Answer:
7 and 9
Step-by-step explanation:
Variables:
x = smaller number
y = larger number
We can set up two equations with the information given:
5x + 3y = 62
and
y = x + 2
We get the second equation with the information that the two numbers are consecutive and both odd. therefore the smaller number is two less than the larger number, and the larger number is two greater than the smaller number.
Next, we need to replace our y in the first equation with the y in the second:
5x + 3y = 62
5x + 3 (x+2) = 62
5x + 3x + 6 = 62
8x = 56
x (smaller number) = 7
Finally, we solve for the larger number by placing it back into the second equation:
y = x + 2
y = 7 + 2
y (larger number) = 9
I hope this helps!
-TheBusinessMan
Based on the table:
Honor students:
315/356 = 88.48% is the total number of people who got the
math class requested whereas
Non-honor students:
64/144 = 44.44% did not get the math class requested
So…
They will not have equal chance to get the math class they demanded,
if both percent’s were equal, it would be just. For honors students, 88% of
them will get the class they demanded, but for non honors students it's 44%.
Answer:
1
Step-by-step explanation:
The production cost of company 1 never gets below 340 (at x=20), found e.g., by equating the derived function to 0.
You can figure out that g(x) = 0.05x^2 -7x + 300, but you already know that company 1 has higher cost based on the example values for g(x).
↝ Form into 
where a > 0 (Optional)
↝ Multiply -1 for both sides.
↝ Then proceed with the Quadratic Formula.
x = [-b ± (√b²-4ac)]/2a ↝ Quadratic Formula
↝ As you can see that inside the square root, the numbers cannot be negative. Therefore, the solutions are imaginary.
↝ Solution with Real Numbers System ↝ There are no real solutions.
↝ Solution with Complex Number System ↝
Therefore, the answer for Complex Number System is (5±√7i)/2
