What are the key points on the graph of y=x^2−16x+28

? Name the vertex, x-intercepts, and y-intercept.(2 points)
vertex: (
)

(smaller) x-intercept: (
)

(larger) x-intercept: (
)

y-intercept: (
)

11 answers

To analyze the quadratic function \( y = x^2 - 16x + 28 \), we can identify the key points including the vertex, x-intercepts, and y-intercept.

  1. Vertex: The vertex of a quadratic equation in the form \( y = ax^2 + bx + c \) can be found using the formula: \[ x = -\frac{b}{2a} \] Here, \( a = 1 \) and \( b = -16 \): \[ x = -\frac{-16}{2 \times 1} = \frac{16}{2} = 8 \] To find the y-coordinate of the vertex, substitute \( x = 8 \) back into the equation: \[ y = 8^2 - 16(8) + 28 = 64 - 128 + 28 = -36 \] Thus, the vertex is: \[ \text{Vertex: } (8, -36) \]

  2. X-Intercepts: To find the x-intercepts, set \( y = 0 \): \[ 0 = x^2 - 16x + 28 \] We can use the quadratic formula \( x = \frac{-b \pm \sqrt{b^2 - 4ac}}{2a} \): Here, \( a = 1, b = -16, c = 28 \): \[ x = \frac{-(-16) \pm \sqrt{(-16)^2 - 4 \times 1 \times 28}}{2 \times 1} \] \[ = \frac{16 \pm \sqrt{256 - 112}}{2} \] \[ = \frac{16 \pm \sqrt{144}}{2} \] \[ = \frac{16 \pm 12}{2} \] Solving for the two values: \[ x = \frac{28}{2} = 14 \quad \text{and} \quad x = \frac{4}{2} = 2 \] Therefore, the x-intercepts are: \[ \text{Smaller x-intercept: } (2, 0) \] \[ \text{Larger x-intercept: } (14, 0) \]

  3. Y-Intercept: To find the y-intercept, set \( x = 0 \): \[ y = 0^2 - 16(0) + 28 = 28 \] Thus, the y-intercept is: \[ \text{Y-intercept: } (0, 28) \]

Putting this all together, we have:

  • Vertex: \( (8, -36) \)
  • Smaller x-intercept: \( (2, 0) \)
  • Larger x-intercept: \( (14, 0) \)
  • Y-intercept: \( (0, 28) \)
Use the image to answer the question.

A graph shows both the x-axis and y-axis, ranging from negative 10 to 10 in increments of 5. A line passes through the first, third, and fourth quadrants.

Which of the following ordered pairs is part of the solution set for the equation y=2.5x−2
?

Option #1: (−2,0)

Option #2: (2,5)

Option #3: (2,3)

(1 point)
Option #
is part of the solution set for the equation.
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To determine which of the ordered pairs is part of the solution set for the equation \( y = 2.5x - 2 \), we can substitute each option into the equation and see if it holds true.

Option #1: \((-2, 0)\)

Substituting \( x = -2 \): \[ y = 2.5(-2) - 2 = -5 - 2 = -7 \] This gives \( y = -7 \), which does not equal \( 0 \). So, \((-2, 0)\) is not a solution.

Option #2: \((2, 5)\)

Substituting \( x = 2 \): \[ y = 2.5(2) - 2 = 5 - 2 = 3 \] This gives \( y = 3 \), which does not equal \( 5 \). So, \((2, 5)\) is not a solution.

Option #3: \((2, 3)\)

Substituting \( x = 2 \): \[ y = 2.5(2) - 2 = 5 - 2 = 3 \] This gives \( y = 3 \), which does equal \( 3 \). So, \((2, 3)\) is a solution.

Conclusion

The correct answer is:

Option #3: (2, 3) is part of the solution set for the equation.

