Find the slope of the line that passes through the pair of points (-17, – 8) and (0, – 5)

Answer:

V = B * H      area of base * height

B = pi * (D / 2)^2 = pi * 5^2 = 78.5 cm^2

H = V / B = 600  cm^3 / 78.5 cm^2 = 7.64 cm

Answer:

B

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

Here m = - 2 and c = - 2 , then

y = - 2x - 2 ← is the equation of the line

To find the x- intercept let y = 0 in the equation and solve for x , that is

- 2x - 2 = 0 ( add 2 to both sides )

- 2x = 2 ( divide both sides by - 2 )

x = - 1

The x- intercept is - 1 → B

Answer:

Hope I explain it well!

Step-by-step explanation:

k + a/6 = 3k

well, I am not sure if we need to find the a, or the k, so lets find both!

--

First the a:

k + a/6 = 3k (subtract k)

a/6 = 2k (Multiply by 6)

a = 12k

--

Last, the k:

k + a/6 = 3k (Subtract k)

a/6 = 2k (Divide by 2)

a/12 = k

--

There you go, I hope you figure it out <3

Answer:

So there is an answer button, and there is a + sign. Once you click on it, you will be able to answer questions.

Step-by-step explanation:

1. Ask a teacher if you don't know answer to a certain subject you are studing

2.  Practice makes perfect

3 . Discuss and work with partner

Answer:

Well we’ll just substitute

So 5z-4

And z is 5

5*5-4

25-4=21

The value is 21

The length of the compass so that ΔXYZ is isosceles and not equilateral could be;

Option C; between ¹/₂XY and XY

Option E; greater than XY

We are told that;

Student has drawn a line XY

Now the student opened the compass with a set length to draw two intersecting arcs with X and Y as centers.

Now, for these two arcs to meet, the compass has to be opened to a length that is more than half of segment XY.

Secondly, since the triangle is not equilateral, it means the compass cannot be opened to length AB.

The next step would be t open the compass to a length slightly bigger or slightly smaller than AB.

Finally, the options that apply are Options C and E.

Read more about construction of Isosceles triangles at; https://brainly.com/question/2520169

Answer:

Step-by-step explanation:

ur mom

Answer:

3 units

Step-by-step explanation:

I hope it helps you!

Answer:

160

Step-by-step explanation:

23.4456 x 6.66=156.147696 respectively.

156.147696 to the nearest ten is 160.

Answer:

blah blah

Step-by-step explanation:

Answer:

D

Step-by-step explanation:

Answer:

9.73556* 10^34

Step-by-step explanation:

A day and a half is 36 hours  ( 1 day is 24 hours)

1.5 days is 24 * 1.5 = 36 hours

P(t) = 300  ( 2) ^ 3t

t = 36

p(36) = 300 * 2^ (3*36)

         = 300  * 2^108

         =9.73556* 10^34

Answer:

It is the second

Step-by-step explanation:

Answer: number 2    ᕙ(＠°▽°＠)ᕗ

Step-by-step explanation:

Answer:

No it is not possible for Bruce and Felicia to have used the same number of tiles.

Step-by-step explanation:

Bruce would have used 10x of tiles and Felicia used 7x of tiles.

No, it is not possible that Bruce and Felicia to have used the same number of tiles

The expression which shows the difference is (n² - 2)/2n, the correct option is B.

An expression is a mathematical statement which consists of variables, constants and mathematical operators.

Number of tiles Bruce used: 5x + 2

Number of tiles Felicia used: 5x + 5

On equating the two expressions

5x+2 = 5x+5

There is no solution

At any value of x, Bruce would have always used 3 tiles less than Felicia.

To know more about Expression

https://brainly.com/question/14083225

#SPJ2

Answer:

x < -3

Step-by-step explanation:

1. To put this inequality on a number line, we first must solve it.

Step 1: Subtract 15 from both sides.

Step 2: Divide both sides by 5.

2. Now that we know x < -3, let's graph it!

Answer:

Step-by-step explanation:

The Rational Root Theorem tells you that potential rational roots are ...

  ±(divisor of constant term)/(divisor of leading coefficient)

Ignoring the fact that all of the coefficients can be reduced by a factor of 2, straightforward application of this theorem suggests possible rational roots might be ...

  ±{1, 2, 4}/{1, 2} = {±1/2, ±1, ±2, ±4} . . . potential roots

Examination of the graph of the function shows the actual roots are ...

  x = -2, -1 (multiplicity 2)

_____

Additional comment

Descartes' rule of signs eliminates positive real roots from the list. (There are no coefficient sign changes, hence no positive real roots.)

Division of the polynomial by 2 gives x³ +4x² +5x +2 = 0, which only suggests rational roots of -2 or -1. The answer to the question of potential roots depends on the extent to which you refine the list above.

Answer:

-1/14or-0.07

Step-by-step explanation:

3/7-1/2=(2x3)/(2x7)-(7x1)/(7x2)=6/14-7/14=(6-7)/14=-1/14or0.07

Answer:

It's 47 because it's an isosceles triangle.

Step-by-step explanation:

Answer:

F is equal to 47

Step-by-step explanation:

G is equal to F

Answer:

97

Step-by-step explanation:

Answer:

0.325

Step-by-step explanation:

$63 divide by 24 you'll get 2.625

then $2.95 minus 2.625 you'll get 0.325

Answer:

1. 6 x 16 = 96

2. 10 + 4 x 22 = 10 + 88 = 98

3. 7 x 23 = 161

Step-by-step explanation:

Answer:

y = - 3, x = 6

Step-by-step explanation:

15x + 31y = - 3

x = - y + 3

15(- y + 3) + 31y = - 3

-15y + 45 + 31y = - 3

16y + 45 = - 3

16y = - 48

y = - 3

x = - (- 3) + 3

x = 3 + 3

x = 6

Answer:

x = 6, y = -3.

Step-by-step explanation:

15x + 31y = -3

x = -y + 3

Substitute x = -y + 3 in the first equation:

15(-y + 3) + 31y = -3

-15y + 45 + 31y = -3

16y = -3 - 45 =-48

y = -3.

So x = -(-3) + 3 = 6.