Answer:
y - 2 = [tex]\frac{1}{3}[/tex] (x - 3)
Step-by-step explanation:
The equation of a line in point- slope form is
y - b = m(x - a)
where m is the slope and (a, b) a point on the line
Here m = [tex]\frac{1}{3}[/tex] and (a, b) = (3, 2) , thus
y - 2 = [tex]\frac{1}{3}[/tex](x - 3)
Given : A line passes through a point ( 3 , -2 ) and the slope of the line is ⅓ .
To Find : The equation of that line .
Solution : Here we are provided with a point ( 3 , -2 ) and slope of the line which is ⅓ . So clearly here to represent the line we will use point - slope form , which is ;
[tex]\large\underline{\boxed{\red{\bf y - b = m ( x - a ) }}}[/tex]
Where ,
a is x - coordinate.b is y - coordinate .m is the slope of the line .Here ,
a = 3 b = -2m = ⅓ .Now , put the respective values ;
[tex]\boxed{\purple{\sf y - 2 = \dfrac{1}{3}(x-3)}}[/tex]
About 12 weeks ago, there were 21 mold spores found in a garden. After a few weeks of observation, it is determined that the number of mold spores in the garden is tripling every 6 weeks. The number of mold spores, M, at any given time in the garden is equal to the product of the initial amount of spores, I, and 3 to the power of n, where n is the number of times the amount of mold spores has tripled. How many mold spores are in the garden today?
Answer:
189 spores
Step-by-step explanation:
The number of mold spores triple every 6 weeks. So in 12 weeks, it has tripled twice.
Given that:
M = I x [tex]3^{n}[/tex]
where M is the number of mold spore, I is the initial amount of spores, and n is the number of times the amount of mold spores has tripled.
Since, I = 21 and n = 2, we have;
M = 21 x [tex]3^{2}[/tex]
= 21 x 9
= 189
There would be 189 spores in the garden today.
x 12 = 6 10 give your answer as an improper fraction in its simplest form.
Answer:
41/6
Step-by-step explanation:
Take the root of both sides and solve.
To make concrete, a person mixes 1 bag of cement to 4 bags of sand. How many bags of cement should be used with 100 bags of sand?
Group of answer choices
The answer would be 25 bags of cement to 100 bags of sand by dividing 100 by 4.
PLZ HELP
In this project, you will be designing three graphs based on information given to you in tables. You must organize the information into graphs and make them clear and understandable. There are two sections included in this assignment. The first section provides instruction for designing three graphs using paper and pencil. The second section is provided with instruction for designing the three graphs using the Microsoft© Excel© application. You only need to do one or the other. The advantage of using the Excel application is that you will have electronic copies that may be sent using the upload button provided in the first section. It also provides practice using technology in a practical way.
For help on the graphs, go back and read the section in your lesson on graphing. The second section provides tutorials that will be very helpful in designing your graphs.
Answer:When planning your writing, it is important to consider the best way to communicate information to your audience, especially if you plan to use data in the form of numbers, words, or images that will help you construct and support your argument. Generally speaking, data summaries may take the form of text, tables or figures. Most writers are familiar with textual data summaries and this is often the best way to communicate simple results. A good rule of thumb is to see if you can present your results clearly in a sentence or two. If so, a table or figure is probably unnecessary. If your data are too numerous or complicated to be described adequately in this amount of space, figures and tables can be effective ways of conveying lots of information without cluttering up your text. Additionally, they serve as quick references for your reader and can reveal trends, patterns, or relationships that might otherwise be difficult to grasp.
So what’s the difference between a table and a figure anyway?
Tables present lists of numbers or text in columns and can be used to synthesize existing literature, to explain variables, or to present the wording of survey questions. They are also used to make a paper or article more readable by removing numeric or listed data from the text. Tables are typically used to present raw data, not when you want to show a relationship between variables.
Figures are visual presentations of results. They come in the form of graphs, charts, drawings, photos, or maps. Figures provide visual impact and can effectively communicate your primary finding. Traditionally, they are used to display trends and patterns of relationship, but they can also be used to communicate processes or display complicated data simply. Figures should not duplicate the same information found in tables and vice versa.
