Drag the tiles to the correct boxes to complete the pairs.

Match each polynomial equation to its end behavior.

Answer:

The length of AB is 9 cm.

Step-by-step explanation:

EH = 10 cm, area of EFGH is 35 cm, so

EF = 3.5 cm

BC = AD = 3.5 cm, perimeter of ABCD = 25 cm, so AB = 9 cm since 2(9 + 3.5) = 2(12.5) = 25

Based on the given informations, the change in y as t changes from 1 to 6 is approximately 3.870. Therefore the correct option is (A).

To find the change in y as t changes from 1 to 6, we need to integrate the given function with respect to t over the interval [1, 6] and then find the difference between the values of the integral at the two endpoints.

∫₁⁶ 6e\(.^{(-0.08(t-5)^2)}\)  dt

We can use the substitution u = t - 5 to simplify the integral:

∫₋₄¹ 6e\(.^{(-0.08u^2)}\)  du

Unfortunately, there is no closed-form solution for this integral. We can use numerical integration methods, such as Simpson's rule or the trapezoidal rule, to approximate the integral. Using Simpson's rule with a step size of 1, we get:

∫₋₄¹ 6e\(.^{(-0.08u^2)}\) du ≈ 3.870

Therefore, the change in y as t changes from 1 to 6 is approximately 3.870, which corresponds to option (A).

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Answer:

3

Step-by-step explanation:

Answer = 2 minutes and 15 seconds

1 minute = 60 seconds

60 seconds times 3= 180 seconds

25% of 180 seconds = 45 seconds

180-45=135 seconds

convert into minutes

1 minute = 60 seconds

2 minutes = 120 seconds

135-120=15 seconds

2 minutes and 15 seconds

Answer:

2 mins 15 secs

Step-by-step explanation:

If the original version of the song is 100% in length, then the remix will be 75% of the length of the original, as:

100% - 25% = 75%

Convert 75% into a decimal:

⇒ 75% = 75/100 = 0.75

75% of 3 minutes

= 0.75 × 3

= 2.25 minutes

As there are 60 seconds in a minute,

= 0.25 of a minute = 0.25 × 60 = 15 seconds

Therefore, the length of the remix is 2 mins 15 secs

The conjecture "A square number is either measurable by 4 or will be after the removal of a unit" is true. If a number is a perfect square, it can be expressed as either 4k or 4k+1 for some integer k.

However, if 4 is replaced by 3 in the conjecture, it is no longer valid. Counterexamples can be found where square numbers are not necessarily divisible by 3.

To prove the conjecture that a square number is either divisible by 4 or will be after subtracting 1, we can consider two cases:

Case 1: Let's assume the square number is of the form 4k. In this case, the number is divisible by 4.

Case 2: Let's assume the square number is of the form 4k+1. In this case, if we subtract 1, we get 4k, which is divisible by 4.

Therefore, in both cases, the conjecture holds true.

However, if we replace 4 with 3 in the conjecture, it is no longer valid. Counterexamples can be found where square numbers are not necessarily divisible by 3. For example, consider the square of 5, which is 25. This number is not divisible by 3. Similarly, the square of 2 is 4, which is also not divisible by 3. Hence, the conjecture does not hold when 4 is replaced by 3.

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Answer: 90 degrees

Step-by-step explanation:

The hypotenuse is opposite the right angle, which is created by the two shortest sides.

Answer:

80 miles

Step-by-step explanation:

basically just 4×20. quite simple really

Answer:

The actual distance of Matt's trip is 80 miles.

Step-by-step explanation:

Since we are given the scale 1in : 20 miles we know that each inch of Matt's trip on the map equals 20 miles, therefore we just have to multiply the length of the trip on the map given inches by 20. And so we get...

4 x 20 = 80

Therefore the actual distance of Matt's trip is 80 miles.

Answer:

examin slopes and graphs

Step-by-step explanation:

compare graphs

#1 is graph

#2 is slope

#3 is rate of change

#4 is prediction

Answer:

1) examine slopes

2) graphs

Step-by-step explanation:

I had to do the same paper put those and got it right other person's right too

bbbbbbbbbbbbbbb bbbbbbbbbbbbbb

Answer:

59.9%

Step-by-step explanation:

100/30 = 3.3

3.3*18 = 59.9%

Answer: 54 copies

Step-by-step explanation:

12 copies for $6

1 copy for $0.5

x copies for $27

27/0.5 = 54

1(54) = 54 copies

The equation in slope-intercept form of the line that passes through (1,8) and is perpendicular to 3x + 7y = 0 is :

y = (7/3)x - (19/3).

To write the equation in slope-intercept form, we need to find the slope of the line that passes through (1,8) and is perpendicular to 3x + 7y = 0.

First, we need to rearrange the equation 3x + 7y = 0 into slope-intercept form:

7y = -3x
y = (-3/7)x

The slope of this line is -3/7.

Since the line we are trying to find is perpendicular to this line, its slope will be the negative reciprocal of -3/7:

m = 7/3

Now we can use the point-slope formula to write the equation of the line that passes through (1,8) with slope 7/3:

y - 8 = (7/3)(x - 1)

Finally, we can rearrange this equation into slope-intercept form:

y = (7/3)x - (19/3)

So, the equation in slope-intercept form of the line that passes through (1,8) and is perpendicular to 3x + 7y = 0 is y = (7/3)x - (19/3).

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Answer:

Use colon method

Step-by-step explanation:

So it is more easy

Answer:

9 pizzas

Step-by-step explanation:

Since there were 3 boxes which each 3 pizzas, you're gonna need to solve using an easy multiplication problem; 3*3, which is 9. So it's 9 pizzas

Answer:

  6%

Step-by-step explanation:

You want the percentage increase from 158,800 to 168,328.

The percentage change is given by the formula ...

  percentage change = ((new value)/(old value) -1) × 100%

For the given numbers, this is ...

  (168328/158800 -1) × 100%

  = (1.06 -1) × 100% = 6% . . . . increase

The annual distance driven increased by 6%.

Answer: 5/2

Step-by-step explanation:

Answer:

109.090909%

Step-by-step explanation:

Answer:

9.09091%

Step-by-step explanation:

From 11 friends to 12 friends find the percent

from 11 friends to 12 friends. The number of friends is increased by 1.

To get the percentage of increase:

(12 - 11) / 11 = 1 / 11 = * 100% =

The increase of 1 friend is equivalent to 9.09091% increase

11 is the basis. It is the 100%

 1 is the increase. It is the 9.09091%

12 is the total number of friends.

Answer:

Slope is just what is y/x so y=4-3=1, X=3-(-2)=5, remember if you use point 1's y to minus point 2, for x you also need to use point 1's x to minus point 2's x. So it's 1/5

Answer:

Step-by-step explanation:

2) (0,3) ; (3, 2)

Slope = \(\frac{y_{2}-y_{1}}{x_{2}-x_{1}}\)

          \(=\frac{2-3}{3-0}\\\\=\frac{-1}{3}\)

3)(-2, 1) (3,4)

Slope = \(\frac{4 -1}{3-[-2]}\)

          \(=\frac{4-1}{3+2}\\\\=\frac{3}{5}\)

\(h(x) = 40x - 16x^2\\h(x) = 15\\40x - 16x^2 = 15\\-16x^2 + 40x - 15 = 0\\\)

Using the quadratic formula we get

\(x_1 = 0.5\\x_2 = 2.04\)

Therefore the tennis ball is at least 15 feet above the ground from 0.5 seconds to 2.04 seconds

The third outer loop execution (i = 3), the loop compares the third element (12) with the remaining elements in the list (13, 14, 15) for a total of 3 comparisons

Assuming the outer loop is a standard loop that iterates through the list from the first to the second-to-last element, the number of comparisons made during the third outer loop execution (i = 3) would be 3.

During the first outer loop execution (i = 1), the loop compares the first element (10) with the rest of the elements in the list (11, 12, 13, 14, 15) for a total of 5 comparisons.

During the second outer loop execution (i = 2), the loop compares the second element (11) with the remaining elements in the list (12, 13, 14, 15) for a total of 4 comparisons.

During the third outer loop execution (i = 3), the loop compares the third element (12) with the remaining elements in the list (13, 14, 15) for a total of 3 comparisons.

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Assuming you are using a standard bubble sort algorithm, during the third outer loop execution (i = 3), there will be 3 comparisons made.

The given list (10, 11, 12, 13, 14, 15) and the number of comparisons made during the third outer loop execution (i = 3):

In the first outer loop iteration (i = 1), there will be 5 comparisons (comparing elements at positions 1-2, 2-3, 3-4, 4-5, and 5-6).

In the second outer loop iteration (i = 2), there will be 4 comparisons (comparing elements at positions 1-2, 2-3, 3-4, and 4-5).

In the third outer loop iteration (i = 3), there will be 3 comparisons (comparing elements at positions 1-2, 2-3, and 3-4).

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Answer:

Step-by-step explanation:

i.

(10y+x) - (10x+y) = 63 ---> This subtracts the original from the number with the reversed digits, and makes it equal to 63, so the number increases by 63

y - x = 7 ---> We have to prove this is true, so put it into the original equation

y = 7 + x ---> manipulate the above equation, and substitute it into the original equation

[10 (7 + x) + x] - [10x + (7 + x)] = 63

(70 + 11x) - (11x + 7) = 63

63 = 63 ---> Solve the equation, and because it comes out to be true, you proved that y - x = 7

ii. a.

(10x + y) + (10y + x) = 99 ---> The sum of the original and reversed numbers

x + y = 9

y = 9 - x ---> substitute this into the original equation

[10x + (9 - x)] + [10 (9 - x) + x] = 99

(9x + 9) + (90 - 9x) = 99

99 = 99

ii. b.

infinitely many solutions

To solve the given equation, making an appropriate substitution and rewriting the equation in quadratic form is a useful method. The given equation is: \(x-17 \sqrt{x}+60=0\).Make an appropriate substitution and rewrite the equation in quadratic form.

Let \($u= \sqrt{x}$\) , then the quadratic equation becomes:

\($u^2 -17u +60 =0$\)

Factorising the above quadratic equation, we get:

\(u^2 -5u -12u +60=0$$\\)

Rightarrow \(u(u-5)-12(u-5)=0$ $\\)

Rightarrow \((u-5)(u-12) =0$\)

Putting \($u= \sqrt{x}$\) we get:

\($(\sqrt{x} -5)(\sqrt{x}-12)=0$\)

Rightarrow \(\sqrt{x}=5\)

\(\text{ or } \sqrt{x}=12$\)

Squaring both sides, we get:

\($x=25 \text\)

\({ or } x=144\)

Therefore, the solution of the given equation is:

\($x=25 \text{ or }\\ \\x=144\)

Note: In this method, first, we make an appropriate substitution to reduce the given equation into a quadratic equation. The quadratic equation can be easily solved by factorisation, completing the square method or by using the quadratic formula. Finally, we substitute the value of the variable in the given equation and find the solution.

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Answer:

64 Is the correct answer right

Answer:

\(-4(16-18)\), \([16 + (-18)](-4)\)

Step-by-step explanation:

Given: The low temperature on Monday was 16°F. The low temperature on Tuesday was 18°F cooler. The low temperature on Wednesday was –4 times Tuesday’s temperature.

To find: expression that can be used to describe the low temperature on Wednesday

Solution:

Temperature on Monday = 16°F

So,

Temperature on Tuesday = \((16-18)\°F\)

Temperature on Wednesday = \(-4(16-18)\°F\)

So, expression \(-4(16-18)=(16-18)(-4)\) can be used to describe the low temperature on Wednesday.

Also,

\((16-18)(-4)=[16 + (-18)](-4)\,\,\left \{\because (a-b)=\left [ a+(-b) \right ] \right \}\)

So, expression \([16 + (-18)](-4)\) also represent temperature on Wednesday.

Answer:

(16 – 18)(–4)

[16 + (–18)](–4)

Step-by-step explanation: Answers for Edge

Attitude, beliefs, and knowledge shape a teacher's delivery: attitude affects engagement, beliefs influence instructional decisions, and knowledge enables effective communication and learning facilitation.

Attitude, beliefs, and knowledge play crucial roles in shaping how a teacher delivers a lesson. Here's a detailed explanation of their impacts:

Attitude:

Attitude refers to a teacher's mindset, emotions, and approach towards teaching. A positive attitude fosters enthusiasm, motivation, and a genuine passion for the subject matter. This translates into an engaging and dynamic teaching style, creating an environment conducive to learning. Conversely, a negative attitude can lead to disinterest, lack of enthusiasm, and a disengaged teaching approach, which can hinder students' engagement and comprehension.

Beliefs:

A teacher's beliefs influence their instructional decisions and pedagogical strategies. Beliefs about students' capabilities, learning styles, and the purpose of education can shape the teacher's approach to delivering a lesson. For example, if a teacher believes that all students have the potential to succeed, they may employ differentiated instruction techniques to cater to diverse learning needs. Conversely, if a teacher holds limiting beliefs about students' abilities, they may adopt a one-size-fits-all approach, which may hinder student progress.

Knowledge:

A teacher's knowledge encompasses both subject matter expertise and pedagogical content knowledge. Profound knowledge of the subject allows a teacher to effectively structure and present the lesson, answer student queries, and provide relevant examples. Pedagogical content knowledge helps in selecting appropriate instructional strategies, adapting to student needs, and assessing learning effectively. Without a strong knowledge base, a teacher may struggle to deliver accurate information, engage students, or address misconceptions.

Collectively, attitude, beliefs, and knowledge significantly impact a teacher's delivery of a lesson. A positive attitude enhances student motivation and engagement. Strong beliefs in students' potential and individualized instruction foster a supportive learning environment. Adequate subject knowledge and pedagogical skills enable effective communication and facilitate meaningful learning experiences. By combining these elements, teachers can create an impactful and effective learning environment that nurtures student growth and achievement.

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B. 2 and OD. 15 are not possible lengths for the third side of the triangle.

To determine the possible values for the length of the third side of a triangle, we need to consider the triangle inequality theorem, which states that the sum of the lengths of any two sides of a triangle must be greater than the length of the third side.

Given that two sides have lengths 6 and 9, we can analyze the possibilities:

6 + 9 > x

x > 15 - The sum of the two known sides is greater than any possible third side.

6 + x > 9

x > 3 - The length of the unknown side must be greater than the difference between the two known sides.

9 + x > 6

x > -3 - Since the length of a side cannot be negative, this inequality is always satisfied.

Based on the analysis, the possible values for the length of the third side are:

A. 7

C. 4

□E. 10

O F. 12

B. 2 and OD. 15 are not possible lengths for the third side of the triangle.

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