Rhyming scheme of "It rains, and the wind is never weary" is AABBA. Option (b) is correct.
What do you mean by Scheme?A scheme is a well-organized plan for carrying out an action, particularly one that is dishonest or unlawful but will benefit you.
He paints his feelings and the storm raging around him as dark and gloomy in the poem's opening lines. The weather/depression cannot be avoided. He displays a yearning for the past, his youth, and possibly the dreams he had at that time.
He addresses his heart directly in the final verse, imploring it to calm down and accept what is happening. There will always be days when things seem more hopeless; that is just a fact of life.
Therefore, These quintains use the straightforward rhyme system AABBA, switching up the end sounds from stanza to stanza. Rain falls, but the wind never stops.
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Which statements are true about the graph of function f?
= logr
The graph has a domain of {x|0 < x < ∞o} and approaches 0 as x decreases.
The graph has a range of {yl-co < y < ∞o} and decreases as x approaches 0.
The graph has a range of {y0 < y < ∞o} and decreases as x approaches 0.
The graph has a domain of {|-∞ < x < ∞o} and approaches 0 as x decreases.
Reset
Next
Statement 1 : The graph has a domain of [tex]{x|0 < x < ∞o}[/tex]and approaches 0 as x decreases.
Statement 2 : The graph has a range of [tex]{yl-co < y < ∞o}[/tex] and decreases as x approaches 0.
What is a Logrithmic Function ?The opposite of an exponential function is a logarithmic function. A log function and an exponential function both use the same base. An exponent is a logarithm. f(x) = bx is how the exponential function is expressed. The formula for the logarithmic function is f(x) = log base b of x.
The common logarithm, abbreviated log x, is the base-10 logarithm. The natural logarithm, abbreviated ln x, is the logarithm with base e. Positive real numbers (0, ) make up the domain of logarithmic functions with definitions of the form f(x)=logb x, whereas all real numbers (0,∞ ) make up the range (-∞, ∞).
Therefore, all positive real numbers are the domain of logx, or x ∈ (0,∞) when expressed symbolically.
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In AQRS, QS is extended through point S to point T,
m/QRS = (x+8)°, m/RST = (4x +11)°, and
m/SQR = (x+13)°. Find m/RST.
The measure of the ∠ RST if, In Δ QRS, QS is extended through point S to point T, a measure of the ∠ QRS = (x + 8)°, m ∠ RST = (4x + 11)°, and m ∠ SQR = (x + 13)°, is 31°.
What is triangle?One of the fundamental shapes in geometry is represented by the symbol Δ and consists of three connected vertices, known as a triangle.
Given:
In Δ QRS, QS is extended through point S to point T, a measure of the ∠ QRS = (x + 8)°, m ∠ RST = (4x + 11)°, and m ∠ SQR = (x + 13)°,
Calculate the value of x as shown below,
∠ RST = ∠ SQR + ∠ QRS (Using exterior angle theorem)
4x + 11 = x + 13 + x + 8
4x - x - x = 13 + 8 - 11
2x = 10
x = 5
Calculate the measure of ∠ RST as shown below,
∠ RST = 4 × 5 + 11
∠ RST = 20 + 11
∠ RST = 31°
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plssss help (correct answers only and explaintion)
Answer:
The y intercept of the line is 2
Step-by-step explanation:
y intercept means where the line crosses the y axis which is at the value 2
Choose the fraction that is equivalent to a terminating decimal between 0.25 and 0.50.
Multiple choice question.
A)
13
B)
49
C)
720
D)
1325
The fraction that is equivalent to a terminating decimal between 0.25 and 0.50 is given as follows:
C. 7/20.
How to convert a fraction to a decimal number?A fraction is represented by the division of a term x by a term y, such as in the equation presented as follows:
Fraction = x/y.
The terms that represent x and y are listed as follows:
x, which is the top term of the fraction, is called the numerator.y, which is the bottom term of the fraction, is called the denominator.Hence the conversion from fraction to decimal for each item in this problem is given as follows:
1/3 = 0.3333, which is a non-terminating decimal.4/9 = 0.4444, which is a non-terminating decimal.7/20 = 0.35, which is a terminating decimal between 0.25 and 0.50.13/25 = 0.52, which is a terminating decimal, however is not between 0.25 and 0.50.This means that the correct option is given by option C.
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In construction, floor space must be planned for stair cases. If the vertical distance between the first and second floors it's 3.6 m and a contractor is using the standard step pattern of 28 cm wide for 18 cm high and how many steps are needed to get the first to the second floor and how much linear distance will be needed for the staircase? What is the length of the railing that would be attached to these stairs?
To find the linear distance needed for the staircase, you can multiply the number of steps by the width of each step. The length of the railing that would be attached to these stairs would be 7.6m.
What is a linear distance?3.6 m / (18 cm / 100 cm/m) = 20 steps
20 steps * 28 cm/step = 560 cm = 5.6 m
5.6 m + 2 m = 7.6 m.
The distance between the two specified sites or objects is the linear measurement. Therefore, we may define length as "the total distance measured between an object's outermost left and right ends in the aforementioned system of units." utilizing tape to gauge a banana's length. The length is around 5 inches. Children can measure nearby things such as a pencil, a shoe, a remote control, a toy vehicle, and a spoon using tools like a ruler and tape.
The example that follows shows how to measure the length of a screwdriver by placing a ruler against it. Place the item and ruler such that the ruler's tip is at "0" to get the length. To determine the object's overall length, make a mark with a number at the end.
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Which equation is equivalent to /x2+81=x+10
Answer:
Step-by-step explanation:
x² + 81= x² + 20x + 100 · Polynomial.
The equation is x^2-x+71=0
1/2 of a quart equals how many gallons
what is the summation of 5+5+6+7
Answer:
The summation of 5+5+6+7 is 23.
Let Y1, Y2,...Yn denote a random sample size n from a population with a uniform distribution on the interval (0,θ). Consider Y(1)=min(Y1, Y2,...Yn), the smallest order statistic. First derive E(Y(1)). Find a multiple of Y(1) that is an unbiased estimator for θ.
Answer:
Step-by-step explanation:
line h passes through point (3,3) and this is perpendicular to the graph of y=3/2x-4 line j is parallel to line h and passes through point (-6,-3) what is the equation in slope intercept form of line j?
The equation of line j in the form of slope intercept is " y = -2/3x - 24".
What is the Slope of the line?The definition of a line's slope commonly referred to as its gradient is the degree of steepness or the direction of a line in a coordinate plane. Given the equation of a line or the coordinates of points along the line, there are various ways to determine slope.
Given, line h passes through the point (3,3) and this is perpendicular to the graph of a y=3/2x-4 line
the slope of the line which is perpendicular to another line = -1/m
thus the equation of the line h is y = -2/3x + c
Since this line goes through Coordinate (3,3) this will satisfy the equation
Substituting the values in the equation, c = 15
thus the equation of line h is y = -2/3x +15
also given, line j is parallel to line h and passes through the point (-6,-3)
the slope of the line which is parallel to another line = m
thus the equation of the line j is y = -2/3x + c
Since this line goes through Coordinate (-6,-3) this will satisfy the equation
Substituting the values in the equation, c = -24
thus the equation of line h is y = -2/3x -24
Therefore, "Y = -2/3x - 44" is the slope-intercept version of the equation for line j.
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PLEASE HELP ASAP
A. Describe the difference between the remainder theorem and the factor theorem
B. Using long division or synthetic division divide a polynomial function above the binomial (x-3)
C. Interpret what the solution means and how you know
D. Identify all X intercepts of the Polynomial function
A. The remainder theorem states that the value of f(a) is equal to the remainder for any polynomial f(x) when divided by the binomial x-a. The factor theorem states that (x-a) is a factor of f(x) and vice versa if a is a zero of a polynomial f(x).
B. Using long division method the quotient is x^2+2x-35.
C. The polynomial x^2+2x-35 has degree 2.
D. The x-intercepts of x^3-x^2-41x+105 are (-7,0), (3,0), and (5,0).
What are polynomials?
