Write the equation of a line that is perpendicular to -4x +8y = 9 and passes through the point (-2,6).
Group of answer choices

A. 2x + y = -2

B. -2x +4y = -8

C. y = 2x +4

D. y = 1/2x +2

Answer:

5, -20

Step-by-step explanation:

Given the equation (3m+2n−6) and (−4−6m+7n).

Also, given that we're told that

n = -2 and

m = 5, if we take a rather direct approach by substituting like for like, we have

(3m+2n−6) = (3 * 5 + 2 * -2 - 6)

(3m+2n−6) = 15 - 4 - 6

(3m+2n−6) = 15 - 10

(3m+2n−6) = 5

(−4−6m+7n) = (-4 - 6 * 5 + 7 * 2)

(−4−6m+7n) = -4 - 30 + 14

(−4−6m+7n) = -34 + 14

(−4−6m+7n) = -20

Therefore, we proceed to conclude that the answers are 5 and -20 respectively

Answer:

Savannah

Step-by-step explanation:

Emery has solved it incorrectly;

x = 100

320 ft is the perimeter

The product and the quotient of the functions are as follows:

(rs)(4) =8

(r / s)(3) = 2

A function relates input and output. It relates an independent variable with a dependent variable.

Therefore, let's solve the function as follows:

r(x) = 2√x

s(x) = √x

Therefore, let's find

(rs)(4) = r(4) × s(4) = 2√4 × √4 = 4 × 2 = 8

Let's find

(r / s)(3) = r(3) / s(3) = 2√3 / √3 = 2

Therefore,

(rs)(4) =8

(r / s)(3) = 2

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The system of equations has one solution.

To check this, we can graph the two equations of the system:

y = (-1/3)x + 7

y = -2x³ + 5x² + x - 2

On the same coordinate axis, and check how many times do the graphs intercept.

The graph can be seen in the image at the end, there you can see that there is only one intecept point. Thus, the system of equations has only one solution.

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The algebraic representation of "sum of a number and five" can be written as

n + 5

Where n represents the "number".

In mathematics, an algebraic representation is a way of expressing a mathematical relationship or equation using symbols, letters, and mathematical operations. It is a symbolic representation of a mathematical expression or equation that allows us to work with abstract concepts and manipulate them according to certain rules.

For example, the equation y = 2x + 1 is an algebraic representation of a linear function, where y and x represent variables and 2x + 1 is an expression that relates them. Algebraic representations are often used in algebra, calculus, and other areas of mathematics to describe relationships between quantities, solve equations, and make predictions based on mathematical models.

Hence, the algebraic representation of "sum of a number and five" can be written as

n + 5

Where n represents the "number".

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Answer:

the correct answer is 193

Step-by-step explanation:

25×1-0=25

25×2-1=49

49×2-1=97

97×2-1=193

Answer:

(a)The median for the longboards was 13.5 days, and the median for the shortboards was 13 days, showing that those with longboards typically surfed more days in this month.

(b)The interquartile range for the longboards was 10 days, and the interquartile range for the shortboards was 10.5 days, showing more variation in the days surfed this month for the shortboards.

Step-by-step explanation:

Longboard:

2, 7, 16, 13, 10, 18, 7, 8, 15, 15, 19, 17, 3, 10, 11, 16, 24 5, 20, 6, 9, 11, 8, 21, 22, 18, 14, 12, 16, 24

Sorting in ascending order, we have:

\(2, 3, 5, 6, 7, 7, \boxed{8, 8}, 9, 10, 10, 11, 11, 12, \boxed{13, 14,} 15,15, 16, 16, 16, 17, \boxed{18, 18}, 19, 20, 21, 22, 24 , 24\)

Median \(=\dfrac{13+14}{2}=13.5\)

\(Q_1=\dfrac{8+8}{2}=8 \\Q_3=\dfrac{18+18}{2}=18\\$Interquartile range, Q_3-Q_1=18-8=10\)

Shortboard

17, 16, 7, 5, 13, 8, 7, 6, 15, 8, 8, 16, 10, 23, 24, 10, 20, 16, 16, 24, 23, 14, 6, 12, 10, 7, 12, 25, 13, 22

Sorting in ascending order, we have:

\(5, 6, 6, 7, 7, 7, \boxed{8, 8,} 8, 10, 10, 10, 12, 12, \boxed{13, 13} 14, 15, 16, 16, 16, 16, \boxed{17, 20,} 22, 23, 23, 24, 24, 25\)

Median \(=\dfrac{13+13}{2}=13\)

\(Q_1=\dfrac{8+8}{2}=8 \\Q_3=\dfrac{17+20}{2}=18.5\\$Interquartile range, Q_3-Q_1=18.5-8=10.5\)

Therefore:

(a)The median for the longboards was 13.5 days, and the median for the shortboards was 13 days, showing that those with longboards typically surfed more days in this month.

