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madreJ [45]
2 years ago
12

BRAINLIEST TO PERSON WHO HELPS

Mathematics
2 answers:
stealth61 [152]2 years ago
8 0

Answer:

B

Step-by-step explanation:

Let's think about what does the given info mean.

Because of n notebooks, she spent $52

One notebook is $3.25.

So 3.25n = 52

Take it this way if you don't understand

Let's say I spent 4$ on two (2) pens

What's the value of one pen?

We want to find the value of one pen and then multiply it by 2, to get 4$

So we normally would do 4/2

However, to set up an equation, we would create

v (value of one pen) x 2 (pens) = 4$ (cost)

v = 4$/2 = 2$

Effectus [21]2 years ago
4 0

Answer:

B. 52= 3.25n

Step-by-step explanation:

Unit price multiplied by quantity equals total. So, each notebook cost $3.25 and she buys 'n' notebooks.

She totally spends $52.

In conclusion, 3.25 (unit price × n [quantity]) = 52.

And that is.. 52 = 3.25n.

<3

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Answer:

The 1st, 2nd and last statement on the +3 side and the rest three statements on the -3 side

6 0
3 years ago
Taron unpacked 47 boxes of light bulbs for the discount warehouse. Each box contained 6 bulbs. How many bulbs were in the 47 box
Zolol [24]

Answer:

282 bulbs

Step-by-step explanation:

Find how many bulbs there were by multiplying 47 by 6

47(6)

= 282

So, in the 47 boxes, there were 282 bulbs

7 0
3 years ago
A projectile is fired with muzzle speed 220 m/s and an angle of elevation 45° from a position 30 m above ground level. Where doe
Allushta [10]

Answer:

  • 4968.6 m from where it was fired
  • 221.33 m/s

Step-by-step explanation:

For the purpose of this problem, we assume ballistic motion over a stationary flat Earth under the influence of gravity, with no air resistance.

We can divide the motion into two components, one vertical and one horizontal. For muzzle speed s and launch angle θ, the horizontal speed is presumed constant at s·cos(θ). The initial vertical speed is then s·sin(θ) and the (x, y) coordinates as a function of time are ...

  (x, y) = (s·cos(θ)·t, -4.9t² +s·sin(θ)·t + h₀) . . . . . where h₀ is the initial height

To find the range, we can solve the equation y=0 for t, and use this value of t to find x.

Using the quadratic formula, we find t at the time of landing to be ...

  t = (-s·sin(θ) - √((s·sin(θ))²-4(-4.9)(h₀)))/(2(-4.9))

  t = (s/9.8)(sin(θ) +√(sin(θ)² +19.6h₀/s²))

For s = 220, θ = 45°, and h₀ = 30, the time of flight is ...

  t ≈ 31.939 seconds

Then the horizontal travel is

  x = 220·cos(45°)·31.939 ≈ 4968.6 . . . . meters

__

As it happens, the value under the radical in the above expression for time, when multiplied by s, is the vertical speed at landing. The horizontal speed remains s·cos(θ), so the resultant speed is the Pythagorean sum of these:

  landing speed = s·√(cos(θ)² +sin(θ)² +19.6h₀/s²) ≈ s√(1 +0.012149)

  ≈ 221.33 m/s

_____

Note that the landing speed represents the speed the projectile has as a consequence of the potential energy of its initial height being converted to kinetic energy that adds to the kinetic energy due to its initial muzzle velocity.

6 0
3 years ago
Help pls- <br><br> I dont know it T^T
docker41 [41]

Answer:

Ans: H and A

Step-by-step explanation:

By the identity:

1-(cos(x))cos^{2}(x)+ sin^{2}(x)=1\\cos^{2}(x)=1- sin^{2}(x)\\\\cos(x)=\sqrt{1- sin^{2}(x)} \\sin(x)=\sqrt{1- cos^{2}(x)}\\\\\sqrt{1- cos^{2}(x)}/sinx=1\\\sqrt{1- sin^{2}(x)}/cosx=1\\\sqrt{1- cos^{2}(x)}/sinx+\sqrt{1- sin^{2}(x)}/cosx=2\\\\\\

Ans: H

For second quesiton, the transformation of a graph is that:

f(x) + k means vertical translation up by k units

Two curve have the same maximum value, so the graph doesn't translate upwards or downwards, thus b=0

Ans: A

7 0
3 years ago
Please help will give brainliest 7
labwork [276]

Answer:

Step-by-step explanation:

You are now a teacher, and you notice that many of your students are consistently making the dividing-out mistake that appears below. Some of the students even admit to knowing the method was wrong as soon as you point it out.

Create a visual to help your students stop making this common mistake: fraction numerator up diagonal strike x squared plus 3 x − 4 over denominator up diagonal strike x squared − 2 x − 8 end fraction .

Your lesson should do the following:

Explain why the dividing-out method is incorrect. You may want to start with a simpler expression and work your way up to polynomials. (For example, compare fraction numerator 3 left parenthesis 5 right parenthesis over denominator 3 end fraction and fraction numerator 3 plus 5 over denominator 3 end fraction.)

Explain when you can cancel a number that is in both the numerator and denominator and when you cannot cancel out numbers that appear in both the numerator and the denominator.

Share tricks, reminders, memory devices, or other methods to help students catch themselves before making this common mistake.

Post your video or series of images. Post answers to the following questions:

A. Why do you think the mistake shown here is such a common one?

B. Have you ever made this mistake before? What helped you stop making this mistake? What will help you stop making this mistake in the future?

Read and comment on the explanations of other student “teachers.”

A. Comment on ideas that helped you better understand or tricks to help you catch yourself before making the dividing-out mistake.

B. Ask a question to help a student improve his or her explanation or make it more thorough.

Respond to replies to your post.

Be sure to check back regularly to participate in the discussion with your fellow students and teacher.

P.S. I can not see pictures or videos that are posted on here, so if you could write everything out it would be kindly appreciated. :)

4 0
3 years ago
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