HELP THIS IS DUE TOMORROW Tamika throws a ball up in the air. The graph below shows the height of the ball hin
feet after t seconds. How long is the ball in the air?

[tex]~~~~~~ \textit{Simple Interest Earned Amount} \\\\ A=P(1+rt)\qquad \begin{cases} A=\textit{accumulated amount}\\ P=\textit{original amount deposited}\dotfill & \$800\\ r=rate\to 3.8\%\to \frac{3.8}{100}\dotfill &0.038\\ t=years\dotfill &4 \end{cases} \\\\\\ A = 800[1+(0.038)(4)] \implies A = 921.6[/tex]

By using pythagorean theorem, the length of the third side is 3 unit.

In mathematics, a number or an expression is said to be in its simplest radical form if it has no perfect square factors other than 1. For example, the square root of 12 can be simplified to 2√3 because 2 * 2 * 3 = 12, but 2 and 3 are not perfect squares. So the simplest radical form of √12 is 2√3.

what is pythagorean theorem?

The Pythagorean theorem is a fundamental result in Euclidean geometry that states that in a right triangle, the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the lengths of the other two sides. It can be written as:

c^2 = a^2 + b^2

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Answer:

[tex]0.7 \ m/s^2[/tex]

Step-by-step explanation:

      From the graph, final speed = 9m/s

                                   initial speed =  2 m /s

                       Time taken = 10 m

[tex]\sf \boxed{Acceleration=\dfrac{final \ speed - initial \ speed}{time \ taken}}[/tex]

                       [tex]\sf = \dfrac{9-2}{10}\\\\\\=\dfrac{7}{10}\\\\= 0.7 \ m/s^2[/tex]

Answer:

sorry I posted this question and never got and never got an answer

Students must possess both the growth mindset necessary for problem-solving and strong reading skills. Some of the problem-solving methods are described.

The capacity to solve math word problems is an essential component of math fluency.

Concentrate on using mathematical key words and phrases.

Mark this sentence for deletion:

Promote Question-Asking:

Sketch the issue.

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the required probability is 0.1

Probability is a measure of the likelihood of an event occurring. The probability formula is defined as the possibility of an event happening is equal to the ratio of the number of favorable outcomes and the total number of outcomes. Probability of event to happen P(E) = Number of favorable outcomes/Total Number of outcomes.

Given here: 3 students study for an hour and total students are 30

Thus P(1 hour) =3/30

                          =0.1

Hence, the required probability is 0.1

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The estimates for the requested shaded parts for 1 fourth is to divide the beaker into four parts and shade an area and 1 third, divide by three parts and shade one part as shown in the diagram.

A fraction is a portion of a larger whole. The number is expressed in arithmetic as a quotient, which is the numerator divided by the denominator. Both are integers in a simple fraction. A complex fraction contains a fraction in either the numerator or the denominator. A proper fraction has a numerator that is less than the denominator.

Proper fractions, improper fractions, and mixed fractions are the three types. Fractions are terms that have a numerator and a denominator. We define its types based on these two terms. One third is considered one part of 3 that makes a whole, one fourth, one part of 4 that makes a whole and so on.

The complete question is:

A beaker is considered full when the liquid reaches the fill line showing near the top estimate the amount of water in the beaker by shading The drawing as indicated The first one is done for you

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The surface areas for each of the cylinders are;

1) S = 10178.8 millimeters squared

2) S = 955.0 inches squared

3) S = 157.1 centimeters squared

4) S = 351  square inches

The formula for surface area of a cylinder is;

S = 2πr² + 2πrh

1) We are given;

radius; r = 30 mm

height; h = 24 mm

Thus;

S = 2π(30)² + 2π(30*24)

S = 10178.8 millimeters squared

2) We are given;

radius; r = 8 in

height; h = 11 in

Thus;

S = 2π(8)² + 2π(8*11)

S = 955.0 inches squared

3) We are given;

radius; r = 1 cm

height; h = 9 cm

Thus;

S = 2π(1)² + 2π(1*9)

S = 157.1 centimeters squared

4) We are given;

radius; r = 4 in

height; h = 10 in

Thus;

S = 2π(4)² + 2π(4*10)

S = 351  square inches

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The numbers 2, -2, and -2 can replace the letters A, B, and C respectively in the table of values.