The word "polynomial" is derived from the Greek words "poly" and "nominal," which combined translate to "many phrases." There is no limit to the number of terms that can exist in a polynomial.
A. According to the Remainder Theorem, long polynomial division yields some polynomial q(x) when the polynomial p(x) is divided by some linear factor x-a. It can be stated as follows-
p(x)/x-a=q(x)+r(x)
A polynomial can be factored and its roots can be discovered using the factor theorem. The polynomial remainder theorem is a special instance of this one.
The factor theorem states that if f(x) is a polynomial of degree n>=1 and f(a)=0, then (x-a) is a factor of f(x). If f(x) is a polynomial and f(a)=0, where an is the root, then (x-a) is a factor of f(x).
B. Using the long division method the quotient obtained after dividing x^3-x^2-41x+105 by x-3 is x^2+2x-35.
C. The solution obtained is also a polynomial of degree 2. This is known as the highest or greatest power of a variable in a polynomial equation is referred to as the degree of the polynomial. The degree denotes the polynomial's highest exponential power.
D. The x-intercept(s), if they exist, are of the form (a,0) where x=a is a real solution to f(x)=0.
Plot the graph for the polynomial - x^3-x^2-41x+105.
Therefore, x-intercepts are found to be (-7,0), (3,0), and (5,0).
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Anton thinks that glucose is a reactant of photosynthesis, but his classmate Jamila disagrees. Who is correct, and why?
Anton is correct because glucose is a substance that is present before the chemical reaction of photosynthesis takes place.
Anton is correct because glucose is a substance that is formed from the chemical reaction of photosynthesis.
Jamila is correct because glucose is a product, not a reactant, of photosynthesis.
Jamila is correct because glucose is not involved in the chemical reaction of photosynthesis.
Answer:
C. Jamila is correct because glucose is a product, not a reactant, of photosynthesis.
Step-by-step explanation:
Photosynthesis is a process that occurs in plants and some other organisms in which energy from sunlight is used to convert carbon dioxide and water into glucose (a sugar) and oxygen. In this process, carbon dioxide and water are the reactants, and glucose and oxygen are the products. Therefore, Anton is incorrect and Jamila is correct because glucose is a product of photosynthesis, not a reactant.
1. In the square pyramid below, line segment AB is parallel to line segment
The line segment AB in the square pyramid is parallel to the base side
What is a Square PyramidA square pyramid is a three-dimensional shape with a square base and four triangular faces that meet at an apex. It is a type of polyhedron with five faces, a square base, and four triangular faces that meet at the top.
In this problem, the line segment AB is only parallel to the base side.
The base side of a square pyramid is the length of one side of the square base of the pyramid in which they are all equal to one another.
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A car is traveling at a speed of 60 miles per hour. How far will the car travel
in 3 hours? (multiply x)
The car will cover a distance of 180 miles in three hours.
We know that,
s = d/ t
or d = s* t
Where, s = speed
d = distance
t = time
According to the question,
speed of the car (s) = 60 miles/ hour
Time taken (t) = 3 hours
Distance travelled (d) = s * t
= 60miles/ hour * 3 hours
= 180 miles
Hence, the distance traveled by car in 3 hours is 180 miles.
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what's the answer to this?
Answer:
1/2
Step-by-step explanation:
If you look at the numbers , you will see y = 1/2x Answer: 1/2
Answer:
1/2
Step-by-step explanation:
y2-y1 3-2
------- ------
x2-x1 6-4 =1/2
Which expression is equivalent to
O
O
0443
O√45
112
314
2
2
?
Answer:
✓2^5
Step-by-step explanation:
use the concept of indixes.
so;
By the power rule;
= (2^1/2)^2 *(2^3/4)^2
=2*(2^3/2)
2^(1+3/2)
2^5/2
✓2^5.
The value of solution of the expression is,
⇒ [tex]\sqrt{2^{5} }[/tex]
What is an expression?Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.
