Answer:
C
Step-by-step explanation:
An undefined slope means that the line is vertical and parallel to the y- axis.
A vertical line has equal x- coordinates of the points it passes through.
The only pair where the x- coordinates are equal are
(- 3, - 3) and (- 3, 3) ← undefined slope → C
Step-by-step explanation:
Answer: C. (-3,3) (-3,3)
Step-by-step explanation:
Determine both the x and y intercepts. Please help! Will mark brainliest!
Answer:
y-intercept: (0, 2.5)
x-intercept: (1.67, 0)
Step-by-step explanation:
Right now, you have 3x + 2y = 5. You want to change it into slope-intercept form to make the problem easier to solve.
2y = -3x + 5
y = -3/2x + 5/2
From here, you can see that the y-intercept is (0, 5/2). You can also say that the y-intercept is (0, 2.5).
To get the x-intercept, substitute 0 for y.
0 = -3/2x + 5/2
3/2x = 5/2
3x = 5
x = 5/3
So, the x-intercept is (5/3, 0). You can also say that the x-intercept is (1.67, 0).
Hope this helps!
Answer:
Step-by-step explanation:
To find the x-intercept, let y = 0. Then 3x = 5 and x = 5/3, or x = 1.667, and the x-intercept is (1.667, 0).
To find the y-intercept, let x = 0. Then 2y = 5 and y = 5/2 or 2.5. Then the y-intercept is (0, 2.5).
Travis was attempting to make muffins to take to a neighbor. The recipe that he was working with required ¾ cup of sugar and ⅛ cup of butter. Travis accidentally put a whole cup of butter in the mix. What amount of sugar does Travis need to put into the mix to have the same ratio of sugar to butter that the original recipe calls for?
Answer:
6 cups
Step-by-step explanation:
3/4x8=
6
Rani scores 4 times as many baskets as Layla. Tash scores 8 baskets less than Rani. They score 100 baskets in total. How many baskets does Tash score?
Answer:
Tash scores 40 baskets
Step-by-step explanation:
Rani = R
Layla = L
Tash = T
R = 4L
T = 4L-8
As L + R + T = 100
L + 4L + 4L-8 = 100
Collect like terms
9L - 8 = 100
+ 8 both sides
9L = 108
divide by 9 both sides
L = 108 / 9
L = 12
Now..... T = 4L-8 substitute L with 12
T = 48 - 8
T = 40
Fined the slope of this table
Answer: 8/7 And simplified simplified 1 1/7
Step-by-step explanation:
[tex]\mathfrak{\huge{\pink{\underline{\underline{AnSwEr:-}}}}}[/tex]
Actually Welcome to the Concept of the Slopes and Tangents.
Basically the above data is the representation of the linear equation.
Thus the slope of linear equation is given as,
m = (y2-y1) / (x2-x1)
so taking any randoms numbers from the given table, we get as,
m = (14-7)/(16-8)
m= (7)/(8)
slope = m = 0.875
Which of the following are reasons used in the proof that the angle-bisector construction can be used to bisect any angle?
Check all that apply
A. Any Line segment can be extended indefinitely
B. All of the radii of a circle are congruent
C .CPCTC
D. SSS triangle congruence postulate
Answer: B C D
Step-by-step explanation:
just answered it for AP3X
Reasons used in the proof that the angle-bisector construction can be used to bisect any angle are as follows:
B. All of the radii of a circle are congruent
C .CPCTC
D. SSS triangle congruence postulate
What is angle bisector ?" Angle bisector is defined as the ray which divides the angle into two equal parts."
According to the question,
A. Any Line segment can be extended indefinitely is not required to bisect any angle .
Therefore , it is not a correct option.
B. All of the radii of a circle are congruent : To bisect an angle draw an arc with same radii is used in constructing an angle bisector .
Therefore , Option B is a correct option.
C. CPCTC : Corresponding parts of a congruent triangle are congruent is required to proof angle bisector. As it proofs two triangles are congruent.
Therefore, Option C is the correct option.
D. SSS triangle congruence postulate : It is required an important step to prove that two triangles are congruent which imply proof of angle - bisector construction.
Therefore, Option D is the correct option.
Hence, Option B, Option C , Option D are the correct answer.
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The graph of F(x) , shown below, resembles the graph of G(x) = x ^ 2 , but it has been changed somewhatWhich of the following could be the equation of F(x) ?
Answer:
B.
Step-by-step explanation:
Since we are moving the graph f(x) to the right 2 and down 1 with a reflection over the x-axis, we modify a, h, and k in f(x) = a(bx - h)² + k:
We would get f(x) = -(x - 2)² - 1 as our answer.
which of the following graphs could depict the function f(x)=m(x+d)^1/5 if both m and d are positive numbers?
Explanation:
The x+d portion indicates we'll have either a left or right shift of d units. Since d is positive, we shift d units to the left. The value of d would have to be negative to have a right shift of d units.
This means that the junction point or turning point must be in the negative x territory. The parent function y = x^(1/5) has its turning point at the origin. So y = (x+d)^(1/5) will have its turning point at (-d,0) for some positive number d.
The exponent 1/5 is in the form 1/n with n = 5 being odd. The odd number tells us we have something like a cube root where it forms an S shape of sorts. Each branch extends on forever to the left and right. Therefore, the domain is the set of all real numbers. We don't have to worry about negative values because we aren't dealing with square roots, fourth roots, sixth roots, etc.
All of these facts point to graph C being the answer.
Answer:
c
Step-by-step explanation:
i think
PLSSSS HELP! Find all real zeros and complex of each solution x^3-5x^2+7x-35=0. SHOW WORK!!!
Hey there! :)
Answer:
x = 5, x = -i√7, x = i√7
Step-by-step explanation:
We can factor the equation x³ - 5x² + 7x - 35 = 0 by grouping:
x²(x - 5) + 7(x -5) = 0
We get:
(x² + 7)(x - 5) = 0
or
(x + i√7)(x - i√7)(x - 5) = 0
Use the Zero Product Property to solve for the solutions:
x - 5 = 0
x = 5.
-----------
x² + 7 = 0
x² = -7 (We will have imaginary solutions in this instance)
x = ±i√7
Therefore, the zeros of this equation are:
x = 5, x = -i√7, x = i√7
the question is in the photo please show work
Answer:
x=pm-rm
Step-by-step explanation:
[tex]\frac{x}{m}+r=p\\\\ \frac{x}{m}+r-r=p-r\\\\\frac{x}{m}=p-r\\\\\frac{x}{m}*m=(p-r)*m\\\\\boxed{x=pm-rm; m\neq 0}[/tex]
simplify the expression (-a+2b) - (3a+b)
Answer:
-4a + b
Step-by-step explanation:
Take away the parentheses (brackets) and solve.
-a + 2b - 3a - b
-a - 3a + 2b - b
-4a + b
Answer:
It's -[tex]4a + b[/tex]
Step-by-step explanation:
Simplify the expression.
9/5= 27/ y - 7 Thats the question. Im dyin for help. :)
Answer:
1 10/17
I answered it in the pervious question
Zoe is making a quilt using 15 red squares and 30 green squares. Which combination shows the same ratio of red squares to green squares?
a. 3 red squares to 6 green squares
b. 6 red squares to 3 green squares
c. 5 red squares to 12 green squares
d. 12 red squares to 5 green squares
Please include the work!
Answer: A. 3 red squares to 6 green squares
Step-by-step explanation:
Method 1) Find a common factor between 15 and 30. For this problem, I'll pick 5. Divide both numbers by this common factor.
15/5=3 red squares
30/5=6 green squares
3 red squares to 6 green squares
Method 2) Find the greatest common factor between 15 and 30. The GCF is 15. Divide both numbers by the GCF.
15/15=1
30/15=2
This leaves you with a ratio of 1 red square to 2 green squares. 1:2 is equivalent to 3:6
3 red squares to 6 green squares
The school band had a candy bar fundraiser. They paid $1.25 for each candy bar and sold them for $2 each. How many candy bars will they have to sell to make $300?
Answer:
225
Step-by-step explanation:
why is a domain of a parabola unlimited?
Answer:
A domain of a parabola is all real numbers because you can input any x-value into the equation.
Step-by-step explanation:
Since there are no restrictions of numbers you can put in x², we can plug anything in. Therefore, our domain is infinite numbers.
What type of function is represented in the table? 5 10 15 20 25 30 6.6 13. 19.5. 26 32.5 39 A. exponential B. logarithmic C. linear D. quadratic 40 points
Answer:
logarithmic I think
Step-by-step explanation:
Use process of elimination
Answer:
C). linear
Step-by-step explanation:
test
Please help! its urgent
Answer:
a)3/6 and 4/6
b)15/20 and 12/20
c)4/6 and 5/6
d)15/20 and 14/20
Step-by-step explanation:
Change the demonimator to the lowest common demonimator. What ever you do to the bottom number to get to the lowest common denominator, multiply the numerator by the same number.
Please help! ASAP Thank you :) if you do.
Answer:
49. to the left two spaces (place values)
50. 4.35 m
51. to the right three spaces (place values)
52. 12,000 mL
53. to the right six spaces (place values)
54. 3,000,000
Step-by-step explanation:
49. 1 centimeter is equal to [tex]\frac{1}{100}[/tex] of a meter. In other words, there are 100 cm in 1 meter. To convert from cm to m, you would move the decimal to the left because meters are larger than centimeters meaning a large number of centimeters would convert to a smaller number of meters. The decimal will move two places because there are 100 cm in 1 meter. (look at the number of zeros to determine how many spaces to move)
50. Follow the rule from the 49:
435.00 → 4.35
51. 1 liter is equal to 1000 milliliters. This means the number will increase, moving the decimal to the right. The decimal will move three places because each place value equals 10x and 10 · 10 · 10 = 1000. (look at the number of zeros to determine how many spaces to move)
52. Follow the rule from 51:
12.00 → 12,000
53. 1 megameter is equal to 1,000,000 meters. This means the number will increase, moving the decimal to the right. The decimal will move six spaces because each place value equals 10x. 10 · 10 · 10 · 10 · 10 · 10 = 1,000,000 (look at the zeros to determine how many spaces to move)
54. Follow the rule from 53:
3.00 → 3,000,000
–5(v + 65) = -65 v = ____
Answer:
v = -52
Step-by-step explanation:
Divide both sides by -5
v + 65 = 13
v = 13 - 65
v = -52
Answer:
v= -52
Step-by-step explanation:
-5(v+65)=-65
-5v-325=-65
-5v=260
v=-52
If you're good at trigonometry please help me with question nine a and b and show full working out tyyyyyyyy ;)
Problem 9, part a)
Compass bearings always have north as the starting point. This is where 0 degrees is situated, and 360 degrees as well. As the bearing angle increases, you'll turn to the right toward the eastward direction. Effectively you're sweeping out a clockwise rotation. The bearing 322 degrees is in a northwest position as the diagram shows (place the ship at the bottom right corner of the triangle). The bottom right acute angle of the triangle is 322 - 270 = 52 degrees. This is the reference angle we'll use for finding the distance d.
With respect to the reference angle of 52 degrees, the side 18.5 is the opposite side and d is the adjacent side. Use the tangent ratio to get...
tan(angle) = opposite/adjacent
tan(52) = 18.5/d
d*tan(52) = 18.5
d = 18.5/tan(52)
d = 14.4537840903742
The approximate value of d is 14.4537840903742 km
This rounds to 14.5 when rounding to one decimal place.
Answer: 14.5 km=======================================================
Problem 9, part b)
Recall that
distance = rate*time
where "rate" is another term for "speed" or "velocity"
We can solve this for the time to get
time = distance/rate
------
We found the distance back in part a) above. We are given the rate of 48 km/h
So,
time = distance/rate
time = 14.4537840903742/48
time = 0.3011205018828
This is the time it takes in hours. Multiply by 60 to convert to minutes
0.3011205018828 hours = 60*0.3011205018828 = 18.067230112968 minutes
This rounds to the whole number 18
Answer: 18 minutesA weather station on the top of a mountain reports that the temperature is currently 0℃ and has been falling at a constant rate of 3.5℃ per hour. What will the temperature at the top of the mountain be in 5 hours?
Answer:
-17.5℃
Step-by-step explanation:
Current temperature = 0 ℃
Rate of falling per hour = -3.5 ℃
Temperature in 5 hours = -3.5 * 5 = -17.5 ℃
What are two possible measures of the angle below? On a coordinate plane, 2 rays form an angle. One ray sits on the x-axis in quadrant 1 and another sits on the y-axis in quadrant 1. –270° and 45° –270° and 90° –120° and 75° –120° and 90°
Answer: B)° -270° and 90°
Step-by-step explanation:
Ray 1 is located on the x-axis in Quadrant 1 → 0°
Ray 2 is located on the y-axis in Quadrant 1 → 90° = -270°
The difference between the two angles is:
90° - 0° = 90°-270° - 0° = -270°A figure which is formed by two rays or lines that shares a common endpoint.
As per the question,
the difference between the two angles is:
90° - 0° = 90°-270° - 0° = -270°Learn more about this concept here:
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solve the equation 5-8x=-1
Answer:
[tex]x = \frac{3}{4} [/tex]Step-by-step explanation:
[tex]5 - 8x = - 1[/tex]
Move constant to R.H.S and change its sign:
[tex] - 8x = - 1 - 5[/tex]
Calculate
[tex] - 8x = - 6[/tex]
The difference sign (-) will be cancelled in both sides
[tex]8x = 6[/tex]
Divide both sides of the equation by 8
[tex] \frac{8x}{8} = \frac{6}{8} [/tex]
Calculate
[tex]x = \frac{3}{4} [/tex]
Hope this helps...
Good luck on your assignment...
Answer:
Hey there!
5-8x=-1
-8x=-6
x=3/4
Hope this helps!
Find the y-intercept of the line. Y=16/13x - 19/6
Answer:
y intercept is -19/6
Step-by-step explanation:
The slope intercept form of a line is given by
y = mx+b where m is the slope and b is the y intercept
y = 16/13x - 19/6
The slope is 16/13 and the y intercept is -19/6
Answer:
[tex]\boxed{-\frac{19}{6} }[/tex]
Step-by-step explanation:
Use slope-intercept formula.
[tex]y=mx+b[/tex]
[tex]m[/tex] is the slope of the line.
[tex]b[/tex] is the y-intercept of the line.
The equation of the line is already in slope-intercept form.
[tex]y=\frac{16}{3} x+-\frac{19}{6}[/tex]
[tex]b= -\frac{19}{6}[/tex]
D is m<5+m<6
Please answer im not very good with this math
Answer:
A. m∠2 + m∠3
Step-by-step explanation:
The exterior angle theorem states that the exterior angle formed when you extend the side of a triangle is equal to the sum of its non-adjacent angles.
So m∠4's non-adjacent angles are 2 and 3 NOT 1. Therefore, the measure of ∠4 = m∠2 + m∠3.
Hope this helps!
Answer:
A) m∠2 + m∠3
Step-by-step explanation:
Triangle Exterior Angle Theorem: The Sum of the outside angle is found using by adding the two opposite interior angles.
In the case of ∠4, the opposite interior angles are ∠2 & ∠3.
~
Three tins, A, B and C, each contain buttons.
Tin A contains x buttons.
Tin B contains 4 times the number of buttons that tin A contains.
