Application Question #1 A pole vaulter's height when she leaves the ground is modelled by the function
where h(t) is her height in metres and t is time in seconds that she is in the air.
(a) How long was she in the air, to one decimal place?
(b) How high was she at 0.5 seconds?
(c) For how long was she above 3 m, to one decimal place?
MCF 3M Esber
1
Quadratic Application Solutions
Application Question #2 A ball is thrown vertically upward off the roof of a 34‐m tall building. The height of the ball, h(t) in metres can be approximated by the function h(t) = ‐5t2 + 10t +34, where t is the time in second after the ball is thrown. (a) How high is the ball after 2 seconds? (b) Find the maximum height of the ball?
MCF 3M Esber
2
Quadratic Application Solutions
Application Question #3 A Frisbee is passed to another teammate in a game of Ultimate Frisbee. The Frisbee follows the path h(d) = ‐0.02d2 + 0.4d + 1, where h(d) is height in metres and d is the horizontal distance in metres that the Frisbee travelled from the thrower.
(a) What is the maximum height of the Frisbee? (b) What is the horizontal distance from the thrower at the maximum height? (c) If the Frisbee is intercepted by a player 17 m down the field, how high will it be at the moment it is intercepted?
MCF 3M Esber
3
Quadratic Application Solutions
Application Question #4 A new skateboard half‐pipe is being built. The diagram shows the cross‐ section where x represents the horizontal distance from the platform, in metres, and y represents the height above the ground, in metres. Determine the equation that models the half‐pipe shape. Express the equation in standard form.
MCF 3M Esber
4
Quadratic Application Solutions
Application Question #5 An open‐topped box is to be made from a piece of tin measuring 50 cm by 30 cm. The sides of the box are formed when four congruent square corner pieces are cut out. The base area of the box is to be 1269 cm2. 30 cm
50 cm
(a) Determine an equation for the base area of the box. (b) Find the side length, x, of the square cut from each corner. (c) Find the dimensions of the box.
MCF 3M Esber
5
Quadratic Application Solutions
Application Question #6 Amir sells his extreme cheesesteak sandwiches for $8 each. At this price, he usually sells 100 cheesesteak sandwiches a day. Amir is considering raising the price. After an informal survey, he concludes that for every $0.50 increase, he will sell five fewer sandwiches. What price should Amir charge to maximize his revenue? What is the maximum revenue?
vivants project) on your camera phone or on a digital camera. Each photo should be assigned a home (one person) and that individual should spend a few minutes writing the dialogue and commentary that go along with that photo. In addition, they should
from the story that are one of this week's words to know. ////////////////. ////////////////. Write four words from the story that have a dr, gr, or fr in them. ////////////////. ////////////////. ////////////////. ////////////////. Write a word from
practice our praying in secret (without fanfare, not babbling like pagans and from the heart); for God will already. knows your needs and will reward the faithful. 3.
Page 1 of 33. Protecting Your Health: Understanding and Preventing STDs. A Lesson Plan from Rights, Respect, Responsibility: A K-12 Curriculum. Fostering responsibility by respecting young people's rights to honest sexuality education. ADVANCE PREPAR
usually the first thing that I want to do is find, well how much did the bank say that I. have? And when I'm reading here, going through the items, the cash balance ...
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Page 1 of 1. Page 1. G7-M1-B-Lesson 7-S.pdf. G7-M1-B-Lesson 7-S.pdf. Open. Extract. Open with. Sign In. Main menu. Displaying G7-M1-B-Lesson 7-S.pdf. Page 1 of 1.Missing:
Mar 25, 2014 - that it may be helpful for students to go back to the image and walk through the steps visually when trying to. describe the steps and the difference between the two.) When we determine the distance from to , we are really adding toget
Note: This problem is designed to bridge to the current lesson with multi-digit multiplication while also. reaching back to decimal multiplication work from Module 1. Students should be encouraged to estimate for. a reasonable product prior to multip
unknown problem adjusting the level of support as appropriate. for the students: Tamika has 12 pennies and 2 quarters in her new piggy bank. She puts in 4 ...
T: Using your arms, model a triangle with the person standing next to you. S: (Model triangle in pairs.) T: What do we call a four-sided figure? S: Quadrilateral.
James 3:1-2. 1 My brethren, let not many of you become teachers, knowing that we shall receive a stricter judgment. 2 For we all stumble in many things.
Let's learn another. way to add. (Write 24 + 15 on the board vertically.) T: We can also write one number above the other, so that each digit is in the correct place value. column. T: Let's use our place value chart and number disks. Count with me as
2013 Common Core, Inc. Some rights reserved. commoncore.org. This work is licensed under a. Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. c. Use the unit rate of deer per square mile to determine how many deer are there
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For struggling students, assign a buddy. who will clarify processes and who can. comfortably evaluate student work. samples. As some students model their.
Yes. Based on what we know about the Fundamental Theorem of Similarity, since. and , then we know that line is parallel to line . Could line intersect line ?
