Mathematics, 10.12.2020 01:50 didraga777

A quadratic function models the graph of a parabola. The quadratic functions, y = x^2 and y = x^2 + 3, are modeled in the graphs of the parabolas shown below. Determine which situations best represent the scenario shown in the graph of the quadratic functions, y = x^2 and y = x^2 + 3. Select all that apply. From x = -2 to x = 0, the average rate of change for both functions is negative For the quadratic function, y = x^2, the coordinate (2, 3) is a solution to the equation of the function. The quadratic function, y = x^2 + 3, has an x-intercept at the origin The quadratic function, y = x^2, has an x-intercept at the origin From x = -2 to x = 0, the average rate of change for both functions is positive For the quadratic function, y = x^2 + 3, the coordinate (2, 7) is a solution to the equation of the function.

A quadratic function models the graph of a parabola. The quadratic functions, y = x^2 and y = x^2 +

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Answer from: Quest

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the given function is ,

$f(x) = 4 x^3 - 72 x^2 + 320 x,$

= $4x( x^2- 18 x + 80)\\\\ 4 x(x^2-10 x -8 x + 80) \\\\ 4 x[(x-10)(x-8)]$

the three roots of this quadratic function is , 0 ,8 and 10.all the roots are real and rational.

if a quadratic equation is of the form ,

$f(x) = a x^3+ b x^2 + c x+d,$

sum of the roots = a + b +c= 0+8+10=18= $\frac{-b}{a}$

product of roots taken two at a time = a b + b c+ c a = 0+80+0=80 = $\frac{c}{a}$

product of roots = a b c = 0= $\frac{d}{a}$

there are 11 doors in a hall starting from 0 to 11.the entry in the hall is permitted through gate number 0 and exit is allowed through only gate number 8 and 10.so, three roots(0,8,10) of quadratic function $f(x) = 4 x^3 - 72 x^2 + 320 x,$ is given by entry and exit route of this hall.

Answer from: Quest

first one because it can't have a fraction in it

step-by-step explanation:

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Answer from: Quest

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

Answer from: Quest

step-by-step explanation:

im pretty sure it's 4 beacsue 8/2 equals 4

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A quadratic function models the graph of a parabola. The quadratic functions, y = x^2 and y = x^2 +...

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