Write in slope intercept form:
(1,4) slope= -2
Answer:
y = -2x + 6
Step-by-step explanation:
Slope-intercept form is:
y = mx + b
where m is the slope and b is the y-intercept.
So we are given a point, (1, 4), and a slope, -2, and we are asked to write the information into slope-intercept form. To write something directly into slope-intercept form, we need the y-intercept and the slope. Here, we are given a point, that is not the y-intercept, and a slope.
Instead of plugging for m and b in the equation for slope-intercept form, we can write the equation in point-slope form and then solve for slope-intercept form.
Point-slope form is:
y - y₁ = m(x - x₁)
where m is the slope and (x₁, y₁) is a point.
Lets plug in (1, 4) for (x₁, y₁) and -2 for m.
y - 4 = -2(x - 1)
Now lets solve for slope-intercept form. Distribute the -2 on the right side.
y - 4 = -2x + 2
Add 4 to both sides.
y = -2x + 6
And now we have the equation in slope-intercept form.
I hope you find my answer and explanation to be helpful. Happy studying.
-14+6b +7-2b=1+5b what is answer?~PLEASE SHOW WORK 45 POINTS
Answer:
b=-8
Step-by-step explanation:
Sorry I don't have time to show work right now and write it down but this is the answer.
Answer:
b=8
Step-by-step explanation:
1.1 Pull out like factors :
-8 - b = -1 • (b + 8)
Solving a Single Variable Equation
2.1 Solve : -b-8 = 0
Add 8 to both sides of the equation :
-b = 8
Multiply both sides of the equation by (-1) : b = -8
Please help me be right! Ordered pairs
Answer:
the answer is C
Step-by-step explanation:
both the ordered pair satisfy the equation
Find the equation of the graphed line.
The answer I put in was incorrect and I’m not sure why
Answer:
-3x + 2 = y
As the y-intercept is y = 3
And the rise/run = 3/-1
The state of matter of a substance depends upon how the atoms in that substance:
a
freeze.
b
expand.
c
shrink.
d
move.
giving away brainliest
Answer:
B
Step-by-step explanation:
help wil give brainly if right
Answer:
I think it B as well as the other person I just learned this so I'm not the best at it
Katie make the cake her brother a 1/8 of the cake her father ate one fourth of the cake and her mother eat 1/8 of the cake how much cake is left
Answer:
1/2
Step-by-step explanation:
Well first lets break it down into steps!
We have 1 cake.
Brother ate: 1/8
Mom ate: 1/8
Dad ate: 1/4
Now we know that 1/8 + 1/8 = 1/4.
So her brother and mom combined ate 1/4th of the cake.
Her dad also ate 1/4th.
So we have 1 - (1/4) - (1/4) = 2/4 = 1/2.
1/2 of the cake is left.
what is 1423 divided bye 789
Answer:
1.8
Step-by-step explanation:
Answer:
use calculator
Step-by-step explanation:
search calculator on google
Can someone help please
Sum of triangle: 180
So we know that:
7x + 3x + 8 + x + 7 = 180
Combine like terms:
11x + 15 = 180
11x = 165
x = 15
Plug in for x in order to find the angles.
You should be able to solve from here!
Answer:
m∠I = 22
m∠J = 53
m∠K = 105
Step-by-step explanation:
m∠I = (x + 7)
m∠J = (3x + 8)
m∠K = (7x)
m∠I + m∠J + m∠K = 180°
(x + 7) + (3x + 8) + (7x) = 180
x + 7 + 3x + 8 + 7x = 180
11x + 15 = 180
11x = 165
x = 15
m∠I = 15 + 7 = 22
m∠J = 3(15) + 8 = 53
m∠K = 7(15) = 105
Need help with both 7 and 8
what is 3(3x +2) = 9x-7
Answer:
No solutions
Step-by-step explanation:
3(3x + 2) = 9x + 7
9x + 6 = 9x + 7
9x - 9x = -6 + 7
0 = -1
No solutions
Hope this helps!
Part B
After the first hour, Samuel and Allie agree they will continue to climb up the rock
face for another 1 hour. Allie continues to climb at the same rate. What rate must
Samuel climb in the last { hour to reach the same height as Allie?
Samuel needs to climb at a rate of
meters per hour in the last hour to reach
the same height as Allie.
same needs to climb at a 12 rate
What is the area of a rectangles with the side lengths 5 inches and 1/3 inches?
Answer:
area of a rectangle is length multiplied by breath, which is the multiplication of 5 an 1/3
Answer:
The answer is 5/3 hope that helps
Step-by-step explanation:
What is the quotient of -5.2 / 3.9 ?
-1.3 with a vinculum.
PLEASE HELP!!! I DON’T KNOW THISSS
Jenny has only 3 1/2 cups of flour in her house. She needs 1 5/8 cups for a brownie recipe. Her sister Jody needs 1 3/4 cup flour for her cookie recipe. Will there be enough flour for both recipes?