Tristan is in charge of cheerleading tryouts for their school. They need to pick 12 new cheerleaders to allocate across both the varsity and junior varsity squads. Which of the following is a viable solution?(1 point)
Responses

0 varsity cheerleaders and 12 junior varsity cheerleaders
0 varsity cheerleaders and 12 junior varsity cheerleaders

15 varsity cheerleaders and −3
junior varsity cheerleaders
15 varsity cheerleaders and negative 3 junior varsity cheerleaders

8 varsity cheerleaders and 8 junior varsity cheerleaders
8 varsity cheerleaders and 8 junior varsity cheerleaders

8 varsity cheerleaders and 4 junior varsity cheerleaders

To determine which option is a viable solution for picking 12 new cheerleaders to allocate across both the varsity and junior varsity squads, we need to look for combinations that sum to a total of 12 cheerleaders.

Let's analyze each option:

  1. 0 varsity cheerleaders and 12 junior varsity cheerleaders:
    \( 0 + 12 = 12 \) (This is a viable solution.)

  2. 15 varsity cheerleaders and -3 junior varsity cheerleaders:
    \( 15 + (-3) = 12 \) (While this mathematically adds up, it is not viable because you cannot have a negative number of cheerleaders.)

  3. 8 varsity cheerleaders and 8 junior varsity cheerleaders:
    \( 8 + 8 = 16 \) (This is not a viable solution because the total exceeds 12.)

  4. 8 varsity cheerleaders and 4 junior varsity cheerleaders:
    \( 8 + 4 = 12 \) (This is a viable solution.)

Conclusion

The viable solutions are:

  • Option 1: 0 varsity cheerleaders and 12 junior varsity cheerleaders
  • Option 4: 8 varsity cheerleaders and 4 junior varsity cheerleaders

Among the choices, if you have to select just one viable solution, you can choose either option 1 or option 4 based on the context; however, both are valid.

The Ramirez family is going to the space museum. Adult tickets are $15 and children’s tickets are $12. They want to spend a maximum of $150. Write a two-variable inequality to model this situation and determine the contextual constraints. Which of the following points is a viable solution?(1 point)
Responses

(3,4.5)
left parenthesis 3 comma 4.5 right parenthesis

(2,5)
left parenthesis 2 comma 5 right parenthesis

(10,5)
left parenthesis 10 comma 5 right parenthesis

(−3,5)

To model the situation with a two-variable inequality, let's define the variables:

  • Let \( x \) represent the number of adult tickets.
  • Let \( y \) represent the number of children's tickets.

The cost of adult tickets is $15 each, and the cost of children's tickets is $12 each. The family wants to spend a maximum of $150. Thus, the inequality that models this situation can be written as:

\[ 15x + 12y \leq 150 \]

Contextual Constraints:

  1. Non-negativity Constraints: Since they cannot purchase a negative number of tickets, we must have:
    • \( x \geq 0 \) (the number of adult tickets)
    • \( y \geq 0 \) (the number of children's tickets)

Evaluating the Points:

Now, let's evaluate each of the provided points to see if they satisfy the inequality \( 15x + 12y \leq 150 \):

  1. Point (3, 4.5): \[ 15(3) + 12(4.5) = 45 + 54 = 99 \] \[ 99 \leq 150 \quad \text{(True)} \]

  2. Point (2, 5): \[ 15(2) + 12(5) = 30 + 60 = 90 \] \[ 90 \leq 150 \quad \text{(True)} \]

  3. Point (10, 5): \[ 15(10) + 12(5) = 150 + 60 = 210 \] \[ 210 \leq 150 \quad \text{(False)} \]

  4. Point (−3, 5):

    • This point is not viable in the context because the number of adult tickets, \( -3 \), cannot be negative.

Conclusion:

The viable solutions from the choices given are:

  • (3, 4.5): is a viable solution.
  • (2, 5): is also a viable solution.

The point (10, 5) does not satisfy the inequality, and (−3, 5) is not a valid point due to having a negative number of tickets.

Thus, points (3, 4.5) and (2, 5) are viable solutions. If you need to select just one solution, you can choose either of those.

Solve the following system of equations using the elimination method.

2x+y=3.5
, −x+2y=2.5

(1 point)
(
,
)

To solve the following system of equations using the elimination method, we start with these two equations:

  1. \( 2x + y = 3.5 \)
  2. \( -x + 2y = 2.5 \)

Step 1: Align the equations.

The two equations are already aligned:

  • \( 2x + y = 3.5 \) (Equation 1)
  • \( -x + 2y = 2.5 \) (Equation 2)

Step 2: Adjust coefficients for elimination.

To eliminate \( y \), we can multiply the first equation by 2 so that the coefficients of \( y \) in both equations match:

Multiply Equation 1 by 2: \[ 2(2x + y) = 2(3.5) \implies 4x + 2y = 7 \] Now our new system of equations is:

  • \( 4x + 2y = 7 \) (Equation 3)
  • \( -x + 2y = 2.5 \) (Equation 2)

Step 3: Eliminate \( y \).

Now we can eliminate \( y \) by subtracting Equation 2 from Equation 3: \[ (4x + 2y) - (-x + 2y) = 7 - 2.5 \] This simplifies to: \[ 4x + 2y + x - 2y = 4.5 \] \[ 5x = 4.5 \]

Step 4: Solve for \( x \).

Now, divide both sides by 5: \[ x = \frac{4.5}{5} = 0.9 \]

Step 5: Substitute \( x \) back into one of the original equations to solve for \( y \).

Using Equation 1 (\( 2x + y = 3.5 \)): \[ 2(0.9) + y = 3.5 \] \[ 1.8 + y = 3.5 \] Subtract 1.8 from both sides: \[ y = 3.5 - 1.8 = 1.7 \]

Final Solution:

The solution to the system of equations is: \[ (x, y) = (0.9, 1.7) \]

So, the final answer is: \[ (0.9, 1.7) \]

Use the image to answer the question.

Four points and two intersecting lines are plotted on a coordinate plane. The x and y axes range from negative 5 to 10 in unit increments, labeled at every 5 units.

Which of the points on the graph is a solution for the simultaneous inequalities y>4x−2
and y≥−13x+2
? Enter the x-value followed by the y-value.

(1 point)
(
,
)
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To determine which point on the graph is a solution for the simultaneous inequalities \( y > 4x - 2 \) and \( y \geq -13x + 2 \), we need to analyze the inequalities and the corresponding lines.

  1. Understanding the inequalities:

    • The line \( y = 4x - 2 \) has a slope of 4 and a y-intercept of -2. The inequality \( y > 4x - 2 \) indicates the area above this line (not including the line itself due to the strict inequality).
    • The line \( y = -13x + 2 \) has a slope of -13 and a y-intercept of 2. The inequality \( y \geq -13x + 2 \) indicates the area above this line (including the line itself due to the non-strict inequality).
  2. Finding points:

    • We evaluate each point plotted on the graph to see if it satisfies both inequalities.
    • Inequality 1 (for \( y > 4x - 2 \)): Substitute the x-value of the point into the equation \( 4x - 2 \) to find the corresponding y-value. The point must have a y-value greater than this result to satisfy the inequality.
    • Inequality 2 (for \( y \geq -13x + 2 \)): Likewise, substitute the x-value of the point into the equation \( -13x + 2 \) to find the corresponding y-value. The point must have a y-value greater than or equal to this result.

Example Evaluation

Since I don't have the specific points plotted on the graph, I suggest evaluating each plotted point using the inequalities as described above.

  1. Check each point against:
    • \( y > 4x - 2 \)
    • \( y \geq -13x + 2 \)

Once you have the correct point that satisfies both inequalities, please provide the coordinates, and I can confirm which point is valid. If you have specific points in mind, just let me know!