Shade the following set AUB where to shade​

For the equation (2k + 1)x² + 2x = 10x - 6 to have two real and equal roots, the value of k = 5/6.

Since the equation is (2k + 1)x² + 2x = 10x - 6, we collect subtract 10x from both sides and add 6 to both sides.

So, we have (2k + 1)x² + 2x - 10x + 6 = 10x - 6 - 10x + 6

(2k + 1)x² - 8x + 6 = 0

For the equation, (2k + 1)x² + 2x = 10x - 6 to have two real and equal roots, this new equation (2k + 1)x² - 8x + 6 = 0 must also have two real and equal roots.

For the equation to have two real and equal roots, its discriminant, D = 0.

D = b² - 4ac where b = -8, a = 2k + 1 and c = 6.

So, D =  b² - 4ac

D =  (-8)² - 4 × (2k + 1) × 6 = 0

64 - 24(2k + 1) = 0

Dividing through by 8, we have

8 - 3(2k + 1) = 0

Expanding the bracket, we have

8 - 6k - 3 = 0

Collecting like terms, we have

-6k + 5 = 0

Subtracting 5 from both sides, we have

-6k = -5

Dividing through by -6, we have

k = -5/-6

k = 5/6

So, for the equation (2k + 1)x² + 2x = 10x - 6 to have two real and equal roots, the value of k = 5/6.

Learn more about quadratic equations here:

https://brainly.com/question/18162688

Answer:

I'm pretty sure it is 3 hours.

Step-by-step explanation:

Well, when you add 9 plus 6, you get 15. Then you divie 45 by 15, which gives you three. Hope this helps. Good luck :D

Step-by-step explanation:

that is really a problem ?

come on !

you know, the area of a square is side length × side length = length²

that is basically all of us learn as the very first thing when we are learning about squaring and multiplication.

how do we get the regular side length out of length² ?

we pull the square root. you have a calculator (at least on your computer, cell phone,...).

sqrt(121) = .... .... .... 11 ! tada !

and the perimeter of a square ... you really have to ask ?

it is the way all around the whole square. you need to go along every one of the 4 sides.

so, it is side length × 4 = 11×4 = 44 cm

again - you really needed help with THAT ?

A. [tex]6x^2[/tex]+-5x+14x+-35

           [tex]6x^2[/tex]+9x-35

B. [tex]5x^4+-3x^3+10x^3+-6x^2[/tex]

           [tex]5x^4+7x^3-6x^2[/tex]

C. [tex]25x^2+-20x+20x+-16[/tex]

             [tex]25x^2-16[/tex]

D. [tex]x^4+-4x^2+-7x^2+28[/tex]

           [tex]x^4-11x^2+28[/tex]

[tex]====================================[/tex]

Step-by-step explanation:

A. (3x*2x)+(3x*-5)+(7*2x)+(7*-5)

        Multiply and simplify.

                [tex]6x^2[/tex]+9x-35

B. ([tex]x^2*5x^2[/tex])+([tex]x^2*[/tex]-3x)+(2x[tex]*5x^2[/tex])+(2x[tex]*-3x[/tex])

         Multiply and simplify.

              [tex]5x^4+7x^3-6x^2[/tex]

C. [tex](5x*5x)+(5x*-4)+(4*5x)+(4*-4)[/tex]

         Multiply and simplify.

                  [tex]25x^2-16[/tex]

D. [tex](x^2*x^2)+(x^2*-4)+(-7*x^2)+(-7*-4)[/tex]

         Multiply and simplify.

                [tex]x^4-11x^2+28[/tex]

I hope this helps!

But you should really do this yourself.

Answer:

Step-by-step explanation:

Angle opposite to 6 is complementary of α:

Similarly, angle opposite to side 4 of the triangle in the right side is:

Sum of the interior angles of the triangle on the bottom:

From the smaller triangles we get:

Use the identity below and find the value of tan γ:

Answer:

Step-by-step explanation:

Let the number be x

14 ÷ x = [tex]\frac{14}{x}[/tex]

Answer:

14 / x

Step-by-step explanation:

quotient = /

14 = 14

a number = the variable, let's call it x

Brainliest please!

Answer:

x = 17

Step-by-step explanation:

x ^2 = 8^2+ 15^2

√x^2 =√64+225

x=17

Answer:

17cm.

Step-by-step explaination:

The given triangle is a right angled triangle.

Using Pythagorean Theorem,

a² + b² = c²

Putting the given values in the equation;

(15)² + (8)² = c²

225 + 64 = c²

289 = c²

17² = c² (square root of 289 = 17)

17 = c

c = 17

Therefore, the missing side of the triangle is equal to 17 cm.

Hi there!  

»»————-　★　————-««

I believe your answer is:  

The first question.

»»————-　★　————-««  

Here’s why:  

⸻⸻⸻⸻

⸻⸻⸻⸻

»»————-　★　————-««  

Hope this helps you. I apologize if it’s incorrect.  

Answer:

3rd option, 2√10

Step-by-step explanation:

x²=4×10

or, x=√(4×10)

or, x=2√10

Answer: C, 2√10

Step-by-step explanation:

=========================================================

Explanation:

We can prove this by contradiction.

Let's say

and

A+B = C

We'll show that a contradiction happens based on this.

If A is rational, then A = p/q where p,q are two integers. The q cannot be zero.

If C is rational, then C = r/s for some other integers. We can't have s be zero.

Note the following

A+B = C

B = C - A

B = r/s - p/q

B = qr/qs - ps/qs

B = (qr - ps)/qs

B = (some integer)/(some other integer)

This shows B is rational. But this is where the contradiction happens: We stated earlier that B was irrational. A number cannot be both rational and irrational at the same time. The very definition "irrational" literally means "not rational".

In short, I've shown that if A+B = C such that A,C are rational, then B must be rational as well.

The template is

rational + rational = rational

Therefore, we've shown that if A is rational and B is irrational, then C cannot possibly be rational. C is irrational.

Another template is

rational + irrational = irrational

Answer:

x=

[tex]x = \frac{2}{g - 3} [/tex]

explainion is shown in picture above. Hope this helps

Answer:

61

or

421

Step-by-step explanation:

Find the L.C.M. of 2,3,4,5,6 and add 1.

2| 2-3-4-5-6

-------------------  

2| 1-3-2-5-3

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

3| 1-3-1-5-3

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

5| 1-1-1-5-1

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

 | 1-1-1-1-1-1

L.C.M.=2×2×3×5=60

reqd. number=60+1=61

if i distribute between 2,3,4,5,6 people then reqd number is 61

if Mia is also among those people or she gets also share

then the people are2,3,4,5,6 or 7

L.C.M. of 2,3,4,5,6,7=60×7=420

so reqd number is 420+1=421

Answer:

A) (√3-√2)/(√3+√2)

Step-by-step explanation:

i think so

Answer:

Step-by-step explanation:

They are not wrong exactly. Their answers are just incomplete. They did not take the factoring process to it's end.

Victoria could pull out another three.

Rebecca could pull out another five.

The answer is 15(y + 2)

Answer:

because:  3(5y + 10)=15y+30 (Distributive property between addition and multiplication )

the same we have  5(3y + 6)=15y+30

Step-by-step explanation:

Answer:

4050 cubic feet

Step-by-step explanation:

We would break this figure down into the square pyramid on the top and the cube on the bottom.

Volume of the cube:

l*w*h

= 15*15*15

= 3375.

Volume of the square pyramid:

a^2*(h/3)

= 15^2*(9/3)

= 225*3

= 675

Now we add the two to get the final answer:

3375+675=4050

The figure is 4050 cubic feet.

I hope this helped! :D

Answer:

Step-by-step explanation:

Cube:

Volume = length x width x height

V = 15 * 15 * 15

(Simplified version): 15³

V = 3,375ft³

Triangle:

Volume = 1/2 * base * height * length

V = 1/2 * 15 * 9 * 15

V = 1,012ft³

Add them both up to get our answer

3,375ft³ + 1,102ft³

4,477ft³

Therefore the volume of the figure is 4,477ft³

Answer:

it already is in that form

y = 6x

technically Y = 6x + 0 could be the answer...

but in math we tend to not rite "obvious"  information

to reduce clutter and confusion

+1[tex]x^{1}[/tex] is technically correct but we drop the + sign for positive numbers

and also drop the exponent if it is a 1 ... similarly

+1[tex]x^{1}[/tex] + 0 + 0 + 0  would also be silly and we don't write the zeros

+1[tex]x^{1}[/tex] + 0 + 0 + 0 = x

Step-by-step explanation:

Answer:

x = -5

Step-by-step explanation:

A vertical line is a line that goes up and down.  It is of the form x = constant

To go through (-5,6) is has to have the value of the x coordinate

x = -5

Answer:

rounded to the nearest ten thousand

2,034,627

2,030,000

Answer:

n>-4

Step-by-step explanation:

8+n>4

n>4-8

n>-4

Answer:

-4

Step-by-step explanation

Subtract 8 from 4 to get -4.

N = -4

God Bless.

Answer:

10.8

Step-by-step explanation:

√(5-(-5))² + (8 -4)²

√10² + 4²

√100+16

√116 = 10.8

[tex]\\ \sf\longmapsto CD=\sqrt{(x_2-x_1)^2+(y_2-y_1)^2}[/tex]

[tex]\\ \sf\longmapsto CD=\sqrt{(5+5)^2+(8-4)^2}[/tex]

[tex]\\ \sf\longmapsto CD=\sqrt{(10)^2+(4)^2}[/tex]

[tex]\\ \sf\longmapsto CD=\sqrt{100+16}[/tex]

[tex]\\ \sf\longmapsto CD=\sqrt{116}[/tex]

[tex]\\ \sf\longmapsto CD=10.4[/tex]

Answer:

1(6+13mn+7m^2n^2)

Step-by-step explanation:

The coefficients and variables in this equation have a common factor of 1, therefore the equation will go back to it's original state if you use 1 as the common factor.

