Answer:
0
Step-by-step explanation:
1. First, we should know the slope-intercept form of any equation: y = mx + b.
y = y-coordinatem = slopex = x-coordinateb = y-intercept2. In the equation y = -2/3(x), it appears that the variables we can see are y, m, and x. However, the y-intercept, b, is still there with the value of 0.
Additionally, this is a proportional relationship because it follows the format y = kx. Proportional relationships always have a y-intercept of 0.Therefore, the y-intercept is 0.
a cyclic quadrilateral is shown x : y = 3 : 7
work out the size of angle z
Answer:
116
Step-by-step explanation:
this is the correct answer
HELP ASAP ILL GIVE BRAINLIEST
Answer:
y=−2x−10
Step-by-step explanation:
7k -2(k+4) What is this answer?
5−8
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Who could help me out on these questions there is a store to it ! Asap pleaseee
Is X=7 an oblique Line?
Answer:
no
Step-by-step explanation:
Generally oblique is used to describe the relationship between 2 lines, but only 1 is given. Oblique means slanted to a degree other than a multiple of 90°, usually in reference to the other line.
x = 7 is a vertical line, and that is exactly 90°, -90°, or even 270° or -270° depending on how you look at it, so it is not oblique on its own.
Answer:
x = 7 is not an oblique line.
Step-by-step explanation:
x = 7 is the standard equation for a vertical line, x = a, with an undefined slope. Vertical lines do not have horizontal change. Hence, its line will not be oblique (or slanted).
The equations in slope-intercept form (y = mx + b), standard form (Ax + By = C), and point-slope form [y - y₁ = m(x - x₁)] will most likely represent an oblique line, as long as its slope (m) ≠ 0. A line with a zero slope is a horizontal line (which is also not an oblique line).
Therefore, x = 7 is not an oblique line, but rather a vertical line.
Please please help !
Answer:
Unsure but it might be -8/3
Step-by-step explanation:
Original price of shorts $53.95 Discount 30% Tax 4.5? Please help what’s the correct answer ???
PLEASE HELPPPP MEEEEE
Answer:
With discount : $37.76
With tax : $56.38
With both : $40.19
Step-by-step explanation:
Hope this helps
The perimeter of the triangle is
equal to the area of the rectangle.
What is the value of x?
Answer:
x=-21
Step-by-step explanation:
make the equation
2x+9x-1+40=6(x-11)
simplify
11x+39=6x-66
solve
5x=-105
x=-21
When four times a number is decreased by 9, the result is 19. What is the number?
Answer:
7
Step-by-step explanation:
Working backwards:
19 + 9 = 28
28/ 4 = 7
Checking work:
7 x 4 = 28
28 - 9 = 19
A BIOCHEMICAL RESEARCH COMPANY PRODUCES 50% OF ITS INSULIN AT A PLANT IN KANSAS CITY, AND THE REMAINDER IS PRODUCED AT A PLANT IN JEFFERSON CITY. QUALITY CONTROL HAS SHOWN THAT.5% OF THE INSULIN PRODUCED AT THE PLANT IN KANSAS CITY IS DEFECTIVE, WHILE 1.35% OF THE INSULIN PRODUCED AT THE PLANT IN JEFFERSON CITY IS DEFECTIVE. WHAT IS THE PROBABILITY THAT A RANDOMLY CHOSEN UNIT OF INSULIN CAME FROM THE PLANT IN JEFFERSON CITY GIVEN THAT IT IS DEFECTIVE?
The probability that a randomly chosen unit of insulin came from the plant in Jefferson City given that is defective is 72.97%.
Given that a biochemical research company produces 50% of its insulin in Kansas and the rest in Jefferson, and 0.5% of Kansas's insulin is defective, while 1.35% of Jefferson's also is defective, to determine what is the probability that a randomly chosen unit of insulin came from the plant in Jefferson City given that it is defective, the following calculation must be performed:
0.5 + 1.35 = 1.85 1.85 = 100 1.35 = X 1.35 x 100 / 1.85 = X 72.97 = X
Therefore, the probability that a randomly chosen unit of insulin came from the plant in Jefferson City given that is defective is 72.97%.
Learn more in https://brainly.com/question/15462248
Help needed with this asap
Answer:
x = 10
Step-by-step explanation:
RO and OQ are congruent
Since RO = 50, and RQ = 12x - 20,
OQ = 12x - 20 - 50 = RO
50 = 12x - 70
120 = 12x
x = 10
-Chetan K
help on theses two pls I appreciate it here is 50 points , reporting if you write anything and not writing the answer .
Answer: hi , b other one b too
Answer:
19) b
20) b
Step-by-step explanation:
How do you know when to rewrite square trinomials and difference of squares binomials as separate factors?
Answer:
A trinomial is an expression that has three terms.
Square trinomial
A square trinomial is simply a perfect square trinomial.
Difference of square binomials
This is easily identified because, the terms of the square binomials are perfect squares.
When cubes are added or subtracted, they can be expressed using the following
How many milliliter are in 0.3grams
Answer:
0.3ml
Step-by-step explanation:
0.1 g = 0.1 ml
Activity 1: Directions: Convert the following to the indicated unit of measures. 1. 4 gal. = _________quarts 2. 1,400 feet = ______miles 3. 16 hours = _______ min 4. 16 cups = ______pints 5. 1.6 miles = _______ yards
The conversion of the following values to their desired units are as follows:
4 gal = 16 quarts1400 feet = 0.2651516 miles 16 hours = 960 mins16 cups = 8 pints1.6 miles = 2816 yardsThe dimension analysis shows the relation of different physical quantities by converting them from one unit to another.
According to the standard conversion rates:
1 gallon (gal) = 4 quarts1 foot = 0.000189394 mile1 hour = 60 minutes1 cup = 0.5 pints1 mile = 1760 yards∴
1.4 gallons will be:
= (4 gal × 4 quarts)/1 gal
= 16 quarts
2.
1400 feet will be:
= (1400 foot × 0.000189394 miles)/ 1 foot
= 0.2651516 miles
3.16 hours will be:
= (16 hours × 60 mins)/ 1 hour
= 960 mins
4.
16 cups will be:
= (16 cups × 0.5 pints)/1 cup
= 8 pints
5.1.6 miles will be:
= (1.6 miles × 1760 yards)/ 1 mile
= 2816 yards
Learn more about conversion rates here:
https://brainly.com/question/13129151?referrer=searchResults
Find the length of PQ.
Please help me ASAP
Step-by-step explanation:
a= 3×(-2)+3=-6+3=3
b=3×(-1)+3=-3+3=0
c=3×1+3=3+3=6
d=2×3+3=6+3=9
-------------------------
a=3, b=0, c=6, d=9
Good work!
Please help me with these questions. I’m genuinely confused.
Answer:
16. 1 4/5
17. 2 2/3
18. 4/11
19. 4 1/2
20. 4/7
21. 1/2
22. 1 2/5
23. 2 1/2
24. 4 2/3
Step-by-step explanation:
1. subtract whole numbers first
2. subtract fractions next (simplify if you can)
3. subtract fractions and whole numbers
HELP!
due tommorow , KS3 year 8
Answer:
Perimeter = (Length + Width)×2
=(17.8cm + 4.6cm)×2
=(22.4 × 2)cm
= 44.8cm
2000 tennis balls are divided into packs of 3 how many more tennis balls are needed to make another full pack
Answer:
664
Step-by-step explanation:
666 balls to make a full pack
666x3=1998
6000-1998=2
666-2=664
Help help help please math please
There are 163 girls and 157 boys in school. 27 girls and 33 boys play soccer after school. What percentage of students play soccer after school?
Answer: The answer is to this math question is 18.75% of the students play the soccer after school.
Step-by-step explanation: Here are the following steps in order to convert the given fraction to percentage of the students play the soccer after school:
Step 1. First I add the total of the students in school and then added the total of the students play the soccer after school that looks like this: [tex]163+157=320[/tex] and [tex]27+33=60.[/tex]
Step 2. Using the online fraction to percentage calculator, first I find The Greatest Common Factor of 60 and 320 that looks like this: GCF(60,320) = 20.
Step 3. I can reduce this fraction by dividing both the numerator and denominator by 20 that looks like this: 60÷20/320÷20=[tex]\frac{3}{16}.[/tex]
Step 4. I know that [tex]\frac{3}{16}[/tex] is the same as 3÷16, then using The Long Division for 3 divided by 16 that gives us: 0.1875.
Step 5. I multiply the given decimal number by 100% in order to convert the fraction to percentage of the total students play the soccer after school that looks like this: 0.1875×100=18.75%.
I hope that my given answer with my given step-by-step explanation is very helpful to your own math question about how to find the percentage of the total students play the soccer after school, please mark me as brainliest and have a great P.A. Day and weekend! :D
Sincerely,
Jason Ta,
The ambitious of Brainly and the role of The TDSB and WHCI Student of the high school.
Can someone please walk me through these 2 problems? I'm using the formula that the problem states but I have to be going wrong somewhere because all of my answers have been incorrect. The correct answers are below, but I have no idea how to get to them.
