Answer:
24 people
It wont always be easy, but always try to do what ' s right!
In a world of worriers, be the warrior!
When nothing goes right, go left.
The following graph models the height of a model rocket, in feet, measured over time, in seconds.
How many seconds does it take for the rocket to reach the ground after takeoff?
Enter your answer as a number, like this: 42
Do not round your answer if it is a decimal.
Answer:
5.04 seconds
Step-by-step explanation:
The time taken for the rocket to reach the ground can be found on the graph by finding the x-intercept, at which the height (y-value) will be 0According to the graph :
The x-intercept is (5.04, 0)Hence, it takes the rocket 5.04 seconds to reach the ground after takeoffObserve the end points on x axis of the parabola
They are
(0,3)(5.04,0)Time is x axis
So total time
5.04-05.04sQuestion 1 of 10
The slope of the line below is - Write a point-slope equation of the line -1/7
using the coordinates of the labeled point.
10
610
(3, 3)
10
610
Step-by-step explanation:
What are the domain and range of the function f(x)=-log(5-x)+9?
Answer:
Domain: x < 5
Range: all numbers, -∞, ∞
This is because the problem will be able to be solved with multiple solutions as long as there are no specific values assigned to x. The problem will have a solution from a range of negative infinity to infinity, meaning every number or solution you can think of.
Find the value of x.
Answer:
The value of x is 5x that the value of X in my oppion.
Step-by-step explanation:
Alison is buying binders for school. small binders cost $3 each, and large binders cost $5 each. if alison needs to buy at least 12 binders and has no more than $45 to spend, what is the maximum number of large binders she can buy?
Answer:
your answer is 9 large binders
A function, f, has an x-intercept at (2,0) and a y-intercept at (0.10)
The equation of the function is f(x) = -5x + 10
How to determine the function equation?The points are given as:
x-intercept at (2,0) and a y-intercept at (0,10)
A linear function is represented as:
y = mx + b
Where b is the y-intercept.
The y-intercept at (0,10) means that:
b = 10
So, we have:
y = mx + 10
The x-intercept at (2,0) means that:
x = 2, when y = 0
Substitute these values in y = mx + 10
0 = 2m + 10
Subtract 10 from both sides
2m = -10
Divide both sides by 2
m = -5
Substitute m = -5 in y = mx + 10
y = -5x + 10
Hence, the equation of the function is y = -5x + 10
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A function, f, with an x-intercept at (2,0) and a y-intercept at (0, 10) has an equation y = -5x + 10
How to find the equation of a line?The equation of a line in slope intercept form is expressed as y =x +b
where
m is the slopeb is the y-interceptGiven a function, f, has an x-intercept at (2,0) and a y-intercept at (0, 10), the slope is expressed as:
Slope = 10/-2
Slope = -5
Substitute m = -5 and b = 10 into the formula to have y = -5x + 10
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Select the correct answer.
What is the correct rational exponent form of the expression √?
Submit
12
2
x²
x-1
Answer:
2√3
√2
x
√x-1
are the answers
How many combinations of 3 playing cards (from a 52-card deck) exist?
25,000
1,649
523
its not 22,100 btw....
Answer:
Step-by-step explanation:
To determine the number of combinations of 3 playing cards from a standard 52-card deck, we can use the formula for combinations, which is given by:
C(n, k) = n! / (k!(n-k)!)
Where n is the total number of items (in this case, the number of cards in the deck) and k is the number of items chosen (in this case, 3 cards).
Plugging in the values:
n = 52 (total number of cards in the deck)
k = 3 (number of cards chosen)
C(52, 3) = 52! / (3!(52-3)!)
Calculating the factorial terms:
52! = 52 x 51 x 50 x ... x 3 x 2 x 1
3! = 3 x 2 x 1
(52-3)! = 49! = 49 x 48 x ... x 3 x 2 x 1
Simplifying the equation:
C(52, 3) = 52 x 51 x 50 / (3 x 2 x 1)
Cancelling out the common factors:
C(52, 3) = (52 x 17 x 25) / (3 x 2 x 1)
C(52, 3) = 22,100
Therefore, there are 22,100 combinations of 3 playing cards that can be chosen from a 52-card deck.
I am very confused and so are my classmates.
Answer:
I used A and got 0.4 and she needs 52200
Step-by-step explanation:
Which tables could be used to verify that the functions they represent are inverses of each other? Select two
options.
X
-120
27
-110
2
y
-100 -95 -90
27 227627
х
- 120
-110
27
y
2
100
27
-95
227
-90
627
х -120
y 627
-110
227
-100
27
-95
2
-90
27
х
y
627 227 27
-120 -110-100
2
-95
27
-90
627
227
y -90-110
27
-100
2 27
- 110 -120
Mark this and return
Save and Exit
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Submit
Based on the tables given and the functions represented, the two functions that are inverses of each other are Tables 3 and 4.
Which functions are inverses of each other?When two functions are said to be inverses of each other, it means that the value of x is one is the corresponding value of y in the other function.
For instance, when the point is (5, 16) in one function, the other function's point would be (16,5).
The functions that are inverses are therefore Tables 3 and 4 as shown attached.
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Which graph represents the function f(x))=2•(1/3)^xm
Answer: the on to the bottom left
Step-by-step explanation: c would be right because you have a positive slope
On a piece of paper, graph y = x² - 2x - 8 and identify the zeros. Then
determine which answer choice matches the graph that you drew and
correctly identifies the zeros.
Is the composition RO,90° or equivalent to the composition ryo RO,90°? Explain your answer.
The compositions R090 °ry and ry ° R090 are not equivalent
How to determine the composition?The compositions are given as:
R090 °ry and ry ° R090
The transformation R090 °ry means a rotation of 90 degrees followed by a reflection across the y-axis
i.e.
(x, y) => (y, -x) => (-y, -x)
The transformation ry ° R090 means a reflection across the y-axis followed by a rotation of 90 degrees
(x, y) => (-x,y) => (y,x)
See that the end results of both transformations are not the same
Hence, the compositions R090 °ry and ry ° R090 are not the same
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Work out the surface area of this cylinder. 8 cm 16.8 cm
The complete question is
" Work out the surface area of this cylinder if the diameter of the cylinder is 8 cm and height is 16.8 cm."
The surface area of the cylinder of diameter 8 cm and height 16.8 cm would be 547.616 cm sq.
What is the surface area of the cylinder?The surface area of the cylinder of the radius of the base r and the height h,
A = 2πr ( r + h)
We have been given as
diameter = 8 cm
Height = 16.8cm
The radius = 8/2 = 4cm
The surface area of the cylinder
A = 2πr ( r + h)
A = 2 x 3.14 x 4 ( 4 + 16.8)
A = 25.12 (21.8)
A = 547.616 cm sq.
Hence, The surface area of the cylinder of diameter 8 cm and height 16.8 cm would be 547.616 cm sq.
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Multiplying 10 by what number will produce an irrational number?
O √4
O 3π
O 10
O 10.5
Answer:
Multiplying 10 by pi will produce an irrational number.
Step-by-step explanation:
10 and 10 are both rational, 10 and 10.5 are both rational, 10 and √4 are both rational (I researched to double check), leaving 10 rational and 3π irrational, meaning that the answer is B 3π.
The length of three boards added together is 7.2 meters. The second board is twice the length of the first. The third board is three times the length of the first. What is the length of the three boards?
Answer:
Board 1 = 1.2m
Board 2 = 2.4m
Board 3 = 3.6m
Step-by-step explanation:
Board 1 = x
Board 2 = 2x
Board 3 = 3x
x + 2x + 3x = 6x
7.2 /6 = 1.2
Board 1 = 1.2
Board 2 = 2 (1.2) = 2.4
Board 3 = 3 (1.2) = 3.6
The following is the number of red dresses each student owned.
1 3 5 2 1 4 2
2 4 7 3 8 8 6
9 1 1 2 5 3 3
A. Organize the data above using an Ungrouped Frequency Distribution table. B. Write interesting things you can see from the data after you have organized in a Frequency Distribution
Answer:
From the given data:
[tex]\large\begin{array}{| c | c | c |}\cline{1-3} \sf No.\:of\:red\:dresses & \sf Tally & \sf Frequency\\\cline{1-3} 1 & \sf llll & 4 \\\cline{1-3} 2 & \sf llll & 4 \\\cline{1-3} 3 & \sf llll & 4 \\\cline{1-3} 4 & \sf ll & 2 \\\cline{1-3} 5 & \sf ll & 2 \\\cline{1-3} 6 & \sf l & 1 \\\cline{1-3} 7 & \sf l & 1 \\\cline{1-3} 8 & \sf ll & 2 \\\cline{1-3} 9 & \sf l & 1 \\ \cline{1-3}\end{array}[/tex]
More than half of the students own the least number of red dresses, so the data is positively skewed (skewed to the right).
As the number of red dresses owned increases, the number of students owning this number of red dresses generally decreases.
2+7x1232 = what pls help its matth
Answer:
8626
Step-by-step explanation:
use a calculator in instead of here this was a EZ question but thanks for the points and if you have a harder question i'll be waiting
Answer: 8,626
Step-by-step explanation:
PEMDAS
Parenthesis
Exponents
Multiplication
Division
Addition
Subtraction
Multiplication comes first:
2+ (7x1232)
Next, addition:
2+8624
8626
Hope this helps :)) Brainliest would be appreciated :D
A triangle cannot have one obutse angle and one right angle. True or flase?
Answer:
No
Step-by-step explanation:
Since an equilateral triangle has equal sides and angles, each angle measures 60°, which is acute. Therefore, an equilateral angle can never be obtuse-angled. A triangle cannot be right-angled and obtuse angled at the same time. Since a right-angled triangle has one right angle, the other two angles are acute.
Answer:
false
Step-by-step explanation:
What is the equation in point slope form of the line that is parallel to the given line and passes through the point (4,1)?
A Y-1=-2(x-4)
B y-1=-1/2(x-4)
C y-1=1/2(x-4)
D y-1=2(x-4)
keeping in mind that parallel lines have exactly the same slope, let's check for the slope of the equation above
[tex]y-1=\stackrel{\stackrel{m}{\downarrow }}{2}(x-4)\qquad \impliedby \begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}[/tex]
so we're really looking for the equation of a line with a slope of 2 and that it passes through (4 , 1)
[tex](\stackrel{x_1}{4}~,~\stackrel{y_1}{1})\hspace{10em} \stackrel{slope}{m} ~=~ 2 \\\\\\ \begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{1}=\stackrel{m}{2}(x-\stackrel{x_1}{4})[/tex]
kinda twins.
Use for #3 and #4. The 8th grade had a cooler of water for the pass the cup competition. It had 15 gallons of water. Each cup of water held 8 oz. of water. (There are 128 oz of water in 1 gallon.) 4. Solve for x. (awnsers) 240 270 200 210
Answer:
I believe the answer is 240
Which points are 19 units apart?
(-14, 12) and (5, 12)
(-5, 19) and (-12, 19)
l(-20, 5) and (1, 5)
(14, 12) and (5, 12)
ous Activity
#1
√(-14-5)²+(12-12)²√19²√36119Yes
#2
√(-5+12)²√7²7No
#3
√(-20-1)²√21²21No
#4
√(14-5)²√9²9No
Answer:
(-14, 12) and (5, 12)
Step-by-step explanation:
From inspection of the points given, we can see that all pairs of points share the same y-values.
Therefore, each pair of points are on the same horizontal line.
To find the distance between the points, simply find the difference between the x-values.
Given points: (-14, 12) and (5, 12)
⇒ Difference between x-values = 5 - (-14) = 19 units
Given points: (-5, 19) and (12, 19)
⇒ Difference between x-values = 12 - (-5) = 17 units
Given points: (-20, 5) and (1, 5)
⇒ Difference between x-values = -20 - 1 = -21 = 21 units
Given points: (14, 12) and (5, 12)
⇒ Difference between x-values = 14 - 5 = 9 units
plaese explain this exe i can't understand and tomorrow i have an exman of metahmatice
Answer:
B: 610; A: 202,000
D: 253; C: 2,007,000
Step-by-step explanation:
These are all expressions that can be calculated as is, or that can be simplified a little bit by taking advantage of the distributive property and other properties of addition and multiplication. The idea is to look for numbers that show up more than once, and rearrange the expression so they only show up once.
__
B = (597 -176) +(13 +176)This is a straight addition problem. The two "176" values have opposite signs, so cancel when they are added. Using the associative and commutative properties of addition, we can rearrange this to ...
597 +13 +(-176 +176)
= 597 +13
This can further be rearranged to ...
= (597 +3) +(13 -3)
= 600 +10
= 610
__
A = 2020×173 -2020×73The factor 2020 can be put outside parentheses using the distributive property:
= 2020(173 -73)
= 2020×100
= 202,000
__
D 17×15 -15 +13The value 15 is repeated. Terms using it can be combined using the distributive property.
= 15(17 -1) +13
= 15(16) +13
= 240 +13
= 253
Another way to look at this one is to use the factoring of the difference of squares.
= (16 +1)(16 -1) +(-15 +13)
= 16² -1² +(-2)
= 256 -3
= 253
__
C 2019×890 -(12000 -2019×110)Again, we can focus on rearranging so 2019 only needs to show up once.
= 2019(890 +110) -12000
= 2019×1000 -12×1000
= (2019 -12)×1000
= 2,007,000
Samuel can type 40 words per minute. How many hours would it take him to type
2.6 x 10^5 words?
Answer:
108 1/3 hours
Step-by-step explanation:
There are 60 minutes in 1 hours.
40 words/minute × 60 = 2400 words/hour
2.6 × 10^5 / 2400 = 108.3333... = 108 1/3
Answer 108 1/3 hours
Which if the following r-values represents the strongest correlation?
A. 0.35
B. 0.45
C. 0.25
D. 0.55
Answer:
0.55 hope it will help you
First correct answer gets brainly! No Spamming or will report
Slope question
What is Y?
Y=2x+8
the squared paper shows the nets of cuboid q and cuboid b. do the two cuboids have the same surface area? show calculations to show how you know.
please explain as well :))
Answer:
You are to write a five paragraph literary essay based on one of the 4 prompts and what you have read and learned in this module. These are your options:
1. How do the events of "The White Umbrella" teach the narrator a lesson about shame and acceptance?
2. What role does creativity play in "The Bat-Poet"?
3. How does the character of Squeaky change over the course of "Raymond's Run"?
4. Discuss the influences of older family members on the protagonists and speakers in the stories and poems of this unit.
You are to write a five paragraph literary essay based on what you have read and learned in this module. Your final submission should meet the following requirements.
• Submit completed pre-writing and outline documents.
• Write an essay that contains an introduction with hook and thesis statement, supporting paragraphs with evidence and at least one quotation, and a conclusion that restates the thesis and reviews main points.
• Use transitions appropriate to the pattern of organization.
• Use vocabulary to create tone and voice.
• Cite primary source (quotation).
• Submit completed revision checklist.
• Vary sentence structure.
• Create sentences with parallel structures.
• Use technology in the writing process.
Step-by-step explanation:
Which represents the inverse of the function f(x) = 4x?
O h(x) = x +4
O h(x) = x-4
O h(x) = =x
h(x) = ÷x
Answer:
h(x) = 1/4 x
Step-by-step explanation:
h(x) = x + 4, h(x) = x – 4, h(x) = 3/4 x, h(x) = 1/4 x. Summary: The equation which represents the inverse of the function f(x) = 4x is h(x) = 1/4 x.
Olivia’s power went outa at midnight she knows that during a power outage if is important to leave the freezer and refrigerator doors closed
Based on the fact that there is power outage, it is important to leave the freezer and refrigerator doors closed as when it is open, it may lead to heating off fast.
What is power outage?This is known to be when there is no electrical power due to unforeseen reasons.
Based on the fact that there is power outage, it is important to leave the freezer and refrigerator doors closed as when it is open, it may lead to heating off fast and thus things on it may get bad easily. The right thing to do is to leave it closed.
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4 x2-5x-6=0 quadratic form
Step-by-step explanation:
[tex]4 {x}^{2} -5x-6=0 [/tex]
Solve using quadratic formula
Solution:
We know that
[tex] \rm \: Quadratic \: Formula = \cfrac{ - b± \sqrt{ {b}^{2} - 4(ac) } }{2a} [/tex]
ATQ,here,
a = 4b = -5c = -6Substitute the values into the quadratic formula.
[Let Quadratic Formula = x][tex]\rm\implies x = \cfrac{5 ± \sqrt{( - 5) {}^{2} - 4 \times (4 \times - 6) } }{2 \times 4} [/tex]
[tex]\rm\implies{x} = \cfrac{5 ± \sqrt{25 - 4 \times (24) } }{2 \times 4} [/tex]
[tex] \implies \rm \: x = \cfrac{5 ± \sqrt{25 - 96} }{8} [/tex]
[tex] \implies \rm \: x = \cfrac{5± \sqrt{121} }{8} [/tex]
[tex] \implies \rm \: x = \cfrac{5± \sqrt{11 \times 11} }{8} [/tex]
[tex] \implies \rm \: \: x = \cfrac{5±11}{8} [/tex]
The answer will be the combination of both solutions[tex]\boxed{x = 2}[/tex]
OR
[tex]x = \boxed{- \cfrac{3}{4}} [/tex]