2. Find the length of segment JK with endpoints J(4,8) and K(-1,-2). Leave answer as a
radical. Simplify if necessary.

Answer:

0.9

Step-by-step explanation:

-2.5 + 5.2 + 1.7 + -0.8 = 3.6

3.6 / 4 = 0.9

Answer:

[tex]\huge{\fbox{\sf{ x = -50}}}[/tex]

Step-by-step explanation:

[tex]\frac{x}{5} + 7 = -3[/tex]

Take the L.C.M of 5 and 1 ( i.e 5 )

⇒[tex]\frac{x+7 * 5}{5} = -3[/tex]

⇒[tex]\frac{x+35}{5} = -3[/tex]

Do cross multiplication

⇒[tex]x + 35 = -3 * 5[/tex]

⇒[tex]x + 35 = -15[/tex]

Move 35 to right hand side and change its sign

⇒[tex]x = -15 - 35[/tex]

Remember : The negative integers are always added but posses the negative ( - ) sign.

⇒[tex]x = -50[/tex]

The value of x is [tex]\boxed{\sf{ -50}}[/tex]

Hope I helped!

Best regards!

~[tex]\text{ TheAnimeGirl}[/tex]

Here's a linear equation in variable x and we have to compute the value of x for the above equation.

Given equation:

So, Let's start solving the above equation:

Move 7 to the Right hand side,

Remember: Inverse of addition is subtraction

[tex] \sf{ \dfrac{x}{5} = - 3 - 7}[/tex]

[tex] \sf{ \dfrac{x}{5} = - 10}[/tex]

Now multiplying 5 in other side because again the inverse of division is multiplication,

[tex] \sf{ x = - 10 \times 5}[/tex]

[tex] \sf{x = \boxed{ \red{ - 50}}}[/tex]

And the required value for x is -50. So, we are done....

Carry On Learning !

Given parameters:

Equation of the line is y = -[tex]\frac{1}{2} x[/tex] + 8

Unknown:

Slope of line parallel to this line = ?

Slope of line perpendicular = ?

Solution:

A line parallel to this line will have the same slope with it.

A line perpendicular will have the negative inverse of this slope;

Slope of line  = - [tex]\frac{1}{2}[/tex]

Slope of line parallel to this line = [tex]-\frac{1}{2}[/tex]

Slope of line perpendicular = negative inverse = -( -([tex]\frac{1}{\frac{1}{2} }[/tex]))   = 2

So, the slope of line parallel to this line is - 1/2 and that perpendicular is 2

Answer:

Step-by-step explanation: -3

Answer:

5x = x^2 - 6

Step-by-step explanation:

a number can be represented by x,

5 times a number can be represented as the product of 5 and x, 6 less than the square of that number tells us that this is equal to a number squared minus 6. is tells us that these two expressions are equal.

If you want a working number, just solve by completing the square once this is in standard form. This is then converted to vertex form.

x^2-5x-6 = (x-5/2)^2-49/4 = (x^2-5x+25/4) -49/4 = x^2-5x-6.

(x-5/2)^2-49/4=0

(x-5/2)^2=49/4

(x-5/2) = ±√49/4

(x-5/2) = ±7/2

x=5/2±7/2

x=(5±7)/2

x=12/2,-2/2

x=6,-1

Thus, the number can either be 6 or -1.

Answer:

(10, 2)

Step-by-step explanation:

I just did the quiz.

The additional set of values that could be included in the table will be ( 10, 2). the correct option is A.

An ordered pair of numbers a and b, represented as a / b, is a ratio if b is not equal to 0. A proportion is an equation that sets two ratios at the same value. The numerical relationship between two values demonstrates how frequently one value contains or is contained within another.

Given table is as follows:-

x             y

0            0

15           3

30          6

Here the x-values represent the depth, in meters. The y-values represent the pressure in atmospheres (atm).

The ratio between the values x and y is 15:3 or 30:6 or 5 :1. From the given options the additional set of values that could be included in the table having the same ratio of 5:1 is ( 10, 2 ).

Therefore, the additional set of values that could be included in the table will be (10, 2). the correct option is A.

To know more about ratios and proportions follow

https://brainly.com/question/12024093

#SPJ2

Let's see what to do buddy....

_________________________________

Remember from now on ,

rang = output

and also Remember ,

output = y = f(x)

So : range = f(x)

So we must put the range number instead of f(x) and solve for x.

Let's do it...

=======================================

[tex]f(x) = 1[/tex]

[tex] - 4x + 9 = 1[/tex]

Both sides minus 9

[tex] - 4x = 1 - 9[/tex]

[tex] - 4x = - 8[/tex]

Negatives simplified

[tex]4x = 8[/tex]

Divided both sides by 4

[tex]x = \frac{8}{4} \\ [/tex]

[tex]x = 2[/tex]

_________________________________

[tex]f(x) = - 3[/tex]

[tex] - 4x + 9 = - 3[/tex]

[tex] - 4x = - 3 - 9[/tex]

[tex] - 4x = - 12[/tex]

[tex]4x = 12[/tex]

[tex]x = \frac{12}{4} \\ [/tex]

[tex]x = 3[/tex]

_________________________________

[tex]f(x) = - 7[/tex]

[tex] - 4x + 9 = - 7[/tex]

[tex] - 4x = - 7 - 9[/tex]

[tex] - 4x = - 16[/tex]

[tex]4x = 16[/tex]

[tex]x = \frac{16}{4} \\ [/tex]

[tex]x = 4[/tex]

_________________________________

[tex]f(x) = - 15[/tex]

[tex] - 4x + 9 = - 15[/tex]

[tex] - 4x = - 15 - 9[/tex]

[tex] - 4x = - 24[/tex]

[tex]4x = 24[/tex]

[tex]x = \frac{24}{4} \\ [/tex]

[tex]x = 6[/tex]

_________________________________

[tex]f(x) = - 19[/tex]

[tex] - 4x + 9 = - 19[/tex]

[tex] - 4x = - 19 - 9[/tex]

[tex] - 4x = - 28[/tex]

[tex]4x = 28[/tex]

[tex]x = \frac{28}{4} \\ [/tex]

[tex]x = 7[/tex]

_________________________________

[tex]f(x) = - 23[/tex]

[tex] - 4x + 9 = - 23[/tex]

[tex] - 4x = - 23 - 9[/tex]

[tex] - 4x = - 32[/tex]

[tex]4x = 32[/tex]

[tex]x = \frac{32}{4} \\ [/tex]

[tex]x = 8[/tex]

=======================================

So the domain values are :

x = { 2 , 3 , 4 , 6 , 7 , 8 }

_________________________________

And we're done.

Thanks for watching buddy good luck.

♥️♥️♥️♥️♥️

Answer:

Any line with slope -1/(-1/3)=3.

Step-by-step explanation:

If a line l has slope m, any line perpendicular to l will have slope equal to -1/m.

Answer: line EF

Step-by-step explanation:

Did it in edg

Answer:

5000

Step-by-step explanation:

Let's start by evaluating what we are given. 50 times the sum of 64 and 36. Ok, so 50 times which is the way to write x (multiply) and the sum of 64 and 36 is another way to write 64 + 36.

Lets put this together now!

50 x ( 64 + 36 ) = 50 x ( 100 )

                         = 5000

Answer:

391.437

Step-by-step explanation:

Answer:

391.437

Step-by-step explanation:

6.1x3=18.3

18.3x6.9=126.27

126.27x3.1=391.437

Answer is :

-4

Step-by-step explanation:

because -2-4=-6

Take a picture of the assignment and post it in your question.

Answer:

a

Step-by-step explanation:

did it on edge 2020

Answer:

66%

Step-by-step explanation:

Use conditional probability.

P(full | holiday) = P(full AND holiday) / P(holiday)

P(full | holiday) = 0.19 / 0.29

P(full | holiday) ≈ 0.66

Answer:

I'm sure the answer is 15%

Step-by-step explanation:

Answer:

45

90

135

180

225

Step-by-step explanation:

It represents a function because each element in the domain is matched with exactly one element in the range.

[tex]\frac{35}{2} \: or \: 17 \frac{1}{2} [/tex]

Step-by-step explanation:

[tex]7 \times 2 \frac{1}{2} [/tex]

Convert mixed number to fraction

[tex]2 \frac{1}{2} = \frac{5}{2} \\ \\ 7 \times \frac{5}{2} [/tex]

Simplify

[tex] \frac{7}{1} \times \frac{5}{2} = \frac{35}{2} [/tex]

Convert to mixed number

[tex]17 \frac{1}{2} [/tex]

Answer: y= 730+25x

Step-by-step explanation:

Given: Total pages she already read = 730

Pages read by her in 1 week = 25

Let x = number of days that she has followed her plan, and let y = the total number of pages read.

Then total pages she will read in x days = 25x

therefore , Total pages she read till now(y) =730 + 25x

Hence, the linear equations can Juliet use to model her plan and calculate the total number of pages read:

y= 730+25x

Answer:

The scale factor is 2

Step-by-step explanation:

9514 1404 393

Answer:

  20 mm/min

Step-by-step explanation:

To find the rate in mm per minute, divide mm by minutes:

  (600 mm)/(30 min) = 20 mm/min . . . unit rate

Answer:

yo its not that hard it just means that it can be any number

Answer:

D

Step-by-step explanation:

Answer:

(a) and (b) are not true in general. Refer to the explanations below for counterexamples.

It can be shown that (c) is indeed true.

Step-by-step explanation:

This explanation will use a lot of empty sets [tex]\phi[/tex] just to keep the counterexamples simple.

Note that [tex]A \cap B[/tex] can well be smaller than [tex]A[/tex]. It should be alarming that the question is claiming [tex]A\![/tex] to be a subset of something that can be smaller than [tex]\! A[/tex]. Here's a counterexample that dramatize this observation:

Consider:

The intersection of an empty set with another set should still be an empty set:

[tex]A \cap B = \left\lbrace 1\right\rbrace \cap \left\lbrace\right\rbrace = \left\lbrace\right\rbrace[/tex].

The union of two empty sets should also be an empty set:

[tex]((A \cap B) \cup C) = \left\lbrace\right\rbrace \cup \left\lbrace\right\rbrace = \left\lbrace\right\rbrace[/tex].

Apparently, the one-element set [tex]A = \left\lbrace 1 \right\rbrace[/tex] isn't a subset of an empty set. [tex]A \not \subseteq ((A\cap B) \cup C)[/tex]. Contradiction.

Consider the same counterexample

Left-hand side:

[tex](A \cup B) \cap C = \left(\left\lbrace 1 \right\rbrace \cup \left\lbrace \right\rbrace\right) \cap \left\lbrace 2 \right\rbrace\right = \left\lbrace 1 \right\rbrace \cap \left\lbrace 2 \right\rbrace = \left\lbrace \right\rbrace[/tex].

Right-hand side:

[tex](A \cap B) \cup C = \left(\left\lbrace 1 \right\rbrace \cap \left\lbrace \right\rbrace\right) \cup \left\lbrace 2 \right\rbrace\right = \left\lbrace \right\rbrace \cup \left\lbrace 2 \right\rbrace = \left\lbrace 2 \right\rbrace[/tex].

Apparently, the empty set on the left-hand side [tex]\left\lbrace \right\rbrace[/tex] is not the same as the [tex]\left\lbrace 2 \right\rbrace[/tex] on the right-hand side. Contradiction.

Part one: show that left-hand side is a subset of the right-hand side.

Let [tex]x[/tex] be a member of the set on the left-hand side.

[tex]x \in (A \backslash B) \cap C[/tex].

[tex]\implies x\in A \backslash B[/tex] and [tex]x \in C[/tex] (the right arrow here reads "implies".)

[tex]\implies x \in A[/tex] and [tex]x \not\in B[/tex] and [tex]x \in C[/tex].

[tex]\implies (x \in A\cap C)[/tex] and [tex]x \not\in B \cap C[/tex].

[tex]\implies x \in (A \cap C) \backslash (B \cap C)[/tex].

Note that [tex]x \in (A \backslash B) \cap C[/tex] (set on the left-hand side) implies that [tex]x \in (A \cap C) \backslash (B \cap C)[/tex] (set on the right-hand side.)

Therefore:

[tex](A \backslash B) \cap C \subseteq (A \cap C) \backslash (B \cap C)[/tex].

Part two: show that the right-hand side is a subset of the left-hand side. This part is slightly more involved than the first part.

Let [tex]x[/tex] be a member of the set on the right-hand side.

[tex]x \in (A \cap C) \backslash (B \cap C)[/tex].

[tex]\implies x \in A \cap C[/tex] and [tex]x \not\in B \cap C[/tex].

Note that [tex]x \not\in B \cap C[/tex] is equivalent to:

However, [tex]x \in A \cap C[/tex] implies that [tex]x \in A[/tex] AND [tex]x \in C[/tex].

The fact that [tex]x \in C[/tex] means that the only possibility that [tex]x \not\in B \cap C[/tex] is [tex]x \not \in B[/tex].

To reiterate: if [tex]x \not \in C[/tex], then the assumption that [tex]x \in A \cap C[/tex] would not be true any more. Therefore, the only possibility is that [tex]x \not \in B[/tex].

Therefore, [tex]x \in (A \backslash B)\cap C[/tex].

In other words, [tex]x \in (A \cap C) \backslash (B \cap C) \implies x \in (A \backslash B)\cap C[/tex].

[tex](A \cap C) \backslash (B \cap C) \subseteq (A \backslash B)\cap C[/tex].

Combine these two parts to obtain: [tex](A \backslash B) \cap C = (A \cap C) \backslash (B \cap C)[/tex].

Answer:

Where are the statements

Answer:

The answer is A

Step-by-step explanation:

Got this from edge

Answer:

5a+2b

Step-by-step explanation:

4a + 5b – 3b + a

Combine like terms

4a +a  + 5b-3b

5a+2b

Answer:

deserts are 32.5%

appetizers are 42.5%

deserts are 25%

Step-by-step explanation:

let me know if i helped