It has become somewhat fashionable to have students derive the Quadratic Formula themselves; this is done by completing the square for the generic quadratic equation ax2 + bx + c = 0. While I can understand the impulse (showing students how the Formula was invented, and thereby providing a concrete example of the usefulness of abstract symbolic manipulation), the computations involved are often a bit beyond the average student at this point.
Answer:
A. only II
Step-by-step explanation:
Mathematics calculus differentiates things into discrete and continuous. Discrete things have indivisible units, the example will be how many dogs in a village. There is no half dog, it's either one, two, etc. But the distance covered by train can be written as half miles, it's divisible unit.
The number of books and bracelets also discrete, thus the answer is A.
Quadratic formula: (-b +/- sqrt(b^2 - 4ac)) / 2a
a = 10
b = -1
c = 9
1 +/- sqrt((-1)^2 - 4(10)(9)) / 2(10)
1 +/- sqrt(1 - 360) / 20
x = 1 +/- sqrt(359i) / 20
Hope this helps!
I believe the answer is a 20% increase because 12-10 equals 2. there is a 2 record difference so 2 out of 10 is 1/5 of the whole, but you have to convert the numbers and 1/5 of the whole of 100 is 20. sorry if that didn’t make much sense
Answer:
If Q=2.1(R)+5, then it would be 2.1(5)+5=15.5 ?
Step-by-step explanation:
