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Tpy6a [65]
3 years ago
9

Arnold is planning on painting a mural. Before painting the mural, Arnold painted the picture on a paper that is 5 inches wide a

nd 11 inches tall. Arnold is using a scale in which 12 inch represents 1 foot to paint the mural.
How wide and tall will the actual mural be?

Drag and drop the height and width of the actual mural into the boxes.
Mural Height Mural Width
2.5 ft5.5 ft10 ft22 ft
Mathematics
1 answer:
sukhopar [10]3 years ago
5 0

Answer:

0.42 ft

0.92 ft

Step-by-step explanation:

Width of mural on painting = 5 inches

Height of mural on painting = 11 inches

12 inches of the painting represents 1 foot of the mural

1 inch of the painting represenets \dfrac{1}{12} foot of the mural.

5\ \text{inches}=5\times \dfrac{1}{12}=0.42\ \text{ft}

11\ \text{inches}=11\times\dfrac{1}{12}=0.92\ \text{ft}

The width of the mural is 0.42 ft and height of the mural is 0.92 ft.

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At East Middle School, there are 58 left-handed students and 609 right-handed students. The numbers of left- and right-handed st
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<u>Answer:</u>

C. Left-handed: 48, Right-handed: 504

D. Left-handed: 30, Right-handed: 315

<u>Step-by-step explanation:</u>

We are given that there are 58 left-handed students and 609 right-handed students at East Middle School and these numbers of students are proportional to the number of left and right handed students at East Middle School.

Given the above information, we are are to determine which two options could be the the numbers of left-handed and right-handed students at West Junior High.

Ratio of right handed to left handed students at East Middle School = \frac{609}{58} = 10.5

Checking for ratios of the given options:

A. \frac{483}{42} =11.5

B. \frac{378}{28} =13.5

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D. \frac{560}{56} =10

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The first term is,  x2  its coefficient is  1 .

The middle term is,  +8x  its coefficient is  8 .

The last term, "the constant", is  +17

Step-1 : Multiply the coefficient of the first term by the constant   1 • 17 = 17

Step-2 : Find two factors of  17  whose sum equals the coefficient of the middle term, which is   8 .

     -17    +    -1    =    -18

     -1    +    -17    =    -18

     1    +    17    =    18

     17    +    1    =    18

Observation : No two such factors can be found !!

Conclusion : Trinomial can not be factored

Equation at the end of step

1

:

 x2 + 8x + 17  = 0

STEP

2

:

Parabola, Finding the Vertex:

2.1      Find the Vertex of   y = x2+8x+17

Parabolas have a highest or a lowest point called the Vertex .   Our parabola opens up and accordingly has a lowest point (AKA absolute minimum) .   We know this even before plotting  "y"  because the coefficient of the first term, 1 , is positive (greater than zero).

Each parabola has a vertical line of symmetry that passes through its vertex. Because of this symmetry, the line of symmetry would, for example, pass through the midpoint of the two  x -intercepts (roots or solutions) of the parabola. That is, if the parabola has indeed two real solutions.

Parabolas can model many real life situations, such as the height above ground, of an object thrown upward, after some period of time. The vertex of the parabola can provide us with information, such as the maximum height that object, thrown upwards, can reach. For this reason we want to be able to find the coordinates of the vertex.

For any parabola,Ax2+Bx+C,the  x -coordinate of the vertex is given by  -B/(2A) . In our case the  x  coordinate is  -4.0000  

Plugging into the parabola formula  -4.0000  for  x  we can calculate the  y -coordinate :

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or   y = 1.000

Parabola, Graphing Vertex and X-Intercepts :

Root plot for :  y = x2+8x+17

Axis of Symmetry (dashed)  {x}={-4.00}

Vertex at  {x,y} = {-4.00, 1.00}  

Function has no real rootsvSolving   x2+8x+17 = 0 by Completing The Square .

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Now the clever bit: Take the coefficient of  x , which is  8 , divide by two, giving  4 , and finally square it giving  16

Add  16  to both sides of the equation :

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  x2+8x+16  =

  (x+4) • (x+4)  =

 (x+4)2

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then, according to the law of transitivity,

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We'll refer to this Equation as  Eq. #2.2.1  

The Square Root Principle says that When two things are equal, their square roots are equal.

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Subtract  4  from both sides to obtain:

  x = -4 + √ -1

In Math,  i  is called the imaginary unit. It satisfies   i2  =-1. Both   i   and   -i   are the square roots of   -1

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