Isaiah has a points card for a movie theater.
He receives 75 rewards points just for signing up.
He earns 6.5 points for each visit to the movie theater.
He needs at least 140 points for a free movie ticket.

Write and solve an inequality that can be used to determine xx, the number of visits Isaiah can make to earn his first free movie ticket.

Inequality =
x - and _

The height of the hill is approximately 25.73 ft. Where v0 is the initial velocity (108 ft/s), g is the acceleration due to gravity \((-32.2 ft/s^2)\),

To find the height of the hill, we can use the formula for the vertical position of an object under constant acceleration:

h = h0 + v0t + 1/2at^2

where h is the final height, h0 is the initial height, v0 is the initial velocity, t is the time, and a is the acceleration due to gravity (-32.2 ft/s^2).

In this case, we are given that the initial height h0 is 3 ft, the initial velocity v0 is 108 ft/s, and the time t is 9.5 s. We want to find the height of the hill, which we can denote as h_hill. The final height is the height of the plain, which we can denote as h_plain and assume is zero.

At the highest point of its trajectory, the arrow will have zero vertical velocity, since it will have stopped rising and just started to fall. So we can set the velocity to zero and solve for the time it takes for that to occur. Using the formula for velocity under constant acceleration:

v = v0 + at

we can solve for t when v = 0, h0 = 3 ft, v0 = 108 ft/s, and a = -32.2 ft/s^2:

0 = 108 - 32.2t

t = 108/32.2 ≈ 3.35 s

Thus, it takes the arrow approximately 3.35 s to reach the top of its trajectory.

Using the formula for the height of an object at a given time, we can find the height of the hill by subtracting the height of the arrow at the top of its trajectory from the initial height:

h_hill = h0 + v0t + 1/2at^2 - h_top

where h_top is the height of the arrow at the top of its trajectory. We can find h_top using the formula for the height of an object at the maximum height of its trajectory:

h_top = h0 + v0^2/2a

Plugging in the given values, we get:

h_top = 3 + (108^2)/(2*(-32.2)) ≈ 196.78 ft

Plugging this into the first equation, we get:

h_hill = 3 + 108(3.35) + 1/2(-32.2)(3.35)^2 - 196.78

h_hill ≈ 25.73 ft

If the arrow is launched at t0, the equation describing velocity as a function of time would be:

v(t) = v0 - gt

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The answers are:

Part A: The two values of x are: x > 8 or x < -24

Part B: Closed circles at -24 as well as 8 on the number line.

Inequalities are mathematical formulas with two sides that are unequal. In an inequality, we evaluate two numbers rather than two equations. In place of the equal sign, a less than (less than or equal to), larger than (greater than or equal to), or not equal to sign is used.

The following steps are missing for the inequalities:

Solving the inequalities,

Part A:

|1/4x+2|+4 >= 8

|1/4x+2|>=4

Now when we remove the sign fom the inequality, there would be 2 values:

(1/4) x + 2 > 4 or (1/4) x + 2 < -4

Now subtracting 2 from both side:

\((\frac{1}{4} )x > 2\ or\ (\frac{1}{4} )x < -6\)

Divide both the sides by 4:

4(1/4) x > 4(2) or 4(1/4) x < 4(-6)

Now we get two values of x:

x > 8 or x < -24

Part B:

Closed circles at -24 as well as 8 on the number line. Draw a thick line from -24 to the left arrow and a thick line from 8 to the right arrow.

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Answer:

Hello, the multiplicative inverse is just another name for reciprocal. You can use this type of method when dividing fractions like:

1/2/3/5

You use the method known as kfc, keep, flip, change like this:

1/2 x 5/3

Notice how 1/2 is kept the same, the division sign is now a multiplying sign, and 3/5 is flipped.

And then you just answer it from there and you get 5/6

Step-by-step explanation:

I hope this helped you!

Answer:

Dino Diner is half the price of Carla Cafe

Step-by-step explanation:

$16 for the Dino Diner charges

$32 for Carla Cafe

Answer:

\(1590.6cm {}^{3} \)

Step-by-step explanation:

\(volume \: of \: a \: cone \: v = \frac{1}{3}\pi \: r {}^{2} h \\ radius = \frac{diameter}{2} = \frac{15}{2} = 7.5 \\ v = \frac{1}{3} \times 3.42 \times (7.5) {}^{2} \times 27 \\ v = \frac{3.142 \times 7.5 \times 7.5 \times 27}{3} \\ v = \frac{4771.9125}{3} = 1590.6375 \\ v = 1590.6cm {}^{3} (approximatly) \\ please \: rate \: and \: mark \: brainliest\)

Answer:

90

Step-by-step explanation:

do 18x5

Answer:

False. 1:6 is a ratio inequivalent to 4:3

Step-by-step explanation:

Logic

Answer:

False

Step-by-step explanation:

False, for example 5:9 is not equal to 4:3

- That is a counter argument

Answer:              

8

Step-by-step explanation:

I solved it meantally, sorry if it’s wrong, if it is, I’ll give you the correct answers, let me know in the chat if it’s right or wrong.

Answer: A) max at (14, 6) = 64,   min at (0,0) = 0

Step-by-step explanation:

Graph the lines at look for the points of intersection.

Input those points into the Constraint function (2x + 6y) and look for the maximum value and minimum value.

Points of Intersection: (0, 0), (17, 0), (0, 10), (14, 6)

Point     Constraint 2x + 6y

(0, 0):                    2(0) + 6(0) = 0              Minimum

(17, 0):                    2(17) + 6(0) = 34

(0, 10):                    2(0) + 6(10) = 60

(14, 6):                    2(14) + 6(6) = 64           Maximum

Julio will be 30 years old when his father is twice his age.

To determine the age at which Julio will be twice his father's age, we need to find the age difference between them and then add that difference to Julio's current age.

Currently, Julio is 12 years old, and his father is 42 years old. The age difference between them is 42 - 12 = 30 years.

For Julio to be twice his father's age, the age difference needs to remain the same as it is currently. Therefore, when Julio is x years old, his father will be x + 30 years old.

Setting up an equation to solve for x:

x + 30 = 2x

Simplifying the equation, we subtract x from both sides:

30 = x

Thus, when Julio is 30 years old, his father will be 30 + 30 = 60 years old. At this point, Julio will indeed be twice his father's age.

Therefore, Julio will be 30 years old when his father is twice his age.

Note : the translated question is Julio is 12 years old and his father is 42 years old. How old will Julio be when his father is twice his age?

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Answer:

a. Variables:

Let's define the variables for the problem:

t: time in minutes (the variable we are solving for)

h1: altitude of the descending airplane in feet

h2: altitude of the ascending airplane in feet

b. System of Equations:

Based on the given information, we can create a system of equations:

Equation 1: h1 = 59,400 - 3,000t (altitude of descending airplane)

Equation 2: h2 = 0 + 2,400t (altitude of ascending airplane)

c. Solving the System using Graphing:

To solve the system using graphing, we need to plot the two equations on a graph and find the point of intersection. Here's the graph:

[Graph]

From the graph, we can see that the two lines intersect at a point. The x-coordinate of the point of intersection represents the time (t), and the y-coordinate represents the altitude (h) where the two airplanes are at the same altitude.

d. Solving the System using Substitution or Elimination:

To check our graphing work, we can solve the system using either substitution or elimination. Let's use substitution:

From Equation 1: h1 = 59,400 - 3,000t

Substitute h1 into Equation 2:

59,400 - 3,000t = 2,400t

Add 3,000t to both sides:

59,400 = 5,400t

Divide both sides by 5,400:

t = 11

Now, substitute the value of t back into either Equation 1 or Equation 2 to find the altitude (h) at that time:

h1 = 59,400 - 3,000 * 11

h1 = 59,400 - 33,000

h1 = 26,400 feet

Therefore, the two airplanes will be at the same altitude of 26,400 feet after approximately 11 minutes.

Explanation of Methods:

Graphing: Graphing the equations provides a visual representation of the problem and helps identify the point of intersection. However, it may not provide an exact value, and the precision depends on the accuracy of the graph.

Substitution or Elimination: These algebraic methods allow for precise calculations and the exact determination of the time and altitude at which the airplanes meet. They require more steps and calculations but offer a more accurate solution.

In the context of the problem, the solution means that after approximately 11 minutes, both airplanes will be at the altitude of 26,400 feet. At this moment, the descending airplane will have descended to the same altitude as the ascending airplane is ascending, resulting in the two airplanes being at the same height above the ground.

Step-by-step explanation:

Answer:

\(5.24\mathrm{cm}\)

Step-by-step explanation:

\(\mathrm{Solution:}\\\mathrm{Given:}\\\mathrm{Angle\ subtented\ by\ arc\ MT}(\theta)=100^o=\frac{5}{9}\pi^c\\\mathrm{Length\ of\ arc\ MT}(l)=?\\\mathrm{Radius\ of\ circle}(r)=3cm\\\mathrm{Now,}\\\mathrm{\theta=}\frac{l}{r}\\\mathrm{or,\ }l=\theta r=\frac{5}{9}\pi\times3=\frac{5}{3}\pi=5.24\mathrm{cm}\)

Answer:

Step-by-step explanation:

1

2

(

1

2

−

6

)

\frac{1}{2}(12k-6)

21​(12k−6)

Simplify

1

Combine multiplied terms into a single fraction

1

2

(

1

2

−

6

)

1

(

1

2

−

6

)

2

2

Multiply by 1

Solution

1

2

−

6

2

1

2

(

1

2

−

6

)

\frac{1}{2}(12k-6)

21​(12k−6)

Simplify

1

Combine multiplied terms into a single fraction

1

2

(

1

2

−

6

)

1

(

1

2

−

6

)

2

2

Multiply by 1

Solution

1

2

−

6

2

pls mark brainliest

On solving the provided question we can say that - correlation coefficient of the question is r = \(\frac{S_{xy} }{\sqrt{S_{xx} S_{yy} } }\) =  -0.91

The Pearson's correlation coefficient, also known as the Pearson's r, Pearson's product-moment correlation coefficient, bivariate correlation, or simply correlation coefficient, is a statistical indicator of the linear relationship between two sets of data.

\(S_{xx} =\)∑\(x^2\) - (∑x\()^2\) /n = 19300- ((420)^2 /10)= 1660

\(S_{yy} =\) ∑\(y^2\) (∑y\()^2\)/n = 7454- ((270)^2 /10) = 164

\(S_{xy} =\)∑\((xy)^2\)/n -475

The correlation coefficient is:

r = \(\frac{S_{xy} }{\sqrt{S_{xx} S_{yy} } }\) =  -0.91

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The study described is a randomized experiment.

A randomized experiment is a typical experimental study design. It is a study design in which the researcher or investigator is in complete control of the research environment. For example, an investigator may wish to assess the effects of certain treatments on some experimental units.

The investigator decides the type of treatment, the type of experimental unit to use, and the allocation and assessment procedures of the treatments and effects, respectively, while in an observational study, the researcher or investigator is usually a passive observer as he only observes and analyses facts and events as they occur naturally.

In experimental studies, the researcher is in complete control of the exposure, and the result should therefore provide stronger evidence of an association or lack of association between exposure and a health problem than would an observational study.  

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"Determine whether the study described below is a randomized experiment or an observational study.

A medical researcher wants to determine whether exercise can lower blood pressure. She recruits 100 people with high blood pressure to participate in the study. She assigns a random sample of 50 of them to pursue an exercise program that includes daily swimming and jogging. She assigns the other 50 to refrain from vigorous activity. She measures the blood pressure of each of the 100 individuals both before and after the study."--

Answer:

(a) 0
(b) 0
(c) 1
The function is not continous at x = 9

Step-by-step explanation:

To the left and right of the point x = 9, the graph would seem to continue at  f(x) = 0, however on the exact point x = 9 there is a hole in the graph allowing it to be equal to 1. Due to the hole in the graph, it is not continuous

Apologies if this is wrong its been a bit since I did calculus

The principle of "Caring about the development of students' mathematical proficiency" is a vital component of the teaching process.

As a teacher, you must be concerned about your student's growth in mathematics to support their success in the subject. The main points of this principle are as follows:

1. Supporting Students: The teacher must strive to provide effective support for each student's learning, based on their needs.

2. Encouraging Students: The teacher should encourage students to improve their proficiency in mathematics and support their learning by providing suitable opportunities for them.

3. Problem-Solving Skills: Teachers must help students develop problem-solving skills to tackle challenging mathematical problems.

4. Feedback and Assessment: The teacher must provide timely feedback and assessment to support the student's growth in mathematics. This feedback should be constructive and should aid in the student's development of mathematical proficiency.

5. Encouraging Student Reflection: The teacher should encourage students to reflect on their learning experiences to recognize areas where they need more support. The development of a student's mathematical proficiency should be the focus of a teacher's teaching, learning, and assessment practices.

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Answer:

\(\sf 13m+16p\)

Step-by-step explanation:

\(\sf 9m+p+12p+4m+3p\)

\(\sf combine \:like \:terms\)

\(\sf \:9m+4m=13m\)

\(\sf p+12p+3p=16p\)

\(\sf 13m+16p\)

Answer:

16p + 13m

Step-by-step explanation:

9m + p + 12p + 4m + 3p = 16p + 13m because if you add -

12p + p + 3p = 16p because p = 1p

9m + 4m = 13m

Thus the answer is 16p + 13m ( Also I took the quiz )

Answer:

7 is the smallest number making it the closest to the x- axis.

Step-by-step explanation:

a) The values of c and d are 7 and 58.

b) The coordinates of the turning point of the curve y = -x² - 14x + 9 is,

⇒ (- 7, 58)

An algebraic equation with the second degree of the variable is called an Quadratic equation.

Given that;

The expression is,

⇒ - x² - 14x + 9

Now, Simplify the expression to change in the form of -(x + c)² + d as;

⇒ - x² - 14x + 9

⇒ - (x² + 14x) + 9

⇒ - (x² + 14x) - 49 + 49 + 9

⇒ - (x² + 14x + 49) + 49 + 9

⇒ - (x + 7)² + 58

By comparing, we get;

The values of c and d are,

⇒ c = 7

⇒ d = 58

And. To find the coordinates of the turning point of the curve

y = -x² - 14x + 9, we can differentiate it with respect to x and equate it to zero.

⇒ y = -x² - 14x + 9

⇒ dy/dx = - 2x - 14 = 0

⇒ - 2x = 14

⇒ x = - 7

And,

⇒ y = -x² - 14x + 9

⇒ y = - (-7)² - 14×- 7 + 9

⇒ y = - 49 + 98 + 9

⇒ y = 58

Thus, The coordinates of the turning point of the curve y = -x² - 14x + 9 is,

⇒ (- 7, 58)

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Answer:

the answer would be 4 Miles.

explanation:

We already know that 5,280 feet equals 1 Mile, and so we divide-

21,120 divided by 5,280, and that equals 4.

hope that made sense! I’m not very good with wording things! :)

Answer:

4 miles

Step-by-step explanation:

5280 feet = 1 mile 21120 feet = 21120/5280= 4 miles

Answer:

-------------------------------

As per given drawing PQ is the segment bisector of XY.

The point W is the midpoint of XY. As per property of midpoint, XW and WY have equal length.

XW = 13 units, hence:

(c) & (e) are subspaces of R3, while (a), (b), (d), (f), and (g) are not.

(a) Not a subspace since the condition b1, b2, b3 ≠ 0 is not closed under scalar multiplication and addition.

(b) Not a subspace as the constraint on the first component does not allow for closure under scalar multiplication and addition.

(c) A subspace, as the condition by = bh = 0 is closed under scalar multiplication and addition.

(d) The zero vector (0,0,0) is always in a subspace.

(e) A subspace, as the set of all linear combinations of two vectors is closed under scalar multiplication and addition.

(f) Not a subspace, as the set of all vectors perpendicular to a single vector does not close under scalar multiplication and addition.

(g) Not a subspace, as the set of all vectors satisfying a single matrix equation is not closed under scalar multiplication and addition.

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let's remember the formula to find the volume of a cylinder

Let's apply the formula with the values that we have in the problem.

The volume of the cylindrical can is 540π inches^3 or 1696.46 inches^3.

Answer:

Rick: 2 miles

Tina: 1,5

Step-by-step explanation:

60mn=1h

reck: 1/2x60÷15=2

tina: 1/4x60÷10=1,5

The distance each hiked in 1 hour is for Tina 3/2 miles and for rick 1/2 miles.

The distance of an object can be defined as the complete path travelled by an object .Distance is a scalar quantity that refers to "how much ground an object has covered" during its motion.

Given:

Rick hiked 1/2 mile every 15 minutes or 1/4 hour.

Tina 10 minutes to hike 1/4 mile.

We have to find the distance each hiked in 1 hour.

According to given question we have

Rick:

1/2 miles= 15 minutes or 1/4 hour

1 miles=  1/4*2=2 hour

2 hour =1 miles

1 hour=1/2 miles

Tina:

1/4  miles = 10 minutes or 10/60=1/6 hour

1 miles=  =1/6*4=2/3 hour

2/3 hour=1 miles

1 hour = 1*3/2=3/2 miles

Therefore, the distance each hiked in 1 hour is for Tina 3/2 miles and for rick 1/2 miles.

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Answer:

i need help with this one

Step-by-step explanation:

The graph of the two given system of inequalities y > 2x - 5

y < -3x is; Attached below

We are given two inequalities;

y > 2x - 5

y < -3x

The graph that represents the 2 inequalities has been attached and from the graph, we see that;

The solution of the system of inequalities is the shaded pink area between the two dotted lines.

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