(need asap due thursday)
for a short time after a wave is created by wind, the height of the wave can be modeled using y=a sin 2pi t/t, where a is the amplitude and t is the period of the wave in seconds. how many times over the first 5 seconds does the graph predict the wave to be 2 feet high? (show work)

d (5 x (-20)) * (100 x (0.7))

step-by-step explanation:

5÷1/100 * -.7 *-20

copy dot flip

5*100 * -.7 *-20

rearrange

5*-20   * 100 *-.7

-100   *-70

7000

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.

he kicked it up? is this the answer ?

step-by-step explanation:

from the sentence, "tomorrow morning, akiko will arrive an hour late" depicts a third person perspective because it doesn't use any pronoun to replace akiko, the subject of the sentence, and it is in singular form since akiko is only one person.