical axis and passes through the point (5, 9)

Answer:

12.43

Step-by-step explanation:

Answer:

27.4

Step-by-step explanation:

First multiply the numerator and denominator by 10

Then write the problem in long division format

Then divide 52 by 19 and get 2

Then multiply the quotient digit (2) by the divisor 19

Then subtract 38 from 52

Then bring down the next number of the dividend

Then divide 140 by 19 to get 7

Then multiply the quotient digit (7) by the divisor 19

Then subtract 133 from 140

Then add a decimal point to the solution

Then bring down the next number of the dividend

Then divide 76 by 19 to get 4

Then multiply the quotient digit (4) by the divisor 19

Then subtract 76 from 76

The solution for long division for 52.06./1.9 is 27.4

27.4

Answer:

quotient is 27.4

Step-by-step explanation:

your welcome;)

The estimated age of the archaeological sample  as calculated from the given data is  = 2622.58333 years

Half life given is 5730

t₆.₅ = Ln2/k

k= ln 2/ 5730

The rate constant ,

k = 0.00012 year⁻¹

Given that 73 % of the 14C remains

then |A1|/|A2|  = 0.73

As we know ,

|A1|/|A2| = e ⁻₍kt₎

Hence, on solving the equation we get ,

ln(0.73)= -0.00012t

t = -0.31471/ -0.00012

 = 2622.58333 years

Half-life (symbol t½) is the time required for a quantity (of substance) to reduce to half of its initial value. The term is commonly used in nuclear physics to describe how quickly unstable atoms undergo radioactive decay or how long stable atoms survive. The term is also used more generally to characterize any type of exponential (or, rarely, non-exponential) decay.

For example, the medical sciences refer to the biological half-life of drugs and other chemicals in the human body. The converse of half-life (in exponential growth) is doubling time.

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Step-by-step explanation:

the middle one has to be the same for both part ratios.

the best here is to bring the ratio element of B in the first part ratio to 10. we need to double the B element there

for that (as a ratio is a fraction) we also have to adapt the A element in the same way.

so, we get

4×2 : 5×2 : 9 =

= 8 : 10 : 9

and that is also shown in the graphic.

Answer:

X:Y:Z= 8:10:9

Step-by-step explanation:

Let x be the number of students in class A

Let y be the number of students in class B

Let z be the number of students in class C

x:y = 4:5

y:z= 10: 9

x:y:z = ?

Find the LCM of the y terms (5 and 10 ) which is 10

Divide 10 by the first y term (5) = 2

Divide 10 by the second y term(10) = 1

X: y = (4 x 2) :(5 x 2)= 8:10

y:z =(10 x 1) : (9:1)= 10:9

x:y:z= 8:10:9

90 minutes before 11:40.

= 10:10 + 90 minutes

= 10:10 + 1 hour + 30 minutes

= 11:40

The latest time the class can start the test to get to lunch on time is 10:10.

An expression is a way of writing a statement with more than two variables or numbers with operations such as addition, subtraction, multiplication, and division.

Example: 2 + 3x + 4y = 7 is an expression.

We have,

Time take to take the test = 1(1/2) hours = 1 hour and 30 minutes

The time the test needs to finished = 11:40

This means,

The test must start 90 minutes before 11:40.

1 hour = 60 minutes

1 hour and 30 minutes = (60 + 30) minutes

1 hour and 30 minutes = 90 minutes

Now,

90 minutes before 11:40.

= 10:10 + 90 minutes

= 10:10 + 1 hour + 30 minutes

= 11:40

Thus,

The latest time the class can start the test to get to lunch on time is 10:10.

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The complete question is:

Mr. Potter's class will take a test for 1 1/2 hours. They need to finish by 11:40 to get to lunch on time.

What is the latest time the class can start the test to get to lunch on time?

Hello! I'm happy to help!

Question 13: First, we will need to find the value of x. We know that AB and BC are equal.

So, we can subtract x from both sides.

2x-8

-x

x-8

So, we get AB as x-8

x+17

-x

17

and BC as 17. We know that these are equal, so we need to find which x value will make them that way. In this case, x=25 because 25-8=17. We can now add back the x we removed earlier.

17+25=42

Therefore, both AB and BC have a value of 42. and AC will be the combined total.

42+42=84

So, for question 13, x=25, AB=42, BC=42, and AC=84.

Question 14: This question is similar, but we have an expression for AB and AC, instead of AB and BC. We still know that AB=BC, so we can also say that BC=x+6 also. To find x, we need to find a second expression that is equal to AC. We can ad AB and BC together to get that. (x+6)+(x+6)=2x+12. This expression is equal to the AC expression, so we can compare them to find x.

2x+12=3x-31

We need to single out the x on one side, by changing things in the same way on both sides.

2x+12=3x-31

-2x       -2x

12=x-31

+31 +31

43=x

Now that we know our x value, we need to plug it in!

43+6=49

We now know that both AB and BC have a value of 49. Let's plug in the value for AC.

(43·3)-31

129-31

98

After plugging in the values, we know that AC is equal to 98. You could have also added AB and BC together, giving you 98 also.

To Summarize Question 14: x=43, AB=49, BC=49, AC=98.

Question 15: This one is very similar to the last, with a little more complexity to the expressions. First, let's simplify the expressions on AB and AC.

AB=3(3x-1)  AB=9x-3

AC=5(2x+2)   AC=10x+10

Now that we have the simplified expressions, let's solve. We need to find an equivalent expression for AC. We know that AB and BC are equivalent, and also add up to AC. We can copy the expression from AB to BC, and then add them

(9x-3)+(9x-3)=18x-6=AC

We now compare the two expressions in an equation to find x.

10x+10=18x-6

Again, we have to single out x on one side.

10x-10=18x-6

-10x     -10x

10=8x-6

+6     +6

16=8x

This time, we need to divide both sides to single out x.

\(\frac{16}{8}\)=\(\frac{8x}{8}\)

2=x

Now that we have x, we need to plug it in to finish solving.

(9·2)-3

18-3

15

AB=15  BC=15

From here, you can do one of two things, add AB and BC together (easy), or plug in x for AC.

15+15=30                            (10·2)+10

AC=30                                 20+10=30

                                            AC=30

To Summarize Question 15: x=2, AB=15, BC=15, AC=30.

I'm always happy to help, keep learning! :D

The statement given "regression equations are usually used to predict values of unavailable data. if the data do not closely model a particular type of function, then that type of function is not appropriate to use in statistical regression. the more closely data fit a model, the more predicted values will be." is true because regression equations are indeed employed for predicting values of unavailable data.

Regression equations are commonly utilized to make predictions for unavailable data. When the data does not closely conform to a specific type of function, that function is deemed inappropriate for statistical regression. The accuracy of predicted values is contingent on the degree of resemblance between the data and the chosen model. Hence, a strong fit between the data and the model enhances the reliability of predicted values, ensuring that regression analysis is effectively applied for making accurate predictions.

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Answer:

Step-by-step explanation

Kf i help u wojld u help me

Answer: your answer will be 72 divided by 8

Step-by-step explanation: because they wanna know how many pages she put stickers on in if you divide it will tell you how many pages she put stickers on witch is 9

Answer:

5 + 7

Step-by-step explanation:

3 + 2 = 5, 4 + 3 = 7

Answer:

Simplified expression: 5 + 7

Answer: 12

Step-by-step explanation:

Answer:

S(t) is a function, because there is a unique output value (number of students) for each input value (number of years after 2000)

S(t) can be represented by a graph, where the horizontal axis represents the number of years after 2000, and the vertical axis represents the number of students

Step-by-step explanation:

The statements regarding function S are true are:

S(5) = 2024 means there were 2024 students in 2005.

S(10)= S(5) there same number of students in 2005 and 2010.

We have function,

S(t)= 2000t

First, S(0) in 2000 means that there were 2000 students in starting.

Second, S(5) = 2024 means there were 2024 students in 2005.

Third, S(10)= S(5) there same number of students in 2005 and 2010.

Fourth, S(15)- S(10)= -40 means that there were 40 less students in 2015 than in 2010.

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Answer:

If two sides and the included angle of one triangle are equal to the corresponding sides and angle of another triangle, the triangles are congruent.

The no. of ways to select the 2 blue balls and 2 orange balls from the urn is 0.4545

No. of Blue balls in the urn = 6

No. of Orange balls in the urn = 6

Total no. of balls in the urn = No. of blue balls + No. of orange balls

                                            = 6 + 6

                                           = 12 balls

No. of blue balls to be selected = 2

No. of orange balls to be selected = 2

No. of balls to be selected = 4

The total. no of ways 4 balls can be selected =\(^{12}C_{4}\)

The No. of ways 2 blue balls can be selected = \(^{6}C_{2}\)

The No. of ways 2 orange balls can be selected =    \(^{6}C_{2}\)

Therefore, No. of ways to select 2 blue balls and 2 orange balls from the urn

                      =  \(^{6}C_{2} \times ^{6}C_{2} /^{12}C_{4}\)

Probability = No. of ways to select blue balls x No. of ways to select orange balls / Total no. of ways to select balls

                         P = (15×15)/495

                             = 225 / 495

                          P = 0.4545

Therefore,  the no. of ways to select blue and orange balls is 0.4545

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SOLUTION

Given the question in the question tab, the following are the solution step to get the number of books they have altogether.

Step 1: Write the notations for Joseph's and Mike's books

Step 2: Write the statements in a mathematical form

Step 3: Solve to get the value of j by using substitution method

Therefore, Joseph had 84 books initially.

Step 4: Get the number of books they had altogether by summing the number of books for the each of them initially

Hence, they both had 112 books altogether.

Step-by-step explanation:

Twice the sum of a number and seven

a) 2(x+7)

Silo C will provide the greatest storage capacity among the four silos. The correct answer is C.

To determine which silo will provide the greatest storage capacity, we need to calculate the volume of each silo using the formula V = πr^2h, where V is the volume, r is the radius, and h is the height.

Let's calculate the volumes for each silo:

For Silo A:

Radius = 6 feet

Height = 60 feet

Volume = π(6^2)(60) = 2160π cubic feet

For Silo B:

Radius = 8 feet

Height = 50 feet

Volume = π(8^2)(50) = 3200π cubic feet

For Silo C:

Radius = 10 feet

Height = 34 feet

Volume = π(10^2)(34) = 3400π cubic feet

For Silo D:

Radius = 12 feet

Height = 20 feet

Volume = π(12^2)(20) = 2880π cubic feet

To compare the storage capacities, we need to compare the volumes calculated.

Comparing the volumes, we can conclude that Silo C will provide the greatest storage capacity among the four silos. The correct answer is C.

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The original number of friends planning the party was 25.

Let's assume the total number of friends originally planning the party is 'x'.

Initially, each friend would contribute an equal amount to raise $200. So the initial contribution per friend would be $200/x.

When five friends decided not to attend, the number of friends remaining is (x - 5). Now, each friend has to contribute $2.00 more than before.

So, the new contribution per friend is $200/(x - 5) + $2.

According to the given information, the new contribution is $2.00 more than the initial contribution:

$200/(x - 5) + $2 = $200/x

To solve this equation, we can eliminate the dollar signs and simplify:

200/(x - 5) + 2 = 200/x

Multiplying both sides of the equation by x(x - 5) to eliminate the denominators:

200x + 2x(x - 5) = 200(x - 5)

200x + 2x^2 - 10x = 200x - 1000

Rearranging the equation and simplifying:

2x^2 - 10x - 1000 = 0

Dividing the equation by 2:

x^2 - 5x - 500 = 0

Using the quadratic formula, we can find the values of x:

x = (-b ± √(b^2 - 4ac)) / (2a)

For our equation, a = 1, b = -5, and c = -500.

x = (-(-5) ± √((-5)^2 - 4(1)(-500))) / (2(1))

x = (5 ± √(25 + 2000)) / 2

x = (5 ± √2025) / 2

x = (5 ± 45) / 2

Simplifying further:

x1 = (5 + 45) / 2 = 50 / 2 = 25

x2 = (5 - 45) / 2 = -40 / 2 = -20

Since the number of friends cannot be negative, we discard x2 = -20 as an extraneous solution.

Therefore, the original number of friends planning the party was 25.

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A scalene form of a triangle, based on the measurements provided.

In an obtuse triangle with different-length sides, the longest side goes as follows: longest side^2>otherside + otherside

20^2 > 8^2+12^2

400>64 + 144

400 > 208.

An unusually formed triangle called a scalene triangle has sides that are also irregularly sized. Angle sum property states that the angles of a scalene triangle must always sum to 180 degrees.

For each of its three sides and each of its three angles, a scalene triangle has a variable length, making it a unique triangle. But all interior angles add up to 180 degrees in total.

The name "scalene" is connected to the Greek term "skalenos," which described a triangle with odd sides.

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Complete question : What kind of a triangle will be formed if the sides measure 12 cm, 8 cm

and 20 cm?

The correct answer to this question Jayson wrote an integer. The opposite of Jayson's integer is -52 is "The integer is 52".

If the opposite of Jayson's integer is -52, it means that his integer is a negative number.

Since the opposite of a negative number is a positive number, we know that the absolute value of Jayson's integer is 52. Therefore, the correct statement is that Jayson's integer is 52.

The other statements are not true. The second statement, "The integer has an absolute value of -52", is incorrect because the absolute value of a number is always positive. The third statement, "The integer is -52", is also incorrect because we already established that the integer is negative but not equal to its opposite. The fourth statement, "0", is not an option provided in the question, so it cannot be the correct answer. The fifth statement, "The integer has an absolute value of 52", is close to the correct answer but is not precisely accurate because it does not specify that the integer is negative.

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The ratio of students who wish they had x-ray vision to all students: 2:9

The ratio of students who wish for flight to all students: 3:1

The ratio of students who wish for flight to those who wish for invisibility: 6:1

1. The ratio of students who wish they had x-ray vision to all students: 2:9

This means that out of a group of students, there are 2 students who wish they had x-ray vision for every 9 students in total.

2. The ratio of students who wish for flight to all students: 2:3

This ratio indicates that out of a group of students, there are 2 students who wish for the ability to fly for every 3 students in total.

3. The ratio of students who wish for flight to those who wish for invisibility: 1:6

This ratio compares the number of students who wish for flight to the number of students who wish for invisibility. It states that for every student who wishes for flight, there are 6 students who wish for invisibility.

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Answer:

684 mm squared

Step-by-step explanation:

Very simple. It's 18mm multiplied by 38 mm.

18 mm * 38 mm = 684 mm2

The answer to the situation described is that a good person would consider the well-being and interests of everyone involved. They would prioritize the needs of the girls who have to take the class and make arrangements to accommodate them.

A good person, when faced with a class consisting of the same class, the "yyyyyyy" class, and the "i" class, would demonstrate empathy and fairness in their decision-making. They would recognize that the girls who have to take the class might have valid reasons for needing to attend and prioritize their needs. This could involve discussing with all parties involved to find a suitable time that works for everyone or exploring alternative options, such as rescheduling or finding a substitute. A good person would ensure that the girls' participation is not hindered and that they feel included and valued.

Moreover, a good person would take responsibility for coordinating the logistics of the situation. They would make arrangements to pick up the girls the following morning, considering factors like transportation and convenience for all involved. This may require organizing a shared transportation plan or coordinating with parents or guardians to ensure a safe and efficient arrangement. By proactively addressing these logistical details, the good person would foster a positive and supportive environment, allowing everyone to come together for the class and ensuring a smooth experience for all participants.

Overall, the key qualities that a good person would display in this situation are empathy, fairness, inclusivity, and proactive problem-solving. They would prioritize the well-being of the girls, facilitate a convenient time for the class, and coordinate logistical arrangements to ensure a successful and inclusive gathering.

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Step-by-step explanation:

subtract

i think this

Step-by-step explanation:

.94x  = x-1

.06x = 1

x = 16 2/3     which is not a whole number so there must be at LEAST 17 people in class

   then if one is a boy   there are 16 girls    16/17 = 94.11 % girls   with one boy

Answer:

No, this is not proportional.

Step-by-step explanation:

This is simple to solve. Choose a pair from the table, like 10 and 9.9, and divide the pounds by the price. For this, I got 1.01. We have to do the same for another one. I chose 4 and 3.96, and got 1.11. Since these are different, this is not proportional.

*If it was the same, try doing this with all of the pairs just to make sure it is proportional

Hope I helped!!!

Answer:

\(x = -\frac{14}{9}\)  

I hope this helps!

\( \Large \underline{\tt Given} :\)

\( \\ \)

\( \Large \underline{\tt To \: Find} :\)

\( \\ \)

\( \Large \underline{\tt Solution} :\)

\(\tt \dashrightarrow \dfrac{x}{2}+\dfrac{x}{7} = - 1\)

\(\tt \dashrightarrow \dfrac{7x + 2x}{2\times 7}= - 1\)

\(\tt \dashrightarrow \dfrac{9x}{14}= - 1\)

\(\tt \dashrightarrow 9x= - 1\times 14\)

\(\tt \dashrightarrow 9x= - 14\)

\(\tt \dashrightarrow x= - \dfrac{14}{9}\)

\( \\ \)

\(\bf Hence, \:value\: of \: x = - \dfrac{14}{9}\)