We use table of values when we have to graph out a linear equation. We can make use of the table of values to map out the corresponding values of x and y for a given line equation.

For y = x² - 3x - 2:

when x = -1;

y = (-1)² - 3(-1) -2

y = 1 + 3 - 2

y = 4 - 2

y = 2

when x = 0;

y = (0)² - 3(0) -2

y = 0 - 0 - 2

y = -2

when x = 3;

y = (3)² - 3(3) - 2

y= 9 - 9 - 2

y = 0 - 2

y = -2

Therefore, the values 2, -2, and -2 replace letters A, B, and C respectively in the table of values for y = x² - 3x - 2.

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The greatest common factor (GCF) of 14 and 21 is 7.

So we can write 14 and 21 as the product of 7 and their corresponding quotients:

14 = 7 * 2

21 = 7 * 3

Now we can apply the distributive property and combine them:

14 + 21 = 7 * 2 + 7 * 3 = 7 * (2 + 3) = 7 * 5 = 35

The final answer is 35.

Answer:

7(2 + 3)

Step-by-step explanation:

The Greatest Common Factor of 14 & 21 is 7

So, the answer is

7(2 + 3)

A quadratic inequality is an equation that takes the form of ax^2 + bx + c ≤ 0 or ax^2 + bx + c ≥ 0, where a, b, and c are real numbers and a is not equal to 0.

Quadratic inequalities are used to represent a relationship between two variables and can be used to solve a variety of problems. They can be used to find the maximum or minimum value of a function, or to determine the range of values for which a given equation is true. They can also be used to find the number of solutions to an equation and to compare the values of two functions. Quadratic inequalities are used widely in mathematics and other sciences and can help us to understand and solve many real-world problems.

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Answer: (x-2)(x+3)^2(x^2-16)

Step-by-step explanation:

(x+3)^2(x-2)

(x+3)(x^2-16)

(x+3)(x^2-16)=(x+3)(x+4)(x-4)

(x+3)^2(x-2)=(x+3)(x+3)(x-2)

LCM: (x+3)^2(x-2)(x^2-16)

Answer:

Step-by-step explanation:

20 = 20 more than

5×9 = 9 times more than 5

So a proper response for a written word expression in a numerical or algebraic expression such as this one here would be:

A number is equal to 20 more than 9 times 5.

Answer:angle TSQ and angle UVX

Step-by-step explanation:

Let [tex]d[/tex] be the number of dimes and [tex]q[/tex] be the number of quarters.

[tex]\begin{cases} 0.10d=4.00 \\ d+q=25 \end{cases}[/tex]

The statements regarding the multiplicity of the numbers are classified as follows:

1. Nine is a factor of 777,777: False.

2. 3 is not a factor of 12,345: False.

3. 245+712 is a multiple of 5: False.

4. 3a+15b is divisible by 3 for any values of a and b: True.

5. 11 is not a factor of 11^3: False.

6. 555 is divisible by three but not by 9: True.

7. 2772 is a multiple of 9 but not of 3: False.

A number is divisible by 9 if the sum of the digits of the number is divisible by 9.

6 x 7 = 42 -> not divisible by 9 -> 9 is not a factor of 777,777.

A number is divisible by 3 if the sum of the digits of the number is divisible by 3.

1 + 2 + 3 + 4 + 5 = 15 -> divisible by 3 -> 3 is a factor of 12,345.

A number is a multiple of 5 if it finishes in either 0 or 5. 245+712 finishes in 7, hence it is not a multiple of 5.

3a+15b is divisible by 3 for any values of a and b, as the factors 3 and 15 are both divisible by 3.

11 is a factor of 11³, as:

11³/11 = 11².

As nine is a multiple of 3, all the multiples of 9 are also multiples of 3.

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The probability of selecting a bird would be = 2/15

Probability is defined as the ability of an outcome to occur by chance or not.

The formula that can be used to calculate the outcome of an event= P(E) = number of favorable outcomes/Total number of outcomes

Where, P(E) is the probability of any event.

Let E be an event of selecting an insect.

According to the given question

We have

Total number of insects = 10

Total number of trees = 8

Total number of flowers = 8

Total number of birds = 4

Now, the total number of outcomes = 10 + 8 + 8 + 4 = 30

Total number of favorable outcomes(birds) = 4

Therefore,

The probability of selecting a bird = 4/30 = 2/15

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Complete question:

A stack of 30 science flashcards includes a review card for each of the

following: 10 insects, 8 trees, 8 flowers, and 4 birds.

What is the probability of randomly selecting a bird.

The statement about adolescence that is false, is D. Teens focus on how to contribute to the world.

Young people will navigate puberty and the end of their growth during adolescence. They will also assume sexually dimorphic body shapes, develop new cognitive skills (including the ability to think abstractly), clarify their personal and sexual identities, and reach a certain level of emotional, personal, and financial maturity.

As a result, they can assume bigger responsibilities in the home and community, think through the effects of their choices, and develop their problem-solving and decision-making skills.

They do not focus on contributing to the world just yet.

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Options for this question include:

Reason:

An increase of 95% will involve the multiplier 1.95

Think of it like saying 100% + 95% = 1 + 0.95 = 1.95

Therefore,

1.95*3.50 = 6.825 = 6.83 dollars

The number of students that are majoring in Economics is 2592 whose percentage is 48% of the total.

What is the percentage?

In mathematics, a percentage is a number or ratio that can be expressed as a fraction of 100. If we have to calculate percent of a number, divide the number by the whole and multiply by 100. Hence, the percentage means, a part per hundred. The word percent means per 100. It is represented by the symbol “%”.

Examples of percentages are:

Now,

Total students=5400

Percentage of students doing majoring =48%

Hence,

           The number of students that are majoring in Economics

                                =48/100*5400

                               =2592

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The equation of the graph is: y = -x.

The point where the graphs of two equations intersect has y-coordinate 0. If the y-coordinate is 0, that means that the x-coordinate of the point of intersection is the y-intercept of the equation.

The first equation is y = 3x + 3. Therefore, the slope of this equation is 3, and the y-intercept is 3.

The other equation we are trying to find is y = -1x + b, where b is the y-intercept.

Because the point of intersection has y-coordinate 0, the x-coordinate is the y-intercept of the second equation, which is b.

So, if we substitute 0 for y in the second equation, we get 0 = -1x + b

Therefore, b = 0

so the other equation is y = -1x + 0 which simplifies to y = -1x.

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The measure of angle S = 29 degrees, angle T= 29 degrees, and angle U = 122 degrees.

A triangle is a straightforward closed curve made up of three-line segments. An angle inside the form is known as an interior angle. The inner angles add up to a constant 180 degrees.

The sum of internal angle of the triangle is 180 degrees.

(x + 4) + (x + 4) + (5x - 3) = 180

7x + 5 = 180

7x = 175

x = 25

Substitute the value of x in each of the angle to find the measure of each angle as follows:

The value of angle S = x + 4 = 25 + 4 = 29 degrees.

The value of angle T = x + 4 = 25 + 4 = 29 degrees.

The value of angle U = 5x - 3 = 125 - 3= 122 degrees.

Hence, the measure of angle S = 29 degrees, angle T= 29 degrees, and angle U = 122 degrees.

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Answer:

g(-3)= 40

Step-by-step explanation:

g(-3) simply means that where there is X, Substitute -3 into the original equation to find the value.

[tex]g( - 3) = 3( - 3) {}^{2} - 4( - 3) + 1[/tex]

[tex]g( - 3) = 27 + 12 + 1[/tex]

=40.

Answer:

40

Step-by-step explanation:

g(x)=3x^2-4x+1 

g(-3)=3x^2-4x+1 

g(-3)=3(-3)^2-4(-3)+1 

g(-3)=27+12+1 

g(-3)= 40

Therefore , the solution of the given problem of inequality comes out to be x > 6/5  and y > -13/5.

In mathematics, an inequality is a linear connection or a collection of numbers even when there is no equal sign. Equity always comes after equilibrium. When two numbers are not equal, inequality exists. Between equality and inequality, there exist differences. The most common symbol was chosen because when parameters aren't the same or comparable (). Values can be compared using a variety of disparities, no matter how few or numerous they are. Many fundamental inequality problems can be addressed by flipping the two aspects until only the variables are left

Here,

Given :

=> y ≤ 2x-5

=> y > -3x + 1

and

=>  y  ≤ 2x-5

=>  2x - 5  > -3x + 1

=> 2x + 3x > 1 +5

=> 5x > 6

=> x > 6/5

=> y > -3(6/5) + 1

=>  y > -18/5 + 1

=> y > -13/5

Therefore , the solution of the given problem of inequality comes out to be x > 6/5  and y > -13/5.

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Is the relation a function: C. No, because for each input there is not exactly one output.

In Mathematics, a function is typically used for uniquely mapping an independent value (input variable or domain) to a dependent value (range or output variable).

This ultimately implies that, an independent value represents the value on the x-axis of a cartesian coordinate while a dependent value represents the value on the y-axis of a cartesian coordinate.

Since the independent value (12) is mapped to multiple dependent values (-4 and -2), we can logically deduce that the relation does not represent a function.

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Answer:

4/9 in the simplest form

Step-by-step explanation:

When dividing by a negative number the sign of the quotient changes. so if the quotient is negative when the divisor and dividend have the same sign, it becomes positive when they have opposite sign. In this case -12 and -25 have opposite signs and the quotient will be positive, that's why the negative signs cancel out.

-12 / (-25) = 12/25 =  4/9 in the simplest form

A pool is being drained by a pump at a rate of 4 gallon per minute, then the second pump affect the rate of drainage = 8 minutes

For two identical pumps in parallel the flow rate doubles compared to single pump,

Single pump flow rate = 4 gallons per minute

When two pump act at same time, drain rate will be double,

Drain rate = 8 gallons per minute

The first pump can drain in 8 minutes, therefore:

Rate of the first pump = 1/8

Working together, they can drain the pool in 4 minutes, therefore:

Rate of both pumps = 1/4

Let the time taken by the second pump =t

Rate of the second pump = 1/t.

So,

We can write,

[tex]\frac{1}{8}[/tex] + [tex]\frac{1}{t}[/tex] = [tex]\frac{1}{4}[/tex]

[tex]\frac{1}{t}[/tex] = [tex]\frac{1}{4} -\frac{1}{8}[/tex]

[tex]\frac{1}{t}[/tex] = [tex]\frac{2-1}{8}[/tex]

[tex]\frac{1}{t}[/tex] = [tex]\frac{1}{8}[/tex]

t = 8 minutes

Therefore,

A pool is being drained by a pump at a rate of 4 gallon per minute, then the second pump affect the rate of drainage = 8 minutes

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For the number -(4 / 7), the additive inverse would be (4 / 7).

The additive inverse of a number is the number that when added to the original number, the result is 0. In other words, it is the opposite of the original number.

To see this, let's add -(4 / 7) and (4 / 7) together:

-(4 / 7) + (4 / 7) = 0

This is because the negative sign in front of the fraction indicates that the fraction is the opposite of (4 / 7). So adding the two fractions together cancels out the opposite and results in 0.

In summary, the additive inverse of -(4 / 7) is (4 / 7) because adding the two fractions together results in 0, which is the definition of an additive inverse.

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Insurance companies use math in several ways to help them assess and manage risk, price their products, and make financial decisions. Some examples include:

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