Answer:
A) The standard form of a linear equation is given as follows;
Ax + By = C
In order to change the above linear equation from standard form to slope and intercept form which is the form y = mx + c, we have;
1) Move the x-variable (and its coefficient) to the right side of the equation as follows;
By = C - Ax
2) Divide both sides of the equation above equation, by the coefficient of y as follows;
By/B = C/B - Ax/B
y = C/B - A/B·x
3) Rearrange the right hand side of the above equation
y = -A/B·x + C/B
The equation given above is in the slope and intercept form, y = m·x + c, where;
m = -A/B
c = C/B
B) Two reasons why it is important to have a slope and intercept form of a linear equation are;
1) The slope and intercept for shows the initial value of the dependent variable, y, when the dependent variable, x is 0 which is the constant term, c, in the equation
2) The slope coefficient term, m, in the slope and intercept form of a linear equation shows the rate of increase of the y-coordinate value with a unit increase in x-coordinate value.
Step-by-step explanation:
Given mlln, find the value of X.
Answer:
65°
Step-by-step explanation:
180-115=65
Have a great day
Answer:
[tex]\displaystyle\Huge \bf\red{\underline{\underline{ANSWER}}}
[/tex]
Let the speed of the train be x km/hr and the speed of the bus is y km/hr.
So according to question and using
[tex] \huge \boxed{\sf{Time = \frac{Distance}{speed}}}
[/tex]
Total distance =300 km
Mansi travels 60 km by train and 300−60=240 by bus in 4 minute,
[tex] \bf\frac{60}{x} + \frac{240}{y} = \red4
[/tex]
and 100 km by train, 300−100=200 by bus, and takes 10 minutes more,
[tex] \bf {\frac{100}{x} + \frac{200}{y} = 4 + \frac{1}{6} = \frac{24 + 1 }{6} = \purple{\frac{25}{6}}}
[/tex]
Now, let
[tex]\bf\color{blue}{\frac{1}{x} = a}[/tex]
and.
[tex] \bf \color{blue}{ \frac{1}{y} = b }[/tex]
[tex]\bfthen 60a+240b=4.............(1)[/tex]
[tex]\bf100a+200b=25/6----(2)[/tex]
multiply (1) by 5 and (2) by 6 we get
[tex]\bf300a+1200b=20..........(3)[/tex]
[tex]\bf600a+1200b=25...........(4)[/tex]
Subtracting (3) and (4) we get
[tex]\bf \green{−300a=−5}[/tex]
[tex]\bf{a = \frac{1}{60}}[/tex]
Putting the value of a in (1) we get
[tex]\bf{60 \times \frac{1}{60} + 240b = 4}[/tex]
[tex]
\bf240b = 3 \\ \\ \bf b = \frac{1}{80} [/tex]
Now ,
[tex] \bf\frac{1}{x} = a \\ \\ \bf \red{a = 60 km/h \: \blue \bigstar}[/tex]
[tex] \bf\frac{1}{y} = b \\ \\ \bf \red {b = 80 km/h \: \pink \bigstar} [/tex]
Hence, the speed of the train is 60 km/hr and the speed of the bus is 80 km/hr.
Exit Ticket 12/01
1 of 1
POSSIBLE POINTS: 100
Last week, Mrs. Grant purchased a 3-pound package of strawberries for $6.84. This week she paid $10.24 for a 4-pound package of strawberries
What was the difference in the unit cost per pound that Mrs. Grant paid this week compared to last week?
Answer: $0.28
Step-by-step explanation: Pic is attached. Hope this helps. Sorry for the bad handwriting, I'm writing with a mouse.
pls pls help asap pls
Answer:
Step-by-step explanation:
3y+7=2x
3y=2x-7
y=(2/3)x-7/3
when parallel, the y=ax+b, the a keeps the same
so it‘s y=(2/3)x-a
and it pass (2,6), so 6=(2/3)*2 -a
6=4/3-a
-a=(18-4)/3
-a=14/3
a=-14/3
Answer:
ok. me ayush where we meet
List the factors of the number.
6
and
The factors of 6, from least to greatest, are
Answer:
1,6 2,3 1,2,3,6
Step-by-step explanation:
Answer:
2and 3
Step-by-step explanation:
because 2 and 3 are the only factors that can get you an answer of 6
square root of 90 to the nearest integer
Answer:
9
Step-by-step explanation:
since 9.48683298051 is the square root of 90 and has a 4 in the tenths number and since 4 isnt bigger than 5 i would say it rounds to 9
Answer:
9
Step-by-step explanation:
[tex]\sqrt{90} \\As\ 90\ is\ closer\ to\ 81\ more\ than\ 100,\ its\ square\ root\ is\ closer\ to\ 9\ than\ 10.\\Hence,\\9\\[/tex]
Or you can directly perform long division to obtain 9.487 as the result. 9.487 is closer to 9 than 10. Hence, 9
Help??
5/4(-20) + 26 =
Answer:
1
Step-by-step explanation:
sorry if wrong
ask if you need work
Simplify to an equivalent exponential expression. Use 2 as the base.
24.25
24 • 25 =
(Type your answer using exponential notation. Simplify your answer.)
HELP ASAP PLEASE
Answer:
The equivalent exponential expression using 2 as
a base will be:
[tex]2^4\cdot \:\:2^5=2^9[/tex]Step-by-step explanation:
Given the expression
[tex]2^4\cdot \:2^5[/tex]
[tex]\mathrm{Apply\:exponent\:rule}:\quad \:a^b\cdot \:a^c=a^{b+c}[/tex]
so the expression becomes
[tex]2^4\cdot \:2^5=2^{4+5}[/tex]
[tex]=2^9[/tex]
Therefore, the equivalent exponential expression using 2 as
a base will be:
[tex]2^4\cdot \:\:2^5=2^9[/tex]Prove that the angles in the same segment of a circle are equal.
Answer:
Given - A circle with centre at O .
To Prove - angle poq = 2 angle paq .
Proof - angle poq = angle paq -------- 1.
Similarly :
POQ =2 PBQ
From 1
2 PBQ = 2 PAQ
Angle PBQ = Angle PAQ .
HENCE PROVED...
Please help! I’ll give brainliest to whoever answers first :)
Answer:
Step-by-step explanation:
a triangles angles add up to 180
subtract 102 from 180
180-102
that’s 78
a and b are equal so divide 78 by 2 to get 39
a and b are both 39
Answer:
A= 39 B= 39
Step-by-step explanation:
A triangle = 180 degrees
subract the 102 from 180 to get 78
the tqo angles are equal because of the dashes which means you can divide 78 by 2 to get the answer.
What is the answer to 12-2u=9u+45
Answer:
u = -3
Step-by-step explanation:
12 - 2u = 9u + 45
2u - 12 = -9u - 45
2u + 9u = 12 - 45
11u = -33
u = -33/11
u = -3
Jack bought 15 chicken wings for $5. What was the cost of the wings in dollars per
wing?
Answer:
Step-by-step explanation:
0.33$
Determine if it’s a function or not
Answer:
C is not a function but D is
Step-by-step explanation:
For one input, you can only have one output for this to be a function. For table C, the input of 4 has 4 different outputs, so it cannot be a function.
D is a function however, because each input has only one output, even if the output is the same number.
Shauna is making accessories for the soccer team. She uses 843.81 inches of fabric on headbands for 29 players and 4 coaches. She also uses 279.56 inches of fabric on wristbands for just the players. How much fabric was used on a headband and wristband for each player?
Answer:
the 25.57 inches and 9.64 inches is the fabric used for headband and wristband for each player
Step-by-step explanation:
The computation of the fabric used on a headband and wristband for each player is as follows:
For headband
= 843.81 inches ÷ (29 players + 4 coaches)
= 843.81 inches ÷ 33
= 25.57 inches
And, for the wristband, it would be
= 279.56 inches ÷ 29 players
= 9.64 inches
Hence, the 25.57 inches and 9.64 inches is the fabric used for headband and wristband for each player
Question 8
In the figure below, the area of Square 1 is 169 cm2 and the perimeter of Square 2 is 48 cm. What is the area of Square 3?
Answer:
I’m pretty sure it’s 23
Step-by-step explanation:
Answer:
I THINK it's 15
Step-by-step explanation:
list them from least to greatest, -45, 3.5, -6, 0, 23
Answer:
-45, -6, 0, 3.5, 23
Step-by-step explanation:
Negatives then positives.
Answer:
-45, -6, 0, 3.5, 23
Step-by-step explanation:
Complete the point-slope equation of the line through (-1,-10) and (5,2) y-2=
A bag contains 150 marbles. Some are blue, and the rest are white. There are 21 blue marbles for every 4 white marbles. How many blue marbles are in the bag? Explain your reasoning.
Answer:
126
Step-by-step explanation:
21 + 4 = 25 (blue plus white marbles)
150/25 = 6 (all the marbles divided by how many we know are white and blue)
21 x 6 = 126
Diamond used a number line to add. She started counting at 8, and then she counted until she was on -5 on the number line. If Diamond is modeling addition, what number did she add to 8 in order to get to -5
Answer:
-13
Step-by-step explanation:
If Diamond was using addition, then the only number that can be added to 8 in order to get -5 would be -13. This is because 13 is 5 more than 8. Therefore, a negative 13 (-13) added to 8 would mean that you would have to move to the left of the number line 13 places which would cause you to pass 0 by a total of 5 spaces to the left, leaving you at -5
complete the function table for the given domain and plot the points on the graph. f(x)=2^x-7
Answer:
Step-by-step explanation:
Find the value of x.
19x - 36
6x + 31
Answer:
X= 5
Step-by-step explanation:
The value of x in the equation 19x - 36 and 6x + 31 are 36 / 19 and -31 / 6 respectively.
What is the equation?A formula known as an equation uses the equals sign to denote the equality of two expressions. 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.
Given:
19x - 36 = 0
6x + 31 = 0
Solve the above equation by using the transformed as shown below,
19x - 36 = 0
19x = 36
x = 36 / 19
x = 1.895
For the second one, do the same as shown below,
6x + 31 = 0
6x = -31
x = -31 / 6
x = -5.167
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Express as an integer. A gain of 56 points in a game.
Answer:
A gain of 56 points in a game: +56
Answer:
+56 or Positive 56
Step-by-step explanation:
Write an equation of the line in slope-intercept form.
y=
[tex]\huge\boxed{y=-\frac{4}{3}}[/tex]
To find the equation for a line in slope-intercept form, we need to find the slope and the y-intercept.
The y-intercept is easy to find. It's just the value of [tex]x[/tex] when [tex]y=0[/tex]. In this case, the y-intercept is [tex]0[/tex] since the line goes through the origin.
To find the slope, we use the slope formula, where [tex](x_1, y_1)[/tex] and [tex](x_2, y_2)[/tex] are two known points. In this case, we'll use the only two points we have: [tex](0, 0)[/tex] and [tex](-3, 4)[/tex]
[tex]\begin{aligned}m&=\frac{y_2-y_1}{x_2-x_1}\\&=\frac{4-0}{-3-0}\\&=\frac{4}{-3}\\&=-\frac{4}{3}\end{aligned}[/tex]
Finally, we put it all together in slope-intercept form, where [tex]m[/tex] is the slope and [tex]b[/tex] is the y-intercept.
[tex]y=mx+b\\y=-\dfrac{4}{3}x+0\\\boxed{y=-\frac{4}{3}}[/tex]
Which expression is equivalent to -6 - ( -2 )
PLEASE HELP MEEE
Answer:
-6 +2 = -4
Step-by-step explanation:
Its simple. Whenever you see two negative signs next to each other, they merge into an addition sign "positive".
-6+2 = -4
Choose all pairs of points that are reflections of each other across both axes. A. (–412, 1) and (–1, 412) B. (2.5, –1) and (–212, 1) C. (4.2, –1) and (2.4, –1) D. (1, –2.25) and (–1, 214) E. (–2, 213) and (2, 213)
Answer:
The correct option is;
(-2, 213) and (2, -213)
Step-by-step explanation:
The reflection of a point across the x-axis is given as follows;
The coordinates of the point of the pre-image = (x, y)
The coordinates of the point of the image after reflection = (x, -y)
The reflection of a point across the y-axis is given as follows;
The coordinates of the point of the pre-image = (x, y)
The coordinates of the point of the image after reflection = (-x, y)
Therefore, from the given points, The reflection across the y-axis of the point (-2, 213) is (2, 213) and the reflection across the x-axis of the point (2, 213) is (2, -213)
2.02034 : 2.02033 = 2.020
Answer:
3
Step-by-step explanation:
A pizza restaurant charges for pizza and adds a delivery fee. The cost (c), in dollars, to have any number of pizzas (p) delivered to a home is described by the function c=8p+3. Which statement is true?
Answer:
Step-by-step explanation:'
The statement were not provided, however, we can deduce the statements from the given equation.
step one:
given
we are told that the cost is expressed as
[tex]c=8p+3[/tex]
where c=cost
p= the number of pizzas delivered
this expression for this condition is the same as the equation of line
y=mx+c
Hence we can deduce the following statements.
the term "8" represents the cost to deliver one pizza
"3" represents the fixed cost to deliver pizza, that is the delivery fee
What is the radius of a
cylinder with a
diameter of 18 cm?
The radius of the cylinder with a diameter of 18 cm is 9 cm.
RadiusThe distance between the center of a circular body and the circumference of the circular body is known as Radius.
How to determine the radius of the circle?The diameter of the base of the cylinder is 18 cm.
The radius of the circular base is equal to half of the diameter of the circular base.
So,
[tex]R=\dfrac{D}{2}\\=9\text{ cm}[/tex]
Thus, the radius of the base of the cylinder with a diameter of 18 cm is 9 cm.
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James rolls a number cube, with sides labeled 1 through 6, two times. What is the probability James will roll an even number the first roll, and roll a number greater than 4 the second roll?
Answer:
1/6
Step-by-step explanation:
Please answer!! Will mark Brainliest!!
Answer:
Is it a multiple choice question
Step-by-step explanation:
Julián invito a sus amigos a comer una pizza. Él comió 2/8 del total. Juan comió el doble que Julián y mica comió la mitad de lo que comió juan. a- ¿Cuántas porciones tenía la pizza? b- ¿Cuántas comió Julián? c- ¿Cuántas comió juan? d- ¿y Mica? e- ¿Cuántas porciones sobraron? f- Demuestra con un gráfico tus respuestas.
Answer:
a) La pizza tenía 8 porciones.
b) Julián comió 2 porciones.
c) Juan comió 4 porciones.
d) Mica comió 2 porciones.
e) No sobraron porciones.
f) Véase la imagen adjunta para mayor detalle.
Step-by-step explanation:
Sean [tex]x[/tex], [tex]y[/tex], [tex]z[/tex] las razones de consumo de Julián, Mica y Juan, de acuerdo con una lectura cuidadosa del enunciado tenemos que:
[tex]x+y+z=1[/tex] (1)
(i) Julián comió 2/8 del total:
[tex]x = \frac{2}{8}[/tex] (2)
(ii) Juan comió el doble que Julián:
[tex]z = 2\cdot x[/tex] (3)
(iii) Mica comió la mitad de lo que comió Juan:
[tex]y = \frac{1}{2}\cdot z[/tex] (4)
Al aplicar (2) en (3), tenemos que Juan comió:
[tex]z = \frac{4}{8}[/tex]
Y ahora se aplica el resultado anterior a (4):
[tex]y = \frac{1}{2}\cdot \frac{4}{8}[/tex]
[tex]y = \frac{2}{8}[/tex]
a) El total de porciones queda representado en el denominador de las fracciones calculadas. Por tanto, la pizza tenía 8 porciones.
b) El número de porciones consumido por cada persona está representada por el numerador de las fracciones calculadas. Por tanto, Julián comió 2 porciones.
c) Juan comió 4 porciones.
d) Mica comió 2 porciones.
e) No sobraron porciones en tanto que la suma de porciones consumidas de las tres personas es igual al valor del denominador.
f) A continuación, anexamos el gráfico correspondiente que sustenta todos los cálculos matemáticos hechos en puntos anteriores.