Answer:
yes, she will still have 1/8 of a cup left
Step-by-step explanation:
you have to convert all the fractions to have the same denominator.
to do that you need improper fractions
3 1/2= 7/2
1 5/8= 13/8
1 3/4= 7/4
with this information, you need to find a common number between 2, 8, and 4. the largest number that they all fit into is 8.
so 7/2 becomes 28/8
13/8 stays the same
and 7/4 becomes 14/8
add 13/8 and 14/8 and subtract from 28/8
you get 1/8, which means you have enough flower for both recipes!
Answer:
[tex]YES.[/tex]
Step-by-step explanation:
[tex]if \: 1 \frac{5}{8} + 1 \frac{3}{4} = 3.375 \\ and \\ 3 \frac{1}{2} = \: 3.5 \\ then \: 3.5 > 3.375[/tex]
George is 2 in. taller than the quotient of Myron's height and 3. Let M represent Myron's height, in inches. Write an expression that represents George's height, in inches.
Answer:
G = M/3 + 2
Step-by-step explanaion
We can interpret the quotient of Myrons height and 3 as "M/3" and we add "+2" to account for the "2 in. taller" part of the problem. We can also represent George's height using "G"
The expression that represents George's height, in inches is G = M/3 + 2
What is algebra?
Algebra is the branch of mathematics that helps in the representation of problems or situations in the form of mathematical expressions. It involves variables like x, y, z, and mathematical operations like addition, subtraction, multiplication, and division to form a meaningful mathematical expression.
Given:
George is 2 in. taller than the quotient of Myron's height and 3.
let M represent Myron's height, in inches.
and, the quotient of Myrons height and 3 can be written as
=M/3
Now, add 2 to Myron's height.
Then George's height will be
G = M/3 + 2
Learn more about algebra here:
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least common denominator of 7/2 and1/2
An environmental engineer is tasked with determining whether a power plant cooling system is heating the water it uses more than allowed by environmental regulations. They measure water temperatures at the cooling system input and the cooling system output for several different days in several different seasons. A list containing these measurements is below:
Sample Input Temp (deg F) Output Temp (deg F)
1 57.6 65.1
2 68.9 74.4
3 68.1 74.7
4 47.7 55.4
5 48.1 51
6 67.2 71.9
7 69.9 79.2
8 48.1 57.2
9 35 41.4
10 56 61
11 44.3 50.8
12 65 70.5
13 48.3 56.9
14 54.9 61.7
15 60.4 67.3
Do a statistical analysis on this data to determine if the temperature change between the input and output of the cooling system is different than 6 degrees.
1. What does your analysis indicate?
a. The cooling system changes the temperature of the water by an amount different than 6 degrees.
b. The cooling system changes the temperature of the water by 6 degrees.
2. What is the P-Value associated with your decision above?
a. 0.001
b. 0.026
c. 0.049
d. 0.070
e. 0.110
f. 0.131
g. 0.148
h. 0.201
i. 0.278
j. 0.289
Answer:
1
The correct option is b
2
The correct option is h
Step-by-step explanation:
From the question we are told that
The sample size is n = 15
The difference in population proportion is [tex]d = 6[/tex]
Generally the sample mean of the input temperature is
[tex]\= x_1 = \frac{\sum x_i }{n}[/tex]
=> [tex]\= x_1 = \frac{57.6 + 68.9 + \cdots +60.4 }{15}[/tex]
=> [tex]\= x_1 = 62.57 [/tex]
Generally the sample mean of the output temperature is
[tex]\= x_2 = \frac{\sum x_i }{n}[/tex]
=> [tex]\= x_2 = \frac{65.1 + 74.4 + \cdots +67.3 }{15}[/tex]
=> [tex]\= x_2 = 55.97 [/tex]
Generally the difference of the sample mean of the input temperature and that of the output temperature is
[tex]\= d = \= x_1 - \= x_2[/tex]
=> [tex]\= d = 62.57 -55.97[/tex]
=> [tex]\= d = 6.6[/tex]
Generally the standard deviation is mathematically represented as
[tex]s_d = \sqrt{\frac{\sum(d_1 - \= d )^2}{n} }[/tex]
=> [tex]s_d = \sqrt{\frac{([57.6- 65.1]- 6.6)^2+ ([68.9 - 74.4]- 6.6)^2 + \cdots + ([60.4 - 67.3]- 6.6)^2 }{15} }[/tex]
=> [tex]s_d = 1.732 [/tex
Generally the test statistics is mathematically represented as
[tex]t = \frac{ d - \= d }{ \frac{s_d}{\sqrt{n} } }[/tex]
=> [tex]t = \frac{ 6-6.6 }{ \frac{1.732}{\sqrt{15} } }[/tex]
=> [tex]t = 1.3417[/tex]
Generally the degree of freedom is mathematically represented as
[tex]df = n - 1[/tex]
=> [tex]df = 15 - 1[/tex]
=> [tex]df = 14[/tex]
Generally the probability of t obtained from the t - distribution table at a degree of freedom of [tex]df = 14[/tex] is
[tex]P(t >1.3417 ) = 0.10052569[/tex]
Generally the p-value is mathematically represented as
[tex]p-value = 2 * P(t > 1.3417)[/tex]
=> [tex]p-value = 2 * 0.10052569[/tex]
=> [tex]p-value = 0.201 [/tex]
From the values obtained we see that [tex]p-value > \alpha[/tex] hence
The decision rule is
Fail to reject the null hypothesis
The conclusion is
The cooling system changes the temperature of the water by 6 degrees.
There are 40 players on Bill's football team, 2/5 of the players walk to practice and 1/4 of the players ride with their parents. The remaining players ride the bus. How many students ride the bus?
Answer:
22 students.
Step-by-step explanation:
There are a total of 40 players on the football team. 2/5 walk, 1/4 ride with their parents, and the rest ride the bus. To solve, I'm going to be using fractions to find out how many students ride the bus.
1/4 of 40 or 40/4 is equal to 10.
So we know 10 players ride with their parents.
2/5 of 40 or 40/5 is equal to 8.
Cool, 8 students walk to practice.
Now the rest ride the bus. Let's use addition to find the total amount of players that dont use the bus and subtract it from the total amount of players.
10+8=18
40-18=22.
22 students/players ride the bus to football practice.
Can someone help me find the answer to this
Answer:
2/11
Step-by-step explanation:
what is 3.14 x 11 x2
Answer:jurrhthrhth
Step-by-step explanation:hdhdbbdfh
Answer:
69.08
Step-by-step explanation:
I hope this helped!
The domain of the function f(x)=−3x is restricted to the negative integers. Which values are elements of the range?
answer
[tex]fx = - 3x \\ \frac{fx}{x} = - \frac{3x}{x} \\ f = - 3[/tex]
Answer:
learning only kang po yan
Step-by-step explanation:
basa lang
What is (1 x 10(5) + (3 x 10(3) + (7 x 10(2) in standard form?
A. 1,030,700
B. 1,037,000 I. C. 103,700
D. 1,370
03 = 1000
8. 10-5 = 1/100,000 = 0.00001
9. 109 = 1,000,000,000
10. 1 X 10-2 = 1/100Answer:
1. 100 = 102
2. 10,000,000 = 107
3. 1 / 10,000 = 10-4
4. one million = 106
5. 1 / 10,000,000 = 10-7
6. one ten millionth = 10-7
7. 1 = 0.01
Step-by-step explanation:
Direction: Arrange the following numbers in decreasing order. Write your answer on the blank provided below each number.
1. 89 000, 100 000, 55 000, 67 000-
2. 12 345, 23 456, 34 567, 45 678-
3. 98 765, 87 654, 76 543, 65 432-
Answer:
1. 100 000, 89 000, 67 000, 55 000
2. 45 678, 34 567, 23 456, 12 345
3. 98 765, 87 654, 76 543, 65 432-
A pair of boots costs $130. They are
on sale for $110.50. Find the percent
of change?
Answer:
15% off
Step-by-step explanation:
mark brainliest please
Examine the following function. f(x)=8x2+2x−15 What are the factors of the function?
(4x−5)(2x+3)
(4x+5)(2x−3)
(4x−3)(2x+5)
(4x+3)(2x+3)
Answer:
(4x-5) (2x+3)
Step-by-step explanation:
(4x-5) (2x+3)
The factors of the function f(x)=8x²+2x−15 are (4x -5) and (2x + 3).
What is a quadratic function?A polynomial function with one or more variables, where the largest exponent of the variable is two, is referred to as a quadratic function. In other terms, a "polynomial function of degree 2" is a quadratic function.
Given:
We have the quadratic function,
f(x)=8x²+2x−15.
To find the factors:
8x²+2x−15,
= 8x²+ 12x - 10x −15
= 4x(2x +3) -5(2x +3)
= (4x -5)(2x + 3)
Therefore, the factors are (4x -5) and (2x + 3).
To learn more about the quadratic function;
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450,137,879 dived by 4,890 please give me step by step explanation please!!
Answer:
92052.73599
Step-by-step explanation:450,137,879 divded by 4,890 you'll get 4,890
A business has seven locations to choose from and wishes to rank only the top three locations. How many different ways can this be done?
Answer: 210
Step-by-step explanation:
Given: total locations = 7
Number of locations wishes to rank = 3
If order of selection matters, then the number of permutations of r things from n= [tex]\dfrac{n!}{(n-r)!}[/tex]
The number of ways to rank 3 locations out of 7 [tex]=\dfrac{7!}{(7-3)!}=7\times6\times5=210[/tex]
Hence, the number of different ways required = 210
6/7x - 8 = 7
i need to solve for the missing variable
Answer:
the answer would be 17.500
Answer:
x = 35/2
Step-by-step explanation:
add: (6/7)x = 8 + 7
(6/7)x = 15
multiply by the reciprocal
x = 15(7/6)
Simplify
x = 5(7/2)
multiply:
x = 35/2
Check:
(6/7)(35/2) -8 = 7
15 -8 = 7
Is 4:5 equivalent to 8:10 as radios?