The equation of a line is x = -4 what is the slope

Answer:

37 cents

Step-by-step explanation:

2 dimes= 20

3 nickels=15

2 pennies= 2

20+15+2=37

Answer:

37 cent

Step-by-step explanation:

nickles are 5 so three would be 15, dimes is 10 each so that would be 20, and pennies are 1 so two pennies =2 so the answer is 37 cent

The teacher being most pleased with the period 1 class suggests they had the highest median score, indicating a better overall performance by the majority in this class.

The statement that would make the teacher most pleased with the exam scores in his period 1 class would be B. The scores for period 1 had the highest median.

This is because the median represents the middle score in a set of scores. If period 1 had the highest median, it means that at least half of the students in this class scored higher than those in his other classes.

In essence, it shows better overall performance by the majority of the class in period 1, which would make a teacher pleased with the results.

This conclusion may not necessarily hold if we choose other options; for example, low Standard Deviation or Interquartile Range (IQR) mainly speak to the consistency of scores, and lowest median would imply most of the class did not perform very well. Hence, the highest median would generally reflect the most favor on the class performance.

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The statement that would lead us to believe that the teacher was most pleased with the exam scores in his period 1 class is C. The scores for period 1 had the lowest standard deviation.

The statement that would lead us to believe that the teacher was most pleased with the exam scores in his period 1 class is C. The scores for period 1 had the lowest standard deviation.

The standard deviation measures the spread of data around the mean. A lower standard deviation indicates that the scores in period 1 are closer to the average score, suggesting more consistency and potentially higher performance.

The other options, such as the median or IQR, do not directly relate to the teacher's satisfaction with the scores, as they focus on different aspects of the distribution.

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Answer:

< J must measure the same as <Y

Step-by-step explanation:

Triangle XYZ is the same as Triangle KJL

<X is the same as <K

<Y is the same as <J

<Z is the same as <L

Answer:

C. Angle J

Step-by-step explanation:

Don't worry, a lot of people have trouble with this when they first start, i know i did. Anyways, it is fairly simple once you get it. What you can do to get it the easy way is just look at the screen sideways and see if the shapes are the same. If they are (in the way you are looking) find the corner of the angle of the original triangle and look at the moved triangle to see where it matches up. I'm sorry that I don't have a very good way to explain this answer, you are just going to have to pay really close attention. This whole head-spinning thing is tricky, it came to me easy, but i know its hard for some other people. Either way, just look at which way you are rotating the shape, and follow the angle in that direction. Try and follow it in a circle like a clock because when rotating about the origin, if you rotate 360 degrees, you will get back to the original shape.

Hope this helped ^-^

Answer:

Points A and F can be included while keeping the graph a function

Step-by-step explanation:

Graph of a function cannot have two different y-values for a given x-value. This means that at any given point on x-axis only one y value must be available.

So from the given points only those points can be selected, where the function is not already having any y-value.

Point A can be included because at x = - 9, no other y value is defined. So this will keep the given graph as a function.

Point B cannot be added, at at x=-6, the function already has a value which is -4. Adding point B, will result in two values at x = -6 which will be against the definition of function. So point B cannot be added.

Similarly, points C, D and E cannot be added either due to the same reason.

Point F can be added as the graph does not has any value at x = 7. So it will have a unique value here.

Answer:

points A and F

Step-by-step explanation:

Answer:

[tex]200.96\ ft[/tex]

Step-by-step explanation:

we know that

The circumference of a circle is equal to

[tex]C=\pi D[/tex]

in this problem

[tex]D=64\ ft[/tex]

substitute

[tex]C=\pi (64)=64\pi\ ft[/tex] -----> exact value of the circumference

Find the approximate value of the circumference

assume

[tex]\pi=3.14[/tex]

[tex]64\pi\ ft=64(3.14)=200.96\ ft[/tex]

Write the written problem into an equation to get:

3x +2 = 5x -4

To solve:

Add 4 to each side:

3x+6 = 5x

Subtract 3x from each side:

2x = 6

Divide both sides by 2:

x = 6/2

x = 3

You didn't list the options so it could like like any of the equations I show above.

To solve such problems we need to know about expressions.

In mathematics, an expression is defined as a set of numbers, variables, and mathematical operations that are formed according to rules which are dependent on the context.

The complete equation is 3x+2 = 5x-4 and the value of x is 2.

Given information,

Solution

We can solve the information by dividing the statements into parts,

part A: "The sum of",

Meaning we need to add the two numbers.

part B:  "3 times the value of x",

the first number is 3 times the value of x, therefore, 3x.

part C:  "and 2 is equal to",

the second number is 2. also, "equal" shows that one side of the equation is over and explained.

So, till now we have got

3x + 2

part D:  "4 less than"

meaning 4 is been deducted from a number.

part E: "5 times the value of x",

Now, it is showing us the number from which 4 is been deducted. therefore, the number is 5x.

Thus, the complete equation is 3x+2 = 5x-4.

Further, solving the equation,

[tex]3x+2=5x-2\\+2+2 = 5x-3x\\4 = 2x\\2x =4\\x =2[/tex]

Hence, the value of x is 2.

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Answer: FIRST OPTION

Step-by-step explanation:

According the quotient of powers property, when you have the division of two powers with the same base, then you must subtract the exponents.

Therefore, keeping the property above on mind, you have that the quotient is the shown below:

[tex]\frac{(-7)^2}{(-7)^{-1}}=(-7)^{(2-(-1))}=(-7)^{(2+1)}=(-7)^3=-343[/tex]

Answer:

The answer is -343

Step-by-step explanation:

We just need to divide both numbers and find the result

(-7)^2 / (-7)^-1

(-7)^(2-(-1)) =

(-7)^(2+1) =

(-7)^(3) =

(-7)*(-7)*(-7) = (49)*(-7) = -343

Answer:

B) The initial number of points in Jason's account was 15 points less than the initial number of points in Paul's account, Jason's account runs out of points 5 games before Paul's account runs out of points.

Step-by-step explanation:

We are given two graphs f(x) and g(x).

G(x) represents Paul's Account and f(x) represents Jason's account.

By look at the graphs, Jason starts with 35 points and runs out of points in 5 games.

Paul starts with 50 points and runs out of points in 10 games.

Difference in points = 50 - 35  = 15 points

Jason starts with 15 points less than Paul's initial point.

By looking at the options  B is the correct one.

B) The initial number of points in Jason's account was 15 points less than the initial number of points in Paul's account, Jason's account runs out of points 5 games before Paul's account runs out of points.

Answer:

B) The initial number of points in Jason's account was 15 points less than the initial number of points in Paul's account, Jason's account runs out of points 5 games before Paul's account runs out of points.

Step-by-step explanation:

We are given two graphs f(x) and g(x).

G(x) represents Paul's Account and f(x) represents Jason's account.

By look at the graphs, Jason starts with 35 points and runs out of points in 5 games.

Paul starts with 50 points and runs out of points in 10 games.

Difference in points = 50 - 35  = 15 points

Jason starts with 15 points less than Paul's initial point.

By looking at the options  B is the correct one.

B) The initial number of points in Jason's account was 15 points less than the initial number of points in Paul's account, Jason's account runs out of points 5 games before Paul's account runs out of points.

Answer:

[tex]y -7 = -\frac{7}{5}(x-5)[/tex]

or

[tex]y = -\frac{7}{5}x +14[/tex]

Step-by-step explanation:

Parallel lines are lines which have the same slope. To write the equation of the line parallel, find the slope of the equation 7x + 5y = 12 through conversion into slope intercept form.

7x + 5y = 12 becomes y = -7/5x + 12/5. The slope is -7/5.

Substitute\ m =-7/5 and the point (5,7) into the slope intercept form.

[tex]y-y_1=m(x-x_1)\\y -7= -\frac{7}{5}(x - 5)[/tex]

Convert the equation to slope intercept form by applying the distributive property.

[tex]y -7 = -\frac{7}{5}(x-5)\\y -7 = -\frac{7}{5}x +7\\y = -\frac{7}{5}x +7+7\\y = -\frac{7}{5}x +14[/tex]

the relationship between angle H and angle L is that they are corresponding angles.

Answer:the answer is factor because took a study island and i put a answer that the one below this put and it was wrong but i told me whitch one was correct

Step-by-step explanation:

The number 7 in the expression is defined as the product.

A product is the result of multiplication or an expression that indicates factors that are to be multiplied, in mathematics.

Expression in maths is defined as the collection of the numbers variables and functions by using signs like addition, subtraction, multiplication and division.

Given expression is 2 × 5 + 7(2 + 11) here the expression number 7 in the expression is defined as the product.

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The statement cos(-x) = -cosx is false becasue cos(-x) = cosx  for all x the statement is false.

Trigonometry is a branch of mathematics that deals with the relationship between sides and angles of a right-angle triangle.

We have:

Cos(-x)=-cosx

As we know, cos is the ratio of the side adjacent to the hypotenuse

x ∈ (-∞, ∞)

Take x = -30

cos(-30) = √3/2

cos30 = √3/2

cos(-x) = cosx  for all x

Thus, the statement cos(-x) = -cosx is false becasue cos(-x) = cosx  for all x the statement is false.

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Answer:

19  3/4 in.

Step-by-step explanation:

Basiclly, you just need to add all of them up then divide that answer by how many numbers there are.

Answer:   946 in²

Step-by-step explanation:

Separate the image into 2 sections (left rectangle and right rectangle).

Area of a rectangle = Length (L) × width (w)

Left rectangle: A = 28 × 7

                           = 196

Right rectangle: A = 30 × 25

                              = 750

Area of shape = Area of Left + Area of Right

                        =       196         +       750

                        =                     946

Answer is :

[tex]3{a}^{4} {b}^{3} [/tex]

Answer:

The first three terms of the sequence are 6 , 10 , 8 ⇒ 2nd answer

Step-by-step explanation:

* Lets study the rule at first:

- [tex]a_{n}=a_{n-1}-(a_{n-2}-4)[/tex]

∴ [tex]a_{n}=a_{n-1}-a_{n-2}+4[/tex]

* That means to find a term add the difference between

  the two consecutive term before it to 4.

* lets start with [tex]a_{6}=a_{5}-a_{4}+4[/tex]

∵ [tex]a_{5}=-2,a_{6}=0[/tex]

∴ [tex]0=-2 -a_{4}+4[/tex]

∴ [tex]0=2-a_{4}[/tex]

∴ [tex]a_{4}=2[/tex]

* Use [tex]a_{5}[/tex] to find [tex]a_{3}[/tex]

∵ [tex]a_{5}=a_{4}-a_{3}+4[/tex]

∴ [tex]-2=2-a_{3}+4[/tex]

∴ [tex]-2=6-a_{3}[/tex]

∴ [tex]a_{3}=6+2=8[/tex]

* Similar use [tex]a_{4}[/tex] to find [tex]a_{2}[/tex]

∵ [tex]a_{4}=a_{3}-a_{2}+4[/tex]

∴ [tex]2=8-a_{2}+4[/tex]

∴ [tex]2=12-a_{2}[/tex]

∴ [tex]a_{2}=10[/tex]

* Finally use [tex]a_{3}[/tex] to find [tex]a_{1}[/tex]

∵ [tex]a_{3}=a_{2}-a_{1}+4[/tex]

∴ [tex]8=10-a_{1} +4[/tex]

∴ [tex]8=14-a_{1}[/tex]

∴ [tex]a_{1}=14-8=6[/tex]

∴ The first three terms of the sequence are 6 , 10 , 8 ⇒ 2nd answer

Answer:

f and b

Step-by-step explanation:

if you put them in y-intercept form, both slopes are 3

In b. it's easy to see that 3x has a slope of 3.

In f. it's not so obvious. Just solve for y or use the shortcut m = -a/b where a is the coefficient of x and  b is the coeff of y.

hence -(6/-2)=3

Answer:

Step-by-step explanation:

assuming you know how to put the equations into y = m x + b already.  All equations have to be put in that format to identify the slope.  Parallel lines have the same slope.

a.  y = -2x - 1; slope -2

b.  y = 3x - 1; slope 3

c.  y = 2x - 3; slope 2

d.  y = 4x + 3; slope 4

e.  y = x/2 - 1; slope 1/2

f.  y = 3x; slope 3

g.  y = x/3 + 4/3; slope 1/3

h.  y = -x/2 + 5; slope -1/2

There are only 2 that are alike.  b and f both have a slope of 3.  all the other slopes are different.

Answer:

Step-by-step explanation:

The slope-intercept form of an equation of a line:

[tex]y=mx+b[/tex]

m - slope

b - y-intercept → (0, b)

The formula of a slope:

[tex]m=\dfrac{y_2-y_1}{x_2-x_1}[/tex]

We have the points (7, 4) and (0, -3) → b = -3.

Substitute to the formula of a slope:

[tex]m=\dfrac{-3-4}{0-7}=\dfrac{-7}{-7}=1[/tex]

Finally we have the equation:

[tex]y=1x-3[/tex]

♫ - - - - - - - - - - - - - - - ~Hello There!~ - - - - - - - - - - - - - - - ♫

➷You could arrange them 5040 ways.

You could use 7! which will have you get 7*6*5*4*3*2*1.

That equals to 5040, so you get 5040 ways

✽

➶ Hope This Helps You!

➶ Good Luck (:

➶ Have A Great Day ^-^

DOGE

The number of ways Scott can do the seven chores, on this Saturday is 5040 ways.

The product of a whole number 'n' with every whole number until 1 is called the factorial. The factorial of 4 is, for example, 43221, which equals 24.

The number of ways Scott selects the first chores to do is 7, since, there are seven chores. Similarly, for the next chores, he will have 6 choices, and so on for the fifth, fourth, and the other as well.

Therefore, the number of ways Scott can do the seven chores, this Saturday is,

[tex]\text{Number of ways} = 7 \times 6\times 5\times 4\times 3\times 2\times 1 = 5040[/tex]

Hence, the number of ways Scott can do the seven chores, on this Saturday is 5040 ways.

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Answer:

The answer is the first one, the one that has 1 dot on #13  and has 3 dots on #3. Hope this helps. :)

Answer:

35:1

Step-by-step explanation:

divide each by two

Rates compare quantities with different units. 70 students per 2 teachers can be written as 70:2 or 70/2. Unit rate compares two measurements, one being 1, like 55 miles per hour (55 miles/1 hour).

A rate compares two quantities with different units. It is a ratio where one quantity is compared to time, for example, km/h, which compares distance (in kilometers) to time (in hours).

Comparison as a rate in ratio form:

Unit rate: A unit rate is a comparison of two measurements, with one measurement having a value of 1, such as 55 miles per hour (55 miles/1 hour).

Answer:

212.5 miles on 25 gallons.

Step-by-step explanation:

Set up a proportion

85 miles on 10 gallons

x miles on 25 gallons.

85/10 = x / 25                   Multiply both sides by 25

85*25 / 10 = x                   Simplify the left

2125 / 10 = x

x = 212.5 miles in 25 gallons.

Answer:

The answer is D.

Step-by-step explanation:

(14 + 6) + 11 is equal to 14 + (6 + 11). The associative property of addition was used, which is when the equation is the same no matter how it is grouped.

(14 + 6) = 20, and 20 + 11 = 31.

(6 + 11) = 17, and 14 + 17 = 31.

They were grouped differently, but they had the same sum.

I hope this helped! :-)

2. First blank is 60. Second blank is 38. Third blank is 50. Fourth blank is 18.

Hope this helps.

Answer:

A. 40/32

B. 60/50

C. 32/40

D. 32/50

E. 40/60

----------------------------------------

60,38,50,18

Step-by-step explanation:

use the information they give you in the equation

we know thee are 40 tulips, 32 roses, 60 daises, and 50 petunias

A. 40 tulips/32 roses

B. 60 daises/ 50 petunias

C. 32 roses/ 40 tulips

D. 32 roses/ 50 petunias

E. 40 tulips/ 60 daises

_________________________________________________

For the second problem :

We know the total student body so to find a percent of them you just divide the number of students by the total

95 sixth graders

------------------------  = 0.38 which is 38 percent

250 students

45 eighth graders

------------------------------ = 0.18 or 18%

250 students

Now to find the number of students first convert the percent to a decimal then multiply that by the total

24 % = 0.24 times 250

and that equals 60 students

and then 20 percent = 0.2 times 250

and that equals 50 students

The first one is: 785cm^3

Working out:

[tex]volume \: of \: cylinder = \pi {r}^{2}h[/tex]

[tex]3.14 \times {5}^{2} \times 10[/tex]

[tex] = 785[/tex]

[tex]answer = 785 {cm}^{3} [/tex]

Answer:

[tex]20,400\ cm^{3}[/tex]

Step-by-step explanation:

step 1

Find the volume of the tank

[tex]V=(60)(15)(34)=30,600\ cm^{3}[/tex]

step 2

we know that

If the tank is 1/3 full of water

then

the volume of water required to completely fill the tank is equal to 2/3 of the tank capacity

so

[tex](2/3)30,600=20,400\ cm^{3}[/tex]

Answer: What is the question

Step-by-step explanation:

Answer:

2

Step-by-step explanation:

The mode is 2, because it appears most.

Answer: 2 because there are more X's than the rest

Step-by-step explanation:

If it takes a washer 27.5 minutes for a load and a dryer takes 60% of that time for a load, convert 60% to a decimal (0.6) and multiply by 27.5 → 27.5 * 0.6 = 16.5 which means it takes the dryer 16.5 minutes for a load. To find the total time it takes for a washer and a dryer to complete 1 load, simply add the two times. 27.5 + 16.5 = 44 minutes.

Answer:

3 : 50

Step-by-step explanation:

6% = 0.06

0.06 = 6/100

6/100 = 3/50

3/50 = 3 : 50