A softball pitcher throws a softball to a catcher behind home plate. The softball is 3 feet above the ground when it leaves the pitcher's hand at a velocity of 50 feet per second. If the softball's acceleration is –16 ft/s2, which quadratic equation models the situation correctly?

Answer:

60ft

Step-by-step explanation:

DC is 50% longer than BD (given)

BD is 40ft (given)

DC is 50% longer than BD this means that DC= BD+50% of  BD

40ft +50/100 * 40

=40ft +20ft

=60ft

Another way to solve this could be DC is 150%of BD as BD =40ft=100% of it's length.

So, 150/100 *40

=60ft

Hope this helps.

Please mark me as brainliest.

Answer:

The third one

Step-by-step explanation:

All show complementary angles ( angles that add up to 90 degrees ) except for the third one

First one: shows a square within the two angles which indicates that the angles form a right angle ( 90 degree angle ) meaning that they are complementary angles

Second: the angles add up to equal 90 ( 50 + 40 = 90 ) hence they are complementary angles

Third one: the angles form a straight line. Angles that form a straight line add up to equal 180 and are known as supplementary angles

Fourth: the angles shown add up to 90 ( 65 + 25 = 90) hence they are complementary angles

All are complementary but the third one

Answer:

The answer is "6.093 years".

Step-by-step explanation:

The rate of decline in sales in [tex]22\%[/tex] per year.

The starting sales is 100 units:

Using compounding formula:

[tex]\to 100 \times (1-\frac{22}{100})^t=22\% \ of \ 100\\\\\to 100 \times (\frac{100-22}{100})^t=\frac{22}{100} \times \ 100\\\\\to (\frac{78}{100})^t=\frac{22}{100}\\\\\to 0.78^t=0.22\\\\\text{taking \log on both the sides}\\\\[/tex]

taking log on both sides

[tex]\to \log_e \ 0.78^t= \log_e\ 0.22\\\\\to t \log_e \ 0.78= \log_e\ 0.22\\\\\to t = \frac{\log_e 0.22}{\log_e 0.78}\\\\[/tex]

      [tex]= \frac{-0.6575}{-0.1079}\\\\= \frac{0.6575}{0.1079}\\\\=6.093[/tex]

Answer: Choice D

The graph will be discrete because there is no such thing as a partial person to sign up, and the booth is set up once each day for sign ups.

=========================================================

Explanation:

Let's start with the independent variable d. This acts as the variable x. It's the input. The value of d only takes on positive whole numbers (eg: d = 1, d = 2, d = 3, etc). We cannot have something like d = 2.718

So this bit of evidence shows that our function is discrete. Discrete input values (d) plug into the function to produce corresponding discrete output values (m).

Furthermore, we know that m is discrete because the number of people cannot be a fractional or decimal number. We can't have half a person for instance.

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

A quick way to see if a set is discrete or continuous is to ask the question: "is it possible to apply the midpoint formula for ANY two values, and have the output make sense?"

So a set like {1,2,3,4,5,...} is discrete because the midpoint of 2 and 3 is 2.5, but that value is not in the set mentioned.

In other words, discrete sets have "gaps" so to speak, while continuous ones do not.

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

Another useful property is that let's say that a < x < b, and x is drawn from the domain set. This reduced set will be finite if we're dealing with discrete data. Eg: The set {1,2,3,4,5,...} has the subset {2,3,4} which is finite and discrete.

In contrast, the subset of real numbers x such that [tex]2 \le x \le 4[/tex] is continuous and this subset is infinitely large (has infinitely many members) because we could have things like 2.718 or 3.14 etc

Answer:Vertex at (3, -2)

Step-by-step explanation:

Answer:

[tex](\sqrt{x+3} )^{2} + 4^{2} = 5^{2}[/tex]

x + 3 + 16 = 25

x + 19 = 25

x = 6

hope it helps.

Also, I think that Brainly is an awesome app, but there's an app which is doing great work for me in maths, named Gauthmath. I will suggest it. Video concepts and answers from real tutors.

