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4 years ago

I need help with this

Mathematics

2 answers:

jasenka [17]4 years ago

8 0

Trey = .4

Luis = .7

Ethan = .5

Roderick = .6

Hope this helps!

Schach [20]4 years ago

6 0

The answer is B Luis because he only read 1.4 pages a minute.

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PLEASEE HELP!!

Alex777 [14]

Answer:

Step-by-step explanation:

<h3>to understand this</h3><h3>you need to know about:</h3>

quadratic equation
quadratic equation word problems
solving quadratic

<h3>given:</h3>

h(t) = -4t² + 12t + 100

<h3>to solve:</h3>

<h3>tips and formulas:</h3>

<u>the</u><u> </u><u>Ball</u><u> </u><u>will</u><u> </u><u>hit </u><u>the</u><u> ground</u><u> </u><u>when</u><u> </u><u>the</u><u> height</u><u> is</u><u> </u><u>0</u>
<u>solving</u><u> </u><u>quadratics </u><u>using</u><u> </u><u>quadratic</u><u> formula</u>
<u>PEMDAS</u>

<h3>let's solve: </h3>

$step - 1 : \: define$

$- 4 {t}^{2} + 12t + 100 = 0$

$step - 2 : \\ divide \: both \: sides \: by \: - 4$

${t}^{2} - 3t - 25 = 0$

$step - 3 : \\ solve \: the \: quadratic$

$formula : \\ x = \frac{ - b± \sqrt{ {b}^{2} - 4ac } }{2a}$

$define \: a ,b \: and \: c \\ which \: are \: 1, - 3 \: and \: - 25 \: respectively$

$t = \frac{ - ( - 3)± \sqrt{ {( - 3)}^{2} - 4.1. - 25 } }{2.1}$

$t = \frac{ 3± \sqrt{ 9 + 100} }{2}$

$t = \frac{3 + \sqrt{ 109 } }{2}$

$t = \frac{3 - \sqrt{ 109 } }{2}$

$t = 6.7 \\ t = - 3.7$

$as \: we \: know \: time \: cannot \: be \: negative$

$\huge \therefore \: t = 6.7$

5 0

3 years ago

I need help with this please

finlep [7]

like i said the ? would be a 5

5 0

3 years ago

Wich expression shows the product of 9 and a number?

Monica [59]

Answer:

There are two and they both mean the same thing.

Step-by-step explanation:

1. 9 x (times) n

2. 9n

I hope this helps u! :D

5 0

3 years ago

I am confused and i dont know how i would do this

Crank

Answer:

5760

Step-by-step explanation:

I do 12 x 12 x 10 x 4= 5760

3 0

3 years ago

Write a problem that can be solved with a bar model that shows equal groups of liters

ioda

"In Grade 2 and early in Grade 3, students learned to use bar models to solve two-step problems involving addition and subtraction. This is extended in this chapter to include multiplication and division.

<span>Both multiplication and division are based on the concept of equal groups, or the part-part-whole concept, where each equal group is one part of the whole. In Grade 2, students showed this with one long bar (the whole) divided up into equal-sized parts, or units. This unitary bar model represents situations such as basket of apples being grouped equally into bags." </span>https://www.sophia.org/tutorials/math-in-focus-chapter-9-bar-modeling-with-multipli

8 0

3 years ago