1. A balloon is released from the top of a building. The graph shows the height of the balloon over time. What does the slope and y-intercept reveal about the situation?

A. The balloon starts at a height of 0.05 ft and rises at a rate of 150 ft.

B. The balloon starts at a height of 500 ft and rises at a rate of 300 ft.

C. The balloon starts at a height of 500 ft and rises at a rate of 150 ft.

The data represents the semester exam scores of 8 students in a math course. {51,91,46,30,36,50,73,80} what is the five-number summary?

Drag the tiles to the correct boxes to complete the pairs. match the exponential functions with their horizontal asymptotes and y-intercepts. f(x) = 7x − 4 f(x) = 3x+2 + 4 f(x) = 9x+1 − 4 f(x) = 2x + 4 horizontal asymptote and y-intercept exponential function horizontal asymptote: y = 4 y-intercept: (0, 5) arrowboth horizontal asymptote: y = -4 y-intercept: (0, 5) arrowboth horizontal asymptote: y = -4 y-intercept: (0, -3) arrowboth horizontal asymptote: y = 4 y-intercept: (0, 13) arrowboth

Have you ever been in the middle of telling a story and had to use hand gestures or even a drawing to make your point? in algebra, if we want to illustrate or visualize a key feature of a function, sometimes we have to write the function in a different form—such as a table, graph, or equation—to determine the specific key feature we’re looking for. think about interactions with others and situations you’ve come across in your own life. how have you had to adjust or change the way you represented something based on either the concept you were trying to describe or the person you were interacting with? explain how the complexity or layout of the concept required you to change your style or presentation, or how the person’s unique learning style affected the way you presented the information.