Using tables
Tables are easily constructed using your word processor’s table function or a spread sheet program such as Excel. Elements of a table include the Legend or Title, Column Titles, and the Table Body (quantitative or qualitative data). They may also include subheadings and footnotes. Remember that it is just as important to think about the organization of tables as it is to think about the organization of paragraphs. A well-organized table allows readers to grasp the meaning of the data presented with ease, while a disorganized one will leave the reader confused about the data itself, or the significance of the data.
Title: Tables are headed by a number followed by a clear, descriptive title or caption. Conventions regarding title length and content vary by discipline. In the hard sciences, a lengthy explanation of table contents may be acceptable. In other disciplines, titles should be descriptive but short, and any explanation or interpretation of data should take place in the text. Be sure to look up examples from published papers within your discipline that you can use as a model. It may also help to think of the title as the “topic sentence” of the table—it tells the reader what the table is about and how it’s organized. Tables are read from the top down, so titles go above the body of the table and are left-justified.
Column titles: The goal of column headings is to simplify and clarify the table, allowing the reader to understand the components of the table quickly. Therefore, column titles should be brief and descriptive and should include units of analysis.
Table body: This is where your data are located, whether they are numerical or textual. Again, organize your table in a way that helps the reader understand the significance of the data. Be sure to think about what you want your readers to compare, and put that information in the column (up and down) rather than in the row (across). In other words, construct your table so that like elements read down, not across. When using numerical data with decimals, make sure that the decimal points line up. Whole numbers should line up on the right.
Other table elements
Tables should be labeled with a number preceding the table title; tables and figures are labeled independently of one another. Tables should also have lines demarcating different parts of the table (title, column headers, data, and footnotes if present). Gridlines or boxes should not be included in printed versions. Tables may or may not include other elements, such as subheadings or footnotes.
Quick reference for tables
Tables should be:
Centered on the page.
Numbered in the order they appear in the text.
Referenced in the order they appear in the text.
Labeled with the table number and descriptive title above the table.
Labeled with column a
Step-by-step explanation:
When you were born, your grandma put $308 into a bank account for you to have when you turn sixteen. She has specific directions that you must follow in order to access the money. Starting on your 16th birthday, you must withdraw (take out) $14 a week for ‘fun money.’
a. Write an equation to represent this situation.
b. When will you run out of money? Show all of your work for calculating this problem and don’t forget to include your units!
c. Find the domain & range of this problem in the real-world context.
Answer:
$308 - 14r
Number of weeks = 22 weeks
Step-by-step explanation:
Given that:
Amount kept in bank = $308; which should be withdrawn weekly at $14 per week
Total amount in bank - weekly withdrawal * number rof weeks
Let number of weeks = r
$308 - 14r
When will the money run out
$308 - 14r = 0
-14r = - 308
Divide through by 14
14r/13 = 308/14
r = 22
Tne entire money can be withdrawn for 22 weeks at $14 per week without any leftover.
on Monday a restaurant made $545 from selling 110 hamburgers if they sold 53 Hamburgers on Tuesday how much did they make
Answer:
$262.59
Step-by-step explanation:
545 / 110 = 4.95454545455
4.95454545455 x 53 = 262.590909091
Rounded = $262.59
For lunch, students may choose one pasta () or chicken (G, The side choices are salad (5) or fruit (1) drink, ane entree, and one side. The drink choices are milk (M) or juice ). The entrée choices are which table shows al of the possible hunch combinations 7 Drink Entire side P OA Drink Entrée p P с Drink Entire P P M Side 5 Lunch Combination Ос 2 4. B. 1 Drink Entire Side N 5 P. C Lunch Combination 2 1 2 Side F Lunch Combination 5 7 с P P с Lunch Combination
Answer:
Step-by-step explanation: :) answer b
Answer:
The answer is D
Step-by-step explanation:it shows all 8 possible combinations
Car Survey In a survey of 3,200 people who owned a certain type of car, 1,120 said they would buy
that type of car again. What percent of the people surveyed were satisfied with the car?
