Micah found the vertex for the function y= -9.5x? 47.5x+ 63 as shown. Find and correct Micah's error. Explain the error?

\(\bf{\dfrac{1}{2}(27+6)10 }\)

Add 27 and 6 to get 33.

\(\bf{\dfrac{1}{2}(33)(10) }\)

Multiply 1/2 by 3 to get 33/2.

\(\bf{\dfrac{33}{2}(10) }\)

Express 33/2 (10) as a single fraction.

\(\bf{\dfrac{(33)(10)}{2} }\)

Multiply 33 and 10 to get 330.

\(\bf{\dfrac{330}{2} }\)

Divide 330 by 2 to get 165.

\(\bf{165 \ \ \to \ \ \ Answer}\)

Answer:

\(17 = 6x - 7 \\ 17 + 7 = 6x \\ 24 = 6x \\ x = \frac{24}{6} = 4 \\ x = 4 \\ thank \: yo\)

The velocity of the quarter when it hits the ground is 39.6 meters per second.

A quarter is dropped from the roof of a building with a height of 80 meters. The following equation can be used to determine the velocity, v, in meters per second, of an object.

V= √(2×9.8×h)

Here, the variable "h" denotes the distance travelled by the quarter during the free-fall. We need to find out the velocity of the quarter when it hits the ground. The quarter will cover a distance equal to the height of the building when it hits the ground.

V = √(2×9.8×h)

V = √(2×9.8×80)

V = √1,568

V = 39.6

Hence, the velocity of the quarter when it hits the ground is 39.6 meters per second.

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Answer:

16 sqrt(3) x -> A. 16√3

Step-by-step explanation:

Simplify the following:

sqrt(32) sqrt(24) x

Hint: | Simplify radicals.

sqrt(32) = sqrt(2^5) = 2^2 sqrt(2):

2^2 sqrt(2) sqrt(24) x

Hint: | Evaluate 2^2.

2^2 = 4:

4 sqrt(2) sqrt(24) x

Hint: | Simplify radicals.

sqrt(24) = sqrt(2^3×3) = 2 sqrt(2) sqrt(3):

4 sqrt(2)×2 sqrt(2) sqrt(3) x

Hint: | For a>=0, sqrt(a) sqrt(b) = sqrt(a b). Apply this to sqrt(2) sqrt(3).

sqrt(2) sqrt(3) = sqrt(2×3):

4 sqrt(2)×2 sqrt(2×3) x

Hint: | Multiply 2 and 3 together.

2×3 = 6:

4 sqrt(2)×2 sqrt(6) x

Hint: | Multiply 4 and 2 together.

4×2 = 8:

8 sqrt(2) sqrt(6) x

Hint: | For a>=0, sqrt(a) sqrt(b) = sqrt(a b). Apply this to sqrt(2) sqrt(6).

sqrt(2) sqrt(6) = sqrt(2×6):

8 sqrt(2×6) x

Hint: | Multiply 2 and 6 together.

2×6 = 12:

8 sqrt(12) x

Hint: | Simplify radicals.

sqrt(12) = sqrt(2^2×3) = 2 sqrt(3):

8×2 sqrt(3) x

Hint: | Multiply 8 and 2 together.

8×2 = 16:

Answer: 16 sqrt(3) x

Answer:

16√3

Step-by-step explanation:

I got it on test

Answer:

\(\huge\boxed{Area = 24\ square\ units}\)

Step-by-step explanation:

Area of parallelogram = Base * Height

Where Base = 6 , Height = 6

Area = 6 * 4

Area = 24 square units

Answer:

24 square units

Step-by-step explanation:

the area formula is A=bh

b=6

h=4

A=4*6

A=24

Answer:

give all the data

Step-by-step explanation:

this question is not complete

We will have that Sarah's function is the correct one, since each hour she will get $9, then when we multiply will give us the amount of money she makes in the number of hours.

H = 9h

For solving the inequalities, there are more than four steps.

The step to solve given inequalities, the first step is to add the same number to both sides, the second step is to  Subtract the same number from both sides and the third step is to  Multiply both sides by the same positive number, and the fourth step is to  Divide both sides by the same positive number, and the fifth step is to Multiply both sides by the same negative number and reverse the sign and the last step is to Divide both sides by the same negative number and reverse the sign. Out of which steps 2,3,4 and 5 are the most important steps.

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Answer:

hol up

x=-1/8  negative one over eight

Step-by-step explanation:

The average number of children in families with children is 2.1

Let's assume that there are a total of 10 families and the average number of children per family is 2.Let's represent the number of children in each of the 10 families as follows:F1, F2, F3, F4, F5, F6, F7, F8, F9, and F10.Let's assume that F1 and F2 have no children, therefore the sum of the number of children across the 10 families will be: 8+8/10 = 1.6Therefore, the total number of children in all families is 16, which is represented by: F3 + F4 + F5 + F6 + F7 + F8 + F9 + F10The total number of children in the families with children is 16, which is represented by 8 families. Therefore, the average number of children in families with children can be represented as:16/8 = 2The average number of children in families with children is 2.

The sum of the number of children across the 10 families is 20. If F1 and F2 have no children, the sum of the number of children across the other 8 families is 16.Therefore, the average number of children per family across all the families can be represented as:20/10 = 2Therefore, the average number of children per family is 2. If we exclude F1 and F2 since they don't have children, then the number of families is 8.The total number of children in the 8 families is 16, therefore, the average number of children in the 8 families is:16/8 = 2Hence, the average number of children in families with children is 2.1.

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Answer:

Step-by-step explanation:

To identify the conditions of continuity that are not satisfied if a function has any discontinuities, we need to consider the three conditions for continuity:

1. The function must be defined at the point of interest.

2. The limit of the function as it approaches the point of interest must exist.

3. The value of the function at the point of interest must equal the limit.

If any of these conditions are not met, the function will have a discontinuity at that point.

There are different types of discontinuities, including removable, jump, infinite, and oscillating. Let's briefly discuss the conditions of continuity that are not satisfied for each type:

1. Removable Discontinuity: In this case, the function is undefined at the point of interest. However, the limit exists, and if the value of the function is redefined or removed at that point, the function can become continuous.

2. Jump Discontinuity: The function is defined at the point of interest, and the limit exists from both sides, but the value of the function at the point is different from the limit. There is a sudden "jump" in the function's value.

3. Infinite Discontinuity: The function is defined at the point, but the limit diverges to positive or negative infinity as it approaches the point. There is a vertical asymptote or a vertical gap in the function.

4. Oscillating Discontinuity: The function oscillates or fluctuates infinitely as it approaches the point, failing to approach a specific value. The limit does not exist.

By analyzing the behavior of the function and checking if these continuity conditions are satisfied, we can identify the specific condition(s) that are not met and determine the type of discontinuity present.

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Answer:

M=5  

Step-by-step explanation:

Answer:

-2?

Step-by-step explanation:

Multiply -1 by -4 to get 4

subtract 20 from 12 to get -8

\(\frac{-8}{4}\) simplify to get -2

For the given function -3 + 312 - 31t, where t is time in seconds, the body's displacement and average velocity for the given time interval can be calculated. At the endpoints of the interval, the body's speed and acceleration can be determined. The body changes direction when its velocity changes sign.

a. To find the body's displacement, we need to evaluate the function at the endpoints of the time interval and subtract the initial position from the final position. The initial position occurs at t = 0, and the final position occurs at t = 5.

Initial position: s(0) = -3 + 312 - 31(0) = 309

Final position: s(5) = -3 + 312 - 31(5) = 154

Displacement: s(5) - s(0) = 154 - 309 = -155 meters

The average velocity can be calculated by dividing the displacement by the time interval:

Average velocity = (Displacement) / (Time interval) = -155 / 5 = -31 meters per second

b. To find the body's speed at the endpoints of the interval, we need to calculate the absolute value of its velocity. At t = 0, the velocity is -31 meters per second, and at t = 5, the velocity is also -31 meters per second.

The body's speed at both endpoints is 31 meters per second.

To find the body's acceleration, we need to calculate the derivative of the position function with respect to time:

Velocity function: v(t) = -31

The acceleration is constant and equal to zero since the velocity is constant.

c. The body changes direction when its velocity changes sign. In this case, the velocity is always negative (-31 meters per second) throughout the interval. Therefore, the body does not change direction during the given time interval.

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Answer:

m=-11/14

Step-by-step explanation:

The largest 3 digit number that is divisible by 9 and 7 is 945.

A factor is a number that divides another number, leaving no remainder. In other words, if multiplying two whole numbers gives us a product, then the numbers we are multiplying are factors of the product because they are divisible by the product. There are two methods of finding factors: multiplication and division.

If a number is divisible by 7 and 9 it shows that 7 and 9 are factors of the number. Since the number is a three digit number, the product of 7and 9 which is 63 will also be a factor.

the highest three digit multiple of 63 is 945.

This means that 945 can be divided by 7 and 9. i.e 945/7 = 135 and 945/9 = 105

Therefore the largest three digit number that can be divisible by both 9 and 7 is 945

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Answer:

x=9

Step-by-step explanation:

0.6x+2.7=0.9x

move the terms

0.6x-0.9x=-2.7

collect like terms

-0.3x=-2.7

divide both sides

x=9

Answer:

pandemic, epidemic.

Step-by-step explanation:

Answer:

pour the water out

Step-by-step explanation:

Answer:

the answer is 1.8

Step-by-step explanation:

(a) Is this an observational study or an experiment?

ans=Observational study – no treatment was imposed

(b) What are the explanatory and response variables?

ans=explanatory – time spent in child care from birth to age 4 response – adult rating of children’s behavior

d) Does this study show that child care causes children to be more aggressive? Explain.

No. Observational studies cannot show cause-and-effect

Researchers=someone whose job is to study a subject carefully, especially in order to discover new information or understand the subject better: She is a leading researcher in the field.

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The cake recipe calls for 1 cup of buttermilk. 1 cup is equivalent to approximately 8 fluid ounces or 240 milliliters of buttermilk.

In baking, measurements are typically given in terms of cups, tablespoons, or teaspoons. When a recipe calls for "1 cup" of buttermilk, it means that you need to use one standard measuring cup to measure out the buttermilk. A standard measuring cup holds approximately 8 fluid ounces or 240 milliliters. Therefore, in the context of the cake recipe, "1 cup" of buttermilk refers to 8 fluid ounces or 240 milliliters of buttermilk.

Buttermilk is a slightly thick and tangy dairy product that is commonly used in baking. It adds moisture and acidity to recipes, resulting in a tender and flavorful baked good. When measuring buttermilk for a recipe, it's important to use the correct amount to achieve the desired texture and taste. So, in this particular recipe, you would need to use one standard measuring cup filled with buttermilk, which is equivalent to 8 fluid ounces or 240 milliliters.

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Answer: To factor a trinomial in the form x2 + bx + c, find two integers, r and s, whose product is c and whose sum is b. Rewrite the trinomial as x2 + rx + sx + c and then use grouping and the distributive property to factor the polynomial. The resulting factors will be (x + r) and (x + s).

Step-by-step explanation:

Total students = 16

1. Total 9th graders = 3

Probability of being 9th grader = 3/16

2. Total that like comedy = 6

Probability = 6/16 = 3/8

3. 3 like action so 16-3 = 13 do not.

Probability = 13/16

4. 1 10th grader likes comedy out of 5 10th graders

Probability = 1/5

5. 0 out of 3 12th graders like comedy.

Probability = 0

6. 0 like action out of 3

Probability = 3/3 = 1

7. Yes the probabilities are different.

Answer:

1. P) 3/16

2. P)  6/16  or 3/8

3. P)  13/16   as  1- 3/16 = 13/16

4. P)  2/3

5. P) 1/5  

6. P) 3/3 = 1

7. Yes as such grades do not represent the no of people shown on the table

The lines y = 2 and x = 4 are neither parallel nor perpendicular.

The given lines are y = 2 and x = 4.

The line y = 2 is a horizontal line because the value of y remains constant at 2, regardless of the value of x. This means that all points on the line have the same y-coordinate.

On the other hand, the line x = 4 is a vertical line because the value of x remains constant at 4, regardless of the value of y. This means that all points on the line have the same x-coordinate.

Since the slope of a horizontal line is 0 and the slope of a vertical line is undefined, we can determine that the slopes of these lines are not equal. Therefore, the lines y = 2 and x = 4 are neither parallel nor perpendicular.

Parallel lines have the same slope, indicating that they maintain a consistent distance from each other and never intersect. Perpendicular lines have slopes that are negative reciprocals of each other, forming right angles when they intersect.

In this case, the line y = 2 is parallel to the x-axis and the line x = 4 is parallel to the y-axis. Since the x-axis and y-axis are perpendicular to each other, we might intuitively think that these lines are perpendicular. However, perpendicularity is based on the slopes of the lines, and in this case, the slopes are undefined and 0, which are not negative reciprocals.

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Answer:

7/6 times 3

Step-by-step explanation:

Answer: 7/6 times 3/1

then you can cross multiple if you have to slove

Step-by-step explanation:

Answer:

x=4

Step-by-step explanation:

mark me brainliest! pls

Step-by-step explanation:

20/14=2-x/7

cross multiply

20x7=14x2-x

140=28-x

x=28-140

x=-112

The equation x² + y = 49 does not define y as a function of x because it allows for multiple y-values for a given x.

The equation x² + y = 49 represents a parabola in the xy-plane. Similar to the previous example, for each value of x, there are two possible values of y that satisfy the equation.

This violates the definition of a function, which states that for every input (x), there should be a unique output (y). The equation fails the vertical line test, as a vertical line can intersect the parabola at two points.

Hence, the equation x² + y = 49 does not define y as a function of x. It represents a relation between x and y but does not uniquely determine y for a given x, making it not a function.

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To find the z-score for a sales associate who earns $37,500, we can use the formula:

z = (x - μ) / σ

Where:

x is the value we want to convert to a z-score (in this case, $37,500),

μ is the mean of the distribution (in this case, $32,500), and

σ is the standard deviation of the distribution (in this case, $2,500).

Substituting the given values into the formula, we have:

z = (37,500 - 32,500) / 2,500

z = 5,000 / 2,500

z = 2

Therefore, the z-score for a sales associate who earns $37,500 is 2.

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The z-score for a sales associate earning $37,500 in a system where the mean salary is $32,500 and the standard deviation is $2,500 has a z-score of 2. This score indicates that the associate's salary is two standard deviations above the mean.

The z-score represents how many standard deviations a value is from the mean. In this case, the value is the salary of a sales associate, the mean is the average salary, and the standard deviation is the average variation in salaries.

We calculate the z-score by subtracting the mean from the value and dividing by the standard deviation, like so:

Z = (Value - Mean) / Standard Deviation

So, the z-score for an associate earning $37,500 would be:

Z = ($37,500 - $32,500) / $2,500

This gives us a z-score of +2, indicating that a salary of $37,500 is two standard deviations above mean.

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