Add the fraction and whole numbers
5 13/16 +
2 1/8 +
3 3/4

answer:

c. y = -1/2x + 1

steps-explanation:

given sample equation:

comparing to the formula of slope intercept form: y = mx + b

                                              [ where m is the slope and b is the y-intercept ]

we can determine here that the slope is 2 and 9 is the y-intercept.

but here we need only the slope.

making the slope perpendicular using: -1/m → 1/-2 → -1/2

formula:                  

using the formula:                     [ here known that y1 is -1 and x1 is 4 ]

Answer:

C)    y = -1/2x + 1

Step-by-step explanation:

Equation of a line in slope-intercept form:  y = mx + b

(where m is the slope (gradient) and b is the y-intercept)

The slopes of two perpendicular lines are negative reciprocals of each other.  So, if the line is perpendicular to y = 2x + 9, then the slope m of the new line will be -1/2.

Therefore, y = -(1/2)x + b

We are told that the line passes through point (4, -1).  

Substituting the found value for m the the point (4, -1) into point-slope form:

y - y1 = m(x - x1)

y - -1 = -(1/2)(x -4)

y = -(1/2)x + 1

Answer:

(6 x b) - 3 = 4

Step-by-step explanation:

or you can do 6b - 3 = 4

Answer:

D) 57

Step-by-step explanation:

180 - 123

[tex]4+ \sqrt{6x + 4 = 8} [/tex]

[tex] \sqrt{6x + 4 = 4}[/tex]

[tex]6x + 4 = 16[/tex]

[tex]6x = 12[/tex]

[tex]x = \frac{12}{6} = 2[/tex]

Option C is correct, x=2 is the solution to the equation 4+√(6x+4)=8

Two or more expressions with an Equal sign is called as Equation.

The given equation is 4+√(6x+4)=8

We have to solve for x

Subtract 4 from both sides

√(6x+4)=4

Square on both sides

6x+4=16

Subtract 4 from both sides

6x=12

Divide both sides by 6

x=2

Hence, Option C is correct, x=2 is the solution to the equation 4+√(6x+4)=8

To learn more on Equation:

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#SPJ2

Answer:

36

Step-by-step explanation:

Noticing that 216 = 6^3 and using (x^a)^b = x^ab

216^2/3 = (6^3)^2/3 = 6^3 times 2/3 = 6^2 = 36

Answer:

5

Step-by-step explanation:

[tex]\frac{25}{\sqrt{37-12} }[/tex]

= [tex]\frac{25}{\sqrt{25} }[/tex]

= [tex]\frac{25}{5}[/tex]

= 5

Answer:

1.05 sorry it took so long.

Step-by-step explanation:

  15  3 ones x 5 hundredths = 15 hundredths

+ 90  3 ones x 3 tenths = 9 tenths = 90 hundredths

  105 hundredths = 1.05

this is what i got from the example on the top. Compare the example with number 2.

Answer:

What is an example of how public conduct, even outside of the office itself, can affect one’s job?

Step-by-step explanation:srry im doing a thing

where i have to do 30 Q to get $300

The amount of water in each pool at a particular time are illustrations of linear functions

For the first pool, we have the following parameters

So, the equation of the amount of water in the pool is:

y = 2164 + 31.75x

For the second pool, we have the following parameters

So, the equation of the amount of water in the pool is:

y = 2500 + 21.25x

When both pools have the same amount of water, we have:

2164 + 31.75x = 2500 + 21.25x

Collect like terms

31.75x - 21.25x = 2500 - 2164

Evaluate the like terms

10.5x = 336

Solve for x

x = 32

This means that they will have the same amount of water after 32 minutes

Substitute 32 for x in y = 2164 + 31.75x

This gives

y = 2164 + 31.75 * 32

y = 3180

Both pools will have 3180 liters at 32 minutes

Read more about linear functions at:

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Put value of y in Equation 1 in Equation 2.

[tex] \looparrowright \sf y + 1 = - 4x[/tex]

[tex] \\ \\ [/tex]

[tex] \looparrowright \sf (x + 2) + 1 = - 4x[/tex]

[tex] \\ \\ [/tex]

[tex] \looparrowright \sf x + 2 + 1 = - 4x[/tex]

[tex] \\ \\ [/tex]

[tex] \looparrowright \sf x +3= - 4x[/tex]

[tex] \\ \\ [/tex]

[tex] \looparrowright \sf x + 4x= - 3[/tex]

[tex] \\ \\ [/tex]

[tex]\looparrowright \sf 5x= - 3[/tex]

[tex] \\ \\ [/tex]

[tex]\looparrowright \sf x= \dfrac{ - 3}{5} [/tex]

[tex] \\ \\ [/tex]

Let's find value of y :

[tex] \\ \\ [/tex]

[tex]\looparrowright \sf y=x+2[/tex]

[tex] \\ \\ [/tex]

[tex]\looparrowright \sf y= \dfrac{ - 3}{5} +2[/tex]

[tex] \\ \\ [/tex]

[tex]\looparrowright \sf y= \dfrac{ - 3 + 10}{5} [/tex]

[tex] \\ \\ [/tex]

[tex]\looparrowright \sf y= \dfrac{7}{5} [/tex]

Solution:

[tex]\looparrowright \sf \bigg( \dfrac{ - 3}{5} , \dfrac{7}{5} \bigg)[/tex]

Answer: is 5

Step-by-step explanation:

x is the missing number for women                                                        women are 7 times more than the number of men                                                        

So you do x times 7, which is 7x

Then you add them together

x + 7x = 8x

8x = 40

At last you divide 40 by 8

And the answer is 5

A rectangular fraction model can be drawn based on this idea: Annie had a total of cookies 20 but she gave 9 cookies to her friends, how many cookies does she have?

A rectangular fraction model refers to using a rectangle and dividing it to represent and understand fractions. This might be easier than representing fractions by only using numbers.

The first step is to think about a possible situation or word problem. After this, you can draw the fraction model. For example:

For this, divide a rectangle in the total of parts (20) and color the total of parts that Annie has (11). This means the total of cookies she has is 11/20.

Learn more about rectangles in: https://brainly.com/question/10046743

well, there are 3 feet per 1 yard, so we can say that the field is either

90 feet (30yd) by 48 feet

or

30 yards by 16 yards(48 feet)

90ft * 48ft = 4320 ft²

30yd * 16yd = 480 yd².

Step-by-step explanation:

Set up: 3<x<10

An integer is a positive or negative number that doesn't include a fraction, or decimal.

Fun Fact: 0 can be an integer too!

x represents the unknown integer.

Integers greater than 3, but less than 10 are:

4, 5, 6, 7, 8, and 9 work as possible integers.

Answer:

x > -5/8

Step-by-step explanation:

Simplify by combining x and 4/5 and then moving 4 to the left side of x

-x * 4/5 + 3/10 < 8/10

-4x/5 + 3/10 < 8/10

Now we cancel the common factor of 8 and 10.

Factor 2 out of 8

-4x/5 + 3/10 < 2(4)/10

2 from 10

-4x/5 + 3/10 < 4/5

Now move all the terms not containing x to the right side

Lets subtract 3/10 from both sides

-4x/5 < 4/5 - 3/10

Now we multiply by 2/2 to write 4/5 with a common denomi.

-4x/5 < 4/5 * 2/2 - 3/10

Now write with a common denom of 10 and multiply by 1

-4x/5 < 4*2/5 * 2 - 3/10

5 by 2

-4x/5 < 4 * 2/10 - 3/10

Combine

-4x/5 < 4 * 2 - 3/10

Simplify the numerator by multiplying then subtracting

-4x/5 < 8 - 3/10

-4x/5 < 5/10

Cancel the common factor of 5 and 10...

-4x/5 < 5(1)/10

-4x/5 5* 1/5 * 2

-4x/5 < 1/2

Now we divide by -1

-4x/5)/-1 > 1/2)/-1

4x/5 > 1/2)-1

4x/5 > -1/2

Multiply both sides by 5 and cancel common factors. (5)

4x * 5 > -1/2 * 5

4x > -1/2 * 5

4x > -5/2

Now divide by 4 in each term

4x/4 > -5/2)/4

x > -5/2)/4

Multiply the numer by the reciprocal of the denom

x > -5/1 * 1/4

x > -5/4 * 2

x > -5/8

Answer:

a) 35m+26

Step-by-step explanation:

5(7m+7)-9

= 35m+35-9

=35m+26

Hope this helps!

Answer:

Step-by-step explanation:

5(7m + 7) - 9

= 5*7m + 5 * 7 - 9

= 35m + 35 - 9

= 35m + 26

answers: 1st, 2nd, and 4th choices

Answer: x < 18

Step-by-step explanation:

x - 2 < 16

We eliminate 2 to isolate the variable, x by adding 2 to both sides. -2 + 2 = 0.

x < 18

We can test this because 17 is less than 18. Pretend x = 17

17 < 18✅

Mason subtracted 2, instead of adding 2.

In order to graph this, put an open circle at 18, and the arrow should point to the left.

Answer:

203,000

Step-by-step explanation:

You need to find the pattern first, so you need to subtract 213,000 from 209,000 to get 4,000. Now that is the pattern for 2 years we need it for 1 year. So divide 4,000÷2=2,000 for 1 year. Next, you need to multiply 2,000×3=6,000. That is the decrease of the population for 3 years. Finally, subtract 6,000 from 209,000.

Hope you get an A! <3

Answer:

1.6

Step-by-step explanation:

area of a semicircle is A = pi * r^2/2

So pi*1^2/2

3.14/2

1.57079632679

Rounded to the nearest tenth

1.6

Answer:

M. E. = +_2.086

Step-by-step explanation:

How do I solve this problem?

Answer:

The correlation is most likely a causation

Step-by-step explanation:

Causation

A change in one variable causes a change in another variable

Coincidence

The two variables are not related at all, but correlate by chance.

Lurking variable

A variable that is not measured in the study (i.e. it's a third variable that is neither the explanatory nor the response variable)

As fertilizer directly affects plant growth, then the correlation is most likely a causation

Answer:

-20

Step-by-step explanation:

x/5=3-7

x/5=-4

x=-4×5

x=-20

Answer:

the first four terms are 2, 4, 6, and 8

Step-by-step explanation:

the y intercept becomes the first term. the for each value y increases by 2, this is the common difference.there are two ways you can get it. the by using equation of linear graphs y=mx+c and another by using the formula of AP Tn=a+(n-1)d.

both m(slope) and common difference(d) means the same thing.

Answer:

D

Step-by-step explanation:

as the p value is 0.45 > 0.05 so the report that men over 6 feet tall earn more then men under 6 feet tall is accepted. So the salary differences are statistically signifcant

Answer:

c.p= R.s 75 ,loss=R.s 9 solve it

Answer:

Assuming you mean like a savings account. A financial reserve is created to save money over time to cover events such as emergency surgery, etc.

Answer:

y = -4x + 15

Step-by-step explanation:

slope of y = x/4 - 2 is 1/4

slope of line perpendicular to above line is -4

so y = -4x + b

use (4, -1)

-1 = -4(4) + b

b = 16 - 1 = 15

so

y = -4x + 15