Answer:
Step-by-step explanation:
show work
only do those
32,34,36,38,40
Answer: see below
Step-by-step explanation:
[tex]32)\quad \dfrac{3}{5}(x-12)>x-24[/tex]
3(x - 12) > 5(x - 24)
3x - 36 > 5x - 120
-5x -5x
-2x - 36 > -120
+36 +36
-2x > -84
÷ -2 ↓ ÷ -2
x < 42
Graph: ←------------o
42
34) 6[5y - (3y - 1)] ≥ 4(3y - 7)
6[5y - 3y + 1] ≥ 4(3y - 7)
6{2y + 1] ≥ 4(3y - 7)
12y + 6 ≥ 12y - 28
-12y -12y
6 ≥ -28
TRUE so the solution is All Real Numbers
Graph: ←-----------------------→
36) BC + AC > AB
4 + 8 - AB > AB
12 - AB > AB
+AB +AB
12 > 2AB
÷2 ÷2
6 > AB
AB < 6
[tex]38)\quad \dfrac{1}{2}(y-16)\geq y+2\quad ;\text{claim}\ y\leq 20[/tex]
Check: let y = 16
then [tex]\frac{1}{2}[/tex](16 - 16) ≥ 16 + 2
0 ≥ 18
FALSE so the claim is wrong
40) question not provided in the image so I cannot give a solution.
Help plz!!!!!!!!!!!!!!!!!
Answer:
5
Step-by-step explanation:
w-3=-2
first you need to figure out what w stands for
I just started plugging in numbers starting from 1 and when I got to 5 the number fit.
In triangle ABC, angleACB is a right angle
Answer:
I think is 11.4
.........
someone help please
the options are
1. y = 2x + 4
2. y = 1/2 x + 4
3. y = -1/2x + 4
4. y = -2x + 4
Answer:
2. y = 1/2x + 4
Step-by-step explanation:
This is the only equation that moves in a positive slope the way the graph shows it, hope this helps.
3.46x + 6.38 = -4 the answer
Answer:
x = -3
Step-by-step explanation:
start with 3.46x + 6.38 = -4. Then take away 6.38 from both sides to get 3.46x=-10.38. Then you divide both sides by 3.46 to get x = -3.
Can someone please help me asap??? I’ll mark brainlist !!!!
Answer:
b
Step-by-step explanation:
Answer:
b or a
Step-by-step explanation:
On a canoe trip, Rita paddled upstream (against the current) at an average speed of 2 mi/h relative to the riverbank. On the return trip downstream (with the current), her average speed was 3 mi/h. Find Rita’s paddling speed in still water and the speed of the river’s current
Answer: C (ED 2020)
Step-by-step explanation:
C, s + c = 2.75
c - s = 1.5
.60 mi/h
would u expect the product of 43.5 and 1.0001 to be greater than or less that 1 or equal to 43.5
Answer:
Greater
Step-by-step explanation:
since it has a 0.0001 and not just 1 its greater 43.5
Given m ||n, find the value of x.
(x+14)
mm
(9x-40°
Answer:
Step-by-step explanation:
espera y termino y te ayudo vale que me falta poco vale
Answer:
17
Step-by-step explanation:
When a question asks you to "Explain", what are you expected to do
AND
Answer:
they want to tell you why the answer is what it is
Step-by-step explanation:
Answer:
They are asking you "how" you managed to get your answer
Step-by-step explanation:
say the question is 5×5=25 and the question say Explain;"well if you add 5+5+5+5+5 is equals 25"
how do you write 41/20 as a percentage?
Answer:
205%
Step-by-step explanation:
Percent means out of 100, so we want to get the denominator as 100
41/20 * 5/5
205/100
The percent is 205
205%
11 is what percent of 41?
What is the length of each leg of the triangle below?
A. Square root of 11
B. Square root of 22
C. 1
D. Square root of 11 and 2
E. 11
F. 15
A. square root of 11 is it
The required length of the legs of triangle is 11√2. Option D is correct.
From figure
Hypotenuse = 22
Angles of leg = 45°
The triangle is geometric shape which includes 3 sides and sum of interior angle equal to 180°.
Let the length of the legs be x
sin45 = perpendicular/Hypotenuse
1/√2 = x/22
x = 11√2
Thus, the required length of the legs of triangle is 11√2.
Get more information about triangles here:
https://brainly.com/question/2773823
#SPJ2
A recipe calls for 4 cups of flour to 6 tablespoons of shortening. How many tablespoons of shortening are needed for 6 cups of flour?
Answer:
8 tablespoons of shortening
Step-by-step explanation:
mathhhh
If y° and 150° form a linear pair , then y° ?
Answer:
Y=30
Step-by-step explanation:
we know that Y+150=180 as it is a linear pair
so, Y= 108-150
which will be 30
Which description matches DIAGRAM A?
A An increase by 2/3
B An increase by 5/6
C A decrease by 2/5
D A decrease by 5/11
the answer is d a decrease by 5/11
I don't get this...
Answer: The answer is D. 17.9
Step-by-step explanation: Use the equation [tex]c = \sqrt{a^2 +b^2}[/tex] where c represents the triangles hypotenuse and a and b represent the legs of the triangle.
I hope this helps have a great day!
Answer:
Hello!!! Princess Sakura here ^^
Step-by-step explanation:
So first you should remember that....
[tex]a^{2} +b^{2} =c^{2}[/tex]
then you should plug in...
[tex]8^{2}+16^{2}[/tex]
that should equal...
[tex]c^{2}=320[/tex]
Then you should solve the equation now by doing the inverse of the square which is the square root of both sides...
[tex]\sqrt{c^{2} } =\sqrt{320}[/tex]
[tex]c=17.88854382...[/tex]
Then you have to round it to the nearest tenths, which'll give you...
[tex]17.9[/tex]
choice D
-10w + 12 = -9w + 13
What value of w makes the equation true?
Teagan believes she can use a division expression to find the amount of pizza each of 6 friends will eat if they share Four-fifths of a pizza.
Which statement best explains why Teagan is correct or incorrect?
Teagan is correct in using a division expression because Four-fifths is less than 1.
Teagan is correct in using a division expression because the question is about splitting a value into equal parts.
Teagan is incorrect in using a division expression because the term "of" in a math problem implies multiplication.
Teagan is incorrect in using a division expression because the total amount of pizza eaten is unknown.
Answer:
Option (b)
Step-by-step explanation:
It is given that,
Total no of friends are 6
The share of each friend is 4/5
Pizza eaten by each friend is equal to the total pizza eaten divided by total no of friends. It can be given by :
[tex]=\dfrac{\dfrac{4}{5}}{6}\\\\=\dfrac{4}{5}\times \dfrac{1}{6}\\\\=\dfrac{2}{15}[/tex]
It means that Teagan is correct in using a division expression because the question is about splitting a value into equal parts. Hence, the correct option is (b).
Answer:
b
Step-by-step explanation:
I need help with step 3
[tex]f(x) = ( \frac{1}{4} ) {}^{x} [/tex]
[tex]f(0) = ( \frac{1}{4} ) {}^{0} [/tex]
[tex]f(0) = 1[/tex]
[tex]f(1) = ( \frac{1}{4} ) {}^{1} [/tex]
[tex]f(1) = \frac{1}{4} [/tex]
[tex]f(2) = ( \frac{1}{4} ) {}^{2} [/tex]
[tex]f(2) = \frac{1}{16} [/tex]
#IfWrongPleaseReport
You have 80 feet of fencing to keep your dogs enclosed.
The length must be twice the width. What should the
width be?(please help due tonight and show work!)
Answer:
Twice something means multiply by 2 , you have 80 feet of fencing all together so half of 80 is 40 . Then take 40 and times it by 2 . which comes out to 80 .
(Just copy and Paste)
Step-by-step explanation:
The menu price of a sandwich at a restaurant is $6. The purchase is subject to a 5% food tax, and you would like to leave a tip of 20% on the pre-tax cost. How much tax do you pay? How much of a tip should you leave? What is the total cost of your meal, after tax and tip?
Answer: See explanation
Step-by-step explanation:
Price of sandwich = $6
Food tax = 5% of $6
= 0.05 × $6
= $0.3
Tip = 20% of $6
= 0.2 × $6
= $1.2
Total cost of meal:
= $6 + $0.3 + $1.2
= $7.5
Answer: 1: $0.30 2: $1.20 3: $7.50
Step-by-step explanation: