Answer:
This task would be especially well-suited for instructional purposes. Students will benefit from a class discussion about the slope, y-intercept, x-intercept, and implications of the restricted domain for interpreting more precisely what the equation is modeling.
One potential confusion students may have follows from the subtle difference between what the car is doing and the idea of slope as the ratio between the change in vertical distance on the graph and the change in horizontal distance on the graph. Because the car is traveling one mile on a down-hill slope, the situation could be represented as a right triangle with a hypotenuse of 5,280 ft and a leg of 250 ft; using the Pythagorean Theorem they would find that the other leg is approximately 5,274 ft. Following through on this interpretation, a student might conclude that the car travels a horizontal distance of approximately 5,274 ft for every 250 ft in vertical distance and arrive at a slope of approximately -0.047. While this is, in some sense, the slope of the hill, it is not the slope of the function as described. This interpretation yields numbers that are very close to the situation described in the task, yet conceptually different since the distance traveled by the car would now be expressed in terms of horizontal distance traveled as opposed to distance along the slope of the hill to compute the elevation. If students do indeed pursue this line of reasoning, the task provides an opportunity to compare and contrast the graph of the function and what it represents with a drawing of the hill and the vertical and horizontal distances traversed with each mile down the slope.
Step-by-step explanation:
This value is in the positive quadrant meaning that all values remain positive. To answer this problem you must have an understanding of trig ratios being that tangent is opposite/adjacent. When you plot the points and draw a triangle using the origin of the point, you find that the adjacent value is 5 and opposite value is 15
Answer:
centimeters
Step-by-step explanation:
The numerator of the conversion factor always has the "to" units. The denominator has the "from" units. That way, when you multiply, the "from" units cancel:
(xx <em>from</em>) · (yy <em>to</em>)/(zz <em>from</em>) = xx·yy/zz · (<em>from/from</em>) · <em>to</em> = xx·yy/zz · <em>to</em>
Here, you want to convert to centimeters, so centimeters will be the units in the numerator.
10 in · (2.54 cm)/(1 in) = 25.4 cm
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The conversion factor is always "1". That is, the numerator and denominator are always <u>equal</u> in value. Here, 2.54 cm = 1 in, so (2.54 cm)/(1 in) = 1. You can multiply by 1 anytime you like. For units conversion, it only has the effect of changing the units.
Any linear equation can be written as
y = mx+b
where m is the slope and b is the y intercept
m = 1/2 in this case. It represents the idea that the snow fell at a rate of 1/2 inch per hour. In other words, the snow level went up 1/2 an inch each time an hour passed by.
b = 8 is the y intercept. It's the starting amount of snow. We start off with 8 inches of snow already.
The info "snow fell for 9 hours" doesn't appear to be relevant here.
The standard form for the equation of a circle is :
<span><span><span> (x−h)^</span>2</span>+<span><span>(y−k)^</span>2</span>=<span>r2</span></span><span> ----------- EQ(1)
</span><span> where </span><span>handk</span><span> are the </span><span>x and y</span><span> coordinates of the center of the circle and </span>r<span> is the radius.
</span> The center of the circle is the midpoint of the diameter.
So the midpoint of the diameter with endpoints at (−10,1)and(−8,5) is :
((−10+(−8))/2,(1+5)/2)=(−9,3)
So the point (−9,3) is the center of the circle.
Now, use the distance formula to find the radius of the circle:
r^2=(−10−(−9))^2+(1−3)^2=1+4=5
⇒r=√5
Subtituting h=−9, k=3 and r=√5 into EQ(1) gives :
(x+9)^2+(y−3)^2=5
