Brian is solving an equation where both sides are quadratic expressions. he graphs the expressions and finds that the two graphs share a common vertex, but one graph opens upward and the other opens downward. how should brian interpret this outcome?

a. there is exactly one intersection point.
b. there are exactly two intersection points.
c. there are exactly three intersection points.
d. there are infinitely many intersection points.

You have learned about the six trigonometric functions, their definitions, how to use them, and how to represent them graphically. the sine, cosine, and tangent trigonometric functions can be paired with their reciprocal functions, cosecant, secant, and cotangent, respectively. think about how each function is related to its reciprocal function.how are the graphs of the reciprocal functions related to their corresponding original functions? what happens to the graphs of the reciprocal functions as x approaches the zeros of the original functions? describe how you would teach friends with different learning styles (visual-spatial, aural-auditory, verbal-linguistic, physical-bodily-kinesthetic, logical-mathematical, social-interpersonal, and solitary-intrapersonal) how to graph the reciprocal functions