The new cost of the dress on sale given the original price is $122
PercentageOriginal cost = $200New cost = 61% of original price
= 61/100 × $200
= 0.61 × 200
New cost = $122
Therefore, the new cost of the dress is $122
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What is the equation of the line through the origin and (-2,3)?
Step-by-step explanation:
[tex]algenbraic[/tex]
Prove the following trigonometric identities
Answer:
Greetings !
check the attachment above☝️ but i haven't done the second question wait a moment. thx
Determine S9 of the series where a=6 and r=2
Hi
arithmetic serie mean that to change from a rank to an other, you add "r"
So : if 6 is S1, and 2 is pace,
then you need 8 hops to go from S1 to S9.
so you 'r going to add the reason 8 times.
so : S9 = 6 + 8 * 2 = 6 + 16 = 22
conclusion : S9 = 22
Please help Urgent
1. Explain the steps to use coordinates in calculating the perimeter and area of polygons? Explain your procedure when working with diagonal sides and irregular shapes on the coordinate plane.
2. Explain how the distance formula and slope formula are used to classify various quadrilaterals and triangles.
The way to use the distance formula to classify quadrilateral include:
Use the distance formula to measure the lengths of the sides.Use the slope to check whether the sides are perpendicular and form right angles.Use the slope to check whether the diagonals are perpendicular to eachHow to illustrate the information?The steps to calculate the perimeter and area of a polygon:
Step 1: Plot the given points on the graph.
Step 2: Connect the points and identify the figure.
Step 3: Determine lengths by counting the grid lines.
Step 4: Use a formula to calculate the perimeter and area if one exists.
Step 5: If there are no formulas for a figure, the perimeter can be calculated by summing the lengths of the sides. We might estimate the area without an area formula by counting the number of small squares enclosed.
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What is the volume, measured in cubic centimeters, of the box below? Do not
include units in your answer.
5 cm
4 cm
3 cm
Answer:
v =L× b×h
=5× 4×3
=60 cubic centimeter
A conjecture and the paragraph proof used to prove the conjecture are shown. Given: angle 2 is congruent to angle 3. Prove: angle 1 and angle 3 are supplementary. A horizontal line. Two rays extend from upper region of the line diagonally down to the left and right and intersect the line forming interior angles labeled as 2 and 3 and an exterior angle labeled as 1. Drag an expression or statement to each box to complete the proof. Put responses in the correct input to answer the question. Select a response, navigate to the desired input and insert the response. Responses can be selected and inserted using the space bar, enter key, left mouse button or touchpad. Responses can also be moved by dragging with a mouse. ∠1 and ∠2 form a linear pair, so ∠1 and ∠2 are supplementary by the Response area. Therefore, m∠1+ Response area = 180° by the definition of supplementary. It is given that ∠2≅ Response area, so m∠2=m∠3 by the Response area. By substitution, m∠1+m∠3=180°, so ∠1 and ∠3 are supplementary by the definition of supplementary. angle congruence postulatelinear pair postulatem∠2m∠3∠3∠2
The fill up of the missing points are:
∠1 and ∠2 form a linear pair, so ∠1 and ∠2 are supplementary by the Linear Postulate theorem. Therefore, m∠1+m∠2 = 180° by the definition of supplementary. It is given that ∠2≅ ∠3, so m∠2=m∠3 by the Congruence Postulate theorem. By substitution, m∠1+m∠3=180°, so ∠1 and ∠3 are supplementary.What is the angles about?Using the image attached, one can see that m<1 and m<2 creates a kind of linear pair hence one can say they are both supplementary using the law of LINEAR POSTULATE THEOREM.
Based on the fact that the supplementary angles add up to 180 degrees, therefore:
m<1 + m<2 = 180 - will be equation 1
Since the interior angles m<2 and m<3 are known to be equal based on the CONGRUENCE POSTULATE THEOREM. Therefore
m<2 = m<3 --- will be equation 2
Then place eqn. 2 into eqn. 2
m <1 + m <3 = 180
This connote that m<1 and m<3 are supplementary.
Hence, The fill up of the missing points are:
∠1 and ∠2 form a linear pair, so ∠1 and ∠2 are supplementary by the Linear Postulate theorem. Therefore, m∠1+m∠2 = 180° by the definition of supplementary. It is given that ∠2≅ ∠3, so m∠2=m∠3 by the Congruence Postulate theorem. By substitution, m∠1+m∠3=180°, so ∠1 and ∠3 are supplementary.Learn more about the angle from
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Please help with this
Answer: Circle lines
Step-by-step explanation:
Hopefully the attached image helps, it is a diagram of all the labeled lines on a circle excluding the radius (BG or GE)
Which expression does this graph illustrate?
