2. The table below shows the height of Grace's
kite while she was flying it yesterday. Use this
information to determine which statements
below are correct. Select all that apply.
Halight
Ott
Omin
2 minutes
3 minute
15
13
A. Grace's kite rose consistently during the first 4
minutes of its flight
B. Grace's kite rose a total of 8 feet during the first 2
minutes of its flight.
C. Grace's kite fell 4 feet in between minute 4 and
minute 5.
D. If Grace added a row to her chart at 6 minutes to
show a drop of 6 feet, the kite's height would be 3
feet

Answer:

slope = 3/5

Step-by-step explanation:

Answer:

your slope is 3/5 :)

Step-by-step explanation:

hope it helped :))

The name of all the chords that are drawn in Circle C are; SU, UV and TW.

The chord of a circle is a term that is defined as the line segment joining any two points on the circumference of the circle.

Looking at the image and comparing with the definition of chords above, we can say that the chords will be SU, UV and TW. This is because they join two points on the circumference of the given circle with center C

We further see that the segment CV is only the radius of the circle.

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9/16

7 of the squares are 4 so we just substract that from the total of 16 and we get 9

Answer:

2*10 ^0 = 2

Step-by-step explanation:

9 * 10^12 ÷ 4.5 × 10^12

Divide the numbers

9/4.5

=2

Divide the exponents by subtracting

10^12 ÷  10^12 = 10 ^(12-12) = 10^0

Put them back together

2 * 10 ^0

2

Answer:

A. No, I do not agree with Joey's answer. The correct answer is 300, which is larger than 180.

B. It appears that Joey used the percent equation incorrectly to figure out the answer. The percent equation should be used to calculate what percent of the whole a certain number is, not the other way around.

C. To set up and solve this problem correctly, we can use a percent equation. The equation is: (percent/100)*total = number. Plugging in our values, we get: (60/100)*x = 300. Solving for x, we get x=300, so there are 300 students in Math 6.

Answer and Step-by-step explanation:

A. To find out the total number of students in Math 6, we can use the proportion:

60/100 = 300/x

where x is the total number of students in Math 6. Solving for x, we get:

x = (100 * 300) / 60 = 500

Therefore, there are 500 students in Math 6. Joey's answer of 180 is incorrect.

B. Joey may have used a method of finding what 60% of a number is, and then divided the number of students who are mastering their math lessons by that amount. This would give him an incorrect answer, as he needs to find the total number of students in Math 6, not just a percentage of that number.

C. To correctly solve the problem, we can use the proportion:

60/100 = 300/x

where x is the total number of students in Math 6. Cross-multiplying, we get:

60x = 100 * 300

Solving for x, we get:

x = (100 * 300) / 60 = 500

Therefore, there are 500 students in Math 6.

The answer is , the example of an  "is-a" relationship is when a boy is-a person.

An example of an "is-a" relationship is when a boy is-a person. This means that a boy is a specific type of person. This relationship is important in object-oriented programming, where it is used to describe the relationship between classes and subclasses. For example, a ball is-a cube would not be a correct "is-a" relationship, because a ball and a cube are two different shapes and cannot be directly related in this way. On the other hand, a column is-a database is a correct "is-a" relationship, as a column is a specific part of a database. By understanding these relationships, programmers can create more efficient and effective code.

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The magnetic dipole moment of the device is  2.5040 Am²

According to the question,

It is given that the number of turns students made a short electro around cylinder : N = 380

The diameter of cylinder : d = 4.7

Radius of cylinder : r = d/2

=> r = 4.7 / 2

=> r = 2.35

Area of cylinder : A = πr²

=> A = 3.14× (2.35)²

=> A = 17.34 cm² => 17.34 × 10⁻⁴ m²

Current in the wire : I = 3.9A

To find the magnetic dipole moment

M = N×I×A

where , N is number of turns

I is current and A is area of cylinder

Therefore,  M = 380×3.8 × 17.34 × 10⁻⁴

=> M = 25,040 × 10⁻⁴

Hence , M = 2.5040 Am²

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The mode of a dataset is the value that appears most frequently. In this case, we need to find the interval of rainfall that occurs most frequently.

