Use the quadratic equation x2+4x+4=0 to answer the questions.
a: what is the discriminant of the quadratic equation?
b: based on the discriminant, which statement about the roots of the quadratic equation is correct?
select one answer for question a, and select one answer for question b.
b: there is one real root with a multiplicity of 2.
a: 0
b: there are two real roots.
a: −16
b: there are two complex roots.
a: 16

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.

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.

the radius is 2 times the diameter.

step-by-step explanation:

hi there!

step-by-step explanation:

a roof pitch is basically for every inch rise there is 12 inches run.

the height of the roof is also known as the rafter.

formula: rafter^2 = rise^2 + run^2

rafter^2 = 5^2 + 12^2

rafter^2 = 25 + 144

rafter ^2 = 169"^2

the height of the roof from the lowest point to the highest point is 169"^2.

hope this : )