Answer:
D
Step-by-step explanation:
The red line starts with a filled in circle that mean that the number -12 is included. The graph is saying that x can be -12 or any number above -12. The line under the > is telling you that 12 is included.
can someone please help me
The trigonometric values are:
[tex]cos(\frac{3\pi}{4})=\frac{1}{\sqrt{2} } \\\\sin(\frac{3\pi}{4})=\frac{1}{\sqrt{2} }[/tex]
Values of trigonometric identities:The given trigonometric identities are:
[tex]cos(\frac{3\pi}{4} )\\\\sin(\frac{3\pi}{4})[/tex]
Note that:
[tex]\pi=180^o\\\\\frac{3\pi}{4}=135^0[/tex]
Therefore, using the calculator for the given expressions:
[tex]cos(\frac{3\pi}{4})=cos135^0=\frac{1}{\sqrt{2} } \\\\sin(\frac{3\pi}{4})=sin135^0=\frac{1}{\sqrt{2} }[/tex]
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x+2/3 - x+1/5 = x-3/4 - 1
Answer:
x = 157/60
Step-by-step explanation:
x + 2/3 - x + 1/5 = x - 3/4 - 1
x - x - x = -2/3 - 1/5 - 3/4 - 1
-60x/60 = -40/60 - 12/60 - 45/60 - 60/0
-60x = -40 - 12 - 45 - 60
-60x = -157
x = -157/-60
x = 157/60
157/60 + 2/3 - 157/60 + 1/5 = 157/60 - 3/4 - 1
2/3 + 1/5 = 157/60 - 3/4 - 1
40/60 + 12/60 = 157-60 - 45/60 - 60/60
40 + 12 = 157 - 45 - 60
52 = 157 - 105
What is the value of the discriminant for the quadratic equation zero equals 2x^2+x-3
Discriminant for the quadratic equation [tex]2x^2+x-3=0[/tex] is [tex]d=25[/tex]
How to find the d Discriminant of the quadratic equation ?
We know that the standard quadratic equation
[tex]ax^2+bx+c=0[/tex]
Discriminant of the equation is [tex]d=b^2-4ac[/tex]
Equation given in the question is
[tex]2x^2+x-3=0[/tex]
So we can find the values of [tex]a,b,c[/tex]
[tex]a=2\\b=1\\c=-3[/tex]
Substitute the values
[tex]d=1^2-4*2*(-3)\\d=1+24\\d=25[/tex]
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When solving an equation, Anne's first step is shown below. Which property justifies
Anne's first step?
The justification used is multiplicative property of equality because both sides are multiplied by the same value
Solving linear equationsGiven the expression below
-1/3(4x^2 - 3) - 3 = 5x^2 - 2
We are to determine the justification by Anne to get the step 2 as shown
(4x^2 - 3) - 3 = -3(5x^2 - 2)
Expand
(4x^2 - 3) - 3 = -15x^2 + 6
Hence the justification used is multiplicative property of equality because both sides are multiplied by the same value
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Which system of inequalities is shown?
O A. y
y< 4
) B. y>x
y > 4
O C. y>x
y < 4
y > 4
Answer:
y < x
y < 4
Step-by-step explanation:
Dotted line means < or >, and since the shaded region is below the lines y = 4 and y = x, the answer is A.
Analyze the diagram below and complete the instructions that follow. (7x - 3) (12x -7) Solve for x.
Answer:
Step-by-step explanation:
(7x-3)(12x-7)
we are solving for x and we are multiplying.
we start with the x's 7x*12x= 84x
-3*-7=21
so now we have
84x+21=0
the 0 is a placer for answering the question
we minus 21 to both sides
84x=-21
now we divide
84/-21= -4
x=-4
NEED HELP PLEASE!!!!!
What is c−1(x) given c(x)=x3−5?
A. c−1(x)= ∛x+5
B. c−1(x)= ∛x+x
C. c−1(x)= ∛x- ∛5
D. c−1(x)= ∛x-5
Answer: A
Step-by-step explanation:
Let c(y)=x.
[tex]\implies x=y^3 -5\\\\x+5=y^3\\\\y=\sqrt[3]{x+5}\\\\c^{-1}(x)=\sqrt[3]{x+5}[/tex]
Please someone helpp
Due to length restrictions, we cannot summarize the results of the three parts about the quadratic equations of the form x² + b · x + c = 0. We kindly invite to check the explanation for further details.
How to apply algebra properties to solve quadratic equations of the form x² + b · x + c = 0In this question we have several exercises with quadratic equations of the form x² + b · x + c = 0 and, to be more exactly, quadratic equations with the following characteristics:
x² - (r₁ + r₂) · x + r₁ · r₂ = 0 (1)
Please notice that the first grade coefficient is equal to the inverse of the sum of the two roots and the zero grade coefficient is the product of the two coefficients.
Now we proceed to resolve all the points:
Part I
a) (x + 17) · (x + 1) = x² + 18 · x + 18, r₁ = - 17, r₂ = - 1
b) (x + 5) · (x + 4) = x² + 9 · x + 20, r₁ = - 5, r₂ = - 4
c) (x - 11) · (x - 1) = x² - 12 · x + 11, r₁ = 11, r₂ = 1
d) (x - 18) · (x - 2) = x² - 20 · x + 36, r₁ = 18, r₂ = 2
Part II
a) x² - 12 · x + 27
b) (x + 4) · (x + 8)
c) (x - 5) · (x - 7)
d) (x - 4) · (x - 5)
Part III
a) (x - 18) · (x + 3) = x² - 15 · x - 54
b) (x + 18) · (x + 3) = x² + 21 · x + 54
c) (x + 18) · (x - 3) = x² + 15 · x - 54
d) (x - 18) · (x - 3) = x² - 21 · x + 54
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f(x) = x^2 + 4x + 20 find the real roots. take your time if you want :)
Answer:
No real roots
[tex]x = -2 + 4i, x = -2 - 4i[/tex]
Step-by-step explanation:
Hello!
We can solve the quadratic by using the Quadratic Formula.
Standard form of a Quadratic: [tex]ax^2 + bx + c = 0[/tex]
Quadratic Equation: [tex]x = \frac{-b\pm\sqrt{b^2 - 4ac}}{2a}[/tex]
Given our Equation: [tex]f(x) = x^2 + 4x + 20[/tex]
a = 1b = 4c = 20Set the equation to 0 and solve using the formula.
Solve[tex]x = \frac{-b\pm\sqrt{b^2 - 4ac}}{2a}[/tex][tex]x = \frac{-4\pm\sqrt{4^2 - 4(1)(20)}}{2(1)}[/tex][tex]x = \frac{-4\pm\sqrt{16 - 80}}{2}[/tex][tex]x = \frac{-4\pm\sqrt{-64}}{2}[/tex][tex]x = \frac{-4\pm8i}{2}[/tex][tex]x = -2 + 4i, x = -2 - 4i[/tex]There are no real roots to the quadratic.
Loc can mow his entire lawn in 20 minutes; Loc's roommate Reza needs 30 minutes to mow the entire lawn. If Loc starts mowing at 1:00, mows for five minutes and then Reza starts to help with his own mower, at what time will they finish mowing the lawn
Loc and Reza together will finish the entire mowing process on the lawn at 1:14 p.m.
Calculation of total mowing time takenLoc mow the total area in 20 mins.
So, his pace is 1 lawn / 20 minutes or 1/20th of a lawn each minute.
Reza's pace is 1 lawn / 30 minutes, or 1/30th of a lawn each minute because he can mow the grass in that amount of time.
Reza joins Loc after he has been mowing for 5 minutes. He can mow 1/20th of the grass in these 5 minutes, which is 5/20th of the lawn =1/4th lawn
There is currently just
1-1/4=3/4 of the lawn left to complete.
We may construct the following equation by assuming that they mow together for x mins:
1/20x + 1/30x = 3/4 [amount done by Loc + Reza = total amount]
⇒(3x+2x)/60x = 3/4
⇒5x/60 = 3/4
⇒x/12= 3/4
⇒4x=36
⇒x= 9 mins
So, when they collaborate, they can complete the lawn in 9 minutes.
Hence, Loc mows alone for 9+5 mins = 14 mins
Therefore, it is concluded that starting at 1 p.m they finish the mowing at 1:14 p.m.
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Simplify. Show work.
3² x 5 + 4 =
Answer:
49
Step-by-step explanation:
[tex]3^{2} *5+4[/tex]
= [tex]9*5+4[/tex] Simplify the exponents.
= [tex]45+4[/tex] Multiplication.
= 49 Addition.
Answer:
49
Step-by-step explanation:
1. Whenever there is an exponent, we solve that first. 3^2 is 9.
2. In an equation, multiplication, and division is first, and since there is no division in the equation, we do the multiplication first. 9 x 5 is 45.
3. We finish by adding 4 to 45, which is 49.
Write the following Arithmetic Sequence using an Explicit Formula: a1 = 14 ,an = an-1 – 6 A.) an = 6 – 14(n – 1)
B.) an = 14 – 6(n – 1)
C.) an = 6 + 14(n – 1)
D.) an = 14 + 6(n – 1)
The explicit formula for the sequence is an = 14-6(n-1)
Arithmetic sequenceThis are sequence that has. a common difference that is the difference between the preceding and sthe explicit formula for the sequence is an = 14-6(n-1) is equal.
Given the following
a1 = 14
an = an-1 - 6
The nth term of the sequence is expressed as:
An = a+(n-1)d
an = 14+(n-1)(-6)
an = 14 -6n + 6
an = 14-6(n-1)
Hence the explicit formula for the sequence is an = 14-6(n-1)
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Solve this please!!!
Answers:
i) [tex]\sf (x + 2)(x+ 3)[/tex]
ii) [tex]\sf \left(3x+1\right)\left(3x+2\right)\left(9x^2+9x-16\right)[/tex]
Factorize expression's:
i.
[tex]\sf (x + 1)^2 + 3(x + 1) + 2[/tex]
apply perfect square and distributive method
[tex]\sf (x^2 + 2(x)(1) + 1^2) + 3x + 3 + 2[/tex]
expand
[tex]\sf x^2 + 2x + 1 + 3x + 3 + 2[/tex]
collect like terms
[tex]\sf x^2 + 2x + 3x + 3 + 2 + 1[/tex]
add/subtract like terms
[tex]\sf x^2 + 5x + 6[/tex]
breakdown
[tex]\sf x^2 + 3x + 2x+ 6[/tex]
factor common term
[tex]\sf x(x + 3) + 2(x+ 3)[/tex]
collect into groups
[tex]\sf (x + 2)(x+ 3)[/tex]
ii.
[tex]\sf (9x^2 + 9x - 4)(9x^2 + 9x - 10) - 72[/tex]
breakdown
[tex]\sf (9x^2 + 12x - 3x - 4)(9x^2 + 15x - 6x - 10) - 72[/tex]
factor common term
[tex]\sf (3x(3x + 4) -1( 3x + 4)) ( (3x(3x + 5)- 2(3x +5) )- 72[/tex]
collect like terms
[tex]\sf (3x -1)( 3x + 4) (3x- 2)(3x +5) - 72[/tex]
expand
[tex]\sf 81x^4+162x^3-45x^2-126x-32[/tex]
factor
[tex]\sf \left(3x+1\right)\left(3x+2\right)\left(9x^2+9x-16\right)[/tex]
Answer:
[tex]\textsf{1.} \quad (x+3)(x+2)[/tex]
[tex]\textsf{2.} \quad (3x+1)(3x+2)(9x^2+9x-16)[/tex]
Step-by-step explanation:
Question 1
[tex]\textsf{Given expression}: \quad(x+1)^2+3(x+1)+2[/tex]
[tex]\textsf{Let }u=(x+1) \implies u^2+3u+2[/tex]
[tex]\textsf{To factor }\:\:u^2+3u+2:[/tex]
Rewrite the middle term as u + 2u:
[tex]\implies u^2+u+2u+2[/tex]
Factorize the first two terms and the last two terms separately:
[tex]\implies u(u+1)+2(u+1)[/tex]
Factor out the common term (u+1):
[tex]\implies (u+2)(u+1)[/tex]
Replace [tex]u[/tex] with [tex](x+1)[/tex] :
[tex]\implies (x+1+2)(x+1+1)[/tex]
Simplify:
[tex]\implies (x+3)(x+2)[/tex]
Question 2
[tex]\textsf{Given expression}: \quad (9x^2+9x-4)(9x^2+9x-10)-72[/tex]
Expand:
[tex]\implies 9x^2(9x^2+9x-10)+9x(9x^2+9x-10)-4(9x^2+9x-10)-72[/tex]
[tex]\implies 81x^4+81x^3-90x^2+81x^3+81x^2-90x-36x^2-36x+40-72[/tex]
Collect like terms:
[tex]\implies 81x^4+81x^3+81x^3-90x^2+81x^2-36x^2-90x-36x+40-72[/tex]
Combine like terms:
[tex]\implies 81x^4+162x^3-45x^2-126x-32[/tex]
Use the Factor Theorem:
If f(x) is a polynomial, and f(a) = 0, then (x – a) is a factor of f(x).
[tex]\begin{aligned}\implies f \left(-\dfrac{1}{3}\right) & =81\left(-\dfrac{1}{3}\right)^4+162\left(-\dfrac{1}{3}\right)^3-45\left(-\dfrac{1}{3}\right)^2-126\left(-\dfrac{1}{3}\right)-32\\ & = 1-6-5+42-32\\ & = 0\end{alilgned}[/tex]
Therefore (3x + 1) is a factor.
[tex]\begin{aligned}\implies f \left(-\dfrac{2}{3}\right) & =81\left(-\dfrac{2}{3}\right)^4+162\left(-\dfrac{2}{3}\right)^3-45\left(-\dfrac{2}{3}\right)^2-126\left(-\dfrac{2}{3}\right)-32\\ & = 16-48-20+84-32\\ & = 0\end{alilgned}[/tex]
Therefore (3x + 2) is a factor.
Therefore:
[tex]\implies f(x)=(3x+1)(3x+2)(ax^2+bx+c)[/tex]
Compare the coefficient of x⁴ and the constant to find a and c:
[tex]\implies 3 \cdot 3 \cdot a=81 \implies a=9[/tex]
[tex]\implies 2c=-32 \implies c=-16[/tex]
Therefore:
[tex]\implies f(x)=(3x+1)(3x+2)(9x^2+bx-16)[/tex]
Expand:
[tex]\implies f(x)=81x^4+(81+9b)x^3-(126-9b)x^2-(144-2b)x-32[/tex]
Compare the coefficient of x³ to find b:
[tex]\implies 81+9b=162 \implies b=9[/tex]
Therefore, the fully factorized expression is:
[tex]\implies (3x+1)(3x+2)(9x^2+9x-16)[/tex]
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The greatest question: what is the square root of nine. i don't know the answer:)
3 is the square root of nine.
The square root of a number is the factor that we can multiply by itself to get that number. The symbol for square root is \sqrt{ } square root of, end square root . Finding the square root of a number is the opposite of squaring a number.
To find the fraction square root, first, find the square root of the numerator and then find the square root of denominator. After finding the square root values, simplify the fraction. For example, √(4/16), can be written as √4/√16.
(3)^2 = 9
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(2x+5/60-95x-3/30=3/2
Answer:
x = -0.01685
(Is the equation written correctly? This feels like a very unfortunate number)
Step-by-step explanation:
(2x+5/60-95x-3/30=3/2
2x+(5/60)-95x-(3/30)=3/2
2*(2x+(5/60)-95x-(3/30))=3 [Multiply both sides by 2]
4x+(10/60)-190x-(6/30))=3
(2/30)-186x-(6/30))=3 [Simplify]
-186x-(4/30)=3
-186x=3+(4/30)
-186x=(90/30)+(4/30)
x = (94/30)/(-186)
x = -0.01685
Use the box-and-whisker plots to determine which statements are true.
The true statements are :
the average monthly temperatures of New Orleans are not as varied as that of Indianapolis.
The median of the average monthly temperatures of New Orleans is equal to the upper quartile of the average monthly temperature of Indianapolis.
What are the true options?
A box plot is used to study the distribution and level of a set of scores. The box plot consists whiskers. The whiskers represents the minimum and maximum scores.
On the box, the first line to the left represents the lower (first) quartile. The next line on the box represents the median. The third line on the box represents the upper (third) quartile.
Range for New Orleans = 85 - 50 = 35
Range for Indianapolis = 75 - 25 = 50
Median for New Orleans = 70
Upper quartile for Indianapolis = 70
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Let your dependent variable in the function be y. Write the function that models the independent variable in terms of y, using logarithms.
Function: [tex]f(x)=2.56(1.04)^x[/tex]
The function that models the independent variable, x, in terms of y, is:
[tex]x = ln(\frac{y}{2.56})/ln(1.04)[/tex]
How to write the independent variable in terms of y?
Here we have the relation:
[tex]y = 2.56*(1.04)^x[/tex]
We want to write x in terms of y, so we just need to isolate x.
We have:
[tex]\frac{y}{2.56} = (1.04)^x[/tex]
Now we can apply the natural logarithm in both sides, so we get:
[tex]ln(\frac{y}{2.56}) = ln((1.04)^x)\\\\ln(\frac{y}{2.56}) = ln((1.04))*x[/tex]
Now we can just isolate x.
[tex]x = ln(\frac{y}{2.56})/ln(1.04)[/tex]
That is the function that models the independent variable, x, in terms of y.
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A submarine model starts at 8 m above the bottom of the pool. It gradually goes down at a rate of 1\2 m\s
a) Graph the relation on the grid provided. Label the axes.
b) Write an equation to represent the relation.
Pleasee
The equation that represents the relation is y = 8 - 0.5x
How to graph the relation?The given parameters are:
Start = 8m
Rate = 1/2 m/s
The linear equation that represents the submarine movement is:
y = Start - Rate * x
This gives
y = 8 - 1/2 * x
Evaluate
y = 8 - 0.5x
Hence, the equation that represents the relation is y = 8 - 0.5x
See attachment for the graph
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If WX= 82 cm, find the length of YZ. (OV = 9cm and OV is perpendicular to YZ)
The length of the measure of YZ is 80cm
Perpendicular linesPerpendicular lines are lines that are at angle 90 degrees to each other. From the given diagram;
WX = 82cm
Required
Length. of YZ
Using the pythagoras theorem
YV = VZ = √41²-9²
YV = VZ = √1600
YV = VZ = 40
Since YZ = YV + VZ
YZ = 40cm + 40cm
YZ= 80cm
Hence the length of the measure of YZ is 80cm
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Quincy uses the quadratic formula to solve for the values of x in a quadratic equation. He finds the solution, in simplest radical form, to be x
Since the value of the discriminant (-19) < 0, no real solution(s)/root(s) exist for the equation. Thus, we can choose the first option:
"Zero, because the discriminant is negative".
A quadratic equation is a polynomial of degree 2, in a single variable x.
The standard form of a quadratic equation is ax² + bx + c = 0.
The quadratic formula is used to find the solution(s)/root(s) of this equation.
The quadratic formula is:
[tex]x = \frac{-b \pm \sqrt{b^2 - 4ac} }{2a}[/tex]
In this formula, [tex]b^2-4ac[/tex] is called the discriminant (D).
The solution(s)/root(s) of the equation, depends on this discriminant value as follows:
When D > 0, the roots of the equation are real and distinct.When D = 0, the roots of the equation are real and equal.When D < 0, then no real roots exist.In the question, we are given that the simplest form of Quincy's equation in the radical form was,
[tex]x = \frac{-3 \pm \sqrt{-19} }{2}[/tex].
Comparing this to the quadratic formula,
[tex]x = \frac{-b \pm \sqrt{b^2 - 4ac} }{2a}[/tex]
we get the discriminant (D) = -19.
Since the value of the discriminant (-19) < 0, no real solution(s)/root(s) exist for the equation. Thus, we can choose the first option:
"Zero, because the discriminant is negative".
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For complete question, refer to the attachment.
Six cards with the numbers 1 to 6 are randomly placed face down on a table. what is the probability that a card with a 4 is chosen?
Answer:
P(draw 4) = 1/6
Step-by-step explanation:
Six cards means: n(s) = 6
Quick please!!
What’s the distance between the following points?
Answer:
answer is 6^2 × 6^2 = squate root 72
distance equals 8.485
Answer:
6[tex]\sqrt{2}[/tex] ≈ 8.49 units
Step-by-step explanation:
calculate the distance d using the distance formula
d = [tex]\sqrt{(x_{2}-x_{1})^2+(y_{2}-y_{1})^2 }[/tex]
with (x₁, y₁ ) = (2, - 3 ) and (x₂, y₂ ) = ( 8, - 9 )
d = [tex]\sqrt{(8-2)^2+(-9-(-3))^2}[/tex]
= [tex]\sqrt{6^2+(-9+3)^2}[/tex]
= [tex]\sqrt{36+(-6)^2}[/tex]
= [tex]\sqrt{36+36}[/tex]
= [tex]\sqrt{72}[/tex]
= [tex]\sqrt{36(2)}[/tex]
= [tex]\sqrt{36}[/tex] × [tex]\sqrt{2}[/tex]
= 6[tex]\sqrt{2}[/tex] units ← exact length
≈ 8.49 units ( to 2 dec. places )