The answer is A, B, and E.
Just plot write the equation in a graphing calculator which shows they are the same.
Write the equation of the line perpendicular to 3x + y = -8 that passes through (-3,1) . Write your answer in slope-intercept form. Show your work.
Select all the statements that are true about the linear equation. y = 4x - 3
a. The point (1,1) is on the graph of the equation.
b. The point (0,3) is on the graph of the equation.
c. 4x - y = -3 has the same graph.
d. The graph of the equation is the set of all points that are solutions to the equation.
e. The graph of the equation is a single point, representing one solution to the
equation.
Think that be is an answer but not sure.
Need help asap! It's a multiple answer choice worth a lot of points.
The correct statements for this question would be:
a) The point (1, 1) is on the graph of the equation."
d) The graph of the equation is the set of all points that are solutions to the equation.
Option (a) and (d) are true.
What is linear expression?
A linear expression is an algebraic statement where each term is either a constant or a variable raised to the first power.
Given that;
The linear equation;
y = 4x - 3
Now, By option a;
To check the point (1, 1) is on the graph of the equation.
We can substitute x = 1 and y = 1 in the equation of line as;
y = 4x - 3
1 = 4 × 1 - 3
1 = 4 - 3
1 = 1
Thus, The point (1,1) is on the graph of the equation.
For option b;
Since, The point (0, 3) is not satisfy the equation y = 4x - 3.
Hence, Option b is not true.
For option c;
Since, The y - intercept of the line 4x - y = -3 and line y = 4x - 3 is not same.
Hence, Both have different graph.
Clearly, By the graph of y = 4x - 3 is is the set of all points that are solutions to the equation.
So, Option d is true.
Thus, The correct statements for this question would be:
a) The point (1, 1) is on the graph of the equation."
d) The graph of the equation is the set of all points that are solutions to the equation.
Option (a) and (d) are true.
Learn more about the equation of line visit:
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Given 4x-8y=8, transform the equation into slope intercept form
It takes carl 2/3 of an hour to clean his room every day. How many hours did he spend cleaning his room in the month of May?
Jeremy baked 9 cakes for the bake sale. He sifted 2 cups of powdered sugar evenly on the tops of the cakes. How much powdered sugar is on each cake?
2. A chemist wants to make 4 liters of a 7% acid solution by mixing a 10% acid solution and a 4% acid solution. How many liters of each solution should the chemist use? Write your answer as a complete sentence. Be sure to: • Define your variable and expressions for the quantities. • Write an equation that models the problem. • Solve the equation. • State the answer in a complete sentence.
you roll two dice what is the probability that the sum of the dice is less than 5 and one dice shows a 2? ...?
The height (in meters) of a projectile shot vertically upward from a point 2 m above ground level with an initial velocity of 24.5 m/s is
h = 2 + 24.5t − 4.9t2
after t seconds. (Round your answers to two decimal places.)
The question requires solving various problems involving projectile motion, a physics topic, using kinematic equations and algebraic techniques to determine height, flight time, and impact speeds.
Explanation:The question involves calculating various aspects of projectile motion, which is a topic in physics. In these problems, equations of motion are used to determine the maximum height, time of flight, and speed at impact of objects thrown or released from certain heights.
Example Calculations
To calculate the maximum height, you can use the equation h = 2 + 24.5t − 4.9t2 and look for the time t when the velocity is zero.The time it takes for an object to reach the ground can be calculated by setting the height equation to zero and solving for t.To find the speed at impact, you use the conservation of energy or the kinematic equations to relate the initial velocity, acceleration due to gravity, and the distance fallen.Each of these problems requires an understanding of the kinematic equations for vertical projectile motion and the ability to apply algebraic and calculus techniques.
What is the value of the expression 30n when n = 2?
The slope of diagonal AB is , _ and its equation _ is .
6 1/2 as an improper fraction
The range of f(x) = logb x is the set of all negative real numbers.
a.true
b.false
Answer:
Statement is false .
Step-by-step explanation:
Given : The range of f(x) = [tex]log_{b}(x)[/tex] is the set of all negative real numbers.
To find : Statement is true or false.
Solution : We have given that function f(x) = [tex]log_{b}(x)[/tex].
Range : range of logarithm function is all real numbers (-∞, ∞)
Therefore, Statement is false .
Let P be a point between points S and T on 2004-01-01-02-00_files/i0120000.jpg. If ST = 21, SP = 3b – 11, and PT = b + 4, solve for b.
A. –7
B. 7
C. 14
D. 32
Evaluate a + b ÷ 2, if we know a = 3 and b = 6. A. 4 B. 6 C. 1 D. 4.5
Describe the variation 3xy = 5.
A. y varies inversely as the square of x.
B. y varies inversely as x.
C. y varies directly as x.
D. y varies directly as the square of x.
Answer:
The answer is the option B
y varies inversely as x.
Step-by-step explanation:
we know that
A relationship between two variables, x, and y, represent an inverse variation if it can be expressed in the form [tex]yx=k[/tex] or [tex]y=k/x[/tex]
In this problem we have
[tex]3xy=5[/tex] -----> rewrite
[tex]xy=5/3[/tex]
The value of k is equal to [tex]k=\frac{5}{3}[/tex]
therefore
y varies inversely as x.
How many times does 41 go into 278?
Find the mode.19, 1, 17, 19, 3, 20, 5, 2
The mode of this set is 19.
1. **List the Numbers**: Start by listing out all the numbers in the set.
[tex]\[ 19, 1, 17, 19, 3, 20, 5, 2 \][/tex]
2. **Count Frequency**: Count how many times each number appears in the list.
- 19 appears twice.
- 1 appears once.
- 17 appears once.
- 3 appears once.
- 20 appears once.
- 5 appears once.
- 2 appears once.
3. **Identify the Most Frequent Number**: The mode is the number that appears most frequently. In this case, 19 appears twice, which is more than any other number in the set. Therefore, the mode of this set is 19.
WILL MARK BRAINLIEST Harry had $32. He spent all the money on buying 3 notebooks for $x each and 4 packs of index cards for $y each. If Harry had bought 5 notebooks and 5 packs of index cards, he would have run short of $18. A student concluded that the price of each notebook is $5 and the price of each pack of index cards is $1. Which statement best justifies whether the student's conclusion is correct or incorrect? The student's conclusion is incorrect because the solution to the system of equations 3x + 4y = 32 and 5x + 5y = 50 is (8, 2). The student's conclusion is incorrect because the solution to the system of equations 3x + 4y = 32 and 5x + 5y = 18 is (8, 2). The student's conclusion is correct because the solution to the system of equations 3x + 4y = 32 and 5x + 5y = 18 is (5, 1). The student's conclusion is correct because the solution to the system of equations 3x − 4y = 32 and 5x − 5y = 50 is (5, 1).
Answer:
The student's conclusion is incorrect because the solution to the system of equations 3x + 4y = 32 and 5x + 5y = 50 is (8, 2).
Step-by-step explanation:
To see if the answer to an equation is right, you just have to put the value of X and Y into the equation system, since we don´t have the equation system that the student used, we will make our own, so we will start by stating that Notebooks are represented by X and index cards are represented by Y.
Your equation would look like this:
3x+ 4y=34
The student said that the price of the notebook is $5 and the index card would be $1, now we put those values into the equation.
3(5)+4(1)=32
15+4=32
19=32
Since 19 is not equal to 32, the equation is wrong, therefore the student is wrong.
Now to solve it you get your other equation, since if he had bought 5 and 5 he would have needed 18 extra dollars that means that
5x+5y= 32 +18
5x+5y=50
With the two equations you just use elimination process to create a single equation:
(5x+5y=50)-3= -15x-15y=-150
(3x+4y=32)5 = 15x+20y= 160
You eliminate the x from the equation and are left with:
-15y+20y= -150+160
5y=10
y=[tex]\frac{10}{2}[/tex]
y=2
Now that you have the value of Y you just put it into the equation to know the value of x:
5x + 5(2) = 50
5x+10=50
You clear the x and the result would look like this:
x= [tex]\frac{50-10}{8}[/tex]
x=8
A copy machine makes 114 copies in 4 minutes and 45 seconds. How many copies does it make per minute?
To determine the number of copies made per minute, the total time of 4 minutes and 45 seconds is first converted to 4.75 minutes. Dividing the total copies (114) by the total time in minutes (4.75) gives us 24 copies per minute.
Calculating Copies Per Minute
To find out how many copies the machine makes per minute, we need to convert the total time into minutes. There are 4 minutes and 45 seconds. Since there are 60 seconds in a minute, we can convert 45 seconds into minutes by dividing by 60, which gives us 0.75 minutes. Therefore, the total time in minutes is 4 + 0.75 = 4.75 minutes.
Now, we use the given information that the copy machine makes 114 copies in 4.75 minutes to calculate the number of copies it makes per minute:
Copies per minute = Total copies / Total time in minutes
Copies per minute = 114 copies / 4.75 minutes
Copies per minute = 24 copies per minute (rounded to the nearest whole number)
As a salesperson at Roaring Waves Beach Supplies, Carissa receives a monthly base pay plus commission on all that she sells. If she sells $500 worth of merchandise in one month, she is paid $385. If she sells $1,000 of merchandise in one month, she is paid $470.
Find Carissa's salary when she sells $1,900 worth of merchandise. ...?
Answer:
$623
Step-by-step explanation:
Let us suppose that the
Earning = y
Fixed payment = c
Commission paid = m per unit
Case 1.
When 500 units are sold, Earning y = $385
Earning = Fixed Payment + Commission paid per unit * Number of units
385=c+m*500
385=c+500m ________(a)
Case 2.
When 1000 units are sold earning y = $470
Earning = c+m*1000
470=c+1000m _________(b)
Subtracting (a) from (b) we get
85=500m
[tex]m=\frac{85}{500}\\=0.17[/tex]
Putting this value of m in (a)
[tex]385=c+\frac{85}{500} * 500[/tex]
385=c+85
c=300
Hence the fixed payment is $300 and the commission given is $0.17 per unit
Case 3 :
Number of Units sold = 1900
Earning = 300+0.17*1900
Earning = 300+323
Earning = 623
Hence The earning will be $623
Which of the four triangles was formed by a translation of triangle XYZ?
A
B
C
D
Answer:
Options A & B
Step-by-step explanation:
Given is a triangle XYZ in the I quadrant. There are four more triangles A, B,C and D given.
We have to find that which one is the translation of XYZ
We know that by translation we must get a congruent triangle as XYZ.
By simply seeing we can say that C and D are not congruent with XYZ.
So these two are eliminated
Remaining are A and B.
Both A and B are right
This is because XYZ is transformed into B by shifting 7 units horizontal to the left.
A is the reflection of B about x=-5.5
Thus both A and B are right
for the normal (perpendicular) line to the curve y= square root of 8-x^2 at (-2,2) would the slope be 1/2? ...?
The slope of the normal line to the curve y = sqrt(8 - x^2) at the point (-2, 2) is -1/2.
Explanation:The question asks for the slope of the normal line to the curve y = sqrt(8 - x^2) at the point (-2, 2). To find the slope of the normal line, we need to find the derivative of the given curve and evaluate it at the given point. The derivative of y with respect to x is d/dx [sqrt(8 - x^2)]. Using the chain rule, the derivative is -x / sqrt(8 - x^2).
To find the slope of the normal line, we take the negative reciprocal of the derivative. So the slope of the normal line is 1 / (x / sqrt(8 - x^2)). Evaluating this at x = -2, we get the slope of the normal line as -1/2.
a rectangle has an area of 16ft squared, every dimension is multiplied by a scale factor, and the new rectangle has an areaof 64 ft squared, what was the scale factor? ...?
Answer:
Scale factor is 2
Step-by-step explanation:
A rectangle has an area of 16ft²
That is
Length₁ x Breadth₁ = 16 ft²
Every dimension is multiplied by a scale factor, let the scale factor be s.
New dimensions are
Length₂ = s x Length₁
Breadth₂ = s x Breadth₁
New area is given by
Area = Length₂ x Breadth₂ = s x Length₁ x s x Breadth₁
Area = s² x Length₁ x Breadth₁
64 = s² x 16
s² = 4
s = 2
So scale factor is 2
Triangle ABC is a right triangle. Point D is the midpoint of side AB and point E is the midpoint of side AC. The measure of angle ADE is 28°.
The flow chart with missing statements and reasons proves that the measure of angle ECB is 62°.
Which statement and reason can be used to fill in the numbered blank spaces?
Base angle theorem
Corresponding angle are congruent
Measure of angle AED is 28°.
Alternate interior angles are congruent
Base angle theorem
Measure of angle AED is 62°.
Corresponding angles are congruent
Triangle Sum Theorem
Measure of angle AED is 28°.>> my answer?
Corresponding angles are congruent
Triangle Sum Theorem
Measure of angle AED is 62°.
Answer:
(D)
Step-by-step explanation:
Given: Triangle ABC is a right triangle. Point D is the midpoint of side AB and point E is the midpoint of side AC. The measure of angle ADE is 28°.
To prove: The measure of angle ECB is 62°.
Proof:
Step1. Segment DE joins the mid points of segments AB and AC (GIVEN).
Step 2. Segment DE is parallel to segment BC (MIDSEGMENT THEOREM)
Step3. Angle ECB is congruent to angle AED (CORRESPONDING ANGLES ARE CONGRUENT) that is ∠AED≅∠ACB.
Step 4. Measure of angle DAE is 90° (Definition of right angle)
Step 5. Measure of angle ADE is 28° (Given)
Step 6. Thus, by triangle sum theorem, we have
∠DAE+∠ADE+∠AED=180°
∠AED=180-118
∠AED=62°
Step 7. Thus, by substitution, we have
∠AED≅∠ACB that is ∠ECB=62°
Hence proved.
archie earns 4$ each week for doing his chores.how much money will archie earn in 2 months if there are 4 weeks in each month?
Answer:
can we skip to the good part? oh oh oh ohhhhh mhhhmhmhmhhhhhhhmh
Step-by-step explanation:
drink some coco juice and add some keyboard and it will be HAPSOD
hapsod is the one who absorb the hapsod
If 80 is 80 percent of a value what is that value
A $5000 investment earns $550 annual simple interest in one year. What is the annual interest rate?
Part A
Ling and $44 each week for six weeks mowing lawns in his neighborhood. His weekly expenses for supplies are d. Write an expression to show the amount of money ling have after paying his expenses.
Part B
If Ling's expenses are $13 each week, how much money will ling have?
Your cell phone company started a rewards club. For every three texts sent, you get 15 points. You need 1800 points for a prize. How many texts do you need to send to get that prize
Answer:
360 texts
Step-by-step explanation:
Given,
The points given for 3 texts = 15,
So, the points given for 1 text = [tex]\frac{15}{3}[/tex] = 5,
If x text are sent,
Then the number of points earned = x × points for 1 text
= 5x
According to the question,
5x = 1800
[tex]\impilies x = \frac{1800}{5} = 360[/tex]
Hence, 360 texts needs to send to get 1800 points.
to calculate a rewards program incentive, you?
Final answer:
Rewards program incentives are calculated by considering the alignment between the rewards offered and the needs and values of the participants. These incentives must balance the trade-off between work and compensation, adhering to principles of effort and fair compensation.
Explanation:
Understanding Rewards Program Incentives
To calculate a rewards program incentive, one must consider the various factors that influence both the likelihood and the extent to which individuals participate in the program. Such a program typically aims to increase desired behaviors - for example, increasing purchases or promoting consistent work performance - by offering some form of reward or compensation. The effectiveness of these incentives is often determined by how well they align with participants' values and needs.
In contexts where these incentives might impact work behavior, one must consider the trade-offs individuals face. If a program reduces government assistance dollar for dollar as earnings increase, this could diminish the incentive to work. Conversely, if the program allows individuals to maintain a level of government assistance even as they earn income, some might choose to work fewer hours (choice S) but still maintain or increase their total income. Others might continue to work the same number of hours (choice R) or even more, depending on how the incentives align with their personal circumstances and preferences.
There are also principles of effort and compensation to consider. Ideally, a well-designed incentive program rewards individuals according to the effort they put in and the costs they incur. However, the balance between maximizing efficiency for the program and providing adequate motivation for the participants can be complex and requires careful calibration.
To calculate a rewards program incentive, it's important to analyze the relationships among work hours, income, and effort. Changes in incentives may influence individuals to adjust their work hours to maximize benefits. The goal is to find the sweet spot where the incentive structure aligns with the desired behavior, whether that's working more, the same, or fewer hours for optimal compensation.
Explanation:To calculate a rewards program incentive, you need to assess the different factors that influence choice and compensation. For instance, when a program provides financial incentives without reducing them entirely as earnings increase, individuals might alter their work hours to maximize overall income. This could mean choosing a point on the budget line, like S, where they work fewer hours but have greater income, or a point like R, maintaining the same work effort, or even increasing their hours, depending on the incentives.
The decision-making process regarding work hours and income can be complex, involving considerations of effort and compensation. These are guided by incentives and how individuals weigh the trade-offs between labor and leisure. Furthermore, such choices reflect the underlying principle that rewards should ideally align with the effort and costs involved in a person's work activity.
Changes in incentives can lead to different choices. If rewards or penalties for certain actions are adjusted, individuals may shift their decisions accordingly to maximize their benefits. For example, if a program becomes more generous without penalizing additional earnings, some may opt to work less, as they could still maintain or increase their income levels. Conversely, if the program became less generous or introduced greater penalization for earnings, individuals might be inclined to work more to achieve the same level of income.