Find cy.
I really need help :(

Answer:

C

Step-by-step explanation:

I'd like to remember that the signs are pointing at the direction

Answer:

its c

Step-by-step explanation:

Answer:

It should be 101

Answer:

F=73.74 degrees

Step-by-step explanation:

sin=opposite/hypotenuse

opp=24 hyp=25

sin(F)=24/25 (to find angle have to use inverse sin)

sin-1(24/25)=73.74

Answer:

Domain: [tex]x[/tex]

Number of pieces of candy: Discrete variable.

Domain of the function: [tex]Dom\{y\} = \mathbb{N}_{O}[/tex]

Step-by-step explanation:

Let [tex]y = 150\cdot x[/tex]. From Function Theory, we know that domain represents the set of values of the independent function, defined by the variable [tex]x[/tex] in this case, whereas the range represents the set of values associated with the domain, defined by the variable [tex]y[/tex] in this case.

Since [tex]x[/tex] represents the number of pieces of candy, this variable has a discrete nature.

In addition, this linear function has a domain represented by the set of natural number and the zero element.

Answer:

r = 11

L = 6

Step-by-step explanation:

7(6) = 42

5(11) = 55

42 + 55 = 97

Answer:

i believe your answer is ..... f(2x^2-3x+4)= -4x^2+6x-4

Step-by-step explanation:

hope that helps

Answer:

e^5

Step-by-step explanation:

When you multiply with exponents you add ONLY the exponents and multiply the variables    

Answer:

C

Step-by-step explanation:

Answer:

c

Step-by-step explanation:

since the rectangles are similar their sides are in proportion

h/210 = 60/84

h= 60*210/84 = 150 cm

Answer:

9

Step-by-step explanation:

Answer:

The correct answer is "1".

Step-by-step explanation:

You need only set x to zero, and solve for y:

[tex]y = \frac{3}{4} x + 1\\y = \frac{3}{4}0 + 1\\y = 1[/tex]

Answer:

The slope of line m could be -3.

Step-by-step explanation:

I don't know how accurate this is, but I just started out with y=-x+6 and continued experimenting until it was perpendicular.

Answer:

x=16

Step-by-step explanation:

First start of by collecting like terms: 9x+x+x and -8+10+2. There the x's equal 11x and the numbers equal 4. We add those together to make 11x+4. As this is a triangle all the angles add up to 180 degrees, so we equal 11x+4 to 180 degrees. Like 11x+4=180. Subtract the 4 from each sides, to get 11x=176. Then divide both sides by 11, to get x=16

Answer:

A: -0.33

Step-by-step explanation:

If you convert it to slope-intercept form, you get y = -1/3x + 4 so the slope is -1/3 or -0.33

Answer:

x= 2.2

Step-by-step explanation:

10/11 = 2/x

cross multiply to get

10x=22

x=2.2

Answer:

Step-by-step explanation:

We need to set up a proportion where the triangle with side x is proportional to the triangle with a side measure of 2.

So, 10/2 = 11/x

We cross multiply to get 10x = 22

Dividing gives us x = 2.2

We can check our answer by substituting our answer in for x.

10/2 = 11/2.2

22 = 22 ✅

Answer:

a₁ = - 148

Step-by-step explanation:

The n th term of an AP is

[tex]a_{n[/tex] = a₁ + (n - 1)d

where a₁ is the first term and d the common difference

Given d = 2 and a₃₁ = - 88 , then

a₁ + (30 × 2) = - 88

a₁ + 60 = - 88 ( subtract 60 from both sides )

a₁ = - 148

a₁ = - 148

Step-by-step explanation:

The n th term of an AP is

= a₁ + (n - 1)d

where a₁ is the first term and d the common difference

Given d = 2 and a₃₁ = - 88 , then

a₁ + (30 × 2) = - 88

a₁ + 60 = - 88 ( subtract 60 from both sides )

a₁ = - 148

Answer:

1 1/10 or 11/10

Step-by-step explanation:

Zane grew 3/5 of an inch during the first year and 1/2 an inch during the second. First, you have to make sure the denominators are the same number. Then, add the numerators. Simplify if needed.

Answer:

1.1 Inches

Step-by-step explanation:

The fractions have unlike denominators. First, find the Least Common Denominator and rewrite the fractions with the common denominator. To get the common denominator I multiplied 3/5 by 2/2 to get 6/10 and I multiplied 1/2 by 5/5 to get 5/10 now that they have a common denominator you can add and you get 11/10 = 1.1

Note: Your question is a little ambiguous and incomplete. I am assuming you are talking about the slope of lines here.

Answer:

the slope of the perpendicular line will be:

[tex]\frac{-1}{\frac{1}{6}}=-6[/tex]

Step-by-step explanation:

Note: I am assuming you are talking about the slope of lines here.

Given

The slope of line = 1/6

Thus, the slope of the perpendicular line will be:

[tex]\frac{-1}{\frac{1}{6}}=-6[/tex]

Substitute -6 for x.

(-6+3)/(-6-1).

-3/-7.

--=+

Answer: 3/7.

Answer:

D is the correct answer

Answer:

the answer will be x=6 because 6×3=18 hope this helps

Answer:

14

Step-by-step explanation:

Answer:

14

Step-by-step explanation:

Answer:

y=1/2x+1/2

m=1/2

Step-by-step explanation:

You want to find the equation for a line that passes through the two points:

(5,3) and (-3,-1).

First of all, remember what the equation of a line is:

y = mx+b

Where:

m is the slope, and

b is the y-intercept

First, let's find what m is, the slope of the line...

The slope of a line is a measure of how fast the line "goes up" or "goes down". A large slope means the line goes up or down really fast (a very steep line). Small slopes means the line isn't very steep. A slope of zero means the line has no steepness at all; it is perfectly horizontal.

For lines like these, the slope is always defined as "the change in y over the change in x" or, in equation form:

So what we need now are the two points you gave that the line passes through. Let's call the first point you gave, (5,3), point #1, so the x and y numbers given will be called x1 and y1. Or, x1=5 and y1=3.

Also, let's call the second point you gave, (-3,-1), point #2, so the x and y numbers here will be called x2 and y2. Or, x2=-3 and y2=-1.

Now, just plug the numbers into the formula for m above, like this:

m=

-1 - 3 over

-3 - 5

or...

m=

-4 over

-8

or...

m=1/2

So, we have the first piece to finding the equation of this line, and we can fill it into y=mx+b like this:

y=1/2x+b

Now, what about b, the y-intercept?

To find b, think about what your (x,y) points mean:

(5,3). When x of the line is 5, y of the line must be 3.

(-3,-1). When x of the line is -3, y of the line must be -1.

Because you said the line passes through each one of these two points, right?

Now, look at our line's equation so far: y=1/2x+b. b is what we want, the 1/2 is already set and x and y are just two "free variables" sitting there. We can plug anything we want in for x and y here, but we want the equation for the line that specfically passes through the two points (5,3) and (-3,-1).

So, why not plug in for x and y from one of our (x,y) points that we know the line passes through? This will allow us to solve for b for the particular line that passes through the two points you gave!.

You can use either (x,y) point you want..the answer will be the same:

(5,3). y=mx+b or 3=1/2 × 5+b, or solving for b: b=3-(1/2)(5). b=1/2.

(-3,-1). y=mx+b or -1=1/2 × -3+b, or solving for b: b=-1-(1/2)(-3). b=1/2.

See! In both cases we got the same value for b. And this completes our problem.

The equation of the line that passes through the points

(5,3) and (-3,-1)

is

y=1/2x+1/2

The quadratic equation with x-intercept at 10 and 6 and passing through the point (11,8) is 5y = 8(x²-16x +60).

As given in question,

Given x-intercept at 10 and 6

The quadratic equation with x-intercept is

y = k(x-10)(x-6)   ___(1)

Passing through the point (11,8)

8= k(11-10)(11-6)

⇒8=5k

⇒k=8/5

Substitute the value k in (1) to get quadratic equation with x-intercept :

y = (8/5)(x-10)(x-6)

⇒5y = 8(x²-16x+60)

Therefore, the quadratic equation with x-intercept at 10 and 6 and passing through the point (11,8) is 5y = 8(x²-16x +60).

Learn more about quadratic equation here

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a³ - b³ = (a - b) (a² + ab + b²)

You can see why this works if you expand the right side as

a (a² + ab + b²) - b (a² + ab + b²)

(a³ + a²b + ab²) - (a²b + ab² + b³)

Both the a²b and ab² terms cancel, leaving you with a³ - b³.

Answer:

B and C

Step-by-step explanation: