is the equation y = –16x2 + 20x + 4 a function

Answer:

School ended at 3:20 pm

Step-by-step explanation:

The school ended at the same time as the final bell. We will call this time "x". After 20 minutes the practice began, therefore it began at "x + 20 min" and it lasted for 30 min, therefore it ended at "x + 50 min". She took an additional 15 minutes to get home, therefore she got home at "x + 65 min" or "x + 1h05min". We know that she arrived at 4:25, so:

x + 1:05 = 4:25

x = 4:25 - 1:05

x = 3:20 p.m.

School ended at 3:20 pm

Answer:

[tex]5\frac{2}{5}[/tex]

Step-by-step explanation:

brainliest?

Answer:

2/5

Step-by-step explanation:

formula =numerator (top number) divided by denominator (bottom number), remainder over denominater. = 27 divided by 5 ( = 5 ) and 2 over 5. hope this answers your question :)

Answer: 8%

Step-by-step explanation:

Answer:

11 hours

Step-by-step explanation:

John's velocity:  15mph

Tim's velocity: 22mph

in one hour of driving John will be 15 miles away from the starting point, and Tim will be 22 miles away from the starting point.

Thus, after one hour they will be

15 + 22 = 37 miles apart.

We can represent this on the following table:

Distance(miles)     time (hours)

              37          ⇔        1

And since we need to know the time when they are at a distance of 407 miles:

Distance(miles)     time (hours)

              37          ⇔        1

              407          ⇔        x

where x represnts the time

we solve this problem using rule of three: multiply the cross quantities on the table (407 and 1) and divide by the remaining amount (37):

x = 407*1/37

x = 407/37

x = 11

it will take 11 hours for them to be 407 miles apart.

Answer: 5 hours

Step-by-step explanation:

If you get $24 for 3 hours divide them 24 divided by 3 is 8

you get 8 dollars every hour.

40 divided by 8 is 5

so you worked for 5 hours.

hope this works!!

really want brainliest!!!

Answer:

2nd box: 6

3rd box for the miles: 42

4th box: 9

5th box for the miles: 60

Step-by-step explanation:

just multiply the number of gallons by six to get the number of miles and divide the number of miles by 6 to get the number of gallons. Hope this helped!

The complete table is

number of galloons   4   6   7   9

Distance                    24 36 42 54

Constant of proportionality is the constant value of the ratio between two proportional quantities. Two varying quantities are said to be in a relation of proportionality when, either their ratio or their product yields a constant.

The value of the constant of proportionality depends on the type of proportion between the two given quantities: Direct Variation and Inverse Variation.

Given:

number of galloons   4   x   7   z

Distance                    24  36 y  54

Now, taking first

=4/24

=1/6

Now, using proportionality

1/6 = x/36

6x = 36

x= 6

By continuing this way

y= 7 x 6

y= 42

z= 54/6

z= 9

Learn more about proportionality here:

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To calculate the sales tax for an $8.00 pillow in Connecticut, convert the 6.35% tax rate to decimal and multiply it with the pillow's price, then round to the nearest cent and add to the original price. The sales tax is $0.51, making the total price $8.51.

To find the sales tax amount and the total price of an $8.00 pillow in Connecticut, with a sales tax rate of 6.35%, follow these steps:

First, convert the percentage to a decimal by dividing by 100. So 6.35% becomes 0.0635.

Next, multiply the pillow's price by this decimal to calculate the sales tax amount. That is $8.00 * 0.0635 = $0.508.

Since you need to round to the nearest penny, round $0.508 to $0.51.

Finally, add the sales tax to the original price to get the total cost. So the total price is $8.00 + $0.51 = $8.51.

The sales tax on an $8.00 pillow is $0.51, and the total price including tax is $8.51.

Answer:

4

Step-by-step explanation:

b^4  /4

Let b=2

2^4  /4

16/4

4

Answer:

102°

Step-by-step explanation:

Since the triangle is an isosceles triangle, two sides are equal and angle opposite to them are also equal.

Therefore, x°+39°+39°=180°

=> x°+78° = 180°

=> x° = 180-78° = 102°

Answer:

hope its right lol

To solve the equation -5+1/4x=3x+6 by graphing, rewrite the equation, graph it, and identify where the line crosses the x-axis. This x-coordinate represents the solution. If the line doesn't cross the x-axis, there's no solution.

To solve the equation −5+1/4x=3x+6 by graphing, begin by rewriting the equation as 1/4x − 3x = 6 + 5. This simplifies to -2.75x = 11. Next, graph the equation y = -2.75x + 11 on a coordinate plane.

To find the x-coordinate for the solution, see where the line crosses the x-axis (meaning y = 0). This will give you your solution, which is the value of x that makes the equation true.

However, you may find that graphing the given equation results in a line that does not intersect the x-axis. This means the equation has no solution when y equals to zero.

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Answer:

65°

Step-by-step explanation:

all angles in a trapezium equate to 360°

R is 115°

115+115=230

360-230=130

130÷2=65

Answer:

65

Step-by-step explanation:

sum of co-interior angles is 180

115 + P =180

P = 180-115 = 65

Answer:

2 and 5

Step-by-step explanation:

Answer:

−3a+38

Step-by-step explanation:

i simplified the expression

Answer:

3x10^17

Step-by-step explanation:

its b *3 times 10 Superscript 17*

Step-by-step explanation:

Answer:

2.(3y+4)

Step-by-step explanation:

1/2

8y-1/2.(4y -16))

3.1

4y-16=4.(y-4)

5.1 6y +8 =2•(3y+4)

final answer 2•(3y+4)

FG goes through the center of the circle, so FG is diameter.

[tex]d = 2r \\ r = \dfrac{d}{2} \\ \\ r = \dfrac{6}{2} = 3[/tex]

EH=r=3

Answer: EH=3

Add the two bases together, divide by 2 then multiply by the height.

8+6 = 14

14/2 = 7

7x5 = 35

The area is 35 square Feet

Answer:

B. 68 feet

Step-by-step explanation:

So you realize that 30 + 30 + w + w = P. We likewise realize the territory is 240 square feet. Gap 240 by 30 to discover the width of the territory. 240/30 = 8. w = 8. So include 30 + 30 + 8 + 8 to find that P = 76. Notwithstanding, recall that George is utilizing some portion of his home as a divider rather than a fence. So take away 8 from 76 to get 68 ft. George will require 68 ft. of fencing for his dog run.

Answer: (B) 68.

Have a great day!

Answer:

20

Step-by-step explanation:

The population is all the students in the school.

The sample is the 50 students that were asked if they were going to the game.

Since i do not know the amount of people in the school I will tell you another thing.

Every 50 students that are surveyed 10 are going to the game and 40 are not so 10/50 are going to the game or 1 in 5 students will go to the game (1/5)

So take the amount of people in the school and do this -

Say there are 200 that would be 40 people going to the game because

200 / 50 = 4 that would be 4 surveys (that would be 10 people from each survey going to the game) So, 4 x 10 (10 from each survey) Would be 40 people so use this to find you're answer I hope it helps you.

Start by dividing the total people in the school by 50 and for whatever number you get multiply it by 10.

Answer:

About 14.33 inches²

Step-by-step explanation:

To find the volume of the cereal box, we need to multiply the length, width, and height by each other:

2*5.33333...*10.75=114.66...

Now we divide the volume by the serving amount, 8.

114.66.../8=14.33...

Each serving is about 14.33 in²

Okay, First Of all, the dude above me is wrong.

The Correct Answer Is 14 1/3

Explanation;

5 1/3 = 16/3

10 3/4 = 43/4

Now let's do the math:

43/4 * 5 1/3 = 688/12

688 divided by 12 = 57 R 4 = 57 4/12

57 4/12 = 57 1/3

57 1/3 divided by the number of servings (8) = 14 1/3

So, 14 1/3 is the amount of volume each serving takes up.

Answer:

1. No solutions

2. one solution

3. one solution

4. infinite  many solutions

5. one solution

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer:

Ocean Currents bringing cooler air.

Step-by-step explanation:

Being closer to the ocean is also right but this one makes both right.Being closer to the cold ocean brings colder air.

The cooler temperatures observed on moving from Tennessee to California could be due to:

Temperature is the degree of coldness or hotness of an object or a particular place.

The temperature of an area is affected by:

California is area that is closer to the oceans.

Therefore, the cooler temperatures observed on moving from Tennessee to California could be due to:

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The phrase 'A number x divided by 3 is at most 5' is represented by the inequality x/3 ≤ 5. When solved, this gives x ≤ 15, indicating x can be any number up to and including 15.

The given word problem relates to the concept of inequalities in mathematics, specifically linear inequalities. In the phrase 'A number x divided by 3 is at most 5', 'at most' translates to 'less than or equal to' in mathematical terms. Thus, this statement translates to the inequality x/3 ≤ 5.

To find the range of possible values for x, you can solve this inequality. By multiplying each side of the inequality by 3 (the inverse operation of division), you would get x ≤ 15. This means that x can be any number less than or equal to 15.

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Answer:

x=-12

Step-by-step explanation:

−2x−24+24=0+24

−2x=24

Step 2: Divide both sides by -2.

−2x /−2 = 24 /−2

x=-12

Answer:

33 inches to the nearest inch.

Step-by-step explanation:

Length of an arc = rC where r = the radius and C is the angle through which it turns in radians.

So for the 23 inch radius: length = 23 * 135 * π / 180

and for the 9 inch radius: length = 9 * 135 * π / 180

The difference =  23 * 135 * π / 180 - 9 * 135 * π / 180

= 14 * 135 * π / 180

=  32.99 inches.

The nearest inch, the top arc is approximately 33 inches longer than the bottom arc.

To find out how much longer the top arc is than the bottom arc, we need to calculate the lengths of both arcs and then find the difference between them.

The formula to calculate the length of an arc is:

[tex]\[ \text{Arc length} = \text{radius} \times \text{angle in radians} \][/tex]

First, we need to convert the angle from degrees to radians, since the formula for arc length uses radians.

[tex]\[ \text{Angle in radians} = \frac{\text{Angle in degrees} \times \pi}{180} \][/tex]

[tex]\[ \text{Angle in radians} = \frac{135 \times \pi}{180} \][/tex]

[tex]\[ \text{Angle in radians} = \frac{3\pi}{4} \][/tex]

Now, let's calculate the lengths of both arcs:

For the bottom arc (with radius 9 inches):

[tex]\[ \text{Arc length}_\text{bottom} = \frac{27\pi}{4} \][/tex]

Now, to the nearest inch, we can approximate the difference:

[tex]\[ \text{Difference} \approx 10.5 \times 3.14 \][/tex]

[tex]\[ \text{Difference} \approx 32.97 \][/tex]

Rounded to the nearest inch, the top arc is approximately 33 inches longer than the bottom arc.

Answer:

The simulation tool could be a coin flip, with heads up representing a girl and tails up representing a boy. One trial would require flipping the coin twice. One table would show the outcome of two coin tosses as tally marks, and indicate whether the results were boy-boy, boy-girl, or girl-girl.

Final answer:

A simulation to estimate the percentage of two-child families with two girls involves using a random number generator, assigning numbers to represent gender, and conducting repeated trials. By calculating the proportion of simulations resulting in two girls, we can estimate the percentage of such families in the town.

Explanation:

To estimate the percentage of two-child families with two girls in a town of 10,000 such families, a simple simulation could employ a random number generator as the simulation tool. We can model each child as a separate random event with an equal probability of being a girl or a boy, ignoring other complexities such as multiple births or gender selection.

Here is a step-by-step explanation of how the simulation could be designed and conducted:

Assign numbers to represent the outcomes: 1 for a girl and 0 for a boy.

For each simulation, use a random number generator to produce two numbers (each being 0 or 1) to represent the two children in a family.

If both numbers generated are 1, then that simulation represents a family with two girls.

Repeat the simulation 10,000 times, once for each family.

Count the number of simulations that resulted in two girls.

Divide the count of two-girl families by the total number of families (10,000) to get the percentage of families with two girls.

This process would simulate the random assignment of genders in two-child families and allow the estimation of the percentage of families with two girls.

Answer:

h(-1) =-3

Step-by-step explanation:

h(x) = 2x - 1

Let x = -1

h(-1) = 2(-1) -1

h(-1) = -2-1

h(-1) = -3