Given that;
The expression is,
⇒ [tex](2^{1/2} * 2^{3/4} )^{2}[/tex]
Now, We can simplify as;
⇒ [tex](2^{1/2} * 2^{3/4} )^{2}[/tex]
⇒ [tex](2^{(5/4) } )^{2}[/tex]
⇒ [tex](2^{5/2} )[/tex]
⇒ [tex]\sqrt{2^{5} }[/tex]
Thus, The value of solution of the expression is,
⇒ [tex]\sqrt{2^{5} }[/tex]
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melissa needs an overall grade of at least 85 in Algebra 1 to continue to Geometry next year. Her first trimester grade was a 72 and her second trimester was a 93. Write an inequality that can be used to find out what grade Melissa needs in the third trimester.
The inequality that can be used to find out what grade Melissa needs in the third trimester is x ≥ 90. She needs at least 90.
How to calculate the inequality?Inequalities are simply created through the connection of two expressions. In this case, it should be noted that the expressions in an inequality are not always equal. Inequalities implies that the expressions are not equal. Here, they are denoted by the symbols ≥ < > ≤.
Let the grade be represented by x. This will be:
= (72 + 93 + x) / 3 ≥ 85
165 + x / 3 ≥ 85
165 + x ≥ 255
Collect the like terms
x ≥ 255 - 165
x ≥ 90
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could someone help me please im stuck. thank you very much
A compound inequality for the given statement "a number is less than 24 or greater than 35" include the following:
x < 24.
x > 35.
What are the rules for writing an inequality?In Mathematics, there are four major rules that are used for writing and interpreting an inequality or compound inequality that are plotted on a graph and these include the following:
The circle on a number line should be shaded when the inequality symbol is (≥ or ≤).The circle on a number line should not be shaded (open) when the inequality symbol is (> or <).When the arrow points to the left on a number line, the inequality is either (≤ or <).When the arrow points to the right on a number line, the inequality is either (≥ or >).Assuming the unknown number is represented by the variable x, the required compound inequality would be written as follows;
Number less than 24 ⇒ x < 24.
Number greater than 35 ⇒ x > 35.
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help would be greatly appreciated :)
Michelle worked for at least 11 hours.
How to calculate the inequality?An inequality in mathematics is a relation that compares two numbers or other mathematical expressions in an unequal way. On the number line, size comparisons between two numbers are typically conducted.
The idea of inequality, which is the state of not being equal, especially in terms of status, rights, and opportunities1, is at the core of social justice theories. However, because it frequently has diverse meanings to different people, it is prone to misunderstanding in public discourse. However, some distinctions are universal.
given,
tips per day = $15
hourly rate=$9
total earnings =#110
h is the number of hours work
The equation is 9h+15[tex]\geq[/tex]110
To find the hours worked:
9h+15[tex]\geq[/tex]110
9h[tex]\geq[/tex]110 - 15
9h[tex]\geq[/tex]95
h[tex]\geq[/tex]10.55
Therefore h must at least be 11
since Michelle worked for at least 11 hours.
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Really need help please
The quotient is 33x-8 and the remainder is 44.
What is quotient?
In arithmetic, a quotient is described as a quantity produced by the division of two numbers.
The quotient has widespread use throughout mathematics, and is commonly referred to as the integer part of a division, or as a fraction or a ratio.
The result of dividing 23-2-11x-8 by x+1 using synthetic division is:
23 | -2 -11x -8
x+1 | 23 21 11x
44 33x-8
I conclusion, synthetic division is also an arithmetic method for manually performing Euclidean division of polynomials, with less writing and fewer calculations than long division.
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Functions f(4) determine what f(x)=40
By using the table for the function f(x), we will see that:
f(4) = 74
f(6) = 40
How to find the values?Here we have a table for the function f(x), first we want to find f(4).
So we need to find x = 4 on the table (the first row of the table) and the value right below will be the value of f(4), there we can see that the value is:
f(4) = 74
Now we want to find:
f(x) = 40
So we want to find the value of x such that when we evaluate f(x) on it, it is equal to 40.
So we need to find 40 on the second row, and the value that is above it will be the value of x.
We can see that for x = 6:
f(6) = 40
Then here the answer is x = 6.
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Natalie took a math quiz last week.There were 65 problems on the quiz and Natalie answers 20% of them correctly. How many problems did Natalie get correct ?
Answer:
13 problems
Step-by-step explanation:
20% is 1 part of 5; 1/5
1/5 times 65 is the same as 65 ÷ 5
65÷5=13
find the coordinates of the midpoint of MN with endpoints M = (2, 3) and N = (2, 9)
Answer:
[tex](2, 6)[/tex]
Step-by-step explanation:
Midpoint Formula:The midpoint can be thought of as drawing a line between two points and then going half-way along that line, wherever that point is, is the midpoint. The vertical and distance will be cut in half.
I attached a diagram which I will be referring to in this explanation.
The main takeaway, is we have a formula, or at least somewhat of a formula:
[tex]\text{midpoint} = (x_1 + \frac{\text{horizontal distance}}{2}, y_1 + \frac{\text{vertical distance}}{2})[/tex]
But if you look at the graph, you'll notice, the vertical and horizontal distance are simply the difference in x and y values.
[tex]\text{horizontal distance} = x_2 - x_1\\\text{vertical distance} = y_2 - y_1[/tex]
This means we can substitute something into the equation.
[tex]\text{midpoint} = (x_1 + \frac{x_2-x_1}{2}, y_1 + \frac{y_2-y_1}{2})[/tex]
Now we could directly use this equation, but we can also simplify a bit, which we can do by rewriting the following: [tex]x_1\to \frac{2x_1}{2}, y_1 \to \frac{2y_1}{2}[/tex]
[tex]\text{midpoint} = (\frac{2x_1+x_2-x_1}{2},\frac{2y_1+y_2-y_1}{2})[/tex]
combining like values, you get:
[tex]\text{midpoint}=(\frac{x_1+x_2}{2}, \frac{y_1+y_2}{2}})[/tex]
And now we have a convenient formula we can use for this problem, which is the midpoint formula.
Applying the Midpoint Formula:Now all that's left to do, is plug in x and y values, and since we're adding values, the order does not matter.
[tex]\text{midpoint} = (\frac{2+2}{2},\frac{3+9}{2})\to (2, 6)[/tex]
so the answer is: [tex](2, 6)[/tex]
4. Two student groups are working on the school yearbook. They printed two batches of pages on a printer in the computer lab. The table below shows the number of pages printed by each group and the time needed to print the pages. Time in Seconds (x) 30 20 Number of Pages (y) 150 130 Write ratios for the two print jobs in the form . Do the data represent a proportional relationship? Explain.
Answer:
The ratio for the first print job is 150/30 = 5 pages per second.
The ratio for the second print job is 130/20 = 6.5 pages per second.
Since the ratios are different, the data do not represent a proportional relationship. In a proportional relationship, the ratio between two variables remains constant.
Step-by-step explanation:
The Area of a rectangle is 5/6 decimal 96 m if the length and 16 m what is the width
The width of the rectangle if The Area of the rectangle is 5/6 decimal 96 m, and the length is 16 m, is 1 / 2 decimal 6 m.
What is a rectangle?An enclosed 2-D shape called a rectangle has four sides, four corners, and four right angles (90°). A rectangle has equal and parallel, opposite sides. Since a rectangle is a two-dimensional form, it has two dimensions: length and width. The rectangle's longer side is its length, while its shorter side is its breadth.
Given;
The Area of a rectangle is 5/6 decimal 96 m,
the length and 16 m,
Area = 5 / 6 + 96
Area = 0.83 + 96
Area = 96.83
Area = 16 × width
96.83 = 16 × width
width = 96.83 / 16
width = 6.05
Thus, the width of the rectangle is 6.05 m or 6 and 1 / 2 m.
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24+8k using Distributive Property.
By using the distributive property, we can rewrite the expression as:
24 + 8k = 8*(3 + k)
How to rewrite the expression?The distributive property can be written as:
C*(A + B) = C*A + C*B
Now we have the expression:
24 + 8k
And we want to rewrite it by using the distributive property, to do so we need to identify the common factor.
We can rewrite the expression as:
24 + 8k
8*3 + 8k
Then we can take 8 as a common factor, then:
8*3 + 8k = 8*(3 + k)
That is the expression rewritten.
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Chang added some chlorine to the water in the pool . The chlorine evaporated at a fixed rate every week. The table below shows the amount of chlorine f(n), in ounces, that was left in the pool after n weeks
The function that best shows the relationship between n and f(n) is;
f(n) = 24(0.5)ⁿ⁻¹
How to solve function tables?The function table below that shows the amount of chlorine is;
n 1 2 3 5
f(n) 24 12 6 3
Where f(n) is the amount in ounces, that was left in the pool after n weeks:
We can see that the value of f(n) is decreasing as n increases from the table.
Due to the fact that f(n) does not have common difference. Let us attempt tp see if it has a common ratio;
12/24 = 0.5
6/12 = 0.5
3/6 = 0.5
Using the formula for the nth term of a geometric progression is;
aₙ = arⁿ⁻¹
Where;
a represents the first term = 24
r represents the common ratio = 0.5
Thus, the equation of the function is;
f(n) = 24(0.5)ⁿ⁻¹
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How many more 41+ year olds have a preference for Enterprise Content Management in comparison to 18-25 year olds (as a %)?
The solution is Option B.
The percentage increment in the preference for Enterprise Content Management is given by the equation A = 366 %
What is Percentage Error?The difference between an exact value and an approximation to it is the approximation error in a data value. Either an absolute error or a relative error might be used to describe this error.
Percentage error is the difference between the measured value and the true value , as a percentage of the true value
Percentage Error = [ ( | Measured Value - True Value | ) / True Value ]x 100
Given data ,
Let the percentage increment be represented as A
Now , the equation will be
The number of 41+ year olds having a preference for Enterprise Content Management = 3,215
The number of 18-25 year olds having a preference for Enterprise Content Management = 690
So , the difference in number of preference = 3,215 - 690
On simplifying the equation , we get
The difference in number of preference = 2,525
And , the percentage increase A = ( difference in number of preference / number of 18-25 year olds having a preference for Enterprise Content Management ) x 100
Substituting the values in the equation , we get
The percentage increase A = ( 2525/690 ) x 100
The percentage increase A = 3.659 x 100
The percentage increase A = 366 %
Therefore , the value of A is 366 %
Hence , the percentage increment is 366 %
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A rectangular box has dimensions 3' x 5' x 3' increasing each dimension of the box by the same amount use a new box with volume six times the old use the calculator to find out how much each dimension of the original box was increased to create a new box
Each dimension increased by 2.86 ft.
Given that A rectangular box has dimensions 5 ft by 3 ft by 3 ft
What is the volume of the rectangular box?The volume of the rectangular box = l × w × h , where l , w , h are its dimensions
∵ l = 5 ft , w = 3 ft , h = 3 ft
∴ Its volume = 5 × 3 × 3 = 45 ft³
Since Each dimension of the box is increasing by the same amount to yield a new box
Let each dimension will increase by x ft
∴ The new dimensions are l = (5 + x) , w = (3 + x) , h = (3 + x)
The volume of the new box is six times the old
The volume of the old box is 45 ft³
∴ The volume of the new box = 6 × 45 = 270 ft³
∵ The volume of new box = (5 + x)(3 + x)(3 + x)
∴ (5 + x)(3 + x)(3 + x) = 270
x³+11x²+39x+45=270
Subtract 270 from both sides.
x³+11x²+39x+45−270=270−270
x³+11x²+39x−225=0
Use cubic formula.
x=2.860717
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URGENT!! ILL GIVE
BRAINLIEST!!!! AND 100
POINTS!!!
Answer:
Step-by-step explanation:
around 24 meters
