if the slope of a line is 3 ,then the slope of a parallel line is 4
4 3
true or false?

Answer:

Step-by-step explanation:

take 9 divided by 5 wich = 1.8

how many movies were there?

Yes, when we connect the points, we get straight line.

Functions are the fundamental part of the calculus in mathematics. The functions are the special types of relations. A function in math is visualized as a rule, which gives a unique output for every input x.

Given that, you are at an altitude of 250 feet in a hot-air balloon. You turn the burner on high and rise at a rate of 20 feet per minute for 5 minutes.

Your altitude h after you have risen for t minutes is given by the function h = 250+ 20t.

a) Make a table to show the altitude as a function of the number of minutes you have traveled.

    t         h

    0     250

    1      270

    2     290

    3      310

b) Graph the points, (0, 250), (1, 270), (2, 290) and (3, 310).

c) Yes, when we connect the points, we get straight line.

Hence, graph the points, (0, 250), (1, 270), (2, 290) and (3, 310).

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Answer: 0.166666667 yards OR 0.1524 meters OR 0.5 feet

Step-by-step explanation:

1 / 6 = 0.166666667 yards

1 yard = 0.9144 meters

0.9144 / 6 = 0.1524 meters

1 yard = 3 feet

3 / 6 = 0.5 feet

Answer:

90 degree

Step-by-step explanation:

since the angle BAC is 90 degree, no matter the triangle is rotated, or translated , the angld of the triangle do nit change.

To illustrated this, see attached pages.

Format in the example are Surds on the page above in own word is [tex]36z^{15} ,\ 100,\ 9^7,\ and \ 6r^3\\[/tex]

Surds are the root values for which there is no whole number representation. Indices represent the exponent or power of a value. For instance, the base is 3 and the index is 2 for the number 32. the index being 3/2.

These are the surds rules:

1) [tex](2z^3)^5=32^{15}[/tex]

2)  [tex]\sqrt[3]{1000*1000}=100[/tex]

3) [tex]\frac{9^{3} }{9^{-4} } = 9^7[/tex]

4) [tex](6r^{-3}) ^{-1} = 6r^3[/tex]

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Answer:

  ∠HAF ≈ 64.90°

Step-by-step explanation:

You want the angle HAF, a base angle in the isosceles triangle formed by the face diagonals of the cuboid with dimensions 6 cm, 6 cm, and 8 cm.

The lengths of the diagonals can be found using the Pythagorean theorem:

  HA² = HD² + DA²

  HA² = 6² +6² = 2·6²

  HA = 6√2 . . . cm

  FA² = FB² +BA²

  FA² = 6² +8² = 36 +64 = 100

  FA = 10 . . . cm

Diagonal FH is the diagonal of a rectangle with the same dimensions as the rectangle whose diagonal is FA:

  FH = FA = 10 . . . cm

The angle A can be found using the law of cosines:

  FH² = FA² +HA² -2·FA·HA·cos(A)

  A = arccos((FA² +HA² -FH²)/(2FA·HA))

  A = arccos((100 +72 -100)/(2·10·6√2)) = arccos(72/(120√2))

  A = arccos(0.3√2) ≈ 64.90°

Angle HAF is about 64.90°.

Slope form -

y - y1 = m(x - x1)

y - 0 = -5(x - 1)

y = -5x + 5

Answer:

54°

Step-by-step explanation:

Angles corresponding in parallel lines are the same

Therefore , the solution of the given problem of equation comes out to be Focii (-2,5 ± (2√5 x 1/√5) and vertex ( − 2,5 ± 2√√5).

An equation is a mathematical representation of two identical variables, one on each side of a "equals" sign. Common difficulties can be solved using equations. We commonly seek pre algebra help to resolve problems in real life. Pre-algebra is the fundamental building block of mathematics.

Here,

[tex](x + 2)^{2}[/tex] / [tex]a^{2}[/tex] +  [tex](y-5)^{2}[/tex] /[tex]b^{2}[/tex] -=1 is (h, k).

the ellipse's nucleus

The major axis is the larger of the two axes, which are 2a and 26.

(H, a, k) and (H, k, b) are the vertices. Vertices are those along the major axis in this case, and covertices are those along the minor axis.

