PLZ HALP YALL..............

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

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:

(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.

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Answer:

Answer is attached below

Step-by-step explanation:

A length of fabric sampled = 10 yards

number of flaws in a piece of fabric having  length = l yards

Poisson distribution mean = 0.02l

If the flaws are > k  = process out of control hence would be stopped and fixed

Calculate The value of  K  such that the probability of stopping the process when it is really in control is at most 5%

using Poisson distribution

attached below is the detailed solution

Answer:

what is the question

Step-by-step explanation:

Answer:

D

Step-by-step explanation:

in order to compare all the numbers, we have to express them all in the same form to compare them easily, we will choose to convert all of them to decimal form:

20% = 20/100 = 0.2

1/3 = 0.33333

3.4 x 10⁻¹ = 0.34

-5/2 = -2.5

comparing all these numbers, it is now clear that in decending order:

0.34 > 0.33333 > 0.2 > -2.5

or

3.4 x 10⁻¹ > 1/3 > 20% > -5/2

(Answer D)

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:

[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 !

Answer:

The scale factor is 2

Step-by-step explanation:

[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 is :

-4

Step-by-step explanation:

because -2-4=-6

Answer:

The answer is

[tex] \huge y = 3x + 21[/tex]

Step-by-step explanation:

To find an equation of a line given the slope and a point we use the formula

[tex]y - y_1 = m(x - x_1)[/tex]

where

m is the slope

( x1 , y1) is the point

From the question the point is (−5, 6) and slope = 3

The equation of the line is

[tex]y - 6 = 3(x + 5) \\ y - 6 = 3x + 15 \\ y = 3x + 15 + 6[/tex]

We have the final answer as

[tex]y = 3x + 21[/tex]

Hope this helps you

Answer:

The answer is y=3x+21

Step-by-step explanation:

Answer:

0.9

Step-by-step explanation:

-2.5 + 5.2 + 1.7 + -0.8 = 3.6

3.6 / 4 = 0.9

Darla is faster she gets more done in less time yes drew has a higher total but he worked a extra hour

Answer:

a: 5x-1 = -6

b: 5x-1 = -6

        +1   +1

5x = -5

divide

x = -1

Answer:

Where are the statements

Answer:

The answer is A

Step-by-step explanation:

Got this from edge

Answer:

48 per year would be 4 houses a month

Step-by-step explanation:

4 * 12 = 48

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:

y=4x-6

Step-by-step explanation:

The formula for y is -6+4x from the equation −4x+y=−6.

Two or more expressions with an Equal sign is called as Equation.

The given equation is −4x+y=−6

Minus four times of x plus y equal to minus six.

We need to solve the formula for y.

In the given equation x and y are the variables.

Isolate the variable y by add 4x on both sides of the equation

y=-6+4x

Hence, the formula for y is -6+4x from the equation −4x+y=−6.

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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: 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:

i (imaginary number)

Step-by-step explanation:

[tex] \sqrt{ - 1} = i(imaginary \: number)[/tex]

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.

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

Answer:

a

Step-by-step explanation:

did it on edge 2020

Step-by-step explanation:

Hey there!

The points are;(4,-3) and (8,-2).

Use slope formula.

[tex]slope(m) = \frac{y2 - y1}{x2 - x1} [/tex]

Put all values.

[tex]m = \frac{ - 2 + 3}{8 - 4} [/tex]

[tex]m = \frac{1}{4} [/tex]

Therefore, the slope is 1/2.

Hope it helps...

Given:

The expression is [tex]\sqrt{4-6a}[/tex].

To find:

The domain of the expression.

Solution:

We have,

[tex]\sqrt{4-6a}[/tex]

We know that, the square root is defined for only non-negative values. So,

[tex]4-6a\geq 0[/tex]

[tex]4\geq 6a[/tex]

Divide both sides by 6.

[tex]\dfrac{4}{6}\geq a[/tex]

[tex]\dfrac{2}{3}\geq a[/tex]

Thus, the value of variable less than [tex]\dfrac{2}{3}[/tex] make any sense.

Therefore, the domain of the given expression is [tex](-\infty,\dfrac{2}{3}][/tex].

The domain of a function is the set of input values the function can take

The domain of the expression is: [tex]\mathbf{(-\infty, \frac 23]}[/tex]

The expression is given as:

[tex]\mathbf{\sqrt{4 - 6a}}[/tex]

Set the radicand to 0

[tex]\mathbf{4 - 6a = 0}[/tex]

Add 6a to both sides

[tex]\mathbf{6a = 4}[/tex]

Divide both sides by 6

[tex]\mathbf{a = \frac 23}[/tex]

This means that, the value of a must not be greater than 2/3.

Hence, the domain of the expression is: [tex]\mathbf{(-\infty, \frac 23]}[/tex]

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