Which expression is equivalent to
V
8y4√√x
5x
By²√x
5
5√√x
8y²
5x√√x
8y4
y
6,11? Assume x > 0 and y> 0.
64x611

Answer:

4/10 simplified  2/5

if it does not help I am so sorry

Step-by-step explanation:

Terri have to react 1.42 seconds before the volleyball hits the ground.

Quadratics can be defined as a polynomial equation of a second degree, which implies that it comprises a minimum of one term that is squared. It is also called quadratic equations. The general form of the quadratic equation is:

[tex]\text{ax}^2 + \text{bx} + \text{c} = 0[/tex]

Given data:

The height can be modeled by a quadratic equation.

[tex]h(t)=-16t^2+v_0t+h_0[/tex]

Where h is the height and t is the time.

[tex]h(t)=-16t^2+19.5t+4.5[/tex]

[tex]-16t^2+19.5t+4.5=0[/tex]

[tex]a = -16, b = 19.5, c = 4.5[/tex]

It looks like a quadratic equation. we can solve it by quadratic formula.

[tex]\dfrac{-b\pm\sqrt{b^2-4ac} }{2a}[/tex]

[tex]\rightarrow t=\dfrac{-19.5\pm\sqrt{(-19.5)^2-4\times(-16)(4.5)} }{2(-16)}[/tex]

[tex]\rightarrow t=\dfrac{-19.5\pm\sqrt{380.25+288} }{-32}[/tex]

[tex]\rightarrow t=\dfrac{-19.5\pm25.851 }{-32}[/tex]

[tex]\rightarrow t=\dfrac{-19.5-25.851 }{-32}, \ t=\dfrac{-19.5+25.851 }{-32}[/tex]

[tex]\rightarrow t=1.42, \ t=-0.20[/tex]

Time cannot be in negative. So neglect t = –0.235.

Hence, Terri have to react 1.42 seconds before the volleyball hits the ground.

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Using the physics concept of projectile motion and inputting the given values into the appropriate equation, we can determine the time it takes for the volleyball to hit the ground after being served

This question is a classic use of physics, more specifically, the concept of projectile motion. Here, the volleyball can be conceived as a projectile. When Patricia serves the ball upward, the ball will first ascend and then descend due to gravity.

Let's use the following equation which is a version of kinematic equations to solve this problem, adjusting for the fact that we're dealing with an initial height of 4.5 ft and an ending height of 0 ft (when the ball hits the ground). The equation y = yo + vot - 0.5gt² , where:

Setting y=0, yo=4.5 feet, vo=19.5 feet/second, and g=32.2 feet/second², and plug these values into the equation, we'll get a quadratic equation in the form of 0 = 4.5 + 19.5t - 16.1t². Solve that equation for t to find the time it takes for the ball to hit the ground.

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Answer:

The values of b that satisfy the equation are:

b = (2√3 - 3) / 2

b = (-2√3 - 3) / 2

In other words, b can take the values (2√3 - 3) / 2 or (-2√3 - 3) / 2.

Step-by-step explanation:

To find the values of b that satisfy the equation 3(2b + 3)² = 36, we can solve for b by following these steps:

1. Divide both sides of the equation by 3:

  (2b + 3)² = 12

2. Take the square root of both sides:

  √[(2b + 3)²] = √12

  Simplifying further:

  2b + 3 = ±√12

3. Subtract 3 from both sides:

  2b = ±√12 - 3

4. Divide both sides by 2:

  b = (±√12 - 3) / 2

  Simplifying further:

  b = (±√4 * √3 - 3) / 2

  b = (±2√3 - 3) / 2

Therefore, the values of b that satisfy the equation are:

b = (2√3 - 3) / 2

b = (-2√3 - 3) / 2

In other words, b can take the values (2√3 - 3) / 2 or (-2√3 - 3) / 2.

Answer:

Quadratic equation. Linear would be a straight line and exponential would continue to grow; only quadratic equations are shaped like parabolas.

linear

if you add 2 cats to a tree and took one down you would have 0 in the tree so if you add 2+2=4 you can find every answer in the book.

your wellcomed

Step-by-step explanation:

To find the coordinates of the focus of a parabola in the general form y = ax^2 + bx + c, you can use the formula (h, k) where h = -b/(2a) and k = (4ac - b^2)/(4a).

In the given equation y = -18x^2 - 2x - 4, we can identify that a = -18, b = -2, and c = -4. Plugging these values into the formulas, we get:

h = -(-2)/(2*(-18)) = 1/18

k = (4*(-18)*(-4) - (-2)^2)/(4*(-18)) = -71/9

Therefore, the focus of the parabola is (1/18, -71/9).

None of the given answer options match the coordinates of the focus calculated, so none of the options (A, B, C, D) are correct.

At a temperature of 20°C, the mouse would burn approximately 1,567.44 calories each day.

According to the given model C = 0.37219T + 1,560, where C represents the number of calories an idle mouse burns each day and T represents the temperature of its environment in °C.

To find the most comfortable temperature for an idle mouse, we need to determine the temperature at which the mouse burns the least amount of calories per day.

To find this temperature, we can minimize the equation C = 0.37219T + 1,560. To do so, we take the derivative of C with respect to T and set it equal to zero:

dC/dT = 0.37219 = 0

Solving this equation, we find that the derivative is a constant value, indicating that the function C = 0.37219T + 1,560 is a linear equation with a slope of 0.37219. This means that the mouse burns the least calories at any temperature, as the slope is positive.

Therefore, there is no specific "most comfortable" temperature for an idle mouse in terms of minimizing calorie burn. However, if we consider the range of temperatures mice typically encounter, we can find a temperature where the calorie burn is relatively low.

For example, if we take a temperature of 20°C, we can calculate the calorie burn:

C = 0.37219 * 20 + 1,560

C = 7.4438 + 1,560

C ≈ 1,567.4438 calories per day

Therefore, at a temperature of 20°C, the mouse would burn approximately 1,567.44 calories each day.

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To sketch the graph of the function y = 4(4)^x, we can start by plotting a few points to get an idea of the shape of the graph.

Let's choose some x-values and calculate the corresponding y-values:

For x = -2, y = 4(4)^(-2) = 4(1/16) = 1/4

For x = -1, y = 4(4)^(-1) = 4(1/4) = 1

For x = 0, y = 4(4)^0 = 4(1) = 4

For x = 1, y = 4(4)^1 = 4(4) = 16

For x = 2, y = 4(4)^2 = 4(16) = 64

Now we can plot these points on a coordinate plane and connect them to form the graph of the function.

The graph of y = 4(4)^x will start at the point (0, 4) and increase rapidly as x increases. It is an exponential growth function where the base is 4.

The domain of the function is all real numbers since there are no restrictions on the values of x.

The range of the function is the set of positive real numbers greater than zero. As x increases, y grows without bound, approaching positive infinity but never reaching zero or becoming negative.

[tex]\sqrt{200y^2} ~~ \begin{cases} 200=&2\cdot 10\cdot 10\\ & 2\cdot 10^2 \end{cases}\implies \sqrt{2\cdot 10^2 y ^2}\implies 10y\sqrt{2}[/tex]

A) The type of triangles are congruent triangles

B) By the use of SAS Congruency Postulate

C) The distance across for the sink hole is: 52.2 ft

D) The perimeter of triangle ABC is: 172.2 feet.

A) Congruent triangles are defined as the triangles created because of the phrasing "you recreate the same triangle" mentioned in the instructions. Congruent triangles are basically identical carbon copies of each other.

B) If we knew the measure of angle ACB, and then mad use of it to form angle ECD, then we would have enough information to know that triangle ACB was congruent to triangle ECD. Therefore, it would be useful to do the SAS (side angle side) congruence rule.

C) We know that:

AB = ED = 52.2

AB is the distance across the sink hole. Thus, it is 52.2 feet

D) AB = 52.2

BC = 70

AC = 50

Thus:

Perimeter of triangle ABC = AB + BC + AC

Perimeter of triangle ABC = 52.2 + 70 + 50

Perimeter of triangle ABC = 122.2 + 50

Perimeter of triangle ABC = 172.2

The perimeter of triangle ABC is 172.2 feet.

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Answer:

Step-by-step expA) The type of triangles are congruent triangles

B) By the use of SAS Congruency Postulate

C) The distance across for the sink hole is: 52.2 ft

D) The perimeter of triangle ABC is: 172.2 feet.

How to solve congruent triangles?

A) Congruent triangles are defined as the triangles created because of the phrasing "you recreate the same triangle" mentioned in the instructions. Congruent triangles are basically identical carbon copies of each other.

B) If we knew the measure of angle ACB, and then mad use of it to form angle ECD, then we would have enough information to know that triangle ACB was congruent to triangle ECD. Therefore, it would be useful to do the SAS (side angle side) congruence rule.

C) We know that:

AB = ED = 52.2

AB is the distance across the sink hole. Thus, it is 52.2 feet

D) AB = 52.2

BC = 70

AC = 50

Thus:

Perimeter of triangle ABC = AB + BC + AC

Perimeter of triangle ABC = 52.2 + 70 + 50

Perimeter of triangle ABC = 122.2 + 50

Perimeter of triangle ABC = 172.2

The perimeter of triangle ABC is 172.2 feet.

lanation:

Answer:

only god knows

Step-by-step explanation:

because they didn't give us an answer on how many text messages anyone sent

The y-intercept of the line of best fit can be interpreted as the predicted test grade when no time is spent on homework, which in this case is approximately 72. However, it is important to consider the limitations and potential sources of error in any statistical analysis.

In statistics, linear regression is a commonly used statistical method for analyzing the relationship between two variables, such as time spent on homework and test grades. A line of best fit, also known as a regression line, is a line that summarizes the linear relationship between the variables. In this case, the line of best fit has an equation of y = 7.9 x + 72.
The y-intercept of the line is the point where the line intersects with the y-axis. It represents the value of y when x is equal to zero. In other words, it is the predicted test grade when no time is spent on homework. According to the given equation, the y-intercept is 72. This means that if a student spends no time on homework, they can still expect to receive a test grade of 72.
However, it is important to note that this interpretation assumes that the line of best fit is an accurate representation of the relationship between time spent on homework and test grades. Additionally, there may be other variables that influence test grades, such as innate ability, test-taking skills, or external factors like test anxiety or distractions during the exam.
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The missing values in the quantitative reasoning given are : -2, 13 and 9

Given the rule :

We can deduce that :

For the left circle :

circle = -6 - (-4) = -6 + 4 = -2

For the right circle :

circle = 11 - (-2) = 11 + 2 = 13

For the left square :

square = 13 + (-4)

square = 13 -4 = 9

Therefore, the missing values are : -2, 13 and 9

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The inequality tha calculates the possible values of x is x < 2

From the question, we have the following parameters that can be used in our computation:

The figure

Where, we have

3x + 2 < 10

And, we have

2x + 6 < 10

Evaluate the expressions

So, we have

3x < 8 and 2x < 4

Evaluate

x < 8/3 and x < 2

Hence, the inequality tha calculates x is x < 2

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To find the center and radius of the circle represented by the inequality [tex]\displaystyle \sf x^{2} +y^{2} -12y-12\leq 0[/tex], we can complete the square for the y terms.

The inequality can be rewritten as:

[tex]\displaystyle \sf x^{2} +( y^{2} -12y) -12\leq 0[/tex]

To complete the square for the y terms, we need to add and subtract [tex]\displaystyle \sf ( 12/2) ^{2} =36[/tex] inside the parentheses:

[tex]\displaystyle \sf x^{2} +( y^{2} -12y+36) -36-12\leq 0[/tex]

Simplifying, we have:

[tex]\displaystyle \sf x^{2} +( y-6)^{2} -48\leq 0[/tex]

Now we can rewrite the inequality in the standard form of a circle equation:

[tex]\displaystyle \sf ( x-h)^{2} +( y-k)^{2} \leq r^{2}[/tex]

Comparing this with the obtained equation, we can identify the center and radius of the circle:

Center: [tex]\displaystyle \sf ( h,k)=( 0,6)[/tex]

Radius: [tex]\displaystyle \sf r=\sqrt{48}[/tex]

Therefore, the center of the circle is at [tex]\displaystyle \sf ( 0,6)[/tex], and its radius is [tex]\displaystyle \sf \sqrt{48}[/tex].

[tex]\huge{\mathfrak{\colorbox{black}{\textcolor{lime}{I\:hope\:this\:helps\:!\:\:}}}}[/tex]

♥️ [tex]\large{\underline{\textcolor{red}{\mathcal{SUMIT\:\:ROY\:\:(:\:\:}}}}[/tex]

The graph of the function f(x)=√(x + 1) is in the first option

A radical graph, also known as a square root graph, represents the graph of a square root function. A square root function is a mathematical function that takes the square root of the input variable.

The general form of a square root function is f(x) = √(ax + b) + c,

where a, b, and c are constants that determine the characteristics of the graph.

In the given function:

a = 1

b = 1

c = 0

The graph is plotted and attached

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answer: 13/2 or 6 1/2

step-by-step explanation:

hihi so basically your problem is making a solvable equation so w variables and stuff

heres my explanation !

the difference of a number and 2 is b-2

twice the difference of a number and 2 would be 2(b-2)

number 9 = 9 (duh lol)
so

2(b-2) = 9

2b - 4 = 9

2b = 13

improper: b = 13/2
mixed: b = 6 1/2

Work Shown:

21/35 = (7*3)/(7*5) = 3/5

The required probability is 3 √7 / 32.

Given, a square with sides of length 4 units and a red-shaded triangle with sides 3 units, 3 units and 4 units. We need to find the probability that a randomly selected point within the square falls in the red-shaded triangle.To find the probability, we need to divide the area of the red-shaded triangle by the area of the square. So, Area of square = 4 × 4 = 16 square units. Area of triangle = 1/2 × base × height.

Using Pythagorean theorem, the height of the triangle is found as: h = √(4² − 3²) = √7

The area of the triangle is: A = 1/2 × base × height= 1/2 × 3 × √7= 3/2 √7 square units. So, the probability that a randomly selected point within the square falls in the red-shaded triangle is:  P = Area of triangle/Area of square= (3/2 √7) / 16= 3 √7 / 32.

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The rocket is at a height of 1876.1 meters after 9 seconds,the velocity of the rocket after 9 seconds is 143.8 m/s and  the acceleration of the rocket after 9 seconds is -9.8 m/s².

To find the height of the rocket when it was initially launched, we can plug in t = 0 into the equation h(t) = -4.9t² + 232t + 185.

h(0) = -4.9(0)² + 232(0) + 185

     = 0 + 0 + 185

     = 185

Therefore, the rocket was initially launched at a height of 185 meters.

To find the height of the rocket after 9 seconds, we can plug in t = 9 into the equation h(t) = -4.9t² + 232t + 185.

h(9) = -4.9(9)² + 232(9) + 185

     = -4.9(81) + 2088 + 185

     = -396.9 + 2088 + 185

     = 1876.1

Therefore, the rocket is at a height of 1876.1 meters after 9 seconds.

To find the velocity of the rocket after 9 seconds, we can take the derivative of the height function h(t) with respect to time (t) and evaluate it at t = 9.

The velocity function v(t) is the derivative of h(t) with respect to t:

v(t) = dh/dt = d/dt(-4.9t² + 232t + 185)

       = -9.8t + 232

v(9) = -9.8(9) + 232

       = -88.2 + 232

       = 143.8

Therefore, the velocity of the rocket after 9 seconds is 143.8 m/s.

To find the acceleration of the rocket after 9 seconds, we can take the derivative of the velocity function v(t) with respect to time (t) and evaluate it at t = 9.

The acceleration function a(t) is the derivative of v(t) with respect to t:

a(t) = dv/dt = d/dt(-9.8t + 232)

       = -9.8

a(9) = -9.8

Therefore, the acceleration of the rocket after 9 seconds is -9.8 m/s².

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Out of the four children attending the party, with only two spots left, there are six different ways to select two children to fill those spots.

If there are four children and only two spots left at the party, we need to determine the number of combinations possible for selecting two children out of the four. To calculate this, we can use the concept of combinations from combinatorics.

Combinations refer to the selection of items from a larger set without considering the order. In this case, the order in which the children are selected does not matter; we only need to know which two children are chosen. The formula for combinations is given by:

C(n, r) = n! / (r! * (n - r)!)

where n is the total number of items (in this case, children) and r is the number of items we want to select (in this case, the two available spots at the party).

Using the formula, we can substitute n = 4 and r = 2:

C(4, 2) = 4! / (2! * (4 - 2)!)

Simplifying further:C(4, 2) = 4! / (2! * 2!)

Now, let's calculate the factorial terms:

4! = 4 * 3 * 2 * 1 = 24

2! = 2 * 1 = 2

Substituting the factorial terms:

C(4, 2) = 24 / (2 * 2)

Simplifying the denominator:

C(4, 2) = 24 / 4 = 6

Therefore, there are 6 different combinations possible for selecting two children out of the four to fill the two available spots at the party.

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Note the correct question is

4 childen go to a party but there is only 2 spots left. How many combinations  are there?

Answer:

1/2 of an hour ( I think )

Step-by-step explanation:

The second longest time that was recorded was 2/3/4 (whole/numerator/denominator) of a hour while the second shortest time was 2/1/4 of a hour. When you subtract 2/1/4 from 2/3/4 you end up with 2/4. Since 2/4 can be simplified to 1/2 you would say there is a 1/2 hour different between the second longest and second shortest time spent reading.

The simplified expression is [tex]-4x^2 + 3x + 1[/tex], which is a quadratic polynomial. Option D.

To simplify the expression [tex](8x^2 + 3x) - (12x^2 - 1)[/tex], we can distribute the negative sign to each term within the parentheses:

[tex]8x^2 + 3x - 12x^2 + 1[/tex]

Next, we can combine like terms by adding or subtracting coefficients of similar powers of x:

[tex](8x^2 - 12x^2) + 3x + 1[/tex]

Simplifying further, we have:

[tex]-4x^2 + 3x + 1[/tex]

The resulting polynomial [tex]-4x^2 + 3x + 1[/tex] is a quadratic polynomial since it has a highest power of x^2 (the exponent of x is 2), which is[tex]-4x^2.[/tex]Quadratic polynomials are polynomials of degree 2 and can be represented by a parabola when graphed.

In summary, the simplified expression [tex](8x^2 + 3x) - (12x^2 - 1)[/tex] simplifies to [tex]-4x^2 + 3x + 1[/tex] , which is a quadratic polynomial. So Option D is correct

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Note the complete question is

Answer:

7

Step-by-step explanation:

The line represented by the equation y = 7 is a horizontal line that passes through the y-axis at 7, so the y intercept of this line is 7

Answer:  [tex]\frac{8}{5}[/tex]  

Step-by-step explanation:

You can put it into a ratio when the units are the same.

Let's convert 15 ft to yards

3 ft  = 1 yd

So divide 15 by 3

15ft  = 5 yd

So the ratio you want is:

8 yds to 5 yds

To write that in fraction ratio form:

[tex]\frac{8}{5}[/tex]               >Keep as improper fraction for ratios

Let's analyze Jenny's bowling expenses, considering the cost of renting bowling shoes and the price per game. By determining the total amount she paid and using the given information, we can calculate the number of games Jenny bowled.

Step-by-step explanation:

Let's set the number of games Jenny bowled as 'x'.

Jenny paid $2.75 for renting the bowling shoes and $4.25 for each game. The total amount she paid is $24.

The total amount Jenny paid for the games can be represented as: $4.25 * x.

So, the equation can be set up as:

$2.75 + $4.25 * x = $24.

To find the value of 'x', we need to solve the equation.

Subtracting $2.75 from both sides:

$4.25 * x = $24 - $2.75.

$4.25 * x = $21.25.

Dividing both sides by $4.25:

x = $21.25 / $4.25.

x = 5.

Answer: Therefore, Jenny bowled a total of 5 games.

The length of the other diagonal is 11.25 cm.

Area is the measure of a region's size on a surface. The area of a plane region or plane area refers to the area of a shape or planar lamina, while surface area refers to the area of an open surface or the boundary of a three-dimensional object.

In this question, we are given the following:

The area of a kite is 180. One of the diagonals is 16.

What is the length of the other diagonal?

The details of the solution are as follows:

We know that,

The area of a kite is the product of the diagonals divided by 2:

[tex]\text{A} = \dfrac{(\text{d}^1 \times \text{d}^2)}{2}[/tex]

You can substitute what we have:

[tex]180= \dfrac{(16 \times \text{d}^2)}{2}[/tex]

And solve.

[tex]180 = 16 \times \text{d}^2[/tex]

[tex]\text{d}^2=\dfrac{180}{16}[/tex]

[tex]\text{d}^2=\bold{11.25 \ cm}[/tex]

Therefore, the length of the other diagonal = 11.25 cm.

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Answer: t > -15

Step-by-step explanation:

         Let t be equal to the temperature. If the temperature stayed above -15, this means the temperature was greater than -15 (not equal to or less than). We can write this inequality as:

                     t > -15