From the given data, we can see that the interval "less than 0.01 inch" has the highest frequency with 165 days. Therefore, the mode of this dataset is "less than 0.01 inch"

Effective communication is crucial in all aspects of life, including personal relationships, business, education, and social interactions. Good communication skills allow individuals to express their thoughts and feelings clearly, listen actively, and respond appropriately. In personal relationships, effective communication fosters mutual understanding, trust, and respect.

In the business world, it is essential for building strong relationships with clients, customers, and colleagues, and for achieving goals and objectives. Good communication also plays a vital role in education, where it facilitates the transfer of knowledge and information from teachers to students.

Moreover, effective communication skills enable individuals to engage in social interactions and build meaningful connections with others. Therefore, it is essential to develop good communication skills to succeed in all aspects of life.

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Answer:

\(x=8\)

Step-by-step explanation:

First, I wanna point out a minor mistake, are we supposed to figure out x?

If we are, let's start.

\(-12x+16-4x=-112.\)

We don't need the \(16.\)

We subtract the 16 from both sides.

SImplify, =\(16x=128\)

Also, group like terms, and add similar elements.

Answer:

x = 8

Step-by-step explanation:

-12x + 16 - 4x = -112

Combine like terms on the left side.

-16x + 16 = -112

Subtract 16 from both sides.

-16x = -128

Divide both sides by 16.

x = 8

Check:

-12x + 16 - 4x =

= -12(8) + 16 - 4(8)

= -96 + 16 - 32

= -80 - 32

= -112

-112 = -112

x = 8 is correct.

Answer: x = 8

3 number of roots exist for the polynomial function.

Step-by-step explanation:

As we know that the polynomial can only have exact number of roots as high as the degree of that polynomial is.

We can also prove it. Assume there is a polynomial

(x+2)(x+3) =0

Here the degree of the polynomial is 2 and the number of possible solutions are also 2. As it is evident that x is either equal to -2 or -3.

From the given condition,

(9x + 7)(4x + 1)(3x + 4)

we know that the degree of the polynomial is 3 because after expansion it becomes,

108x^3 + 255 x^2 +169x + 28 =0

Since, highest power of the variable is 3. Its degree is 3.

Therefore, possible number of roots that exist for the polynomial function are 3.

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The usual sign for greater than and less than is "<", the pointed side is always towards the smaller quantity.

When we compare two quantities in mathematics we us the sign"<".

Now, let us say that there are two quantities a and b, and a is greater than b. So, we can write the relation as, a > b. So, we see that b is less than as a and a is greater than b.

Now, to remember this, the pointed side of the sign will be always towards the quantity that is smaller.

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Answer:

11270 cm2

Step-by-step explanation:

A = 2(wl+hl+hw)

   = 2(47•59+27•59+27•47)

   = 11270

Answer: 270

Step-by-step explanation: First, you want to multiply the -3 and the 18. That makes -54. Then, you multiply that answer (-54) by -5, which is 270.

Hope this helps!

Follow the order of PEMDAS of operations:

Multiply and divide (from left to right).

Apply the rule: (-a)*(b) = -a*b

(-3)(18) = -13 * 18 = -54

-54(-5) = 54 * 5 = 270

The answer is 270✅ .

Part A: An open circle on a number line represents an excluded value, indicating that the endpoint is not included in the solution set of the inequality. It is used when the inequality includes the symbols < (less than) or > (greater than), which denote strict inequality.

Part B: A closed circle on a number line represents an included value, indicating that the endpoint is part of the solution set of the inequality. It is used when the inequality includes the symbols ≤ (less than or equal to) or ≥ (greater than or equal to), which denote inclusive inequality.

Part C: The shading on the number line represents the range of values that satisfy the given inequality. It indicates which values make the inequality true. Typically, the shading is done to the right or left of the circle(s) depending on whether the inequality is greater than or less than.

Part A:

For example, if we have the inequality x > 2, we would represent it with an open circle at 2 on the number line. This means that 2 itself is not a valid solution, but any value greater than 2 is included.

Part B:

For example, if we have the inequality x ≥ -3, we would represent it with a closed circle at -3 on the number line. This means that -3 itself is a valid solution, as well as any value greater than or equal to -3.

Part C:

For example, if we have the inequality x > 2, we would shade the portion of the number line to the right of the open circle at 2. The shaded region represents all the values greater than 2 that satisfy the inequality. The shading visually illustrates the solution set and helps identify the range of valid values for the variable in the given inequality.

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The probability of an event that is almost certain to occur is closest to 1. In the given options, the number that best represents this probability is 0.99.

What Is Probability: Probability means possibility. It is a branch of mathematics that deals with the occurrence of a random event. The value is expressed from zero to one. Probability has been introduced in Maths to predict how likely events are to happen. The meaning of probability is basically the extent to which something is likely to happen. This is the basic probability theory, which is also used in the probability distribution, where you will learn the possibility of outcomes for a random experiment. To find the probability of a single event to occur, first, we should know the total number of possible outcomes. Probability is a measure of the likelihood of an event to occur. Many events cannot be predicted with total certainty. We can predict only the chance of an event to occur i.e., how likely they are going to happen, using it. Probability can range from 0 to 1, where 0 means the event to be an impossible one and 1 indicates a certain event.For example, when we toss a coin, either we get Head OR Tail, only two possible outcomes are possible (H, T). But when two coins are tossed then there will be four possible outcomes,  i.e {(H, H), (H, T), (T, H), (T, T)}.The probability formula is defined as the possibility of an event to happen is equal to the ratio of the number of favourable outcomes and the total number of outcomes.

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Answer:

-3, -2, or -1

Central Idea of the Poem; In the poem ‘Animals’, the poet Walt Whitman praises animals for being better than human beings and for possessing all such qualities that humans lack or have forgotten.

The poem Animals' central theme is that humans might get wisdom and virtues from the animals they formerly owned but have since lost.

The poet claims that animals possess many admirable traits like self-control, impartiality, and tranquility.

The comparison of people to animals in order to emphasize the shortcomings in human nature is the poem's main focus rather than praising how wonderful animals are.

The poet thinks that possibly people once possessed all of the virtues listed above, but that they have since lost them.

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Step-by-step explanation:

The value of the triple integral ∫∫∫E 6xy dV, where E lies under the plane z = 1 + x + y and above the region bounded by y = √x, y = 0, and x = 1, is determined through evaluating the integral using appropriate limits of integration. The result represents the volume of the specified region under the given plane.

To evaluate the triple integral, we need to determine the limits of integration for each variable. Since the region in the xy-plane is bounded by y = √x, y = 0, and x = 1, the limits of integration for x will be from 0 to 1, and the limits for y will be from 0 to √x.

The equation of the plane z = 1 + x + y can be rewritten as z = x + y + 1. Since z is not explicitly given in terms of x and y, we can treat it as a constant when evaluating the integral.

The integrand is 6xy, so the triple integral becomes ∫∫∫E 6xy dV = ∫₀¹ ∫₀√x ∫₁⁺ˣ⁺ʸ 6xy dz dy dx.

Now we can evaluate the integral by integrating with respect to z first, then y, and finally x, using the appropriate limits of integration.

The final result will be the value of the triple integral, which represents the volume under the plane z = 1 + x + y and above the given region in the xy-plane.

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Average speed for the whole journey = 53.67 miles per hour.

What is Speed?

A scalar quantity, speed is defined as the size of the change in an object's location over time or the size of the change in an object's position per unit of time.

The Average speed:-

"The average speed of any object is the total distance traveled by that object divided by the total time elapsed to cover the said distance".

= total distance/total time

According  to the Question

We have;

-------> ALEX drove for 3 hours at a rate of 60 miles per hour.

-------> and ALEX drove for 2 hours at a rate of 45 miles per hour.

We know that;

speed = distance/ time

Now we can write it as;

distance = speed *time

Consider the first statement of the Question;

-------> John drove for 3 hours at a rate of 60 miles per hour.

Here, speed = 60 miles per hour.

Time = 3 hours.

Putting in the above then we get;

distance = 60*3

distance =180

Consider the second statement of the Question;

-------> John drove for 2 hours at a rate of 45 miles per hour.

Here, speed = 45 miles per hour.

Time = 2 hours.

Putting in the above then we get;

distance = 45*2

distance =90

-----> Now find the Average speed of John.

We have;

The distance in the first part;

miles. at time 3 hours.

The distance in the second part;

miles. at time 2 hours.

We have;

The average speed = 53.67 miles per hour

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Answer:

B

Step-by-step explanation:

Answer: Refer to Below

Step-by-step explanation:

Given information

Php 2,000 activation fee

Php 1,500 monthly fee

Analysis of given information

Activation fee: the amount of money to start a charge (i.e. Let's say if there is a membership, then this fee would be the same as having a card of membership)

Monthly fee: the amount of money that would be charged monthly (i.e. Let's say if there is a membership, then this fee would be the amount of money that you would need to pay for maintenance every month)

Set variable according to the given information

Let x be the number of months for the membership

Write expression with the given information and the variable

Cost = Monthly fee × Number of months + Activation fee

\(\boxed{C = 1500x + 2000}\)

**Information** Since we have already written the expression in [PART 1] and defined the number of months as [x], we are going to substitute the given number of months into the expression.

Given information

Number of months = 1, 2, 3, 4, 5, 6

Written expression from [PART 1]

C = 1500x + 2000

Substitute values into the expression

1 month = 1500 (1) + 2000 = \(\boxed{Php 3500}\)

2 months = 1500 (2) + 2000 = \(\boxed{Php 5000}\)

3 months = 1500 (3) + 2000 = \(\boxed{Php 6500}\)

4 months = 1500 (4) + 2000 = \(\boxed{Php 8000}\)

5 months = 1500 (5) + 2000 = \(\boxed{Php 9500}\)

6 months = 1500 (6) + 2000 = \(\boxed{Php 11000}\)

Hope this helps!! :)

Please let me know if you have any questions

Based on the distances between the cities, the answer to this question will be 185 miles.

Distance between Dallas and Omaha - 644 miles

Distance between Chicago and Omaha - 459 miles

= Distance between Dallas and Omaha - Distance between Chicago and Omaha

= 644 - 459

= 185 miles

In conclusion, it is 185 miles which is One Hundred and Eighty Five miles.

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Step-by-step explanation:

3x + 2y = 8

2y= -3x+8

y= -3/2x+4

so the answer is m= -

m=− 2

       3

​

Answer:

36 inches would be 3 feet

Step-by-step explanation:

The angle relative to the positive direction of the x-axis is approximately 97.05 degrees. The x-component of the velocity is 7.96 m/s and the y-component of the velocity is approximately -67.8616 m/s.

(a) To find the x-component of the velocity, we need to differentiate the x-coordinate of the position vector with respect to time. The x-component of the velocity (vx) can be found as follows:

vx = dx/dt = 7.96i

Therefore, the x-component of the velocity is 7.96 m/s.

(b) To find the y-component of the velocity, we differentiate the y-coordinate of the position vector with respect to time. The y-component of the velocity (vy) can be calculated as follows:

vy = dy/dt = -14.86tj

Substituting t = 4.56 s into the equation, we get:

vy = -14.86 * 4.56 j ≈ -67.8616 j

Therefore, the y-component of the velocity is approximately -67.8616 m/s.

(c) The magnitude of the velocity (v) can be calculated using the formula:

|v| = √(vx^2 + vy^2)

Substituting the values we found in parts (a) and (b), we have:

|v| = √((7.96)^2 + (-67.8616)^2)

   ≈ √(63.3616 + 4591.7312)

   ≈ √4655.0928

   ≈ 68.18 m/s

Therefore, the magnitude of the velocity is approximately 68.18 m/s.

(d) The angle (θ) relative to the positive direction of the x-axis can be found using the formula:

θ = arctan(vy/vx)

Substituting the values we found in parts (a) and (b), we have:

θ = arctan((-67.8616)/(7.96))

   ≈ arctan(-8.53)

   ≈ -82.95 degrees

Since the angle needs to be in the range (-180°, 180°], we add 180° to obtain the final angle:

θ ≈ -82.95 + 180

  ≈ 97.05 degrees

Therefore, the angle relative to the positive direction of the x-axis is approximately 97.05 degrees.

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Answer:

x = -17, x = 3, and you should add 100

Step-by-step explanation:

When completing the square, I like to follow a specific method.

First, I take the b-value and divide it by 2. This gives us to, in this situation, 7.

This means that the inside value in the (x-h)^2 area will be (x+7)^2

Now we find the square of that number, so 7^2 = 49. Now we have to find the distance between the number squared and the number on the outside. So we have to find the total distance between 49 and -51. To do this, we simply add 49 to 51, and we get 100, and then we set it as a negative.

We end up with (x+7)^2 - 100. On both sides, you should add 100.

Using the quadratic formula, the solutions are also x = -17, and x =3

This equation represents the rider's height above the ground as a function of time, taking into account the given conditions.

To determine the amplitude, period, axis of symmetry, and phase shift of the transformed sine function representing the rider's height above the ground versus time, we'll break down the problem step by step.

Step 1: Amplitude
The amplitude of a transformed sine function is equal to half the vertical distance between the maximum and minimum values.

In this case, the maximum and minimum heights occur when the rider is at the top and bottom of the Ferris wheel.

The maximum height occurs when the rider is at the top of the Ferris wheel, which is 3 m above the ground level.

The minimum height occurs when the rider is at the bottom of the Ferris wheel, which is 3 m below the ground level.

Therefore, the vertical distance between the maximum and minimum heights is 3 m + 3 m = 6 m.

The amplitude is half of this distance, so the amplitude of the transformed sine function is 6 m / 2 = 3 m.

Step 2: Period
The period of a transformed sine function is the time it takes to complete one full cycle. In this case, it takes 90 seconds to make one full revolution.

Since the rider enters a car from a platform that is located 30° around the rim before the car reaches its lowest point, we can consider this as the starting point of our function.

To complete one full cycle, the rider needs to travel an additional 360° - 30° = 330°.

The time it takes to complete one full cycle is 90 seconds. Therefore, the period is 90 seconds.

Step 3: Axis of Symmetry
The axis of symmetry represents the horizontal line that divides the graph into two symmetrical halves.

In this case, the axis of symmetry is the time at which the rider's height is equal to the average of the maximum and minimum heights.

Since the rider starts 30° before reaching the lowest point, the axis of symmetry is at the midpoint of this 30° interval.

Thus, the axis of symmetry occurs at 30° / 2 = 15°.

Step 4: Phase Shift
The phase shift represents the horizontal shift of the graph compared to the standard sine function.

In this case, the rider starts 30° before reaching the lowest point, which corresponds to a time shift.

To calculate the phase shift, we need to convert the angle to a time value based on the period.

The total angle for one period is 360°, and the time for one period is 90 seconds.

Therefore, the conversion factor is 90 seconds / 360° = 1/4 seconds/degree.

The phase shift is the product of the angle and the conversion factor:
Phase Shift = 30° × (1/4 seconds/degree)

= 30/4

= 7.5 seconds.

Step 5: Equation
With the given information, we can write the equation for the transformed sine function representing the rider's height above the ground versus time.

The general form of a transformed sine function is:
f(t) = A * sin(B * (t - C)) + D

Using the values we found:
Amplitude (A) = 3
Period (B) = 2π / period = 2π / 90 ≈ 0.06981317
Axis of Symmetry (C) = 15° × (1/4 seconds/degree) = 15/4 ≈ 3.75 seconds
Phase Shift (D) = 0 since the graph starts at the average height

Therefore, the equation is:
f(t) = 3 * sin(0.06981317 * (t - 3.75))

Note: Make sure to convert the angles to radians when using the sine function.
This equation represents the rider's height above the ground as a function of time, taking into account the given conditions.

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Answer:

The ratio of a drawing measurement from the original scale to the corresponding drawing measurement in the new scale is 3:1, meaning that for every 1 inch on the original scale, there will be 3 inches on the new scale.

To tell whether a scale drawing is smaller or larger than the actual object, you can compare the scale ratios. If the ratio of the drawing measurement to the actual measurement is smaller, then the drawing is smaller than the actual object. If the ratio of the drawing measurement to the actual measurement is larger, then the drawing is larger than the actual object.

Step-by-step explanation: