Morgan had 11 inches of snow on her lawn. The temperature then increased and the snow began to melt at a constant rate of 1.5 inches per hour. Assuming no more snow was falling, how much snow would Morgan have on her lawn 2 hours after the snow began to melt? How much snow would Morgan have on her lawn after tt hours of snow melting?
Answer:
two hours after the snow started melting, the depth of the snow would be 8 inches.
Step-by-step explanation:
The melting can be represented by a linear function of the snow depth (D(t)) as a function of time (t). We consider that the initial value is: 11 inches deep at time = 0 (zero). and then decreasing at a rate of 1.5 inches per hour (that is a negative slope = -1.5).
[tex]D(t)=11-1.5\,t[/tex]
Therefore, 2 hours after the snow started melting, one would have:
[tex]D(2)=11-1.5\,(2)=11-3=8\,\,inches[/tex]
WILL GIVE BRAINLIEST A rocket is launched vertically from the ground with an initial velocity of 64. Write a quadratic function that shows the height, in feet, of the rocket t seconds after it was launched. Graphon the coordinate plane.
Answer:
[tex]h=64t-4.9t^{2}[/tex]
Please refer to the attached graph.
Step-by-step explanation:
Given that
Initial velocity of rocket = 64 and is launched vertically.
To find:
Quadratic equation in time to represent the height of rocket in feet.
Solution:
Unit of initial velocity is not given in the question statement, let the velocity be in feet/second only.
Initial velocity, u = 64 feet/s
The acceleration will be = -g because it is going opposite to gravitational force so it will be negative acceleration motion (speed will be decreasing) so -g will be the acceleration.
Formula for distance traveled is given as:
[tex]s=ut+\dfrac{1}{2}at^2[/tex]
Here Let us represent s by 'h'
a = -g = 9.8 m/[tex]s^2[/tex]
Let us put the known values in the formula:
[tex]h=64t+\dfrac{1}{2}(-9.8)t^2\\\Rightarrow h =64t-4.9t^2[/tex]
It is a quadratic equation, the equation represents the graph of a parabola.
Please refer to the attached graph.
Value of height is 0 at 0 second and ~13 seconds
Which way would you choose to solve 3/x=6/14 ?
Explain your reasoning.
Answer:
I'd cross multiply to solve this equation.
Step-by-step explanation:
Since we have a fraction where we're finding a ratio:
[tex]\frac{3}{x} = \frac{6}{14}[/tex],
I'd find it easiest to cross multiply. This is because we are finding an equivalent to a ratio, so cross multiplication works best here.
Let's solve it.
[tex]14\cdot 3 = 42\\42\div6=7[/tex]
x = 7
Hope this helped!
Which expressions are equivalent
Answer:
Options (B) and (C)
Step-by-step explanation:
The given expression is [tex](d^{\frac{1}{8}})^5[/tex]
By simplifying this expression,
[tex](d^{\frac{1}{8}})^5[/tex]
= [tex](\sqrt[8]{d})^{5}[/tex]
Option (B)
Similarly,
[tex](d^{\frac{1}{8}})^5[/tex]
= [tex]d^{\frac{5}{8}}[/tex]
= [tex](d^{5})^{\frac{1}{8}}[/tex]
Option (C)
Therefore, Options (B) and (C) will be the correct options.
1. In triangle ABC. A-54.2° B=71.5º, a=12 4cm. Find b
Answer:
13
Step-by-step explanation:
The value of a family's home, in Camrose AB, is given by the following exponential function f(x), where x is the number of years after the family purchases the house for $130,000. What is the best estimate for the instantaneous rate of change in the value of the home when the family has owned it for 5 years?
f(x) =130000(1.06)^x
Answer:
$173,969Step-by-step explanation:
Given the value of a family's home, in Camrose AB, given by the following exponential function f(x) = 130000(1.06)^x, where x is the number of years after the family purchases the house for $130,000. In order to calculate the best estimate for the instantaneous rate of change in the value of the home when the family has owned it for 5 years, we will have to substitute x =5 in the given function and solve as shown;
f(x) = 130000(1.06)ˣ
f(5) = 130000(1.06)⁵
f(5) = 130000*(1.06)⁵
f(5) = 130000*1.338226
f(5) = 173,969.38
Hence, the instantaneous rate of change in the value of the home when the family has owned it for 5 years is approximately $173,969
Callie has a new kitten. The kitten weighs 3 pounds less than half the weight of Callie’s cat. Together, the cat and the kitten weigh 18 pounds. Which system of equations could be used to find the weight of each animal?
Answer:
y = [tex]\frac{1}{2} x - 3[/tex]
x + y = 18
Step-by-step explanation:
Let the kitten's weight be y and the cat's weight be x
Condition # 1:
y = [tex]\frac{1}{2} x - 3[/tex]
Condition # 2:
x + y = 18
factor the equation. 2x+13x-15
Answer:
(2x+15)(x−1)
Step-by-step explanation:
Factor 2x2+13x−15
2x2+13x−15
=(2x+15)(x−1)
Here is the answer good sir
Answer:
(x - 1)(2x + 15)
Step-by-step explanation:
Well let's make the square look at the image below ↓
By looking at the image we can tell that the given equation factored is
(x - 1)(2x + 15).
Hope this helps :)
help please thank you
Answer:
(0,-3)
Step-by-step explanation:
One afternoon Anne leave her house and walk 5 blocks north to the post office then she walk 2 blocks north to the bank finally she walk 3 blocks south to the coffee shop were is the coffee shop relative to her house
Answer:
B
Step-by-step explanation:
Complete the table for the given rule. hi guys this is question is Rule: y is 1/3 times as large as x x y 0 6 12 y need to know y by the rule i need this quilky plz
Answer:
The completed table is
x | 0 | 6 | 12
y | 0 | 2 | 4
Step-by-step explanation:
It is given that y is (1/3) as large as x. That is,
y = (x/3)
x | 0 | 6 | 12
y | ? | ? | ?
y = (x/3)
When x = 0,
y = (0/3) = 0
when x = 6,
y = (6/3) = 2
when x = 12,
y = (12/3) = 4
The completed table is thus
x | 0 | 6 | 12
y | 0 | 2 | 4
Hope this Helps!!!
The values of x will be 0 , 18 , 36 respectively when the value of y is 0, 6, 12.
Given,
y is 1/3 times as large as x.
So, [tex]x=3y[/tex].
We have to calculate the value of x when y is given .
1. when [tex]y=0[/tex]
Then, [tex]x=0[/tex]
2.when, [tex]y=6[/tex]
Then, [tex]x=18\\[/tex]
3. When [tex]y=12[/tex]
[tex]x=3\times 12\\x=36[/tex]
Hence, the values of x will be 0 , 18 , 36 respectively when the value of y is 0, 6, 12.
For more details follow the link:
https://brainly.com/question/11897796
Find the product.
(X+9) (5)
PLEASE HELP!!! ASAP!!!
Answer:
Your correct answer is = 5x + 45
Step-by-step explanation:
To find this, you will need to learn to multiply polynomials.
Which equation represents a linear function?
x = 3
y = 16
y = -3x + 10
y = 3x2 + 1
Please help me!!
Answer:
y = 16 and y = -3x + 10Step-by-step explanation:
The equation of a linear function:
y = mx + b
m - slope
b - y-intercept
x = 3 - it's a vertical line. It's not equation of a linear function
y = 16 - it's a horizontal line. It's an equation of a linear function
where m = 0, b = 16
y = -3x + 10 - it's an equation of a linear function
where m = -3, b = 10
y = 3x² + 1 - it's a quadratic function ( x² ).
Answer:
y = 16 and y = -3x + 10
Step-by-step explanation:
hello
Write the following as an inequality:
y is no greater than 4 but more than -2.
Answer:
4>Y>-2 :) ..............
Answer:
[tex]\boxed{-2 < y \leq 4}[/tex]
Step-by-step explanation:
For y is no greater than 4, it would be either less than or equal to 4. So, the inequality for it would be:
y ≤ 4
Now, the inequality for y more than -2:
-2 < y
Combining the inequality:
-2 < y ≤ 4
CAN ANYONE HELP ME! WILL GIVE OUT BRAINLIEST!!
Answer:
C
Step-by-step explanation:
4:10 ≠ 6:8
HELP Classify the following: 3 + 9 + 27 + ... arithmetic sequence arithmetic series geometric sequence geometric series
Answer:
Geometric sequence
Step-by-step explanation:
Because this is not adding or subtraction, but multiplication, this would be a geometric sequence.
I really need help with this, so could you help a little girl...?
Answer:
Option 3
Step-by-step explanation:
The curve goes infinitely downwards, so y is infinitely negative while x is limited at the y axis, or x=0 which is the asymptote.
solve for n: 5n-14<1
Answer: n< 3
Step-by-step explanation:
5n - 14 < 1 . add 14 to both sides
5n -14 +14 < 1 + 14
5n +0 < 15
5n < 15 divide both sides by 5 .5n/5 = 15/5
n < 3
Simplify :
a–(b–c)+(m+n)
x+a + (m – 2)
m + (a–k–b)
x + (a–b) – (c–d)
Answer:
The simplified expressions are
1) a - b + c + m + n
2) x + a + m - 2
3) m + a - k - b
4) x + a - b - c + d
Step-by-step explanation:
1) a - (b - c) + (m + n)
To simplify the above expression, we have;
a - (b - c) + (m + n) = a - b - (-c) + m + n = a - b + c + m + n
2) x + a + (m - 2)
To simplify the above expression, we have;
x + a + (m - 2) = x + a + m - 2
3) m + (a - k - b)
To simplify the above expression, we have;
m + (a - k - b) = m + a - k - b
4) x + (a - b) - (c - d) = x + a - b - c -(- d)) = x + a - b - c + d
(ILL MARK BRAINLIEST) The following two-way table shows the data for the students of two different grades in a school:
Member of Public Library Not Member of Public Library Total
Grade 6
25
3
28
Grade 7
23
7
30
Total
48
10
58
Based on the relative row frequency, the students of which grade are more likely to be members of the public library?
Answer:
6th
Step-by-step explanation:
the chart says not, 7th has majority
Find the area of equilateral triangle with side a.
Answer:
[tex]\frac{\sqrt{3} }{4} a^2[/tex]
Step-by-step explanation:
To find the area of an equilateral triangle, we can apply a formula.
[tex]A=\frac{\sqrt{3} }{4} s^2[/tex]
[tex]A= area\\s=side \: length[/tex]
The side length is given a.
Plug a in the formula as the side length.
[tex]A=\frac{\sqrt{3} }{4} a^2[/tex]
Answer:
3 square root over 4 a square
Step-by-step explanation:
PLEASE! I need help! I am really confused with this.
Answer:
It's the first option
Step-by-step explanation:
They've constructed two angle bisectors and have shown you where they meet. Their point of intersection is the center of the inscribed circle (the incenter). Therefore, the last step is finding the altitudes (perpendicular lines) from the incenter to all the sides.
John and will also ran for Middle School council president. There are 90 students voting in middle school. If the ratio of Will's votes to John's votes are the same how many vo
Hi!
This problem is the fifth in a series of seven about ratios. At first glance the problem may look to be beyond 6.RP.1, which limits itself to “describe a ratio relationship between two quantities. However, even though there are three quantities (the number of each candidates' votes), they are only considered two at a time.
In the first problem students define the simple ratios that exist among the three candidates. It opens an opportunity to introduce unit rates.
The subsequent problems are more complex. In the second problem, students apply their understanding of ratios to combine two pools of voters to determine a new ratio. In the third problem, students apply a known ratio to a new, larger pool of voters to determine the number of votes that would be garnered.
Solutions
Solution: Question #1
a. John's votes to Will's, 16 to 8, or 2 to 1. Marie's votes to Will's, 12 to 8, 3 to 2, or 32 to 1, the unit ratio. Marie's votes to John's, 12 to 16, 3 to 4, or 34 to 1, the unit ratio.
Solution: Question #2
2. Will now has 8 + 12 = 20 votes to John's 16 votes, so the ratio of Will's votes to John's votes is 20 : 16, 5 : 4, or 54 : 1, the unit ratio.
Solution: Question #3 - Computing votes
There are different ways to approach this problem, but both begin with the fact that Will gets votes in a 5 to 4 ratio compared with John and require recognizing that a 5 to 4 ratio means a total of 9 equal parts. Then it is straightforward to compute:
59×90=50 votes for Will
49×90=40 for John
50−40=10 more votes for Will.
Solution: Question #3 - Applying fractions
One can solve the problem by working fractions by recognizing that Will getting votes in a 5 to 4 ratio means a total of 9 equal parts. It follows that Will gets 59 of the 90 votes and John gets 49 of the 90 votes:
59−49=19 of the voters
19×90=10 more votes for Will
Solution: Question #3 - Equivalent Ratios
An alternate very basic solution to Question 3 involves creating a series of equivalent ratios. This approach may be selected by students who are still developing an understanding of proportional situations. Students may begin with the ratio of 5 to 4 and proceed to find a ratio such that the sum of numerator and denominator is 90. This sequence may appear as follows:
5/4 = 10/8 = 15/12 = 20/16 = 25/20 = 30/24 = 35/28 = 40/32 = 45/36 =50/40
Then 50 - 40 = 10 more votes for Will
Overall answer
10 more votes for will
PLEASE HELP NOW --- >N is a 2-digit even number. If the last two digits of N^2 is the same as N, what is the sum of digits of N?
Answer:
76.
Step-by-step explanation:
It is given that N is a 2-digit number.
Last two digits of N^2 is the same as N.
We know that, a number is even if it ends with 0,2,4,6,8.
[tex]2^2=4,4^2=16,6^2=36,8^2=64[/tex]
If 0 is in end then we get two zeros in the square of that number.
It is clear that, number should ends with 6 to get the same number at the end.
[tex]16^2=256[/tex]
[tex]26^2=676[/tex]
[tex]36^2=1296[/tex]
[tex]46^2=2116[/tex]
[tex]56^2=3136[/tex]
[tex]66^2=4356[/tex]
[tex]76^2=5776[/tex]
[tex]86^2=7396[/tex]
[tex]96^2=9216[/tex]
It is clear that last two digits of (76)^2 is the same as 76.
Therefore, the required number is 76.
The registrar keeps an alphabetical list of all undergraduates, with their current addresses. Suppose there are 10,000 undergraduates in the current term. Someone proposes to choose a number at random from 1 to 100, count that far down the list, taking that name and every 100th name after it for the sample.
a) Is this a probability method?
b) Is it the same as simple random sampling?
c) Is there selection bias in this method of drawing a sample?
Answer:
The answer to this question can be defined as follows:
Step-by-step explanation:
Following are the description of the given points:
(a) This is a system of probability, which possibility occurs inside an intended manner whenever they choose this specific point of origin from 1 to 100 with no one reserve the possibility about who gets throughout the survey.
(b) Its method is different from the random sampling technique with the base available. For example, two individuals whose names identical to both the list have no chance to join within the survey.
(c) its sample is objective to its everyone can enter the test in equal measure.
(-y^5)(8y^2) and (-7^5)(9y) and (-7^5)(-5)
Answer:
[tex]-8y^{25}\\-9y^6\\5y^5[/tex]
Step-by-step explanation:
First one.
[tex]((-y)^5)(8y^{20})=-y^5*8y^{20}=-8y^{5+20}=-8y^{25}[/tex]
Second one
[tex]((-y)^{5} )(9y)=-y^5*9y=-9y^{5+1}=-9y^6[/tex]
and last one
[tex]((-y)^5)(-5)=-y^5*(-5)=5y^5[/tex]
A tunnel must be made through a hill. As a result, a surveyor and an engineer create a sketch of the area. The sketch, displayed below, includes information they have either researched or measured. They need to build a tunnel from the point E to the point H on the sketch. Calculate the distance from E to H. When similar triangles are used, explain how you know they represent similar triangles before performing the calculation.
Answer:
498 m
Step-by-step explanation:
The AAA theorem states that triangles are similar if all three corresponding angles are equal.
1. Compare triangles FHS and ILS
(a) Reason for similarity
∠F = ∠I = 90°
∠S is common.
∴ ∠H = ∠L
(b) Calculate SL
[tex]\begin{array}{rcl}\dfrac{SF}{SH} & = & \dfrac{SI}{SL}\\\\\dfrac{225}{380} & = & \dfrac{225 + 475}{SL}\\\\225SL & = & 380 \times 700\\& = & 266000\\SL & = & \textbf{1182 m}\\\end{array}[/tex]
2. Compare triangles ILS and GLE
(a) Reason for similarity
∠I = ∠G = 90°
∠L is common.
∴ ∠S = ∠E
(b) Calculate LE
[tex]\begin{array}{rcl}\dfrac{IS}{GE} & = & \dfrac{LS}{LE}\\\\\dfrac{700}{180} & = & \dfrac{1182}{LE}\\\\700LE & = & 180 \times 1182\\& = & 212800\\LE & = & \textbf{304.0 m}\\\end{array}[/tex]
3. Calculate EH
LE + EH + HS = LS
304.0 m + EH + 380 m = 1182 m
EH + 684 m = 1182 m
EH = 498 m
The distance from E to H is 498 m.
If the surface area of a can is 1406.72 cm2, and the radius is 8 cm, the height
Answer:
20
Step-by-step explanation:
i got it right on a quiz
Height of a can is equal to [tex]\boldsymbol{6.99\,cm}[/tex].
Surface area of a cylinderSurface area of a cylinder [tex]=\pi r^2h[/tex] where [tex]r,h[/tex] denote radius, height of a cylinder respectively.
Surface area of a can [tex]=1406.72 \,cm^2[/tex]
Radius of a can [tex]=8 \,cm[/tex]
[tex]1406.72=\frac{22}{7}(8)^2h[/tex]
[tex]h=6.99\,cm[/tex]
Therefore, height of a can is equal to [tex]\boldsymbol{6.99\,cm}[/tex]
Find out more information about cylinder here:
https://brainly.com/question/3216899?referrer=searchResults
What is the slope of the line?
Answer:
4/5
Step-by-step explanation:
Slope(m) = (y2-y1)/(x2-x1)
Pick two points on your graph that are closest to clear values. (By that I mean you shouldn't pick points that aren't obvious unless you have to.)
For instance, I see the points (-2,0) and (3,4) to be clear; so we don't have to approximate anything.
You could plug these in in a any order but I'm going to let Point 1=(-2,0) and Point 2=(3,4). So:
m=(4-0)/(3--2)=(4/5)
Slope=4/5
What is 1/9 of 63% of 6000?
Answer:
420
Step-by-step explanation:
To find 63% of 6000, we can do 0.63 * 6000 = 3780 because 63% = 0.63.
1/9th of that is 1/9 * 3780 = 420.
Answer:
420
Step-by-step explanation:
Let's first start by finding 63% of 6000 so we can later find 1/9 of that number.
We can set up a percentage proportion.
[tex]\frac{x}{6000} = \frac{63}{100}[/tex]
[tex]6000\cdot63=378000\\378000\div100 = 3780[/tex]
Now to find 1/9 of 3780.
[tex]\frac{1}{9} \cdot \frac{3780}{1}\\\\\frac{3780}{9} = 420[/tex]
So, the answer is 420.
Hope this helped!