I hope this helps and sorry if am wrong

Answer:

g(5) = -1

Step-by-step explanation:

Let x = 5.

[tex]g(5)=-(5)+4\\g(5)=-5+4\\g(5)=-1[/tex]

Answer:

-1

Step-by-step explanation:

g(x)= -x+4

then substitute 5 on x

=-(5)+4=-1

Answer:

C

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

y = [tex]\frac{2}{3}[/tex] x + 1 ← is in slope- intercept form

with slope m = [tex]\frac{2}{3}[/tex]

Parallel lines have equal slopes , then

the slope of a parallel rail has slope = [tex]\frac{2}{3}[/tex]

The only equation with this slope is

y = [tex]\frac{2}{3}[/tex] x + 3 ← could represent the path of the second rail → C

Answer:

BC = 29.4

Step-by-step explanation:

30² = 20² + BC² -2•20•BC•cos(108)

900 = 400 +BC² -12.4•BC

900 -400 = BC² -12.4•BC

BC² -12.4•BC -500 = 0

Solve the equation using Bhaskara and you'll find two possible values for BC, which are:

BC = -17 and BC = 29.4

A negative number doesn't make sense because it is a side of a triangle, so we choose BC = 29.4

Answer:

x=5

Step-by-step explanation:

(5x+2)/3 = 9

Multiply each side by 3

(5x+2)/3 *3 = 9*3

5x+2 = 27

Subtract 2 from each side

5x+2-2 = 27-2

5x = 25

Divide by 5

5x/5 = 25/5

x =

9514 1404 393

Answer:

  D (compute the mean)

Step-by-step explanation:

A box plot is a visual representation of the 5-number summary of a set of data. It is plotted against a number line.

The 5-number summary of the data set is most easily determined from an ordered set of the data, so ordering the data is usually the first step. Since the 5-number summary is plotted against a number line, the next steps are finding the 5-number summary, and creating a suitable number line.

__

The business of adding the data and dividing by the number of data items is a description of computing the mean of the data. That value is not part of the 5-number summary, and is not needed in the creation of the box plot.

Answer:

c.8,625grams of flour

4a. X=12

Y=30

Z=60

Step-by-step explanation:

For c. , You have to convert the mixed numbers to fractions.

2¾ cups of flour= 2×4=8

8+3=11

Answer: 11/4 (11 over 4)

You multiply the 2 (whole number) by the 4 (bottom number) and then you get *8*

You then take the 8 (which was your answer) and add 3. This will give you 11

You take the 4 and use it as your denominator (bottom number) for the 11. So no need to find a denominator, because you just use the 4

For the fruit cake, she uses *1½* cups of flour more than carrot cake

Calculation:

1½ converted to an improper fraction= 1×2=2

2+1=3

Answer: 3/2 (3 over 2)

"Customer orders *3* carrot cakes and *4* fruit cakes

How many cups of flour are required to bake for the cakes ordered by the customer?"

11/4÷3= 8,25grams

3/2÷4= 0,375grams

8,25+0,375=8,625grams in total

*Feel free to correct me as I might be wrong!*

Answer:

Download gauthmath it will help Jesus loves you

Answer:

540°

Step-by-step explanation:

90 revolutions = 360°×90 = 32400°

32400° in 60 sec or 1 min

so, in 1 sec 32400/60 = 540°

Answer:

540°

Step-by-step explanation:  

90 revolutions = 360°×90 = 32400°  

=> 32400° in 60 sec or 1 min  

=> In 1 sec,

=> 32400/60 = 540°

Answer:

The probability of choosing a girl is 1/2.

The probability of choosing an A student who is a BOY is 5/28.

1/2 = 14/28, and 14/28 + 5/28 = 19/28. This can be simplified to 0.68

Thus, the answer is B. 0.68

Let me know if this helps!

The required probability of choosing a girl or an A student is 0.82. Option A   is correct.

Given that,
In a math class of 28 students, 14 boys and 14 are girls. On a unit test, 5 boys and 9 girls made an A grade.
A student is chosen at random from the class. What is the probability of choosing a girl or an A student is to be determined.

Probability can be defined as the ratio of favorable outcomes to the total number of events.

Total sample space = 28
Number of girls = 14
Number of boys = 14
Number of girls A grade student  = 9

probability of a girl = 14/28 = 0.5
probability of A grader girl  = 9 / 28 = 0.32
Now the probability of choosing a girl or an A grader girl student,
= 0.32 + 0.5
= 0.82

Thus, the required probability of choosing a girl or an A student is 0.82. Option A  is correct.

Learn more about probability here:

brainly.com/question/14290572

#SPJ5