Answer:
7/18
Step-by-step explanation:
1/6 x 3 = 3/18
3/18 + 4/18 = 7/18
My Answer: The Coreolis effect is a phenomenon caused by the Earth's rotation that causes the trade winds' pattern of flowUse complete sentences to explain how global wind patterns such as the prevailing westerlies in the northern hemisphere would be impacted if the rotation of Earth stops. Without the Earth's rotation the westerlies would no longer be able to flow in opposition to the trade winds because nothing would defflect the tradewinds' direction at the equator<span>.</span>
Answer:
2 and 3/4
Step-by-step explanation:
The tiny lines between each inch is worth 1/4.
The answers would be 2.75 or 2 and 3/4 :)
It is important to note that the area of a square is equal to the length of one side raised to the power of 2.
the length of one side of the larger square is unknown-- let's call it x.
the length of one side of the smaller square can be expressed as x-3.
the area of the larger square is x².
the area of the smaller square is (x-3)².
if the sum of the areas is 149, so x²+(x-3)² = 149.
let's expand (x-3)². by "FOILing" that expression, you'll get that (x-3)² = x² -3x -3x +9, which is equal to x²-6x +9.
so x² + x² - 6x + 9 = 149
2x² - 6x + 9 = 149
Subtract each side by 9.
2x² - 6x = 140
factor out a 2. so 2(x² - 3x) = 140
divide both sides by 2. so x² - 3x = 70.
subtract both sides by 70. so x² - 3x - 70 = 0.
this can be written as (x-10)(x+7) = 0.
so x-10 = 0 and x+7 = 0.
so x = 10 and x = -7
we said that x is equal to the length of a side of the larger square, so the length of one side of the larger square can be 10 or -7. but when we're working with measurements, you cannot use a negative number (because you can't have something that is -7 inches long, that doesn't make any sense). so we're going to throw out the -7 and say that x = 10. so the larger square has a side length of 10 inches. we said that the length of a side of the smaller square is x-3, so the length of the smaller square's sides is 7 (which is 10-3).
Answer:
The graph is attached.
Step-by-step explanation:
- To help you to construct the graphic yourself, it is useful to find the roots of the equation (the values of x that make y=0). In this case, because we have a equation of grade three, we will find three roots.
- It is very simple to find the roots of this equation, just ask yourself: which values of x makes y=0?
- To find the three roots, we should equal y to zero and see what values of x respect the equality:
⇒
.
- will be true only under three values of x: x=1 (
, x=(-1)(
) and x=0 (
. - Finally, to know how to finish our graph, we should marked the roots in the x axis, we have four important intervals to analyse defined by our roots: (-∞, -1); (-1,0); (0;1) and (1,∞). We should check if the function takes possitive or negative values within this intervals, and this will give us an idea of how to join the different points defined by the roots.
- As an example, if we take x=-10 ( a number of the first interval), the function will take the value of y=-900. If we do this with others values of this interval we will notice that they are all negative, wich means that the function increases to reach y=0 at the point where x=-1.
- You can check points in the others intervals to see how you finally unite all the points and get the graph below.
