since its on a straight line we instantly know that u+100=180 since a straight line is 180 degrees. From thay we can easily find out that u=180-100=80. So u is 80 degrees. Also pls mark as brainliest answer thx.
Answer:
u=180
Step-by-step explanation:
The two angles add together to form a straight line, so they add to 180
100+u = 180
u = 180-100
u= 80
How many different ways do you think there are to shade 3/8 of the square?
Therefore , the solution of the given problem of unitary method comes out to be any other restrictions or criteria would determine how many possible methods there are to shade 3/8 of the square.
Definition of a unitary method.Use the tried-and-true fundamental method, the actual variables, and any relevant information gleaned from general and specific questions to complete expression the assignment. Customers may be given another chance to taste the products in response. If these adjustments don't happen, we'll lose out on significant advancements in our understanding of programmes.
Here,
The phrase "shade 3/8 of the square" might be interpreted in a variety of ways, which might result in various solutions. Here are a few potential explanations and their accompanying responses:
1) The most straightforward interpretation is to shade 3/8 of the square as a single, continuous area.
There are countless ways to shade precisely 3/8 of the square in this interpretation.
2) Discrete Interpretation: Using a grid or discrete cells to shade 3/8 of the square.
The number of alternative ways relies on the size of the grid or the number of discrete cells if the square is divided into a grid or cells and the requirement is to shade exactly 3/8 of the cells. F
3) Interpretation based on constraints: Shading 3/8 of the square with specific restrictions.
In conclusion, the exact interpretation and any other restrictions or criteria would determine how many possible methods there are to shade 3/8 of the square. It is challenging to estimate the precise number of potential solutions in the absence of more details.
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Gary wants to make a circular pond in his yard and put a low fence around the edge. If Gary has 124 feet of fencing, which is closest to the area of the largest circular pond he can make with the fencing?
In a case whereby Gary wants to make a circular pond in his yard and put a low fence around the edge. If Gary has 124 feet of fencing, the closest to the area of the largest circular pond he can make with the fencing is 1471.61ft^2
How can the area of the largest circular pond be calculated?We were told that he will bw making a pond which is circular in nature, then We can assume that the radius is R, then 2 πR = 136
R= 136/2 π
R= 68/π
The the are of the pond= πR^2
= π * (68/π)^2
=1471.61ft^2
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Please I need help answer all the questions please
Average Minutes Per Night Spent On Homework
0 20
48 60
190
Average Minutes Per Night Spent Watching TV
0 10
20 30
50
11. What is the median for TV time?
12. What is the range of times that the middle 50% of the sophomores spend on TV per night?
13. What percent of the sophomores spend more than 30 minutes per night watc
While watching a movie, Laila and Thiago shared a
Laila: The amount of surplus corn
Thiago: The amount of corn eaten
How to label each vertical axis on the graph?According to graph the vertical axis of Laila's Graph is surplus popcorn and the vertical axis of Thiago's Graph is popcorn eaten. This can be seen on the graph (graph in image attached below)
Therefore, the correct vertical axis label that accurately represent the situation is:
The amount of surplus popcorn for Laila's graph.
The amount of popcorn eaten for Thiago's graph
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The question is incomplete, complete question in image attached.
name three solution for h > 8
Answer:
all numbers greater than 8
Step-by-step explanation:
simply pick any number greater than 8, since the > symbol is in front of 8. By the way, you cannot pick 8. :) I hope this helps!
Hayley is looking for a job cutting hair. One option is self-employment at The Princeton Salon, where she would pay $774 per month to rent a station and keep all of her earnings. Another option is to work at a franchise, where she would just have to pay the salon $9 for every haircut. If she performed a certain number of haircuts every month, the amount paid to either salon would be the same. How much would Hayley pay? How many haircuts would that be?
Hayley would pay $ ______ to either salon if she performed _______ haircuts.
Answer:Let's assume the number of haircuts Hayley needs to perform in a month for the total amount paid to either salon to be the same is denoted as 'x'.
For self-employment at The Princeton Salon:
Hayley would pay a fixed monthly rent of $774 to rent a station and keep all of her earnings.
For working at a franchise:
Hayley would have to pay $9 to the salon for every haircut she performs.
Based on the given information, we can set up the following equation to find the value of 'x':
Number of haircuts * Cost per haircut at franchise = Monthly rent at The Princeton Salon
x * 9 = 774
Solving for 'x':
x = 774/9
x ≈ 86.00
So, Hayley would need to perform approximately 86 haircuts in a month for the total amount paid to either salon to be the same.
Now, to calculate the total amount paid to either salon, we can use the following formulas:
Total amount paid at The Princeton Salon = Monthly rent + Earnings (which would be all of her earnings, as mentioned in the prompt)
Total amount paid at the franchise = Cost per haircut * Number of haircuts
Plugging in the values:
Total amount paid at The Princeton Salon = $774 + (Earnings from haircuts)
Total amount paid at the franchise = $9 * 86
Since the total amount paid to either salon is the same, we can equate the two equations:
$774 + Earnings from haircuts = $9 * 86
Solving for Earnings from haircuts:
Earnings from haircuts = $9 * 86 - $774
Earnings from haircuts = $774
So, Hayley would pay a total of $774 in earnings from haircuts, regardless of whether she chooses self-employment at The Princeton Salon or working at the franchise. The number of haircuts she needs to perform to reach this amount is 86.
Step-by-step explanation:
The number of parts produced by three different machines are shown in the table only one of the machine produces pods at a constant rate which equation represents why the number of parts produce the next minute for a one machine that produces pods at a constant rate
The equation that represents the number of parts produced by Machine C after t minutes is f(t) = 3t
The equation represents why the number of parts produceTo determine which machine produces parts at a constant rate, we can calculate the ratios of the number of parts produced for each machine:
For Machine A:
The ratio of parts produced from 5 to 10 minutes is: 32/8 = 4The ratio of parts produced from 10 to 20 minutes is: 40/32 = 1.25Since the ratios are not constant, Machine A does not produce parts at a constant rate.
For Machine B:
The ratio of parts produced from 5 to 10 minutes is: 80/40 = 2The ratio of parts produced from 10 to 20 minutes is: 120/80 = 1.5Since the ratios are not constant, Machine B does not produce parts at a constant rate.
For Machine C:
The ratio of parts produced from 5 to 10 minutes is: 30/15 = 2The ratio of parts produced from 10 to 20 minutes is: 60/30 = 2Since the ratios are constant, Machine C produces parts at a constant rate.
To find an equation that represents the number of parts produced by Machine C at any given minute, we can use the ratio of parts produced from 5 to 10 minutes:
The constant rate of production is 30/10 = 3 parts per minute.
Therefore, the equation that represents the number of parts produced by Machine C after t minutes is f(t) = 3t
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Complete question
The number of parts produced by three different machines are shown in the table only one of the machine produces pods at a constant rate which equation represents why the number of parts produce the next minute for a one machine that produces pods at a constant rate
Minutes Machine A
5 8
10 32
20 40
Minutes Machine B
5 40
10 80
20 120
Minutes Machine C
5 15
10 30
20 60
In triangle BC, point D is on AC such that AD = 12 and CD = 12. If angle ABC = angle BDC = 90 degrees, then what is BD?
Answer:
Step-by-step explanation:
BD is craxking treys and cracking treys is gd dissing bd you can look it up i ffrom o block and bd is the opps im telling so you wont lose yo life so please play right if you gdk be gdk if u gd be gd we aint bd ofn
Find the area of the polygon
The circle graph represents the hair color of middle-school students. There were 800 middle-school students surveyed. Use the circle graph.
Hair Color
Red
5%
Blonde
30%
Black
25%
Brown
40%
How many students have red hair?
40 students have red hair.
We have,
Red color= 5%
Black = 25%
Brown = 40%
Blonde= 30%
Total middle school students = 800
So, the number of red haired student
= 5% of 800
= 5/100 x 800
= 5 x 8
= 40 students
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Choose the expression that correctly compares the numbers 117 and 171.
171 < 117
171 = 117
171 > 117
117 > 171
Answer:
171 > 117
Step-by-step explanation:
171 is greater than 117 meaning the alligator is eating the bigger number, 171.
You want to be able to withdraw $40,000 each year for 15 years. Your account earns 5% interest.
a) How much do you need in your account at the beginning?
b) How much total money will you pull out of the account?
c) How much of that money is interest?
a) you would need $450,332.81 in your account at the beginning. b) the total money that will be pulled out of the account is $600,000.
How to determine How much do you need in your account at the beginninga) To calculate the amount needed in the account at the beginning, we can use the present value formula:
PV = PMT * ((1 - (1 + r)^-n) / r)
Where PV is the present value, PMT is the annual payment, r is the annual interest rate, and n is the number of periods.
