Answer:
The student made an error during the distributive property in the second step where they multiplied 0.15 by -0.2 to equal -0.3 when it should have been -0.03.
Step-by-step explanation:

Answer:
5 <u>></u> c
Step-by-step explanation:
Answer:
a) |n -11| = 5
b) n ∈ {6, 16}
Step-by-step explanation:
The wording of the question is ridiculous. We assume it is intended to read, "The distance between two numbers is 5. One of the numbers is 11. What are the possibilities for the other?"
a) The distance between a number (n) and 11 can be written as ...
|n -11|
Since we want that distance to be 5, we can write the equation ...
|n -11| = 5
__
b) The equation resolves to two:
Adding 11 to both sides of both equations gives ...
The two solutions are n=6 and n=16.
_____
<em>Comment on the question statement</em>
Increasingly, we see curriculum materials written in Pidgin English or where the words have a meaning different from that understood by a native English speaker. It appears you are the lucky recipient of such materials, so must do occasional "interpretation". Here, it seems that "two time a number" is intended to mean "two numbers."
Answer:
<em>The coordinates of the vertex are (-1,-4).</em>
Step-by-step explanation:
<u>Equation of the Quadratic Function
</u>
The vertex form of the quadratic function has the following equation:

Where (h, k) is the vertex of the parabola that results when plotting the function, and a is a coefficient different from zero.
We are given the function:

We must transform the equation above by completing squares:
The first two terms can be completed to be the square of a binomial. Recall the identity:

Thus if we add and subtract 1:

Operating:

The trinomial in parentheses is a perfect square:

Adding 4:

Comparing with the vertex form of the quadratic function, we have the vertex (-1,-4).
The coordinates of the vertex are (-1,-4).