The slope of linear eqution of two variables x and y, i.e., 2x+3y = 6 is -2/3 and intercept is 2 .
The slope-intercept form expression of a linear equation is y = mx + c --------->(1)
Where m --> slope of the straight line and
c --> the x - intercept .
The expression for slope is represented as :
m = (y₂ - y₁) / (x₂ - x₁) ------>(2)
where (x₁, y₁) and (x₂, y₂) are any two points lying on the straight line. Once the slope m is determined then the general equation of the straight line can be determined easily.
Now we have , the equation in the problem statement is 2x + 3y = 6. firstly , we can rewrite it in the slope-intercept form as :
3y = 6 - 2x
=> y = 6/3 - 2x/3
=> y = -2x/3 + 6/3
=> y = (-2/3)x + 2
comparing the above eqution with eqution(1) we get , m = -2/3 and c = 2. So, slope and intercept of eqution 2x + 3y = 6 are -2/3 and 2 respectively.
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A drawer contains 9 red socks and 11 blue socks. It is dark and you are trying to grab a matching pair. How many socks do you need to take out to be sure of a matching pair
If we pull 3 socks then there is a 100% possibility that 2 socks will be of same colour.
What is Probability ?The area of mathematics known as probability deals with numerical representations of the likelihood that an event will occur or that a statement is true. An event's probability is a number between 0 and 1, where, broadly speaking, 0 denotes the event's impossibility and 1 denotes certainty.
A probability is a numerical representation of the possibility or chance that a specific event will take place. Both proportional ranging from 0 to 1 and percentages ranging from 0% to 100% can be used to describe probabilities.
The likelihood that a specific occurrence will occur. (2): the proportion of the total number of available outcomes to the number of outcomes in an exhaustive set of equally probable options that result in a certain occurrence.
There are 9 red socks and 11 blue socks
So if we find a red/blue sock in the first turn,
The second can be both blue or red so we can't be sure it will be matching or not.
At third turn any one colour of sock will match with any of the two already pulled before if they are different.
So, if we pull 3 socks then there is a 100% possibility that 2 socks will be of same colour.
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How would the graph of y = 4x + 3 change if the y-intercept is changed to -2
А
The graph would move 5 units down.
B
The graph would move 5 units up.
с
The slope of the line would increase.
D
The slope of the line would decrease.
Answer:
А
The graph would move 5 units down.
Step-by-step explanation:
Mrs. Johnson lets her students choose between two word problems:
Problem A: If you are digging for dinosaurs and need to fence off your dig site, what's the biggest site you can fence off with 40 ft. of fence?
Problem B: What is the largest area you can create with 20 inches of rope?
Mrs. Johnson finds a significant majority of her students chose to work Problem A. Which of the following is the most likely reason more students chose Problem A instead of Problem B?
The reason to choose problem B over A is simple - it is more relatable to them.
Problem A involves dinosaurs, which may be more interesting to students than the abstract concept of creating an area with rope. Additionally, the use of feet as a unit of measurement in Problem A may be more familiar to students than inches.
Finding a number that represents the quantity of anything is called measurement. An accepted quantity that is used to represent a physical quantity is called a measurement unit. Let's learn about some of the standard units used to measure physical quantities.
The inch, foot, yard, and mile are the fundamental units of length and distance measurement in the English system. The rod, furlong, and chain are additional length units.
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85(83-27)=
A. 4,670
B. 4,760
C. 4,860
D. 4,960
Answer:
4,760
Step-by-step explanation:
PEMDAS: (83 - 27) = 56
85 x 56 = 4,760
Answer:
A. 4,670
Step-by-step explanation:
Subtract 83 and 27
83-27= 56
Multiply 56 and 85
85(56)= 4,670
Which is A
Hope this helps!
solve for x(best answer brainliest)
24x+15=25x+45
[tex]24x+15=25x+45[/tex]
Subtract 25x from both sides:
[tex]24x+15-25x=25x+45-25x[/tex]
[tex]-x+15=45[/tex]
Subtract 15 from both sides:
[tex]-x+15-15=45-15[/tex]
[tex]-x=30[/tex]
Divide both sides by -1(to remove negative from variable):
[tex]\dfrac{-x}{-1} =\dfrac{30}{-1}[/tex]
[tex]\fbox{x = -30}[/tex]
Answer:
[tex] \sf \: x = - 30[/tex]
Step-by-step explanation:
Now we have to,
→ find the required value of x.
The equation is,
→ 24x + 15 = 25x + 45
Then the value of x will be,
→ 24x + 15 = 25x + 45
→ 24x - 25x = 45 - 15
→ -x = 30
→ [ x = -30 ]
Hence, the value of x is -30.
can somebody please help me? nobody on here helps anymore ://
Answer:
Its not like that its just that if you post a question no one knows the answer nobody will answer you and unfortunately the question you posted I don't know how to help else I would have.
Sorry
2 hrs 35 minutes
+ 3 hrs 40 minutes
please help asap thank you !!
Alyssa's den is 8 feet longer than it is wide. If the den's area is 425 square feet, what are the dimensions of the room?
The dimensions of the room when Alyssa's den is 8 feet longer than it is wide are 15cm as 23cm.
How to illustrate the equation?An equation simply means the statement that shows the relationship between the variables given. It has an equal sign to denote this.
Let the width of the den be x.
The length of the den is x+8.
We can set up the equation x*(x+8)=425 to represent the area of the den.
We can solve this equation by factoring it as x² + 8x =425.
x² + 23x - 15x - 425
x(x + 23) - 15(x + 23)
(x - 15)(x + 23)
Either way, we find that the width of the den is 15 feet and the length is 23 feet.
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Please help, I’ll give brainliest UwU
Answer:
your answer is B uwu have good day
Step-by-step explanation:
What is the answer to my question?
This is urgent! Please help.
Answer:
Hello! answer: 85
Step-by-step explanation:
Formula for square area: base × height
Formula for triangle area: base × height ÷ 2
6 × 5 = 30 30 ÷ 2 = 15 since theres 4 triangles I just multiply by 4 get all the triangles area so...
15 × 4 = 60 now the square is just 5 × 5 so... 5 × 5 = 25 now we just add these up for the answer so... 60 + 25 = 85 therefore the surface area is 85 hope that helps!
Which graph best represents a function with zeros of -3,0 and 2
The graph C. represents the polynomial with zeros of -3, 0 and 2.
What are zeros of a polynomial?An expression that consists of variables, constants, and exponents that is combined using mathematical operations like addition, subtraction, multiplication, and division is referred to as a polynomial (No division operation by a variable).
All the x-values that bring a polynomial, p(x), to zero are referred to as its zeros. They are intriguing to us for a variety of reasons, one of which is that they provide information about the graph's x-intercepts for the polynomial.
Alternately, we might state that the zeros of the polynomial are the x-intercept of its graph. Thus, the needed function is represented by the graph with the coordinates -3, 0, and 2.
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The complete question is as follows:
Select the correct answer.
Which graph best represents a function with zeros of -3, 0, and 2?
What two angles measure 90 degrees?
The two angles measure 90 degrees are called as complementary angles.
What are complementary angles?
In geometry, complementary angles are defined as two angles whose sum is 90 degrees.
The two angles' complement and supplement are determined by the sum of their measurements. The two angles are said to be complimentary if their combined measurement equals that of a straight angle.
In other words, a right angle results from the combination of two complimentary angles (90 degrees). Angles 1 and 2 are said to be complementary if their sum of angles equals 90 degrees (i.e., 1 + 2 = 90°), and as a result, they are referred to as each other's partners.
two angles that add up to 90 degrees are known as complementary angles. For example, 60° and 30°.
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carmen has 92 kilograms of clay. she has 5 students in her art class. how much clay does each student get
Answer:
18.4 kg of clay
Step-by-step explanation:
92 kg for 5 students
=> 92 : 5 = 18,4 kg for 1 student
Answer: 18.4 kg
Step-by-step explanation:
DATA :
total mass of clay = 92 kg
total students = 5
how much clay does each student get?
SOLUTION:
assuming that each student got equal amount of clay, we are simply going to divide ⇒92 by 5.
⇒92 ÷ 5
⇒18.4 kg ANSWER
hope that helps...
PLEASE HELP I SUCK AT MATH
7. Given the diagram, below which statements are true?
statement 1: Points Z, A, and X are collinear.
statement 2: Points W, A, and Y are noncoplanar.
statement 3: Rays wÀ and AY are on the line wy.
statement 4: AW and AỶ are opposite rays on the line
A. statements 1 and 2
B. statements 1, 3 and 4
C. statements 1, 2, 3 and 4
D. statements 1 and 4
Answer:
Im pretty sure it's A because Z and AZ are collinear
Answer:
statement 1, 3 and 4
Step-by-step explanation:
Statements 1 and 4 are true because points Z, A, and X lie on the same line . Also, points W, A, and Y are collinear with A in between points W and Y. So, and are opposite rays.
PLS HELP ASAP THANK YOU
Answer:
PLS HELP ASAP THANK YOU
I am always there to help you
asked your question
hope it is helpful to you
Answer:
ok
Step-by-step explanation:
help me cause I’m failing math
Answer:
9
Step-by-step explanation:
[tex] \frac{ - 3(16 - 35 + 4)}{5} \\ \\ = \frac{ - 3(20 - 35 )}{5} \\ \\ = \frac{ - 3( - 15 )}{5} \\ \\ = \frac{45}{5} \\ \\ = 9[/tex]
Answer:
[tex]9[/tex]Step-by-step explanation:
[tex] \frac{ - 3(16 - 35 + 4)}{5} [/tex][tex] \frac{−3(20-35)}{5} [/tex][tex] \frac{−3 (−15)}{5} [/tex][tex] \frac{45}{5} [/tex][tex]9[/tex]Hope it is helpful....How do you find the legs of a 45 45 90 triangle given the hypotenuse?
The value of the legs of the triangle would be hypotenuse/√2.
You can use basic trigonometry to solve this problem. We know that the sine of the angle made by the hypotenuse and the base is equal to the ratio of perpendicular height and the hypotenuse, given that the angle is 45° the perpendicular will be equal to ⇒ hypotenuse × sin(45°).
That is perpendicular=hypotenuse/√2
Similarly, the cosine of the angle made by the hypotenuse and the base is equal to the ratio of base length and the hypotenuse, given that the angle is 45° the base will be equal to ⇒ hypotenuse × cos(45°)
That is base=hypotenuse/√2
Therefore, the value of the legs of the 45°-45°-90° triangle would be hypotenuse/√2.
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In the figure, a∥e, m∥n, and m∠2 = 112°.
What is m∠6?
Enter your answer in the box
The measure of the angle ∠6 = 112°
What are parallel lines?
Parallel lines are two or more lines that are always the same distance apart and never meet, no matter how far they are extended. They are coplanar lines that do not intersect or cross each other, and they have the same direction.
As given
a∥e, m∥n, and m∠2 = 112°.
As m∥n
a is the transversal (A line that cuts across two or more (usually parallel) lines is called transverasl.)
Thus
∠ 2 = ∠3 ( Corresponding angle property )
∠3 = 112°
Also
a∥e and m are transversal.
∠ 3 = ∠6 = 112 ° ( Corresponding angle property )
Hence, the measure of the angle ∠6 = 112°
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The measure of the angle ∠6 = 112°
What are parallel lines?
Parallel lines are two or more lines that are always the same distance apart and never meet, no matter how far they are extended. They are coplanar lines that do not intersect or cross each other, and they have the same direction.
As given
a∥e, m∥n, and m∠2 = 112°.
As m∥n
a is the transversal (A line that cuts across two or more (usually parallel) lines is called a transversal.)
Thus
∠ 2 = ∠3 ( Corresponding angle property )
∠3 = 112°
Also
a∥e and m are transversal.
∠ 3 = ∠6 = 112 ° ( Corresponding angle property )
Hence, the measure of the angle ∠6 = 112°
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Is parallel processing always faster?
Only when each iteration is sufficiently time-consuming in terms of CPU usage does parallel programming become more effective.
Parallel processing: What is it?The term "parallel processing" is used to deliver simultaneous data-processing activities, which is utilized to increase the computing performance of computer systems. Additionally, a parallel processing system has the ability to process input concurrently for quicker execution times.
As an illustration, when an instruction is being carried out in an ALU, the following instruction may be read from memory. The system may be equipped with two or more ALUs and be able to carry out multiple instructions at once.
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If I=65 cm and j=33 cm, what is the length of k?
Answer:
sales forecast for Daft is 506 units. Digby wants to have an extra 10% of units on hand above and beyond their forecast in case sales are better than expected. (They would risk the possibility of excess inventory carrying charges rather than risk lost profits on a stock out.) Taking current inventory into account, what will Daft's Production After Adjustment have to be in order to have a 10% reserve of units available
The weight (in pounds) and height (in inches) for a child were measured every few months over a two-year period. The results are given in the table.
Using technology, what is the slope of the least-squares regression line and what is its interpretation?
A) The slope is 1. 98, which means for each additional inch in height, the child’s weight will increase by 1. 98 pounds.
B) The slope is 1. 98, which means for each additional inch in height, the child’s weight is predicted to increase by 1. 98 pounds.
C) The slope is 0. 50, which means for each additional pound in weight, the child’s height will increase by 0. 5 inches.
D) The slope is 0. 50, which means for each additional pound in weight, the child’s height is predicted to increase by 0. 5 inches
Using the slope of the least-squares regression line, the interpretation will be: C) The slope is 0. 50, which means for each additional pound in weight, the child’s height will increase by 0. 5 inches.
A linear approach is linear regression, which is used to represent the relationship between a scalar answer and one or more explanatory factors in statistics. When there are many explanatory factors, multiple linear regression is employed; otherwise, simple linear regression is utilised. It is possible to predict the value of one variable using linear regression analysis and the value of another variable.
Predicting the dependent variable is what you want to do. The variable you are using to anticipate the value of the other variable is the one you are utilising as an independent variable. Lines of best fit are another name for regression lines. To demonstrate how several graph points might be connected, a line of best fit is used.
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Could you help me solve this
Answer: The middle number is 15
Step-by-step explanation:
45/3= 15 so the three numbers will be around there.
14+15+16= 45
20PTS 20PTS-Find the perpendicular line
Answer:
y = 3x - 2
Step-by-step explanation:
See the attached worksheet. Look for an equation of the form y=mx+b, where m is the slope and b is the y-intercept. The slope of the line can be determined by taking two points on the line to calculate the Rise/Run. The points selected for this example are (0,-2) and (2,4). This makes the Rise/Run (6/2), or 3. The y-intercept, b, is -2 as per point (0,-2).
The equation for this (non)-prependicular line is thus y = 3x - 2.
Stella took a taxi from her house to the airport. The taxi company charged a pick-up
fee of $1. 20 plus $1. 50 per mile. The total fare was $29. 70, not including the tip. How
many miles was the taxi ride?
09
Equivalent fractions are those that, despite their visual differences, reflect the same value. we consumed half of a cake, for instance, if you have one, divide it into two equal pieces, and then eat one of the pieces.
what is fraction?Any number of equal portions, or parts of a whole, are described by fractions. Fractions in standard English indicate the number of pieces of a specific size. 8, 3/4 of .Part of an entire is a fraction. The ratio of the numerator to the denominator is how numbers are expressed in mathematics. Each of these is an integer in simple fractions. In the numerator or denominator of a complex fraction is a fraction. When a fraction is true, its numerator is smaller than its denominator.
If the denominators differ, similar fractions with a common denominator must be used. This requires figuring out the LCM of the two denominators. To be used as a denominator in fractions with various denominators, rename the fractions with a similar denominator.
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1
The product of 3 and the sum of r and 1 equals 15.
Construct an equation and find the value of x.
Answer:
i dont know
Step-by-step explanation:
Answer:
r = 4
Step-by-step explanation:
product means multiply , so
3(r + 1) = 15 ← is the equation
Divide both sides by 3
r + 1 = 5 ( subtract 1 from both sides )
r = 4
Which is greater, 1 2cup or 1 3cup? How much greater *fractions*
Answer:
Step-by-step explanation:
A half of a cup is greater than 1/3 of a cup. This is because if you convert the fractions to the nearest common denominator (6) you can see that 1/2 = 3/6 and 1/3 = 2/6, so 1/2 of a cup is greater.
I hoped this helped!!
Would it be a b c or d? :))
Answer: x = 12 * tan24
Step-by-step explanation:
We're going to use tan because we know one of the angles which is 24°. We also know the leg opposite of that angle, and the leg adjacent to that angle. Using that information, the best option would be tan.
Tan = opposite / adjacent, so substitute everything into that equation
tan24° = [tex]\frac{x}{12}[/tex]
12 × tan24° = x (move the 12 from the right side to the left side by multiplying)
[ 2 ( 7 . 25 ) + 2 ( 24 )] - 10
Answer: 57 over 2
57
2
=28 and 1 over 228
1
2
=28.5
Result57 over 2 equals 28 and 1 over 2 equals 28.5
Step by step
Step 1 of 4: Multiply.
Multiply
( Highlighted:2 Highlighted:× Highlighted:7.25 + 24 ) − 10 = ( Highlighted:1450 over 100
1450
100
+ 24 ) − 10
Step 1 of 4: Multiply, sub-step a: Multiply.
Multiply
725 over 100
725
100
× 2 = ( 725 × 2 ) over 100
725 × 2
100
= 1450 over 100
1450
100
Step 1 of 4: Multiply.Hide
Step 2 of 4: Add.
Add
( Highlighted:1450 over 100
1450
100
Highlighted:+ Highlighted:24 ) − 10 = ( Highlighted:3850 over 100
3850
100
) − 10
Step 2 of 4: Add, sub-step a: Convert integer to fraction.
Convert integer to fraction
24 = 24 over 1
24
1
Step 2 of 4: Add, sub-step b: Find common denominator.
Find common denominator
1450 over 100
1450
100
+ 24 over 1
24
1
= ( 1450 × 1 ) over ( 100 × 1 )
1450 × 1
100 × 1
+ ( 24 × 100 ) over ( 1 × 100 )
24 × 100
1 × 100
= 1450 over 100
1450
100
+ 2400 over 100
2400
100
100 is the least common multiple of denominators 100 and 1. Use it to convert to equivalent fractions with this common denominator.
Step 2 of 4: Add, sub-step c: Add.
Add
1450 over 100
1450
100
+ 2400 over 100
2400
100
= ( 1450 + 2400 ) over 100
1450 + 2400
100
= 3850 over 100
3850
100
Step 2 of 4: Add.Hide
Step 3 of 4: Subtract.
Subtract
3850 over 100
3850
100
− 10 = 2850 over 100
2850
100
Step 3 of 4: Subtract, sub-step a: Convert integer to fraction.
Convert integer to fraction
10 = 10 over 1
10
1
Step 3 of 4: Subtract, sub-step b: Find common denominator.
Find common denominator
3850 over 100
3850
100
− 10 over 1
10
1
= ( 3850 × 1 ) over ( 100 × 1 )
3850 × 1
100 × 1
− ( 10 × 100 ) over ( 1 × 100 )
10 × 100
1 × 100
= 3850 over 100
3850
100
− 1000 over 100
1000
100
100 is the least common multiple of denominators 100 and 1. Use it to convert to equivalent fractions with this common denominator.
Step 3 of 4: Subtract, sub-step c: Subtract.
Subtract
3850 over 100
3850
100
− 1000 over 100
1000
100
= ( 3850 − 1000 ) over 100
3850 − 1000
100
= 2850 over 100
2850
100
Step 3 of 4: Subtract.Hide
Step 4 of 4: Simplify.
Simplify
2850 over 100
2850
100
= 57 over 2
57
2
= 28 and 1 over 228
1
2
Step-by-step explanation:
In an equation, x represents the total number of cubic units in a box that is 5 units long, 5 units wide, and 5 units high. Which equation can be used to find the value of x?
A.
[tex] {x}^{3} = 125[/tex]
B.
[tex] {x}^{3} = 15[/tex]
C.
[tex] \sqrt{x} = 5[/tex]
D.
[tex] \sqrt[3]{x} = 5[/tex]
Answer:
I think its A.
Step-by-step explanation:
PLEASE HELP WILL GIVE BRAINLIEST! Find the volume of the solid. Round to the hundredths, if necessary.
Answer:
140 cubic cm
Step-by-step explanation:
Find the area of the triangular base: [tex]\frac{3 \times 7.8}{2}[/tex] = 11.7.
Multiply 11.7 square cm with 12 cm to get 140.4 cubic cm.