Plugging in the values, we get:
PV = 40000 * ((1 - (1 + 0.05)^-15) / 0.05)
PV = $450,332.81
Therefore, you would need $450,332.81 in your account at the beginning.
b) To calculate the total money that will be pulled out of the account, we can simply multiply the annual payment by the number of years:
Total money = PMT * n
Total money = 40000 * 15
Total money = $600,000
Therefore, the total money that will be pulled out of the account is $600,000.
c) To calculate the amount of money that is interest, we can subtract the initial investment from the total money pulled out:
Interest = Total money - Initial investment
Interest = $600,000 - $450,332.81
Interest = $149,667.19
Therefore, $149,667.19 of the money pulled out is interest.
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Find the error and recreate the table.
The correct table should be
Blue yellow
1 5
4 8
7 13
10 17
What is linear equation?A linear equation is an algebraic equation of the form y=mx+b. involving only a constant and a first-order (linear) term, where m is the slope and b is the y-intercept.
The slope can be calculated as;
m = y2-y1)/x2-x1
m = 13-5)/7-1
m = 8/6
the equation of a line is expressed as,
y-y1 = m (x-x1)
y-5= 4/3 ( x-1)
= 3y - 15= 4x - 4
3y = 4x + 11.
Therefore when x is 10
3y = 40+11
3y = 51
y = 17
therefore the error is that instead of 16 it should be 17
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1:20 - salesman allows a 5% discount for cash payment. What will be the discount allowed for a ash payment of GH¢5,600.00? A. GH 250.00
The discount allowed for a cash payment of GH 5,600.00 is given as follows:
GHC 280.00.
How to obtain the discount?The discount allowed for a cash payment of GH 5,600.00 is obtained applying the proportions in the context of the problem.
There is a 5% discount, hence the value of the discount is obtained as follows:
0.05 x 5600 = GHC 280.00.
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2À candy company claims that its jelly bean mix contains 15% blue jelly beans. Suppose that the candies are packaged at random in small bags containing about 200 jelly beans. What is the probability that a bag will contain more than 20% blue jelly beans?
Answer: To solve this problem, we can use the binomial distribution formula. Let X be the number of blue jelly beans in a bag of 200 jelly beans. Then X follows a binomial distribution with parameters n = 200 and p = 0.15, where p is the probability of drawing a blue jelly bean.
The probability of getting more than 20% blue jelly beans in a bag can be calculated as:
P(X > 0.2*200) = P(X > 40)
We can use the normal approximation to the binomial distribution, since n is large (200) and p is not too close to 0 or 1. Using the mean and variance of the binomial distribution, we can calculate the corresponding mean and standard deviation of the normal distribution as follows:
μ = np = 200 * 0.15 = 30
σ = sqrt(np(1-p)) = sqrt(200 * 0.15 * (1-0.15)) = 4.07
Then, we can standardize the random variable X as:
Z = (X - μ) / σ
So, we have:
P(X > 40) = P((X - μ) / σ > (40 - μ) / σ)
= P(Z > (40 - 30) / 4.07)
= P(Z > 2.46)
Using a standard normal distribution table or a calculator, we find that P(Z > 2.46) is approximately 0.007. Therefore, the probability that a bag will contain more than 20% blue jelly beans is about 0.007 or 0.7%.
Step-by-step explanation:
Use the following number line to choose the correct statement. R x P > S S > Q × R Q × R > S
Answer:
Looking at the number line, we can see that R is to the left of P, and S is to the right of P. Also, Q is to the left of R, and S is to the right of Q.
So, the first statement "R x P > S" is not true, because S is to the right of both R and P.
The second statement "S > Q x R" is also not true, because Q is to the left of R, and S is to the right of both Q and R.
The third statement "Q x R > S" is true, because Q is to the left of R, and S is to the right of both Q and R. Therefore, the correct statement is:
Q x R > S
Find the equation of the line tangent to the graph of f(x) = (In x)4 at x = 4.
y =
(Type your answer in slope-intercept form. Do not round until the final answer. Then round to
as needed.)
The equation of the tangent line of f(x) = (ln x)⁴ at x = 4 is y = (3/16)ln 2 x - (3/4)ln 2 + 256ln⁴ 2.
What is differentiation?We may calculate the derivative of a power function using the power rule of differentiation. Since many functions may be expressed as power functions or can be made simpler using power functions, the power rule is a helpful tool in calculus. We can quickly determine the derivatives of these functions using the power rule and apply them to issues in physics, economics, and engineering.
The slope of the tangent line at x = 4 is determined using the derivative as follows:
f(x) = (ln x)⁴
f'(x) = 4(ln x)³ (1/x)
At x = 4, we have:
f'(4) = 4(ln 4)³ (1/4) = (3/16)ln 2
Now, the equation of the tangent line is:
y - 256ln⁴ 2 = (3/16)ln 2(x - 4)
y = (3/16)ln 2 x - (3/4)ln 2 + 256ln⁴ 2
Hence, the equation of the tangent line of f(x) = (ln x)⁴ at x = 4 is y = (3/16)ln 2 x - (3/4)ln 2 + 256ln⁴ 2.
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How do I solve this problem?
The measure of angle CFE is determined as 29⁰.
What is the measure of angle CFE?The measure of angle CFE is calculated by applying the following formula.
The intersecting chord theorem, also known as the intersecting chords inside and outside theorem, is a geometric property that applies to chords (line segments that connect two points on the circumference of a circle) that intersect inside or outside a circle.
Based on the angle of intersecting chord theorem, we will have the following equation.
m∠CFE = ¹/₂( arc angle CE )
arc CE = 360 - 302 (sum of angles in a circle)
arc CE = 58⁰
m∠CFE = ¹/₂ x 58
m∠CFE = 29⁰
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Inga is solving 2x2 + 12x – 3 = 0. Which steps could she use to solve the quadratic equation? Select three options. 2(x2 + 6x + 9) = 3 + 18 2(x2 + 6x) = –3 2(x2 + 6x) = 3 x + 3 = Plus or minus StartRoot StartFraction 21 Over 2 EndFraction EndRoot 2(x2 + 6x + 9) = –3 + 9
The answer is , (a) For equation 1 Use the quadratic formula , (b) For equation 2 use of Factor out the common factor , (c) For equation 3 use of Complete the square.
What is Quadratic equation?A quadratic equation is a type of equation in algebra that contains a variable of degree 2, meaning that the highest power of the variable is 2.
Quadratic equations can have two real roots, one real root, or two complex roots, depending on the value of the discriminant (b² - 4ac). If discriminant is positive, equation has two real roots, if it is zero, equation has one real root (a "double root"), and if it is negative, equation has two complex roots.
Inga can use the following steps to solve the quadratic equation 2x² + 12x - 3 = 0:
Use the quadratic formula: Inga can use the quadratic formula, which is x = (-b ± √(b² - 4ac)) / 2a, where a, b, and c are the coefficients of the quadratic equation. In this case, a = 2, b = 12, and c = -3.Factor out the common factor: Inga can factor out the common factor of 2 from the equation to get 2(x² + 6x - 3/2) = 0.Complete the square: Inga can complete the square by adding (6/2)² = 9 to both sides of the equation to get 2(x² +6x +9 -9/2) = 9.Therefore, steps that Inga could use to solve quadratic equation are given:
Use the quadratic formula
Factor out the common factor
Complete the square
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A line has a slope of -4 and passes through the point (-1, 10). Write its equation in slope- intercept form.
Answer:
[tex]10 = -4( - 1) + b[/tex]
[tex]10 = 4 + b[/tex]
[tex]b = 6[/tex]
[tex]y = - 4x + 6[/tex]
The equation of the line in slope-intercept form is y = -4x + 6.
Explanation:The equation of a line in slope-intercept form is given by y = mx + b, where m is the slope and b is the y-intercept.
Given that the slope is -4 and the line passes through the point (-1, 10), we can substitute these values into the equation.
Using the point-slope formula (y - y1) = m(x - x1), we can rewrite it as (y - 10) = -4(x - (-1)). Simplifying this equation, we get y - 10 = -4x - 4, and rearranging it, we have y = -4x + 6. Therefore, the equation of the line in slope-intercept form is y = -4x + 6.
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The height distributions of two different classes at Dover elementary school are shown below both groups, have the same interquartile range how many times the third quartile range is the difference between the median height of the third grade class in the fourth grade class 1/4 1/2 two or four
The third quartile range is the difference between the median height of the third grade class and the fourth grade class, so the answer is two times.
Please help and hurry
The equation of the parabola with vertex at point (2, -11) and passes through the point (0, 5) is y = 4(x - 2)² - 11.
What is linear and quadratic equation?A straight line can be used to symbolise a function that is linear, meaning that for each unit change in the input, the output (y) changes by a fixed amount (x). While a parabola can be used to depict a function, a quadratic function has an output (y) that changes by a non-constant amount for each unit change in the input (x). In other words, a quadratic function curves because of the squared term in its equation.
Given, the parabola has vertex at point (2, -11) and passes through the point (0, 5).
Thus, the equation of parabola in vertex form is:
y = a(x - 2)² - 11
Now, the parabola passes through the point (0, 5) we have:
5 = a(0 - 2)² - 11
5 = 4a - 11
16 = 4a
a = 4
Hence, the equation of the parabola with vertex at point (2, -11) and passes through the point (0, 5) is y = 4(x - 2)² - 11.
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The sum of 2 vector forces is <5, -3>. What is the magnitude of the resulting force?
According to the question the magnitude of the resulting force is 5.83.
What is magnitude?Magnitude is a measure of the size or intensity of a physical quantity. It is an expression of how large or small a quantity is in comparison to a reference value. Magnitude is typically used in physics and astronomy, but it can also be used in other areas such as engineering and seismology. Magnitude is not an absolute measurement; rather, it is a relative measure of how much larger or smaller one quantity is compared to another. For example, the magnitude of a star's brightness is a measure of how much brighter it is compared to other stars.
The magnitude of the resulting force can be calculated using the Pythagorean theorem. The formula for calculating the magnitude of a vector is:
[tex]\sqrt[]{(x2 + y2)}[/tex]
In this case, x = 5 and y = -3, which gives us:
[tex]\sqrt{(52 + (-3)2)}[/tex] = [tex]\sqrt{(25 + 9)}[/tex] = √[tex]\sqrt{(34)}[/tex] = 5.83.
Therefore, the magnitude of the resulting force is 5.83.
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Please help me with this problem
Using the proportions we know that the value of h would be 15 units when b is 10 units.
What are proportions?An online application called a proportion calculator solves two fractions for the parameter x.
It uses cross-multiplication to assess whether two fractions are equivalent.
A proportion is an equation that sets two ratios at the same value.
For instance, you could express the ratio as follows: 1: 3 if there is 1 boy and 3 girls. (for every boy there are 3 girls) There are 1 in 4 boys and 3 in 4 girls. 0.25 are male. (by dividing 1 by 4).
So, according to the given similar triangle, the proportions would be:
4/b = 6/h
Now, insert the given values:
4/10 = 6/h
Solve as follows:
4/10 = 6/h
4h = 60
h = 60/4
h = 15
Therefore, using the proportions we know that the value of h would be 15 units when b is 10 units.
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The function f(x) = 2.5x^2 + 21x + 36 models the
dimensions of a rectangular piece of art. What is the average rate of change for the function over the interval 5
<× < 10?
Answer:
58.5
Step-by-step explanation:
We can find the average rate of change or--A(x) of a function using the formula:
[tex]A(x)=\frac{f(b)-f(a)}{b-a}[/tex]
[tex]A(x)=\frac{f(10)-f(5)}{10-5}[/tex]
Where f(b) and b are the larger value (in this problem 10) and f(a) and a are the smaller value (5).
To find f(b) and f(a), we simply plug in our two intervals for x:
[tex]A(x)=\frac{(2.5(10)^2+21(10)+36)-(2.5(5)^2+21(5)+36}{10-5}\\ A(x)=\frac{496-203.5}{5}\\ A(x)=\frac{292.5}{5}\\ A(x)=58.5[/tex]
The average rate of change for the function over the interval 5 < x < 10 is 58.5.
What is Average Rate of Change of a Function?Average rate of change of a function is defined as the rate at which the value of the function is changing with respect to the change in the input values.
Given that,
The function,
f(x) = 2.5x² + 21x + 36
models the dimensions of a rectangular piece of art.
The average rate of change of the function over the interval (a, b) is,
f(b) - f(a) / b - a
Here interval is 5 < x < 10 = (5, 10).
Average rate of change is,
f(10) - f(5) / (10 - 5)
f(10) = (2.5)(10²) + (21 × 10) + 36 = 496
f(5) = (2.5)(5²) + (21 × 5) + 36 = 203.5
Substituting,
Average rate = (496 - 203.5) / (5) = 58.5
Hence the required average rate of change is 58.5.
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It's in the picture !
The position of √17 between 4 and 5, which is nearer 5, and the location of 6, which is between 2 and 3, which is nearer 2.
What is Number line?A visual representation of real numbers in a linear manner is a number line. It is a straight line that is divided into intervals or segments, each of which stands for a distinct real number value.
Number lines can be vertical or horizontally oriented, and they can also have a positive or negative orientation. Positive numbers often extend to the right or up, whereas negative numbers typically extend to the left or down. The origin of the number line, or zero, is typically situated in the middle of the line.
The number line is a crucial tool in mathematics since it offers a means of representing numerical relationships visually and carrying out fundamental arithmetic operations. For instance, positive and negative motions along a number line can be used to depict addition and subtraction, respectively, with positive movements denoting addition and negative movements denoting subtraction. On a number line, multiplication and division can alternatively be shown as repeated addition or subtraction.
If we have a number line with the proper markings, we may indicate where the square roots of 17 and 6 are located as follows:
To begin, determine the approximate square root values:
√17 is between 4 and 5, since 4² = 16 and 5² = 25.
√6 is between 2 and 3, since 2² = 4 and 3² = 9.
Place the number √17 closer to 5, between 4 and 5.
Place the number √6 between the numbers 2 and 3, closer to 2.
Since 6 and 17 are not integers and their values are not evenly spaced, it should be noted that their markings will not be evenly spaced on the number line.
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Number line attached below,
A rocket is launched from the top of a 30ft cliff with an initial velocity of 120 feet per second. The height, h, of the rocket after t seconds is given by the equation h=-16t^2+120t+30. How long after the locket is launched will it be 20 feet from the ground?
The rocket will be 20 feet from the ground 0.82 seconds after it is launched.
What is meant by feet?
Feet are a unit of measurement used to express length or distance in the imperial and US customary systems, equal to 12 inches or 0.3048 meters.
What is meant by seconds?
Seconds are a unit of measurement used to express time in the International System of Units (SI), defined as the duration of 9,192,631,770 periods of the radiation corresponding to the transition between two hyperfine levels of the ground state of a cesium-133 atom.
According to the given information
We have:
-16t² + 120t + 30 = 20
Simplifying the equation, we get:
-16t² + 120t + 10 = 0
Dividing both sides by -2, we get:
8t² - 60t - 5 = 0
We can solve for t using the quadratic formula:
t = (-b ± √(b² - 4ac)) / 2a
Where a = 8, b = -60, and c = -5.
Plugging in these values, we get:
t = (-(-60) ± √((-60)² - 4(8)(-5))) / 2(8)
Simplifying the expression under the square root, we get:
t = (60 ± √(3600 + 160)) / 16
t = (60 ± √(3760)) / 16
t ≈ 0.82 seconds
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HELP ASAP!!!!
The diameter of a circular cookie cake is 14 inches. How many square inches make up half of the cookie cake? Approximate using π = 3.14. 615.44 square inches 307.72 square inches 153.86 square inches 76.93 square inches
The number of square inches to make up half the cookie cake is 76.93 in² area.
How to calculate for the half square inches areaThe diameter of the circular cookie cake is 14 inches, so its radius will be r = 7 inches. Using the formula for area of circle we have:
area of cookies cake = 3.14 × 7 in × 7 in
area of cookies cake = 153.84 in²
half the area of the cookie cake = 153.84 in²/2
half the area of the cookie cake = 76.93 in²
Therefore, the number of square inches to make up half the cookie cake is 76.93 in² area.
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If the surface area of the net is 294in to the second power, then what is the length of each side of the cube.?
According to the question the length of each side of the cube is 5.47in.
What is cube?Cube is a three-dimensional shape with six equal square faces, all of which are joined together at the same right angles. It is a regular polyhedron, which means that it has the same number of faces, edges, and vertices. It is one of the five Platonic solids and is considered to be the simplest of all 3D shapes because it has no curves or any other intricate features.
The surface area of a cube is given by the formula A = 6s², where s is the length of one of the sides.
Therefore, we can solve for s by rearranging the formula to s = √(A/6).
Plugging in the given surface area of 294, we get s = √(294/6) = 5.47.
Therefore, the length of each side of the cube is 5.47in.
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The sum of a number and three is no more than eight
Answer:5
Step-by-step explanation: hope this helps