Tin C contains 7 fewer buttons than tin A.
The total number of buttons in the three tins is 137
Work out the number of buttons in tin C.
The number of buttons in C is 17 buttons
What is an Equation?
Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.
It demonstrates the equality of the relationship between the expressions printed on the left and right sides.
Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.
Given data ,
Let the three tins be A , B and C respectively
The number of buttons in tin A = x
The number of buttons in tin B = 4 times the number of buttons in tin A
= 4x
The number of buttons in tin C = 7 fewer buttons than tin A
= x - 7
The total number of buttons in tin A , tin B and tin C together = 137 buttons
So , the total number of buttons =
number of buttons in tin A + number of buttons in tin B + number of buttons in tin C
So , the equation will be
Total number of buttons = x + 4x + ( x - 7 )
x + 4x + ( x - 7 ) = 137
6x - 7 = 137
Adding 7 on both sides , we get
6x = 144
Divide by 6 on both sides , we get
x = 24 buttons
So , the number of buttons in tin A is 24 buttons
So , number of buttons in tin B = 4 x 24
= 96 buttons
Therefore , the number of buttons in tin C = 17 buttons
Hence , the number of buttons in tin C is 17 buttons
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8
Express it in slope-intercept form.
6
Enter the correct answer.
OOO
DONE
Clear all
2
6 8
Answer:
I'm confused what's the question ?
Which circle has a radius that measures 10 units? Circle D is shown. A line segment goes from one point to another point on the circle and has a length of 10. Circle F is shown. A line segment goes from one point to another point on the circle and goes through point F. It has a length of 20. Circle G is shown. A line segment goes from one point to another point on the circle and goes through point G. It has a length of 10. Circle H is shown. A line segment goes from one point to another point on the circle and has a length of 20.
Answer:
Circle with 20 unit Diameter
Step-by-step explanation:
There's no picture attached, so I can't tell you which circle that is, but remember that the radius is equal to half of the diameter. The diameter is a segment on the interior of a circle that passes through the center. You could also find a ten-unit-long line with a segment from the center of the circle to any point on the circle, because that is the radius. If it doesn't pass through the center, it's a chord, not a diameter, so it doesn't count!
The circle with a radius of 10 is (d) A line segment goes from one point to another point on the circle and has a length of 20.
What is radius?The radius of a circle is a line drawn from the center to the circumference of the circle
For a circle to have a diameter of 20, the radius of the circle must be 10
The circle with a radius of 10 is (d) A line segment goes from one point to another point on the circle and has a length of 20.
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A math class consists of 25 students, 14 female and 11 male. Three students are selected at random to participate in a probability experiment. Compute the probability that a. a male is selected, then two females. b. a female is selected, then two males. c. two females are selected, then one male. d. three males are selected. e. three females are selected.
Answer:
(a) The probability that a male is selected, then two females is 0.4352.
(b) The probability that a female is selected, then two males is 0.3348.
(c) The probability that two females are selected, then one male is 0.4352.
(d) The probability that three males are selected is 0.0717.
(e) The probability that three females are selected is 0.1583.
Step-by-step explanation:
We are given that a math class consists of 25 students, 14 female and 11 male. Three students are selected at random to participate in a probability experiment.
(a) The probability that a male is selected, then two females is given by;
Number of ways of selecting a male from a total of 11 male = [tex]^{11}C_1[/tex]
Number of ways of selecting two female from a total of 14 female = [tex]^{14}C_2[/tex]
Total number of ways of selecting 3 students from a total of 25 = [tex]^{25}C_3[/tex]
So, the required probability = [tex]\frac{^{11}C_1 \times ^{14}C_2}{^{25}C_3}[/tex]
= [tex]\frac{\frac{11!}{1! \times 10!} \times \frac{14!}{2! \times 12!} }{\frac{25!}{3! \times 22!} }[/tex] {[tex]\because ^{n}C_r = \frac{n!}{r! \times (n-r)!}[/tex] }
= [tex]\frac{1001}{2300}[/tex] = 0.4352
(b) The probability that a female is selected, then two males is given by;
Number of ways of selecting a female from a total of 14 female = [tex]^{14}C_1[/tex]
Number of ways of selecting two males from a total of 11 male = [tex]^{11}C_2[/tex]
Total number of ways of selecting 3 students from a total of 25 = [tex]^{25}C_3[/tex]
So, the required probability = [tex]\frac{^{14}C_1 \times ^{11}C_2}{^{25}C_3}[/tex]
= [tex]\frac{\frac{14!}{1! \times 13!} \times \frac{11!}{2! \times 9!} }{\frac{25!}{3! \times 22!} }[/tex] {[tex]\because ^{n}C_r = \frac{n!}{r! \times (n-r)!}[/tex] }
= [tex]\frac{770}{2300}[/tex] = 0.3348
(c) The probability that two females is selected, then one male is given by;
Number of ways of selecting two females from a total of 14 female = [tex]^{14}C_2[/tex]
Number of ways of selecting one male from a total of 11 male = [tex]^{11}C_1[/tex]
Total number of ways of selecting 3 students from a total of 25 = [tex]^{25}C_3[/tex]
So, the required probability = [tex]\frac{^{14}C_2 \times ^{11}C_1}{^{25}C_3}[/tex]
= [tex]\frac{\frac{14!}{2! \times 12!} \times \frac{11!}{1! \times 10!} }{\frac{25!}{3! \times 22!} }[/tex] {[tex]\because ^{n}C_r = \frac{n!}{r! \times (n-r)!}[/tex] }
= [tex]\frac{1001}{2300}[/tex] = 0.4352
(d) The probability that three males are selected is given by;
Number of ways of selecting three males from a total of 11 male = [tex]^{11}C_3[/tex]
Total number of ways of selecting 3 students from a total of 25 = [tex]^{25}C_3[/tex]
So, the required probability = [tex]\frac{^{11}C_3}{^{25}C_3}[/tex]
= [tex]\frac{ \frac{11!}{3! \times 8!} }{\frac{25!}{3! \times 22!} }[/tex] {[tex]\because ^{n}C_r = \frac{n!}{r! \times (n-r)!}[/tex] }
= [tex]\frac{165}{2300}[/tex] = 0.0717
(e) The probability that three females are selected is given by;
Number of ways of selecting three females from a total of 14 female = [tex]^{14}C_3[/tex]
Total number of ways of selecting 3 students from a total of 25 = [tex]^{25}C_3[/tex]
So, the required probability = [tex]\frac{^{14}C_3}{^{25}C_3}[/tex]
= [tex]\frac{ \frac{14!}{3! \times 11!} }{\frac{25!}{3! \times 22!} }[/tex] {[tex]\because ^{n}C_r = \frac{n!}{r! \times (n-r)!}[/tex] }
= [tex]\frac{364}{2300}[/tex] = 0.1583
(a) The probability that a male is selected, then two females is 0.4352.
(b) The probability that a female is selected, then two males is 0.3348.
(c) The probability that two females are selected, then one male is 0.4352.
(d) The probability that three males are selected is 0.0717.
(e) The probability that three females are selected is 0.1583.
Factorise fully 72-2y^2
Answer: 2(y + 6)(-y + 6)
Step-by-step explanation: Factor 72 - 2y^2
-2y^2 + 72
= 2(y + 6)(-y + 6)
Answer:
[tex]-2\left(y+6\right)\left(y-6\right)[/tex]
Step-by-step explanation:
[tex]72-2y^2[/tex]
[tex]-2y^2+72[/tex]
Factor out GCF.
[tex]2(-y^2+36)[/tex]
Apply difference of two squares formula.
[tex]-2\left(y+6\right)\left(y-6\right)[/tex]
I need help w number 6
Answer:
I would say that it is A
Step-by-step explanation:
Answer:
C
Step-by-step explanation: