You are at an altitude of 250 feet in a hot-air balloon. You turn the burner on high and rise at a rate of 20 feet per minute for 5 minutes. Your altitude h after you have risen for t minutes is given by the function h = 250+ 201. (a) Make a table to show the altitude as a function of the number of minutes you have traveled. (b) Graph your data points-make sure to label the units on your axes. (c) Does it make sense to connect the points on the graph? Explain. 400 Altitude # of minutes ( in feet) 350 300 1 250 1.5 200 150 3 100 4 50 1 2 4 5 6 3. 2. Question Name: Date: Page 5 of 6 7. You are at an altitude of 250 feet in a hot-air balloon. You turn the burner on high and rise at a rate of 20 feet per minute for 5 minutes. Your altitude h after you have risen for t minutes is given by the function h = 250 + 20t. (a) Make a table to show the altitude as a function of the number of minutes you have traveled. (b) Graph your data points-make sure to label the units on your axes. (c) Does it make sense to connect the points on the graph? Explain. 400 Altitude # of minutes ( in feet) 350 300 1 250 1.5 200 150 3 100 4 50 5 1 3 4 5 (d) After 5 minutes, you turn the burner to low. This gives just enough heat to keep the balloon from falling but not enough to make it rise any higher. Plot a point on the graph to show how high the balloon is after 6 minutes. (e) Does it make sense to connect the point plotted in part (d) to the rest of the graph? Explain. (f) What is the domain of the function? (g) What is the range of the function? Transcribed Image Text:Name: Date: Page 5 of 6 7. You are at an altitude of 250 feet in a hot-air balloon. You turn the burner on high and rise at a rate of 20 feet per minute for 5 minutes. Your altitude h after you have risen for t minutes is given by the function h = 250 + 20t. (a) Make a table to show the altitude as a function of the number of minutes you have traveled. (b) Graph your data points-make sure to label the units on your axes. (c) Does it make sense to connect the points on the g

Answer:

- 420° =  -7/3 π ≈ - 2.333 π

Step-by-step explanation:

- 420° =  -7/3 π ≈ - 2.333 π

Coterminal angle in [0, 360°) range:

300°, located in the fourth quadrant.

Positive coterminal angles: 300°, 660°, 1020°, 1380°, 1740°...

Negative coterminal angles: -60°, -420°, -780°, -1140°

I hope this helps!1!!

-420° = -360° - 80° = -80°

-80° = 360° - 80° = 280°

Co terminal angle = 280° and -80°

The pound of cement used based on the information will be C. 2 pounds.

A fraction simply means a piece of a whole. In this situation, the number is represented as a quotient such that the numerator and denominator are split. In this situation, in a simple fraction, the numerator as well as the denominator are both integers.

In this case, for each pound of sand, he uses 1 2/3 pounds of gravel and for each pound of gravel, he uses 2/5 pound of cement.

The pound of cement used will be:

Gravel = 1 2/3 × 3

= 5 pounds

Cement used will be:

= 2/5 × 5.

= 2 pounds.

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On solving the provided question, we cans ay that By unitary method, the amount to be removed = original - shortened = 3/9 - 2/9 = 1/9

The unit technique is an approach to problem-solving that involves first determining the value of a single unit, then multiplying that value to determine the required value. The unit method, to put it simply, is used to extract a single unit value from a supplied multiple. For instance, 40 pens would cost 400 rupees, or the price of one pen. The process for doing this may be standardized. a single country. anything that has an identity element. (mathematics, algebra) (Linear algebra, mathematical analysis, mathematics of matrices or operators) Its adjoint and reciprocal are equivalent.

By unitary method,

original length of pipe = 3/9 inch

shortened length of pipe = 2/9

so, the amount to be removed = original - shortened = 3/9 - 2/9 = 1/9

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Mary paid $3.80 per pound and Mark paid $4.00 per pound.

19 ÷ 5 = 3.80

16 ÷ 4 = 4

Mary's unit rate is less than Mark's unit rate.

To compare the unit rate of Mary and Mark, we need to find how much each of them paid per pound of grapes.

Mary paid $19 for 5 pounds of grapes, so her unit rate can be calculated as:

The unit rate of Mary = Total cost of grapes / Total amount of grapes purchased

= $19 / 5 pounds

= $3.80 per pound

Mark paid $16 for 4 pounds of grapes, so his unit rate can be calculated as:

The unit rate of Mark = Total cost of grapes / Total amount of grapes purchased

= $16 / 4 pounds

= $4.00 per pound

Comparing the unit rate of Mary and Mark, we can see that Mary paid less per pound of grapes than Mark did.

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The process of logarithmic functions in real-worlds problems is given below.

And an example of an application of logarithmic function is given.

The inverse of exponentiation is the logarithm. This indicates that the exponent to which b must be raised in order to obtain a number x is the logarithm of x to the base b.

We know,

logarithmic function and exponential function are inverse of each other.

So, whenever we solve the exponential function,

we use the help of logarithmic functions.

To compute the number with bigger exponents,

we use the logarithms.

Because it reduces the size of the numbers.

Let the bacteria is growing exponentially,

b = 2ⁿ.

We know that the bacteria grows every hour.

We want to find time.

Here, we will use the inverse function to the exponential function.

How long will it take them to get 1000 bacteria?

1000 = 2ⁿ

Taking log on both sides,

log(1000) = n log2

n = log(1000)/log(2)

n = 9.96

n ≈ 10 hours.

Therefore, an application of logarithmic function is given above.

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The slope of the line is 1.25 and the value of x is 12.

A line's slope is defined as the ratio of the change in y coordinate to the change in x coordinate. A line's slope provides information on the steepness and direction of the line. the angle at which two straight lines intersect.

Given that:

rise =10

run = 8

The slope is determined by the following formula:

Slope = Rise / Run

[tex]Slope = \frac{10}{8} = 1.25[/tex] .

The slope of a line equation is given by:

[tex]y_2 - y_1 = m (x_2-x_1)[/tex]

Here, m is the slope of the equation.

Substitute the value of [tex]m= \frac{10}{8}, y_2=21 , y1= 6, x_2 =x, x_1= 0[/tex] in the equation.

[tex]21-6 = \frac{10}{8}(x-0)\\ \\15= \frac{10}{8} (x)\\\\(15)(8) = 10x\\\\120=10x\\\\x=12[/tex]

Hence the value of x is 12.

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Answer:

The slope of the line is 1.25 and the value of x is 12.

Step-by-step explanation:

Answer:

26

Step-by-step explanation:

if she is 8 years older, then is just 34-8 which is 26

Step-by-step explanation:

think of it as a ruler the small dashes represents the 16ths and the big dashes represents the 4ths. They are on the same line therefore they are equal.

Answer:

7/12 (seven over twelve)

Step-by-step explanation:

1/3 -1/4 =4/12- 3/12=1/12

1/2+1/12=6/12+1/12=7/12

so the answer is 7/12

hopefully this helps

Answer: C

Step-by-step explanation: it says that it's smaller or equal to x and x is smaller than 17

The student that has the highest reading rate is Student C who has the highest rate of change of the number of words read of 158 words per minute.

The rate of change of a function is the rate at which the output value changes per unit change in the input value.

The possible data and table obtained from a similar question on the website are presented as follows;

Student A

Number of minutes;         [tex]{}[/tex]1              2             3              4

Number of words read; 150        [tex]{}[/tex]300          450          600

Student B

y = 158·x

Where;

x = The time duration in minutes

y = The number of words read by the student

Student C

The points on the graph representing the reading rate of student C are; (2, 280), (3, 420), (5, 700)

The first difference of the number of words read by Student 1 is constant, indicating that the relationship is a linear relationship, with the reading rate obtained by the rate of change of the number of words read as follows;

Reading rate for Student A = (300 - 150)/(2 - 1) = 150

The reading rate for Student A is 150 words per minute

The equation for the reading rate of Student B; y = 158·x, indicates that Student B reads 158 words per minute

The of the straight ling graph for the reading rate of Student C is found as follows;

Slope = (420 - 280)/(3 - 2) = 140

The slope indicates that the number of words read by Student C increases by 140 words every minute, therefore, the reading rate for Student C is 140 words per minute

The student that reads fastest is therefore, Student C who has a reading reading rate of 158 words per minute

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The discriminant is calculated using the formula b squared minus 4ac.It reveals how many possible answers there are to a quadratic problem.

The section of the quadratic formula following the square root symbol, b2-4ac, is the discriminant. If there are two solutions, one solution, or no solutions, the discriminant informs us of this. There are two solutions if the discriminant is bigger than zero. The square root's input (i.e., its contents), which is the phrase b2 4ac, is known as the "discriminant" because using its value, you may "discriminate" between (i.e., be able to distinguish between) the different solution types.

here

Keeping in mind that a, b, and c are the coefficients of your quadratic in standard form,

the discriminant is calculated using the formula b squared minus 4ac.

It reveals how many possible answers there are to a quadratic problem.

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Answer: 10:30 am

Step-by-step explanation: If you need to seat a passenger every 30 seconds, (half of a minute, which is 60 seconds), for every minute, 2 passengers will be seated. So, if you seat 2 passengers for a min each until you have seated 110 people, you will have taken up 55 minutes in total. (110 divided by 2 passengers a min). And finally, 55 minutes past 9:35 am would be 10:30 am. Hope this helps!

Answer:

3

Step-by-step explanation:

[tex] \sin(45) = \frac{a}{7 \sqrt{2} } [/tex]

[tex]a = 7[/tex]

[tex] \tan(30) = \frac{7}{c} [/tex]

[tex]c = 7 \sqrt{ 3} [/tex]

therefore 3 is required in the green box

[tex](\stackrel{x_1}{-4}~,~\stackrel{y_1}{-4})\hspace{10em} \stackrel{slope}{m} ~=~ - \cfrac{3}{4} \\\\\\ \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}{(-4)}=\stackrel{m}{- \cfrac{3}{4}}(x-\stackrel{x_1}{(-4)}) \implies y +4= -\cfrac{3}{4} (x +4) \\\\\\ y+4=-\cfrac{3}{4}x-3\implies {\Large \begin{array}{llll} y=-\cfrac{3}{4}x-7 \end{array}}[/tex]

Answer:

y = -3/4x - 7

Step-by-step explanation:

Given: slope = m = -3/4

Plug this value into the standard slope-intercept equation of y = mx + b.

y = -3/4x + b

To find b, we want to plug in a value that we know is on this line: in this case, point (-4, -4). Plug in the x and y values into the x and y of the standard equation.

-4 = -3/4(-4) + b

To find b, multiply the slope and the input of x(-4)

-4 = 3 + b

Now, subtract 3 from both sides to isolate b.

-7 = b

Plug this into your standard equation.

y = -3/4x - 7

This is your equation.

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We have mapped the correct equivalent expressions.

3/16 ⇒ 0.1875

0.85 ⇒ 17/20.

3/8 ⇒ 0.375.

0.425 ⇒ 17/40.

What is the equivalent expression?

An equivalent expression is a mathematical expression that has the same value as another expression but is written differently. Equivalent expressions can be obtained by using the properties of arithmetic such as the commutative, associative, and distributive laws.

3/16 can be described as 0.1875

0.85 can be described as 17/20.

3/8 can be described as 0.375.

0.425 can be described as 17/40.

Hence, we have mapped the correct equivalent expressions.

3/16 ⇒ 0.1875

0.85 ⇒ 17/20.

3/8 ⇒ 0.375.

0.425 ⇒ 17/40.

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To solve this problem, we can set up the following equation:

Torrie + John = Sonia - John

This equation represents the fact that John has the same number of dollars more than Torrie as he has less than Sonia. We can then substitute the given values for Torrie, Sonia, and John to solve for John:

430 + John = 760 - John

Combining like terms, we get:

2 * John = 330

Dividing both sides of the equation by 2, we get:

John = 165

Thus, John has $165.

Answer: 125y³

To rise a product to a power, rise each factor to that power:

(5y)³ = 5³y³ = 125y³

Answer: Congruent by AAS

Step-by-step explanation:

FG and EH are congruent because they are given.

EH is perpendicular to EG because of the definition of perpendicular lines. Lines are perpendicular if they create right angles when they intersect.

FG is perpendicular to EG because of the definition of perpendicular lines. Lines are perpendicular if they create right angles when they intersect.

Angle G is congruent to Angle E because they are both right angles, and right angles are congruent.

Angle EIH and Angle FIG are congruent because of the vertical angles theorem.

Triangle EHI and Triangle GFI are congruent by the Angle-Angle-Side Theorem, or AAS.

The following is the proper response to this problem's inequality. The relationship between negative one fifth and negative two thirds is higher than or equal when y is bigger than or equal to three tenths.

In mathematics, an inequality is a link between two expressions or values that is not equal. Thus, inequality arises as a result of imbalance. An inequality in mathematics describes the connection between two values that are not equal. Many simple inequalities can be eliminated by modifying both sides until just the variables are left. However, a number of things lead to inequality: On both sides, divide or add negative values. Toggle between left and right.

Given

One fifth less is -1/5.

When a negative two thirds is added to a number, the result is -2/3x. Since the value is unknown, we refer to it as x.

The following is the sign for more than or equal inequality:

The inequality is therefore: -1/5 -2/3x.

So that it will be easier for us to isolate x:

2/3x ≥ 1/5

2x ≥ 3/5

x ≥ 3/10.

Since y is more than or equal to three tenths, the right answer for the inequality is: negative one fifth is greater than or equal to negative two thirds y.

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[tex]m-16[/tex] when m is 30

Substitute for m with given value:

[tex](30)-16[/tex]

[tex]=\fbox{14}[/tex]

Answer:

Step-by-step explanation:

a.we can get the equation is m-16 = 30-16=10+20-10-6=10-6+20-10=4+10=14

answer is 14

Answer:18

Step-by-step explanation:15 + 6 u add the 15 and the 6 for it to be 18

Answer:

  $202.30

Step-by-step explanation:

You want to know the value of a 20% tip on a bill of $1011.50.

The tip amount can be found by multiplying the bill amount by the tip percentage:

  20% · $1011.50 = $202.30

Lucas tipped the server $202.30.

__

Additional comment

You know that 10% of the amount can be found by moving the decimal point one place: $101.15.

20% of the amount will be double this value: $202.30. You can do this math mentally.

The required measure of the value of x is given as 2√3. Option A is correct.

These are the equation that contains trigonometric operators such as sin, cos.. etc. In algebraic operations.

here,
Consider the given triangle,

perpendicular = 6
base = x

Applying trigonometric operation,
tan30 = perpendicular/base
tan30 = 6/ x
x = 6/√3
x = 2√3

Thus, the required measure of the value of x is given as 2√3. Option A is correct.

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Answer:

x ≤ −2 or x ≥ 5

Step-by-step explanation:

Isolate the variable by dividing each side by factors that don't contain the variable.

Answer:

1/2

Step-by-step explanation:

Slope(m)

= (y2 - y1)/(x2 - x1)

= (8 - 1)/(7+7)

= 7/14

= 1/2