[tex](x + 2)^{2}[/tex]/16 + [tex](y-5)^{2}[/tex] /20 =1

can be written as

[tex](x + 2)^{2}[/tex]/ [tex]4^{2}[/tex]   +       [tex](y-5)^{2}[/tex] /(2√/5)2

hence centre is (-2, 5), maor axis is 2 x 2√√5 = 4√√5 and minor axis

is 2 x 4 = 8

Vertices are ( 2,5 25), or ( 2,5 25) and ( 2,5 + 25), while covertices are ( 2 4, 5) and ( 6,5), respectively.

As a result of the presence of a vertical major axis, eccentricity e and focii are

(h, k ± be). e is given by the relation a2 = b2(1 − e2) i.e.

=> e = [tex]\sqrt{1 - \frac{a^{2} }{b^{2}} }[/tex]

 a2= 16 and b2= 62

=> e = 1/√5

Focii (-2,5 ± (2√5 x 1/√5)

or (-2,5±2) i.e. (-2, 7) and (-2, 3).

Therefore , the solution of the given problem of equation comes out to be Focii (-2,5 ± (2√5 x 1/√5) and vertex ( − 2,5 ± 2√√5).

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Answer:

The question is not detailed enough

Answer:

In step 2, Nathan did not simplify 5x - 3x correctly.

Step-by-step explanation:

In step 2, Nathan was one number off the correct simplification.

An unknown numerical value in an equation or algebraic expression is represented by a symbol (often a letter) in algebra. The variable is 28 square feet with x = 150 and A = (4)(7).

A variable is anything that can take on any one of a number of values, such as a quantity, a sign for a variable, or an element of a scientific experiment that is susceptible to change.

Any traits, figures, or amounts that may be gauged or counted are considered variables. Another name for a variable is a data item. Variables include things like age, sex, business income and expenses, birthplace, capital expenditures, class grades, eye colour, and vehicle type.

A variable is a value that can be altered depending on the mathematical issue. Numerous mathematical expressions and equations use the generic letters x, y, and z.

1)

[tex]$$\begin{aligned}& \frac{6}{100}=\frac{9}{x} \\& \frac{6 x}{6}=\frac{900}{6} \\& x=\frac{300}{2}\end{aligned}$$[/tex]=150.

2)

[tex]$A=(4)(7)$[/tex]

[tex]$A=28$[/tex] thirty feet

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Answer:

Below

Step-by-step explanation:

The equation of the line will be   y = 3/4 x     pick ANY value of 'x' to find the corresponding 'y' value

  Say x = 8    then y = 6        8,6  is  a point on the line

Answer:

(1 , 0.75)

(2 , 1.5)

(3 , 2.25)

(4 , 3)

(5 , 3.75)

(4 , 3)

(6 , 4.5)

(7 , 5.25)

(8 , 6)

(9 , 6.75)

(10 , 7.5)

(11 , 8.25)

(12 , 9)

Step-by-step explanation:

To find the other points we must put the given information into the slope-intercept form: [tex]y=mx+b[/tex]    m = slope and  b =  y-intercept

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

Then just simply start inputting any numbers for x so you can solve for [tex]y=\frac{3}{4} x[/tex] to get the other points of the line.

Answer:

(k+3)(k+3) + (k-9)(k-9), or p = (k+3)^2 + (k-9)^2, or p = 4k^2 - 24k + 180

Step-by-step explanation:

A rectangle has four sides, two sides both have equal width, while the other two have equal length. The perimiter is the total sum of these sides. We can use the following equation to represent the perimiter using the width and length:

p = 2w + 2l

We know that the width equals (k+3)(k+3), so 2w would equal 2(k+3)(k+3). In the form of a quadratic equation, this would equal 2k^2+12k+18.

We also know that the length equals (k-9)(k-9), so 2l would equal 2(k-9)(k-9). As a quadratic equation, this would equal 2k^2-36k+162.

Plugging these values into our equation we get:

p = (k+3)(k+3) + (k-9)(k-9), or p = (k+3)^2 + (k-9)^2.

Or in the form of a quadratic equation:

p = 2k^2 + 12k + 18 + 2k^2 - 36k + 162

=

p = 4k^2 - 24k + 180

Hope this helps!

The perimeter of the rectangle can be calculated using the formula 2(length + width). Substituting the given expressions for length and width, we get 2[(k+3)(k+3)+(k-9)(k−9)]. This simplifies to the expression 4k^2-24k+180.

The perimeter of a rectangle is calculated by adding the lengths of all its sides. With the width given as (k+3)(k+3) centimeters, and the length as (k-9)(k−9) centimeters, we can substitute these into the formula for the perimeter of a rectangle, which is 2(length + width).

Therefore, the expression representing the perimeter of the rectangle is 2[(k+3)(k+3)+(k-9)(k−9)]. This simplifies to 2[(k^2+6k+9)+(k^2-18k+81)], which further simplifies to 2[2k^2-12k+90], and ultimately simplifies to 4k^2-24k+180.

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Option -A is correct that is the order of the children by age, from oldest to youngest is Paul, Phillip, Annie, Chris.

Given that,

There are 4 children's. The names of the children's are Philip, Annie, Paul and Chris.

Philip is twice as old as Annie. Paul is 4 years older than Phillip and Chris is 2 years younger than Annie.

We have to find which represents the order of the children by age, from oldest to youngest.

We know that,

Lets us take the ages if the children's as a,b,c,d of Philip, Annie, Paul and Chris.

Philip is twice as old as Annie.

That means a = 2b

Paul is 4 years older than Phillip and

That mean c =4+a

Chris is 2 years younger than Annie.

That means d=b-2

So,

If we take the age of Philips as 20

Then Annie is 10, Paul is 24 and Chris is 8.

Therefore, Option -A is correct that is the order of the children by age, from oldest to youngest is Paul, Phillip, Annie, Chris .

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37.5% of the cars have a fuel efficiency of at least 35 miles per gallon.

To find the percentage of cars that have a fuel efficiency of at least 35 miles per gallon,

We first need to determine how many of the eight cars meet that threshold.

To do this, we can compare each car's fuel efficiency to 35 miles per gallon, and count the number that is greater than or equal to 35.

Identify the cars that have a fuel efficiency of at least 35 mpg: 42, 42, 54,

count the number of cars which is 3

divide it by 8 which is the total number of cars

Multiply the result by 100 to get the percentage, so:

3/8 * 100 = 37.5%

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The locations of the points on the number line are:

point 1: 1 step to the right of 0.

point 4: 4 steps to the right of 0.

point -3:  3 steps to the left of 0

A number lines is an horizontal straight line in which the integers are placed in equal intervals.

All positive numbers on the number line are on the right side of zero while the negative numbers are on the left side of zero.

To locate 1: starting from 0, count 1 step to the right.

To locate 4: starting from 0, count 4 steps to the right.

To locate -3: starting from 0, count 3 steps to the left.

Check the attached image to see the points.

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Equations go into one of two categories: identities or conditional equations. An identity holds true for each value of the variables. A conditional equation is valid only for certain values of the variables.

An equation is a mathematical formula that connects two assertions using the equal sign (=) to denote equivalence. In algebra, an equation is a mathematical statement that establishes the equivalence of two mathematical expressions. For instance, an equal sign separates the components 3x + 5 and 14 in the equation 3x + 5 = 14. A mathematical formula is used to explain the connection between two sentences on either side of a letter. Frequently, there is just one variable, which is also the symbol. for example, 2x - 4 = 2.

Finding the variables' values that cause the equality to be true is the first step in solving an equation with variables. The variables for which the equation must be solved are also known as the unknowns, and the unknowns' values that fulfill the equality are known as the equation's solutions. Equations can be categorized as either identities or conditional equations. For each value of the variables, an identity holds true. Only specific values of the variables make a conditional equation true.

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Answer:

false

Step-by-step explanation:

[tex]3xy^{2}[/tex]

The coefficient is 3

Hope this helps

Study data: The 45 exercise sessions from study participants were all recorded.

Study Data includes all information created, obtained, or acquired during the conduct of the Study, including Samples 1 through 3 including databases, documents, reports, and other material.

Any information that has been gathered, noticed, produced, or made specifically to support initial study conclusions is referred to as research data. Research data can also be found in non-digital media like diary and lab notebooks, despite being mostly digital.

A. Study data: The 45 exercise sessions from study participants were all recorded.

B. Study parameter: The average weekly exercise time for all participants.

C. Study variable: The length of time that each individual fitness facility patron exercises.

D. Study participants: all patrons of the fitness club.

E. The 45 gym patrons who took part in the survey made up the study's sample.

F. Statistics of the study: The average amount of time that a sample of clients exercises in one week

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Answer:

Step-by-step explanation:

To solve this system of equations, you can use the substitution method.

In this method, you solve one of the equations for one of the variables in terms of the other variable. Then you substitute this expression into the other equation. This will give you a single equation in one variable, which you can solve to find the value of that variable. Finally, you can substitute this value back into one of the original equations to find the value of the other variable.

To solve this system using substitution, we can solve the second equation for y:

y = x - 4

Then, we substitute this expression for y in the first equation:

x + (x - 4) = 8

Combining like terms, we get:

2x - 4 = 8

Adding 4 to both sides, we get:

2x = 12

Dividing both sides by 2, we find that:

x = 6

Now we can substitute this value back into one of the original equations to find the value of y. Let's substitute it into the second equation:

x - y = 4

Substituting 6 for x, we get:

6 - y = 4

Subtracting 6 from both sides, we find that:

y = 2

So the solution to the system of equations is x = 6 and y = 2.

Answer:

x=6, y = 2

Step-by-step explanation:

If you add 2 expressions, 2x = 12, so x = 6.

So the other one y = 2.

630,000

Step-by-step explanation:

350x60=21,000

21,000x30=630,000

Answer:

R=17

Step-by-step explanation:

R=17

It says the whale has swam upwards and jumps to a heigh less then 17 and it says model the possible change in the number of feet, (R)

Thus R=17 Will Be correct

Answer: The area of the tiny house can be represented by multiplying the length of the house by the width. Since the width of the kitchen is 3 feet, and the width of the remaining living space is 12 feet, the total width of the house is 3+12 = 15 feet.

So the area of the tiny house is 25 ft * 15 ft = 2515 = 375 sq ft.

The expression that correctly represents the area of the tiny house is 25 * 15 =375.

So the correct answer is 2515 = 375 ft^2

The other expressions you gave are not the correct representation of the area of the house

3(12+25) = 3 * 37 = 111 ft^2

25-3+12 = 25 - 3 + 12 = 34 ft^2

25(3+12) = 25 * 15 = 375 ft^2

3-12 +25 = 3 - 12 + 25 = 16 ft^2

25 ft , 3 ft and 12 ft are not represent the area of the house.

Step-by-step explanation:

Answer: -18

Step-by-step explanation:

Distribute the -3 to the values inside the parentheses, (x and 8) which equals -3x-24.

Then, use inverse operations by adding 24 on both sides (it will cancel on the left) to get -3x=53

Then divide -3 on both sides to get x by itself

Answer:

-18

Step-by-step explanation:

-3(x+8)=30

by dividing 3 from both sides

-(x+8)=10

by multiplying -1 for both sides

(x+8)= -10

by subtracting 8 from both sides

x = -18

Answer:

  True

Step-by-step explanation:

You want to know if it is true or false that "two angles add up to 180° if and only if they are supplementary."

Two supplementary angles have a sum of 180°. That is the definition of supplementary angles. The offered statement is True.

well, that number is "x", which oddly enough is the 100%, now, we also know that 30% of that is 1260, so hmmmm

[tex]\begin{array}{ccll} amount&\%\\ \cline{1-2} x & 100\\ 1260& 30 \end{array} \implies \cfrac{x}{1260}~~=~~\cfrac{100}{30} \\\\\\ \cfrac{ x }{ 1260 } ~~=~~ \cfrac{ 10 }{ 3 }\implies 3x=12600\implies x=\cfrac{12600}{3}\implies x=4200[/tex]

Answer:

x=77

Step-by-step explanation:A triangle is always 180 degreesin total so u would take 26 away from 180 witch is 154 then devide it as the angles that are left are corresponding angles. Then you dwvide 154 by 2 witch is 77. X=77

Answer: A) solution is 1

Step-by-step explanation:

Answer: A linear model is a type of mathematical equation that describes the relationship between two variables, such as median income and the number of bachelor's degrees per 1000 people. In order to estimate the number of bachelor's degrees per 1000 people for Mississippi based on the median income, you would need a linear equation that describes that relationship.

Without that equation, it's not possible to estimate the number of bachelor's degrees per 1000 people for Mississippi based on the median income.

Additionally, without more information about the data that the model was trained on, the correlation between median income and the number of bachelor's degrees per 1000 people and how accurate and reliable the model is, it's difficult to determine the goodness of this estimate. However, in general, a linear model may provide only a rough estimate, especially if the relationship between the variables is complex or non-linear.

Step-by-step explanation: