Answer:
x = 8 and y = - 1
Step-by-step explanation:
The equation of a vertical line parallel to the y- axis is
x = c
where c is the value of the x- coordinates the line passes through
The line passes through (8, - 1 ) with x- coordinate 8, then
x = 8 ← equation of vertical line
The equation of a horizontal line parallel to the x- axis is
y = c
where c is the value of the y- coordinates the line passes through
The line passes through (8, - 1 ) with y- coordinate - 1, then
y = - 1 ← equation of horizontal line
what is a scale score of 1074 and a grade equivalent 6.8?
Answer:A grade equivalent (GE) score is described as both a growth score and a status score both. ... For example, if a seventh grade student earned a GE of 8.4 her raw score is like the raw score the typical student would likely earn on the same test at the end of the fourth month of the eighth grade.
Step-by-step explanation: This is basically the answer
Explain why the function of f(x)=4x^2+8x is neither even or odd
Answer:
By putting x = -x in f(x) i.e. f(-x) we didn't get f(x) or -f(x) so, the function is neither even nor odd.
Step-by-step explanation:
We need to explain why the function of [tex]f(x)=4x^2+8x[/tex] is neither even or odd
First we will understand, when the function is even and odd
Even function:
A function is even if f(-x) = f(x)
Odd function:
A function is odd if f(-x) = -f(x)
So, if we get the above result by putting x = -x, then we can say that the function is even or odd.
If we don't get any of the above results then the function is neither even nor odd.
So, for the given function: [tex]f(x)=4x^2+8x[/tex]
Put x = -x
[tex]f(x)=4x^2+8x\\Put x=-x\\f(-x)=4(-x)^2+8(-x)\\f(-x)=4x^2-8x[/tex]
So, by putting x=-x in f(x) i.e. f(-x) we didn't get f(x) or -f(x) so, the function is neither even nor odd.
help pls i’m bout fail math:/
Answer:
B would be the right answer
please help, would be greatful :)
Answer:
x ≈ 31.0°
Step-by-step explanation:
Using the tangent ratio in the right triangle
tanx = [tex]\frac{opposite}{adjacent}[/tex] = [tex]\frac{9}{15}[/tex], then
x = [tex]tan^{-1}[/tex] ([tex]\frac{9}{15}[/tex] ) ≈ 31.0° ( to 1 dec. place )
how to draw angle of 135 degree
Answer:
So draw a straight line. This measures as 180 degrees on your protractor. Align your protractor to the straight line, with the circle point in the middle of the line and notice the labels on the side. One of them, between 90 and 180 on the outer scale will measure as 135. Mark this on top of the paper, and remove the protractor. When you remove it, extend your mark to the middle of your line, and this gives you an obtuse angle of 135 degrees. Be sure to recheck!
Step-by-step explanation:
Answer:
see the pic
Step-by-step explanation:
Hope it will help :)
Solve the inequality
12p < 96
p < 8
p < 108
p < 84
p > -8
Answer:
your answer would be A
Step-by-step explanation:
just divide both sides by 12
therefor you answer is a
mark me brainly
also thanks for the points
andddd
sparkles and love
☆*: .｡. o(≧▽≦)o .｡.:*☆
Answer:
A
Step-by-step explanation:
determine the rate of change (slope) in the graph
Answer: 2/3
Step-by-step explanation: the slopes line is 2 over 3
Answer:
Step-by-step explanation:
:(
Katherine is deciding which catering company she should use for Mom’s 50th birthday party. At Bashful’s Birthday Blast there is a fee of $16.95 and a charge of $9.00 per person. At Bertha’s Ballroom Blitz there is a fee of $25.50 and a charge of $5.00 per person. For how many person will the total cost for both companies will be the same?
Answer:
about 2 people
Step-by-step explanation:
16.95+9x=25.50+5x
16.95+4x=25.50
4x=8.55
x=2.13
To the nearest penny, what is the value of x?
Answer: $43.20
Step-by-step explanation:
Function
Not a function
y
5
4
3
2+
-5 -4 -3 -2 -1
+ X
1 2 3 4 5
-2 +
-3
-4
-5
Answer:
Function
Step-by-step explanation:
We can tell if the graph is function or not by doing line test.
First, we draw a vertical line.
Second, if the graph intercepts the line more than two points then it won't be a function.
If the graph only intercepts the line only once (one point) then It is a function.
From the graph, It is a function.
Brody and Carrie like to hike in the mountains. From the trailhead, they climb 103 feet until they reach a waterfall. On the next part of the trail, they descend 84 feet. To reach their destination, Brody and Carrie must then climb another 194 feet. Their destination is 734 feet above sea level. At what elevation is the trailhead?
Answer:
521 feet.
Step-by-step explanation:
In the given question, the number of feet covered with respect to climbing would have a positive value. While the number of feet descended would have negative value.
The total feet covered by Brody and Carrie, with the elevation of the trail-head should be equal to the elevation of their destination above sea level.
To determine the elevation of the trail-head, let its elevation be represented by h.
So that,
h + 103 - 84 + 194 = 734
h + 297 - 84 = 734
h + 213 = 734
h = 734 - 213
h = 521
h = 521 feet
The elevation of the tail-head is 521 feet.
find the positive integer n for which 98! x 9900 = n!
Answer:
3
Step-by-step explanation:
456, 930, 1860, 3720, ?
I need helpppppppppppppppppp
Answer:
yes, they are both the same
Step-by-step explanation:
Answer: I think the answer is "NO" there not
Step-by-step explanation:
HOPE THIS HELPS SORRY IF I AM INCORRECT
A and B are complementary angles. If A = (x + 9) and m B = (7x – 15)° then find the measure of B.
Answer:
[tex]coplementary \: angles \: = 90° \\ (x + 9)° + (7x - 15)° = 90° \\ (8x - 6)° = 90° \\ 8x = 90 + 6 \\ 8x = 96° \\ x = 12\\ angle \: B. = ((7 \times 12)- 15) \\ = 69°[/tex]
Wyatt buys a one-quart bottle of juice for $4.80. What is the unit rate of the cost of
the juice per fluid ounce?
Answer:
Unit rate per fluid ounce = $0.15
Step-by-step explanation:
Given that:
Cost of one quart bottle of juice = $4.80
We know that:
One quart = 32 ounces
Unit rate is the rate in which two quantities are compared and one of them is one.
Unit rate = [tex]\frac{4.80}{32}[/tex]
Unit rate = $0.15 per fluid ounce
Hence,
Unit rate per fluid ounce = $0.15
SIMPLIFY THE
EXPRESSION
3(x - 2) – 5x - 10
3(x−2)−5x−10
Distribute:
=(3)(x)+(3)(−2)+−5x+−10
=3x+−6+−5x+−10
Combine Like Terms:
=3x+−6+−5x+−10
=(3x+−5x)+(−6+−10)
=−2x+−16
Answer:
=−2x−16
Answer:
-2x - 16
General Formulas and Concepts:
Pre-Algebra
Distributive Property
Order of Operations: BPEMDAS
Brackets Parenthesis Exponents Multiplication Division Addition Subtraction Left to RightAlgebra I
Terms/CoefficientsStep-by-step explanation:
Step 1: Define
3(x - 2) - 5x - 10
Step 2: Simplify
Distribute 3: 3x - 6 - 5x - 10Combine like terms (x): -2x - 6 - 10Combine like terms (Z): -2x - 16Plss helpp
me algebra
Answer:
D
Step-by-step explanation:
when shifting left or right its in parentheses
when shifting left its a + when shifying right its a -
hope this helps <3
24/36 - 1/4
answer in simplest form
Answer:
2/3
Step-by-step explanation:
Find the value of X in the measure of angle 2.
Answer:
x = 11, ∠ 2 = 146°
Step-by-step explanation:
∠ 2 and 146° are corresponding angles and are congruent, then
∠ 2 = 146°
Thus
13x + 3 = 146 ( subtract 3 from both sides )
13x = 143 ( divide both sides by 13 )
x = 11
factorise x^3 - 5x
please help
Answer: X x (X^2-5)
Step-by-step explanation:
If a factory can produce 410 sandwiches in 1 hour, how many sandwiches will it produce in 5 hours?
The answer is 2050 I believe
Every hour the factory makes 410 sandwiches so if we multiply this by 5 we should get our answer
410 x 1= 410
410 x 2= 820
410 x 3= 1230
410 x 4= 1640
410 x 5= 2050
Simplify the following 3^2 x 3^2
Answer: 81
Step-by-step explanation:
Answer:
3^4
Step-by-step explanation:
You can use the rule:
[tex] {n}^{a} \times {n}^{b} = {n}^{a + b} [/tex]
2+2 = 4 so that's your answer
and 3^ 4 is 81 when you put it in a calculator
Determine if a triangle can be formed with the given lengths. If it can, classify it as acute,
obtuse or right.
5, 7, 10
Answer:
steps below
Step-by-step explanation:
1. It can be formed a triangle: sum of any two sides is greater than the 3rd side
2. It can't be an obtuse triangle: 5² + 7² = 74 < 10²
the triangle is an obtuse-angled triangle if the square of the longest side (c²) is greater than the sum of the square of other two sides (c²>a²+b²)
help please need this answer asap
Answer:
Step-by-step explanation:
a. A=X
B=Z
C=Y
b. AB = XZ
AC=XY
BC= ZY
Answer:
a. A=X
B=Z
C=Y
b. AB = XZ
AC=XY
BC= ZY
Step-by-step explanation:
Hope this helped have an amazing day/month/year!
The printing company charges a fixed amount for creating the artwork and then charges an additional amount based on the number of shirts purchased. The graph shows the price including artwork, for different numbers of shirts,
Answer: 5
Step-by-step explanation:
5¹ x 34 ÷ 5 x (3/4)²
Answer:
60.444
Step-by-step explanation:
Rewrite each of the following so there are no parentheses, negative or zero exponents:
1. 4a^2b^3/a^5b
2. -3p^-2q^2 x 4p^4q^-5
Answer:
can you give me an answer to something I need help on and ill answer this
Step-by-step explanaton:
a×2×5=
.so what should I do?
Answer:
2 x 5 = 10
10 x a = 10a
answer = 10a
Step-by-step explanation:
the answer on top is step by step
ax2x5
^ ^
10xa
The way I learned it was that if they dont have the same variables dont touch them, so what I did was multiply the like numbers (2 and 5). Why are they alike? Because they don't have a variable! I then just put the X sign there to show that there is no other way to multiply this. If it where addition, it would be 10+a so that would equal 10a.
Please help me!! It’s important
Answer:
The slope is 2
Step-by-step explanation:
Pick two points and plug into this equation: y2-y1/x2-x1
(-3,2) and (-1,6)
2-6/-3-(-1)=-4/-2= 2
Answer:
The slope of the linear function is 2
Step-by-step explanation:
Calculating the Slope of a Line
Suppose we know the line passes through points A(x1,y1) and B(x2,y2). The slope can be calculated with the equation:
[tex]\displaystyle m=\frac{y_2-y_1}{x_2-x_1}[/tex]
The table shows four points: (-3,2), (-1,6), (1,10), and (3,14). To find the slope on the line passing through them we only need two, for example (-3,2), (-1,6):
[tex]\displaystyle m=\frac{6-2}{-1+3}[/tex]
[tex]\displaystyle m=\frac{4}{2}=2[/tex]
Any other pair of points should give the very same value for the slope. Use (1,10), and (3,14):
[tex]\displaystyle m=\frac{14-10}{3-1}[/tex]
[tex]\displaystyle m=\frac{4}{2}=2[/tex]
Thus, the slope of the linear function is 2