Answer:

-60x

Step-by-step explanation:

Answer:

Step-by-step explanation:

The total distance = 1/6 + 3/8 miles Change the denominators to 24

D = 1/6 + 3/8 = 4*1/6*4 + 3*3 / 8 * 3

D = 4/24 + 9/24

D = 13/24 of mile.

Answer:

Hey Mate! Here's your answer.

Step-by-step explanation:

One packet of biscuits requires 2½ cups of flour = \frac{5}{2}25

One packet of biscuits requires 1 \times \frac{2}{3}1×32

One packet of biscuits requires 1 \times \frac{2}{3}1×32cups of sugar. = \frac{5}{3}35

Total ingradiants for one packet of biscuits =

Total ingradiants for one packet of biscuits =( \frac{5}{2} + \frac{5}{3} ) = \frac{15 + 10}{6} = \frac{25}{6}(25+35)=615+10=625

Then, total quantity of both ingredients used in 10 such packets of biscuits =

Then, total quantity of both ingredients used in 10 such packets of biscuits =10 \times ( \frac{25}{6} ) = 5 \times ( \frac{25}{3} ) = \frac{125}{3} = 41 \times \frac{2}{3}10×(625)=5×(325)=3125=41×32

Hope it helped you!

Answer:

m(x)

Step-by-step explanation:

Answer:

2nd option

Step-by-step explanation:

[tex]\frac{7\pi }{12}[/tex] is an angle in the second quadrant

Thus to find the reference angle, subtract from π , that is

r = π - θ

Answer:

Step-by-step explanation:

Let's call the number x. The statement "...2 times a number" if the number is x looks like this:

2x

"8 less than" that looks like this:

... - 8

Putting the whole thing together:

2x - 8

Answer:

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

Option B is correct, 4 and 3/10 hours  will Mrs. Nygaard need to work over the weekend to finish grading the projects.

A fraction represents a part of a whole.

To find the total amount of time Mrs. Nygaard has available during the week to grade projects, we need to add up the hours for each day:

1 and three-fourths + 1 and one-half + 1 and one-fifth + 2 + 1 and one-fourth = 7 and five-tenths hours

This means that Mrs. Nygaard has 7.5 hours during the week to grade projects.

If she needs 12 hours to grade all the projects, then she will need to work for an additional:

12 - 7.5 = 4.5 hours over the weekend to finish grading the projects.

Therefore, 4 and 3/10 hours  required to Mrs. Nygaard need to work over the weekend to finish grading the projects.

To learn more on Fractions click:

https://brainly.com/question/10354322

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Answer:

La norma de los signos es para el producto de números reales, y la norma es la siguiente.

(+)*(+) = (+)

(+)*(-) = (-)

(-)*(+) = (-)

(-)*(-) = (+)

Es decir, el producto de dos números de mismo signo es siempre positivo

El producto de dos números de distinto signo es siempre negativo.

Particularmente, para la suma esta norma no funciona (pues no está definida para la suma)

Pero en casos como:

5 - (-4)  

(esto sería: "la diferencia entre cinco y menos cuatro")

notar que podemos reescribir esto como:

5 + (-1)*(-4)

Ahora podemos aplicar la norma de los signos:

5 + 4 = 9

Donde aplicamos la norma de los signos,  

Podemos concluir que, si bien es una regla que aplica al producto, siempre la tenemos que tener en cuenta en cualquier operación que hagamos.

Por lo podemos concluir que la respuesta correcta es verdadero.

If a student receives a score of 80, how many questions did this student answer ... (5). Let x = the first number, and y = the second number ... If John only has 25 coins in his pocket, how many of the coins are quarters?

Answer:

£8520

43000-11000=32000

20/100×32000

£6400

48300-43000=5300

40/100×5300=2120

£8520

Respuesta:

1,4 kilometros

Explicación paso a paso:

Dado que :

Distancia que separa a Sandra y José en el mapa = 7cm

Dibujo a escala = 1: 20.000; Esto se puede interpretar en el sentido de que 1 cm en el mapa equivale a 20.000 cm en el suelo.

Por tanto, una distancia de 7 cm en el mapa será:

20.000 * 7 = 140.000 cm en el suelo = distancia real

Por lo tanto, la distancia real = 140.000 cm.

Recordar :

1 cm = 10 ^ -5 km

140000 cm = 1.4 kilometros

Por lo tanto, la distancia real entre Sandra y José es de 1,4 km.

Answer:

36π mm²

Step-by-step explanation:

Formula: πr²

r=radius

r=6

π6²=36π

Answer:

4x + 11 = k

<=> 4x = k - 11

<=>

[tex]x = \frac{k - 11}{4} [/tex]

environment is not natural uniform all from

Answer:

x - 2y + 8 = 0

Step-by-step explanation:

that is the procedure above

Answer:

p = 2/3

q = 1/2

Step-by-step explanation:

The given equation is ,

[tex]\sf\to px^2 + px + 3q = 1 + 2x [/tex]

We can write it as ,

[tex]\sf\to px^2 + px + 3q - 1 -2x=0 [/tex]

Rearrange the terms ,

[tex]\sf\to px^2 - 2x + px + (3q -1)=0 [/tex]

This can be written as ,

[tex]\sf\to px^2 + x ( p - 2) + (3q -1) =0[/tex]

Now wrt Standard form of a quadratic equation ,

[tex]\bf \implies ax^2+bx + c = 0 [/tex]

we have ,

We know that product of zeroes :-

[tex]\to \sf q \times \dfrac{1}{p} = \dfrac{3q-1}{p } \\\\\sf\to 3q - 1 = q \\\\\sf\to 2q = 1 \\\\\sf\to \boxed{ q =\dfrac{1}{2}}[/tex]

Sum of roots :-

[tex]\to \sf q + \dfrac{1}{p} = \dfrac{2-p}{p} \\\\\sf\to \dfrac{ qp + 1}{p}= \dfrac{2-p}{p} \\\\\sf\to qp + 1 = 2 - p \\\\\sf\to p/2 + p = 1 \\\\\sf\to 3p/2 = 1 \\\\\sf\to \boxed{ p =\dfrac{2}{3}}[/tex]

For the 1st picture,

[tex]2(3x - 1) \geqslant 4x - 6[/tex]

[tex]6x - 2 \geqslant 4x - 6[/tex]

[tex] - 2 \geqslant - 2x - 6[/tex]

[tex]4 \geqslant - 2x[/tex]

[tex]x \geqslant - 2[/tex]

This means x has to be greater than -2 so -1 is the answer.

For the 2nd picture the answer is -10.

For the 3rd picture, the answer is the first three options.

For the 4th picture, the answer is the 3rd option.

again again again again again again again hello or merhaba dude

merhaba = hello

answers are at the photos

GOOD LUCK:D

greetings from Turkey (≧▽≦)

[tex]\displaystyle\ 60^2 =36(36+x)\\\\1296+36x=3600\\\\36x=2304\\\\\boxed{x=64}[/tex]

Step By Step Explanation:

Calculate 60 to the power of 2 and get 3600.

Use the distributive property to multiply 36 by 36 + ×.

Swap sides so the all variable terms are on the left hand side.

Subtract 1296 from both sides.

Subtract 1296 from 3600 to get 2304.

Divide both side by 36.

Divide 2304 by 36 to get 64

My Answer is

Answer:

a). y = 7x - 46      b). y = -1/7x - 22/7

Step-by-step explanation:

a). y = 7x + b

-4 = 7(6) + b

-4 = 42 + b

-46 = b

y = 7x - 46

b). y = -1/7x + b

-4 = -1/7(6) + b

-4 = -6/7 + b

-22/7 = b

y = -1/7x - 22/7

Answer:

Estimating the economic impact of climate change from weather variation

Step-by-step explanation:

Estimating the economic impact of climate change from weather variation:If economists are going to be able to offer clear guidance about the appropriate ambition of climate change policy, we need firmer damage estimates.This column introduces a new model that prices farmers’ ex-post and ex-ante adaptations to weather changes and forecasts. #accelerationism