(b)The interquartile range for the longboards was 10 days, and the interquartile range for the shortboards was 10.5 days, showing more variation in the days surfed this month for the shortboards.

√21+√100

= √21+10

Though 10 is a rational number but, √21 is irrational, we know the sum of a rational and irrational number is an irrational number.

So, √21+√100 is irrational.

The rule of exponents:

The given expression is,

Rewrite the above expression as an exponential expression,

Therefore, the simplest exponential form of the given expression is,

By answering the presented question, we may conclude that She spends equation 40% of her time at work and 15% of her time on other hobbies. She spends 20% of her time napping.

In mathematics, an equation is an assertion that affirms the equivalence of two factors. An algebraic equation (=) separates two sides of an equation. For instance, the assertion  \("2x + 3 = 9"\) states that the word  \("2x + 3"\) Corresponds to the number "9".

The goal of solution solving is to figure out which variable(s) must still be adjusted for the equations to be true. It is possible to have simple or intricate equations, recurring or complex equations, and equations with one or more components.

For example, in the equations \("x2 + 2x - 3 = 0\)  ," the variable x is lifted to the powercell. Lines are utilized in many areas of mathematics, include algebra, arithmetic, and geometry.

Abby, according to the picture, spent:

She spends 25% of her time in school.

She spends 40% of her time at work and 15% of her time on other hobbies.

Therefore, Furthermore, she spends  \(20\) of her time napping.

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Answer:

The answer is 2$

Step-by-step explanation:

To get each price of the ball divide the total cost of the purchase divide by the quantity of items.

Answer:

Step-by-step explanation:

a.16×25×10×4

= 100 * 160

= 16,000

b,49×99​

= 49 * 100 - 49

= 4900 - 49

= 4,851.

Answer:

A)

Function A: Exponential

Function B: Linear

Function C: Exponential

Function D: Exponential

B) Function A

Step-by-step explanation:

Function A: This is exponential because- (1, 3)(2,9)(3,27)

It is not going up by the same number each time. However, it is multiplying by 3 each time which means it is exponential.

Function B: This is linear because- (1, 64)(1, 80)(1, 96)

It is going up by 16 each time, (a constant number) which means it is linear.

Function C: This is exponential because- there is a curve, linear is always a straight line. But, this has a curve which means it is exponential.

Function D: This is exponential because- It is increasing by a percentage and not a constant number. It is increasing by 1% which means it is exponential.

The function that has the greatest growth factor is Function A because, Function A multiplies by 3 each time. Function B is linear, exponential functions always pass linear functions despite how "steep" they are. Eventually, the exponential function will surpass it. Function C is also exponential but is not as "steep" as Function A. Function A multiplies by 3 each time but Function C increases less. Function D is also exponential, and for the same reasons as Function C, Function A has the greatest growth factor.

Answer:

Step-by-step explanation:

Perimeter:  

     \(P=(x+y+z) \ cm\)

Semi-perimeter:

     \(SP=\frac{1}{2} (x+y+z) \ cm\)

ANSWER:

STEP-BY-STEP EXPLANATION:

From the given data, we must determine the number of females in Geometry and the number of males in Algebra I.

Know that there are 75 females and 75 males.

The only table that complies with this is option D.

Therefore, the correct answer is:

Answer:

x=4

Step-by-step explanation:

1. isolate the variable by subtracting 7 on both sides: 4x=23-7

2. simplify: 4x=16

3. divide both sides by 4: x=16/4

4. simplify: x=4

Answer:

x=4

Step-by-step explanation:

4x+7=23

Collect like terms

4x=23-7

4x=16

Divide both sides by the co-efficient of x

4x/4=16/4

x=4

Answer:

no

Step-by-step explanation:

1/2 divided by 6 = 1/12

hope this helps

Answer:

No

Step-by-step explanation:

the product of a fraction and a number is never equal to 1

Step-by-step explanation:

Hello

According to fithaghores law:

\( {a}^{2} + {b}^{2} = {c}^{2} \)

So

\( {5}^{2} + {12}^{2} = 25 + 144 = 169 \\ {c}^{2} = 169 \\ c = \sqrt{169 } = 13\)

Let's continue

Tan A = a/b= 5/12

So A is about 22 or 23 degrees.

You know sum of the triangle angles are 180

So sum 90 +23

Then 180-(90+23)=180-113=67

B is about 67 degrees.

I hope this help you.

Answer:

Step-by-step explanation:

The equation of the amount charged by Bob will be y = 7.25x.

The equation in mathematics is the relationship between the variables and the number and establishes the relationship between the two or more variables.

Given that:-

The equation will be generated as follow:-

6 hours  =  $  43.50

1 hours   =  $  7.25

9 hours   =  $ 65.2575

1 hours    =  $ 7.25

Let x represent the number of hours Bob works and y represent the amount he charges. The equation will be:-

y  =  7.25x dollars.

Therefore the equation of the amount charged by Bob will be y = 7.25x.

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Answer:

congruent by SAS, RP is congruent to SQ

Therefore, the result of the synthetic division of 4x³ - 14x² + 17x - 10 by x - 2 is: 4x² - 6x + 5

Division is a mathematical operation that involves splitting a quantity into equal parts. It is the inverse or opposite of multiplication. Division is used to find out how many times one quantity is contained within another quantity, or to distribute a quantity evenly among a given number of groups. In division, the quantity being divided is called the dividend, the quantity by which the dividend is divided is called the divisor, and the result is called the quotient. The dividend is divided by the divisor to obtain the quotient.

Here,

To perform synthetic division of 4x³ - 14x² + 17x - 10 by x - 2, we need to set up the division table as follows:

  2 | 4  -14   17  -10

    |    8  -12   10

    |--------------

    | 4  -6    5    0

        2 | 4  -14   17  -10

          |    8  -12   10

          |--------------

          | 4

        2 | 4  -14   17  -10

          |    8  -12   10

          |--------------

          | 4  -6

        2 | 4  -14   17  -10

          |    8  -12   10

          |--------------

          | 4  -6   5

        2 | 4  -14   17  -10

          |    8  -12   10

          |--------------

          | 4  -6   5    0

The first row of the table contains the coefficients of the dividend, 4x³ - 14x² + 17x - 10, written in descending order of powers of x. The divisor, x - 2, is written to the left of the table.

To perform the division, we bring down the first coefficient, which is 4, and multiply it by the divisor, x - 2, to obtain 4x. We write this result under the second coefficient, -14, and add the two values to get 4x - 28, which we then repeat the process, multiplying it by the divisor to obtain 4x - 8.

We continue this process until we reach the last row, which contains the coefficients of the quotient. The last term, 0, indicates that there is no remainder.

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In one- half table the patient take 900 mcg colchicine.

The unitary method is a technique for solving a problem by first finding the value of a single unit, and then finding the necessary value by multiplying the single unit value.

Example: If the cost of 6 cans of juice is 300, then what will be the cost of 4 cans of juice?

cost of 4 cans of juice = 50 × 4 = 200.

1 mg= 1000 mcg

0.6 mg= 0.6* 1000 = 600 mcg

In one tablet = 600 mcg

in half tablet = 300 mcg

So, in one- half table the patient take 900 mcg colchicine.

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Answer:

\(y+4=-\frac{16}{9}(x+6)\)

Step-by-step explanation:

The equation of a line through \((x_1, y_1)\) and slope \(m\) in point-slope form is \(y-y_1=m(x-x_1)\).

Answer:

0.167

Step-by-step explanation:

if you divide 30/180 it will get you a decimal of 0.166666667 but if you were to divide 180 by 30 you will get 6

technecaly your answer would be 0.166666667 but you only take the first number in the decimal which is 0.1 then take six 0.16 then add the 7 0.167

that should end up being your answer if i did the math right

Answer:

Step-by-step explanation:

5/12 * 6/15 =30/180

1/6=1/6

which is true, Right-hand side is equal to left-hand side

A' - (-1,4)

B' - (-1,8)

C' - (-5,4)

hope this helps

The probability that a randomly chosen member of the Student Government Board is a graduate student or lives in on-campus housing is 8/25 or 0.32 (rounded to the nearest millionth).

1. Calculate the total number of students on the Student Government Board by summing up the numbers in the table:

  Total Students = 2 + 2 + 2 + 4 + 0 + 3 + 4 + 2 = 19

2. Calculate the total number of graduate students on the Student Government Board:

  Total Graduate Students = 2 + 0 = 2

3. Calculate the total number of students living in on-campus housing:

  Total On-Campus Housing = 2 + 2 + 0 + 4 + 2 = 10

4. Calculate the probability of selecting a graduate student from the Student Government Board by dividing the total number of graduate students by the total number of students:

  Probability of Graduate Student = Total Graduate Students / Total Students = 2 / 19

5. Calculate the probability of selecting a student living in on-campus housing by dividing the total number of students in on-campus housing by the total number of students:

  Probability of On-Campus Housing = Total On-Campus Housing / Total Students = 10 / 19

6. Calculate the probability that a randomly chosen member of the Student Government Board is a graduate student or lives in on-campus housing by summing up the probabilities from steps 4 and 5:

  Probability = Probability of Graduate Student + Probability of On-Campus Housing = 2 / 19 + 10 / 19

7. Simplify the fraction if necessary. In this case, the fraction cannot be simplified further, so the final probability is 2 / 19 + 10 / 19 = 12 / 19.

8. Convert the fraction to a decimal by dividing the numerator by the denominator: 12 / 19 ≈ 0.631578947, which rounds to 0.632 (rounded to the nearest thousandth).

9. Finally, express the probability as a fraction in lowest terms: 12 / 19 is already in lowest terms.

Therefore, the probability that a randomly chosen member of the Student Government Board is a graduate student or lives in on-campus housing is 12/19 or approximately 0.632 (rounded to the nearest thousandth).

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