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Solve. High school pre-cal

Oliga [24]

Answer:

<em>Answer: Quadrant 4</em>

Step-by-step explanation:

<u>Graph of Functions </u>

Let's analyze the function

$\displaystyle y=\frac{x^2+3x}{x+1}$

To better understand the following analysis, we'll factor y

$\displaystyle y=\frac{x(x+3)}{x+1}$

For y to have points in the first quadrant, at least one positive value of x must produce one positive value of y. It's evident that any x greater than 0 will do. For example, x=1 will make y to be positive in the numerator and in the denominator, so it's positive

For y to have points in the second quadrant, at least one negative value of x must produce one positive value of y. We need two of the factors that are negative. It can be seen that x=-2 will make y as positive, going through the second quadrant.

For the third quadrant, we have to find at least one value of x who produces a negative value of y. We only need to pick a value of x that makes one or all the factors be negative. For example, x=-4 produces a negative value of y, so it goes through the third quadrant

Finally, the fourth quadrant is never reached by any branch because no positive value of x can produce a negative value of y.

Answer: Quadrant 4

8 0

3 years ago

Find the angles a, b, c and d.

Alborosie

A=180-79= 101°

B=75°

C=83°

D=101°

6 0

3 years ago

Read 2 more answers

2 to the power of 3+7+6÷2 BDMAS PLEASE HELP GUYS SCHOOL IN 30 MINUTES

chubhunter [2.5K]

Answer:

10.5

Step-by-step explanation:

Break the problem down into small parts:

2 to the power of 3= 8

8+7+6=

15+6=21

21/2

21 divided by 2 is 10.5

Hope this helps!

7 0

2 years ago

The sketch shows the distance three runners travel during a race. Describe what occurs at times A,B,C and D. In what order do th

goldfiish [28.3K]

Answer:

Notice that the distance is in the y-axis, and the time in the x-axis.

First, let's see what happens in the four points:

A) You can see that in point A, the steepness of the line increases, this means that the speed of the runner increases in that point.

B) In this point, the runner that increased his/her speed in point A crosses the graph of another runner, this means that they are at the same distance to the end and at the same time.

C) In this point again two runners are at the same distance and the same time, and we also can see that the runer that increased his/her speed at point A, now has reached the end of the race (because his line stops increasing, wich means that he/she already finished the race)

D) The las runner finishes the race at point D.

Then the first runner that finishes the race is the one with the shorter graph (shorter graph means that he ran for less time than the others, wich means that he/she finished first)

The last runner is the one that finished at point D,

The middle one finishes right after the point C.

6 0

3 years ago

Please help i put a picture below

PSYCHO15rus [73]

Answer:

Step-by-step explanation:

This is not nearly as threatening and scary as I first thought it was. You must be in the section in Geometry where you are taught that perimeter of similar figures exist in a one-to-one relationship while areas of similar figures exist in a squared-to-squared relationship. We will use that here.

The area formula for a regular polygon is

$A=\frac{1}{2}ap$ where a is the apothem and p is the perimeter. We are first asked for the area of the polygon, but it would make more sense to find the perimeter first, since we need it to find the area.

P = 5(8) so

P = 40

We are given that the area of the triangle inside that polygon is 22.022 units squared. Knowing that the area formula for a triangle is

$A=\frac{1}{2}bh$ we can sub in what we know and solve to find the height:

$22.022=\frac{1}{2}(8)h$ and

22.022 = 4h so

h = 5.5055 units

It just so happens that the height of that triangle is also the apothem of the polygon, so now we have what we need to find the area of the polygon:

$A=\frac{1}{2}(5.5055)(40)$

which gives us an area of

A = 110.11 units squared.

Here is where we can use what we know about similar figures and the relationships between perimeters and areas. We will set up a proportion with the smaller polygon info on top and the larger info on bottom. We know that the larger is 3 times the smaller, so the ratio of smaller to larger is

$\frac{s}{l}:\frac{1}{3}$

Since perimeter is one-to-one and we know the perimeter of the smaller, we can create a proportion to solve for the perimeter of the larger:

$\frac{s}{l}:\frac{1}{3}=\frac{40}{x}$

Cross multiply to get that the perimeter is 120 units. You could also have done this by knowing that if the larger is 3 times the size of the smaller, then the side measure of the larger is 24, and 24 * 5 = 120. But we used the way we used because now we have a means to find the area of the larger since we know the area of the smaller.

Area exists in a squared-to-squared relationship of the perimeter which is one-to-one. If the perimeter ratio is 1:3, then the area relationship is

$\frac{s}{l}:\frac{1^2}{3^2}$ which is, simplified:

$\frac{s}{l}:\frac{1}{9}$

Since we know the area for the smaller, we can sub it into a proportion and cross multiply to solve for the area of the larger.

$\frac{s}{l} :\frac{1}{9} =\frac{110.11}{x}$

A of the larger is 990.99 units squared

5 0

3 years ago