35: -13 - 34j volts
37: 28 + 57j volts
[tex]\boxed{35}~~ \begin{cases} I=2-7j\\ Z=4-3j \end{cases}\implies E=(2-7j)(4-3j) \\\\\\ \begin{array}{rllll} 4-3j\\ \times ~\hfill 2\\[-0.5em] \hrulefill\\ 8-6j \end{array}~~+ ~~ \begin{array}{rllll} 4-3j\\ \times ~\hfill -7j\\[-0.5em] \hrulefill\\ -28j+21j^2 \end{array}\qquad \implies 8-6j-28j+21j^2 \\\\[-0.35em] ~\dotfill\\\\ ~\hfill E=21j^2-34j+8~\hfill[/tex]
[tex]\boxed{36}~~ \begin{cases} I=3+10j\\ Z=6-j \end{cases}\implies E=(3+10j)(6-j) \\\\\\ \begin{array}{rllll} 6-j\\ \times ~\hfill 3\\[-0.5em] \hrulefill\\ 18-3j \end{array}~~+ ~~ \begin{array}{rllll} 6-j\\ \times ~\hfill 10j\\[-0.5em] \hrulefill\\ 60j-10j^2 \end{array}\qquad \implies 18-3j+60j-10j^2 \\\\[-0.35em] ~\dotfill\\\\ ~\hfill E=-10j^2+57j+18~\hfill[/tex]
Solve for x
5(x+8)=2x−7+8(x−1)
Answer:
x = 11
Step-by-step explanation:
5(x+8) = 2x - 7 + 8 (x - 1)
5x + 40 = 2x - 7 + 8x - 8
5x + 40 = 2x + 8x - 7 - 8
5x + 40 = 10x - 15
40 + 15 = 10x - 5x
55 = 5x
5x = 55
x = 55/5
x = 11
x=11
Step-by-step explanation:
5x+40=2x-7+8x-8
5x+40=10x-15
10x-5x=40+15
5x=55
x=55/5
x=11
Lauren is at a friend's home that is several miles from her home. She starts walking at a constant rate in a straight line toward her home. The expression −2t + 10 gives the distance, in miles, that Lauren is from her home after t hours. Answer the following questions using the information above.
a. How many miles away from her house did Lauren start?
b. How fast is Lauren moving towards her house?
c. Why is the rate negative?
d. How far away from her house is Lauren after 4 hours?
a.
Lauren was 10 miles away from her house when he started.
Since the expression for Lauren's distance from her house, d = -2t + 10, to determine the number of miles away from his house that Lauren starts, we input t = 0, since this is the time Lauren starts walking.
So, with t = 0, d = -2t + 10
= -2(0) + 10
= 0 + 10
= 10 miles.
So, Lauren was 10 miles away from her house when he started.
b.
Lauren was moving at a rate of -2 mph towards her house.
To find how fast Lauren was moving towards her house, we differentiate d with respect to t.
So, dd/dt = d(-2t + 10)/dt
= d(-2t)/dt + d(10)/dt
= -2 + 0
= -2 mph
So, Lauren was moving at a rate of -2 mph towards her house.
c.
The rate is negative because her distance towards her house is decreasing
The rate is negative because her distance towards her house is decreasing since she is moving towards her house.
d.
Lauren is 2 miles away from her house after 4 hours
To find this, we input t = 4 into the equation for d.
So, d = -2t + 10
= -2(4) + 10
= -8 + 10
= 2 miles.
So, Lauren is 2 miles away from her house after 4 hours
Learn more about distance travelled here:
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A proportional relationship is shown in the table below
X 0 .3 .6 .9 1.2
Y 0 1 2 3 4
1. How do you know if you should multiply or divide when converting measurements?
Step-by-step explanation:
when using similar processes to converting from smaller to large units. When converting a large unit to a smaller one, you can multiply;when you convert a smaller unit to large one, you can divide.
Use the drop-down menus to complete each statement to show why 5sqrt(7) is between 10 and 15.
Answer:
First drop down: √4 and √9
Second drop down: 2 and 3
Third drop down: 10 and 15
Step-by-step explanation:
the root of four is 2
the root of nine is 3
thus √ 7 is between 2 and 3
5√7 is between 10 and 15 because 2x5 is 10 and 3x5 is 15.
What is the polar form of -9-9i sq root 3
Answer:
The inverse tangent of √33 is θ=30° θ = 30 ° . This is the result of the conversion to polar coordinates in (r,θ) form.
The inverse tangent of √33 is θ=30° θ = 30 ° . This is the result of the conversion to polar coordinates in (r,θ) form.
The polar form of Complex NumbersThe polar form of a complex number is a different way to represent a complex number apart from the rectangular form. Usually, we represent the complex numbers, in the form of z = x+iy where 'i' is the imaginary number.
But in polar form, the complex numbers are represented as the combination of modulus and argument.
Learn more about complex numbers here: brainly.com/question/10662770
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What Value of N makes the equation true?