The path of a dolphin jumping out of the water can be modeled by the function h(t)=−2t2+6t−4, where h is the height of the dolphin relative to the water level in meters at time t seconds. The graph of h(t) is given below. A function is graphed on a four quadrant coordinate plane. The horizontal t-axis and the vertical h of t-axis go from negative 1.5 to 4.5 in increments of 1. A U-shaped curve that opens downward has a vertex at approximately (1.5, 0.5) and passes through the points (1, 0) and (2, 0).

Which of the following statements is correct about the graph of h(t)?

The two zeros of h(t) are at (−1, 0) and (−2, 0).

The y-intercept of h(t) is at (−4, 0).

The axis of symmetry of h(t) is t=−32.

The vertex of h(t) is at (32, 12).

40% off the regular price is the correct answer.

step-by-step explanation:

r = 78539458390583095803458309458039485093485 or just 3

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

150.6

all i did was i multiplied 5.02 by 30