Could you please help me
Thank you x

[tex]\text{Given that,}\\\\(x_1,y_1) = (-3,-1) ~ \text{and slope, m=2.}\\\\\\\text{Equation with two points,}\\\\y-y_1 = m(x-x_1)\\\\\implies y +1 = 2(x +3)\\\\\text{Hence the answer is B}[/tex]

Answer:

48 = 6h

48 = 6 x 8

48 = 48

Step-by-step explanation:

Let e equal her earning and h equal the amount of hours worked. You would divide 48 by 6 to find that she works 8 hours.

Answer:

A

Step-by-step explanation:

crawl before you walk.

Answer: 17 red , 68 blue

Step-by-step explanation:

85 divided by 5=17

1/5 of 85=17

17x4=68

4/5 of 85=68

(1). The ratio of red tiles to blue tiles is [tex]\frac{1}{4}[/tex]

(2). The number of blue tiles are 68.

It is given that,

A path is made by red and blue tiles and [tex]\frac{1}{5}[/tex] part of tiles are red.

So that,

 Blue tiles[tex]=1-\frac{1}{5} =\frac{4}{5}[/tex] parts.

The ratio of red tiles to blue tiles in its simplest form,

                [tex]\frac{Red}{Blue}=\frac{1}{5}*\frac{5}{4} \\\\\frac{Red}{Blue}=\frac{1}{4}[/tex]

Since, total number of tiles are 85.

 Number of blue tiles[tex]=\frac{4}{5} *85=68[/tex]

Learn more about the fraction here:

https://brainly.com/question/78672

Answer:

I will it was a stalker too because I don't know him/her and I wouldn't come to the house of a stranger on me

Answer:

x=25

Step-by-step explanation:

4x+50=150

4x=100

x=25

Answer:

ANS is g=5

step 1: 3g=19-4

step2: or,3g=15

step 3: or,g=15%3

step 4: or,g=5

Hope it helps.

Can you give me BRAINLIEST ANSWER

THANK YOU

Answer:

D is the correct answer

Step-by-step explanation:

Answer:

Step-by-step explanation:

Given equation:

It has roots r and s.

We know how to find the sum and product of roots.

Sum of roots:

Product of roots:

Use the above two equations to work out the value of r - s:

Correct choice is B

Step-by-step explanation:

you don't understand what the multiplication or division with 10 (or a higher power of 10) does ?

or you don't know. what 10² means ?

this means 10 to the power of 2 or 10 squared and is simply 10 multiplied with itself 2 times : 10×10.

and 10×10 is ... 100.

as you can imagine, this is not restricted to the number 2 (and 10). "power of" can be any number and just indicates how often the base number is multiplied with itself.

a surcharge case is "power of 0", which is simply 1.

now that we understand that, let's have a quick look at how the numbers we are dealing with (in daily life as well as in class and in science) are actually built :

when I write e.g the number

1234

then this actually means

4×10⁰ + 3×10¹ + 2×10² + 1×10³

when I multiply this now by e.g. 10 this becomes

4×10⁰×10 + 3×10¹×10 + 2×10²×10 + 1×10³×10 =

4×10¹ + 3×10² + 2×10³ + 1×10⁴

as you can see, the previous "single" position 4 now becomes a 40.

and the result looks in short form :

12340

so, a multiplication by 10 adds a 0 at the low end of the number.

a multiplication by 10² or 100 (= 10×10) adds then 2 0s at the low end. and so forth.

a division by 10 does the opposite and removes a 0 at the low end of the number.

but what if we don't have any 0 at this position of the number ? then we enter the system of the decimal point.

because on the right side of the decimal point we continue to countdown the exponent of 10 below 0.

the first position right of the decimal point stands for 10^‐1, the second position for 10^‐2, and so forth. and that is nothing else than tenths, hundredths, thousandths, ...

so, in short, a multiplication by 10 moves the decimal point one position to the right. and if we run out of written positions, then we can simply assume an infinite sequence of 0s continuing further to the right.

and a division by 10 moves the decimal point one position to the left. and if we run out of written positions, then we can simply assume an infinite sequence of 0s continuing further to the left too that are then showing up on the right side of the decimal point.

now, I think we covered all the basics and we can look at the question here :

10² × 18.72

10² = 100 = 10×10

so, we are multiplying twice by 10 and move the decimal point therefore 2 positions to the right.

the result is then

1872

as a little guide : when it is clear that the number has to get bigger by the operation (like a multiplication by 10 or 100), you need to move the decimal point in the direction that makes the number bigger (which is to the right).

and if the operation is clearly trying to make the number smaller, then you have to move the decimal point in the direction to make the number smaller (to the left).

Rotation - Rotation is a plane transformation that rotates every point in a figure through a given angle and direction on a fixed point.

Transformation - Transformation is a process that alters the shape and or position of a point, a line, or a geometric figure.

Translation - Translation occurs when a figure is relocated from one position to another without changing its size, shape, or orientation.

Dilation - Dilation is a transformation that alters the size of a figure, whether enlarging or shrinking it, but it has no effect on the shape of the figure.

Angle of Rotation - Angle of Rotation is the amount that a figure is rotated about a fixed point referred to as the point of rotation.

Line of Reflection - Line of Reflection is a transformation in which each point in a shape appears at an equal distance on the opposite side of a given line.

Hope this helps!!

Answer:

60

Step-by-step explanation:

A decrease in the ratio 3 : 4 implies that

new value : old value =  3 : 4

x : 80 = 3 : 4

x/80 = 3/4

x = 3/4 * 80

= 3 * 20

= 60

Answer:

Place the index and middle fingers on the neck to the side of the windpipe to find the pulse.

Place two fingers between the bone and the tendon over the radial artery of the wrist to find the pulse.

Step-by-step explanation:

I did a test and that was a correct answer.

4223422222222222222222222222

Answer:

-3<y<=3

Step-by-step explanation:

The function ranges from - 3 to 3,but 3 is included

Answer:

The point-slope form is  

y

+

6

=

1

5

(

x

−

4

)

or  

y

+

5

=

1

5

(

x

−

9

)

, depending on which point you use. If you solve for  

y

to get the slope-intercept form, both equations will convert to  

y

=

1

5

x

−

34

5

Step-by-step explanation:

Answer:

Jeremy

Step-by-step explanation:

You need to add 20+13+15=48 Then you add 20+47+18=85.

Answer:

Jocelyn = 8 Miles an Hour

Micheal-Anthony = 6 Miles a Hour

Jocelyn Run Faster than Micheal-Anthony.

Step-by-step explanation:

Important information:

Michael-Anthony runs 3 Miles in 20 Minutes.

Jocelyn Runs 4 Miles in 30 Minutes.

Continues at pace for 1 Hour.

Questions that Need to be Answer:

How many miles does each person each person run in an hour?

Who runs faster?

Explanation/Solution:

So, We know that 1 Hour = 60 Minutes and three 20 minutes equal 60 Minutes also known as 1 Hour..

Since, three 20 minutes equal 1 Hour that means

Micheal-Anthony Run 6 Miles a Hour adding the 20 Minutes equal 9 Miles

Hence, Micheal-Anthony Run 9 Miles..

We know that 1 Hour = 60 Minutes and two 30 Minutes equal 60 Minutes also known as 1 Hour..

Since, two 30 Minutes equal 1 Hour that means

Jocelyn Run 8 Miles a Hour adding the 30 Minutes equal 12 Miles

Hence, Jocelyn Run 12 Miles..

For these Reason, You can tell that Jocelyn Run 8 Miles an Hour and Micheal-Anthony Run 6 Miles a Hour and Jocelyn Run Faster than Micheal-Anthony.

Hello,

Ali is right, Khamis is wrong. Why because Khamis forgot to put the negative sign in front of 5b, it should be wrote -5b in the second line and not 5b.

And then Khamis should have divided -5b by -5b.

Good Luck

Answer:

Question 1) Option C: 2(2x+1) = y, y = 2x + 8.

Question 4) Option C:  y = x + 4,  2y = 2x + 8

Step-by-step explanation:

The graph of perpendicular lines will show an intersection of two lines at a single point, forming 90° adjacent angles. Since perpendicular lines intersect at exactly one point, then it means that they will have one solution.  Additionally, perpendicular lines have negative reciprocal slopes for which multiplying the slopes of both lines result in a product of -1.

Lines that have the same slope and y-intercept. Therefore, they are equivalent equations that will result in an infinitely many solutions. The graph of these lines will coincide on top of each other, as if they are the same line.  The systems of linear equations that result in an infinitely many solutions are dependent and consistent. They are dependent if they have an infinite number of solutions, and consistent because they have at least one solution.

Parallel lines have the same slope.  A systems of linear equations whose graph involve parallel lines have no solution, as there is no point of intersection between those two lines.  Therefore, parallel lines have no solution, making it an inconsistent system.

We must transform these equations in its slope-intercept form, y = mx + b, which will allow us to easily determine the type of lines a given system has based on their slopes.

Equation 1:  2x + y = 10

Equation 2: y = −2x + 8

Transform Equation 1 to slope-intercept form:

2x + y = 10

Subtract 2x from both sides:

2x - 2x + y = - 2x + 10

y = -2x + 10  ⇒ This is the slope-intercept form of Equation 1.

Since Equations 1 and 2 have the same slope, but different y-intercepts, then it means that they are parallel lines that have no point of intersection.

Transform both equations to slope-intercept form:

Equation 1:  2x + 4y = 10

                   [tex]\large\bf\sf{y\:=\:-\frac{1}{2}x\:+\:\frac{5}{2}}[/tex]  ⇒ This is the slope-intercept form of Equation 1.

Equation 2:  2(x+2y) = 10

Distribute 2 into the parenthesis:

2(x+2y) = 10

2x + 4y = 10  ⇒ It is clear at this point that this equation matches Equation 1. Thus, the slope-intercept form of Equation 2 will be the same:

[tex]\large\bf\sf{y\:=\:-\frac{1}{2}x\:+\:\frac{5}{2}}[/tex]  ⇒ Slope-intercept form of Equation 2.

It turns out that Equations 1 and 2 are equivalent, as they have exactly the same slope and y-intercept. Therefore, they have coinciding lines and have infinitely many solutions.

Transform both equations to slope-intercept form:

Equation 1:  2(2x+1) = y

                    y = 4x + 2  ⇒ Slope-intercept form of Equation 1.

Equation 2:  y = 2x + 8  

Equation 1: y = 10 − 2x

                    y = − 2x + 10  ⇒ This is the slope-intercept form of Equation 1.

Equation 2:  y = −2x + 7

Since Equations 1 and 2 have the same slope, but different y-intercept, then it means that they are parallel from each other.

Out of all the given four options, Option C seems to be the correct answer, since the given system has varying slopes and y-intercept.  Therefore, the correct answer for Question 1 is Option C:  2(2x+1) = y, y = 2x + 8.

For Question 4, I will not elaborate as thoroughly as in Question 1 since I'll be using the same techniques.

Equation 1:  2x+ 7x + y = 6

Combine like terms:

2x+ 7x + y = 6

9x + y = 6

Subtract 9x from both sides:

9x - 9x + y = - 9x + 6

y = - 9x + 6 ⇒ Slope-intercept form of Equation 1.  

Equation 2: y = 9x + 6

Option A Explanation:

Equations 1 and 2 have different slopes and the same y-intercept. This implies that they will have a point of intersection = one solution. However, they don't have perpendicular lines because their slopes are not negative reciprocal of each other.  Hence, Option A is not a valid answer for  question 4.

Equation 1:  y = 5x + 7

Equation 2:  y = 2x + 8

Option B explanation:

Similar to Option A, Equations 1 and 2 have different slopes and varying y-intercepts. Since they are not parallel from each other, and do not have coinciding lines, then Option B is not a valid answer for  question 4.

Equation 1:  y = x + 4

Equation 2:  2y = 2x + 8

Transform Equation 2 to Slope-intercept form:

Divide both sides by 2 to isolate y:

[tex]\displaytext\mathsf{\frac{2y}{2}\:=\:\frac{2x\:+\:8}{2}}[/tex]

y = x + 4  ⇒ This is the slope-intercept form of Equation 2.  

Option C explanation:

Equations 1 and 2 are equivalent, as they have exactly the same slope and y-intercept. They also have coinciding lines, having infinitely many solutions.  

Equation 1:  7x − y = 10

                    y = 7x - 10  ⇒ This is the slope-intercept form of Equation 1.

Equation 2:  y = 6x + 8

Option D explanation:

Similar to Option B, Equations 1 and 2 have different slopes and varying y-intercepts. Since they are not parallel from each other, and do not have coinciding lines, then Option D is not a valid answer for  question 4.

Answer:

99 degrees

Step-by-step explanation:

Angle 3 and 4 added together is 180 degrees since it is a straight line.

if you know angle 3 is 81 degrees, then angle 4=180-81=99

Answer:

99 is the measure of angle 4

Step-by-step explanation:

Two parralel lines cut by a transversal.

This is all you gotta remember

Alternate interior angles (4 and 6, 3 and 5) are congruent (equal)

Altenrate exterior angles (1 and 7, 2 and 8) are congruent (equal)

Corresponding angles (2 and 6, 3 and 7, 1 and 5, 4 and 8) are congruent (equal)

Same side interior angles (3 and 6, 4 and 5) are supplementary (equal to 180 if added up)

Same side exterior angles, (2 and 7, 1 and 8) are supplementary (Equal to 180 if added up)

Same line, opposite transversal (4 and 3, 5 and 6, 8 and 7, 1 and 2) are also supplementary.

Step-by-step explanation:

Set up the polynomials to be divided. If there is not a term for every exponent, insert one with a value of 0.

x+8x5+15x4+54x3-25x2-75x-34

Divide the highest order term in the dividend x5 by the highest order term in divisor x.

x4x+8x5+15x4+54x3-25x2-75x-34

Multiply the new quotient term by the divisor.

x4x+8x5+15x4+54x3-25x2-75x-34+x5+8x4

The expression needs to be subtracted from the dividend, so change all the signs in x5+8x4

x4x+8x5+15x4+54x3-25x2-75x-34-x5-8x4

After changing the signs, add the last dividend from the multiplied polynomial to find the new dividend.

x4x+8x5+15x4+54x3-25x2-75x-34-x5-8x4+7x4

Pull the next terms from the original dividend down into the current dividend.

x4x+8x5+15x4+54x3-25x2-75x-34-x5-8x4+7x4+54x3

Divide the highest order term in the dividend 7x4 by the highest order term in divisor x.

On dividing, x⁵+15x⁴+54x³−25x²−75x−34 by x+8, Quotient is x⁴+7x³−2x²−9x−3 and Remainder is -10.

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

Dividend is x⁵+15x⁴+54x³−25x²−75x−34

Divisor is x+8

After division, the solution is attached in the image.

Quotient is ( x⁴+7x³−2x²−9x−3)

Remainder is -10

To know more about Expression

https://brainly.com/question/14083225

#SPJ2

Answer:

the third, and fourth options

Step-by-step explanation:

hope it helps

Answer:

3rd n 4th

hope this helps you!!!

[tex]\\ \rm\bull\rightarrowtail 0.09[/tex]

[tex]\\ \rm\bull\rightarrowtail \dfrac{9}{100}[/tex]

Find square root

[tex]\\ \rm\bull\rightarrowtail \sqrt{\dfrac{9}{100}}[/tex]

[tex]\\ \rm\bull\rightarrowtail \dfrac{3}{10}[/tex]

[tex]\\ \rm\bull\rightarrowtail 0.3[/tex]

The solution of the square root of 0.09 as a fraction is,

⇒ 3 / 10

We have to given that,

To find value of the square root of 0.09 as a fraction.

Now, We can write it as,

⇒ √0.09

⇒ √9 / 100

⇒ √(3/10)²

⇒ 3/10

⇒ 0.3

Therefore, The solution of the square root of 0.09 as a fraction is,

⇒ 3 / 10

Learn more about the fraction visit:

https://brainly.com/question/5454147

#SPJ6

Answer:

20-80i

Step-by-step explanation:

20 - 80i

I think the minus symbol is meant to be a multiplication one

because if it was subtraction, it would be impossible

Answer:

a)x²

5²=25

b] (x+3)²

(5+3)²

(8)²=64

solución:

A=1450cm²

~~~~~~~~~~~~~

Answer:

12 words a minute

Step-by-step explanation:

To find the answer all you need to do is divide 60/5

Answer:

12

Step-by-step explanation:

60 divided by 5

Answer:

838.7725

Step-by-step explanation:

Answer:

Step-by-step explanation:

[tex]\\ \sf\longmapsto 2^{-3}\times 3^{-2}[/tex]

[tex]\\ \sf\longmapsto( \dfrac{1}{2})^3\times( \dfrac{1}{3})^2[/tex]

[tex]\\ \sf\longmapsto \dfrac{1}{8}\times \dfrac{1}{9}[/tex]

[tex]\\ \sf\longmapsto \dfrac{1}{72}[/tex]

Answer:

In mathematics, a real number is a value of a continuous quantity that can represent a distance along a line.