Evaluate and find the answer to the problem

Answer:

y-1= -1/3(x+3)

Step-by-step explanation:

y-y1=m(x-x1)

y-1=m(x+3)

the slope is rise over run

the slope is -1/3

Answer:

y - 1 = 3/2 (x + 3)

Step-by-step explanation:

To find the equation of a line parallel to the given line and passing through the point (-3, 1), we can use the point-slope form of a linear equation. The point-slope form is given by:

y - y₁ = m(x - x₁)

Where (x₁, y₁) is the given point and m is the slope of the line.

First, let's calculate the slope of the given line using the two points (-2, -4) and (2, 2):

slope = (y₂ - y₁) / (x₂ - x₁)

= (2 - (-4)) / (2 - (-2))

= 6 / 4

= 3/2

Since the line we want to find is parallel to the given line, it will have the same slope. Therefore, the slope (m) of the new line is also 3/2.

Now we can substitute the values into the point-slope form using the point (-3, 1):

y - 1 = (3/2)(x - (-3))

y - 1 = (3/2)(x + 3)

The equation in point-slope form of the line parallel to the given line and passing through the point (-3, 1) is:

y - 1 = 3/2 (x + 3)

Answer:

The inequality 44x + 1230 ≥ 6000 can be used.

Step-by-step explanation:

Number of members = 44

Amount to raise = $6000

Amount already raised = $1230

Let,

x be the amount each member needs to raise.

44x + 1230 ≥ 6000

Therefore,

The inequality 44x + 1230 ≥ 6000 can be used.

Answer:

  D. Square

Step-by-step explanation:

You want the best name for the quadrilateral with vertices (-3, 0), (-3, -3), (0, -3), and (0, 0).

A graph of the points is shown in the attachment. We notice the vertices are aligned with the grid, so the corner angles are all right angles.

The differences of x-coordinates and y-coordinates are both 3, so the side lengths of this rectangle are all 3 units.

The figure is all of a rectangle, rhombus, and square.

The most specific name for the figure is Square.

__

Additional comment

A trapezoid has one pair of parallel sides. This figure has two pairs of parallel sides, so is not a trapezoid.

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The value of x, y and z in the system equation is (1, 2, 3).

The solution of the equation can be determined by using Cramer's rule as follows;

[-5    -6      0] = [ -17]

[-3     -5     5]    [2   ]

[-6    -5      1]     [-13 ]

The determinant of the matrix is calculate as;

Δ = -5 (-5 + 25) + 6(-3 + 30) + 0(15 + 30)

Δ = 62

The x-determinant of the matrix is calculated as follows;

Δx = -17(-5 + 25) + 6(2 + 65) + 0

Δx = 62

The y-determinant of the matrix is calculated as follows;

Δy = -5(2 + 65) + 17(-3 + 30) + 0

Δy = 124

The z-determinant of the matrix is calculated as follows;

Δz = -5(65 + 10) + 6 (39 + 12) - 17(15 - 30)

Δz =  186

The value of x, y and z is calculated as follows;

x = Δx/Δ = 62/62 = 1

y = Δy/Δ = 124/62 = 2

z = Δz/Δ = 186/62 = 3

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Answer:

b because it takes 1 hour to complete 3/4 of a page so 3/3 = 1 hour 1 1/3 =1 and a third of an hour

Step-by-step explanation:

Answer:

with the years labeled on the horizontal axis and the number of hours labeled on the vertical axis. The graph shows that the number of hours spent watching TV declined steadily over the 5-year period, starting at around 1750 hours in Year 1 and falling to around 1300 hours in Year 5. The graph also shows a clear, downward-sloping trend from Year 1 to Year 5.

Step-by-step explanation:

Answer:

074°

Step-by-step explanation:

the bearing of Y from X is the measure of the angle from the north line (N) at X in a clockwise direction to Y , that is ∠ NXY

∠ NXY = 180° - 106° = 74°

the 3- figure bearing of Y from X is 074°

Answer:

164

Step-by-step explanation:

Hey There!

If they are supplementary angles then they will add up to equal 180

So given one of the angles (16) we subtract that from 180 to find the value of the missing angle

180-16=164

Your answer is 164

Hope this helps :)

Answer:

Parallel lines ALWAYS have the same slope

Step-by-step explanation:

The equations have unequal slopes, meaning they aren't parallel.

9514 1404 393

Answer:

  draw the line using a ruler on which you have identified points 2 7/16 inches apart

Step-by-step explanation:

On your ruler graduated in inches with marks at 1/16-inch intervals, locate the 0 mark and the mark 1/16 inch before the half-inch mark between 2 and 3 inches.

Draw your line along the edge of the ruler between the two marks you have identified: 0 and 2 7/16. The line will be 2 7/16 inches long.

The method of counting seeds by touching each can be more effective in enhancing strong number sense in children as it allows them to experience each number physically and helps them in developing a strong sense of numbers.

In order to enhance strong number sense in children, there are various methods that can be used.

In the given scenario, Mme Potatana asked the children to count as a whole class from 1 to 20 while Ntate Mafodi asked the children in his class to count seeds from the school's ground in a pile by touching each as they count.

Both methods have their own benefits, but the method of counting seeds by touching each can be more effective in enhancing strong number sense in children.

The method of counting seeds by touching each can be more effective in enhancing strong number sense in children because it allows them to experience each number physically.

This helps them in developing a strong sense of numbers. By touching each seed as they count, children can feel and see each number, which helps them in understanding numbers better. Additionally, it helps in developing the concept of one-to-one correspondence and counting by rote.

Here are some appropriate examples for enhancing strong number sense using the method of counting seeds by touching each:

1. Use counters: Provide children with counters such as small objects, blocks, or toys. Ask them to count the number of counters by touching each as they count.

2. Counting on fingers: Encourage children to count on their fingers. This helps them in developing a strong sense of numbers and helps them in understanding the concept of one-to-one correspondence.

3. Counting objects in a pile: Ask children to count objects in a pile by touching each as they count. This helps in developing the concept of counting by rote and helps in enhancing strong number sense.

Overall, the method of counting seeds by touching each can be more effective in enhancing strong number sense in children as it allows them to experience each number physically and helps them in developing a strong sense of numbers.

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Answer:

4224

Step-by-step explanation:

SA=(24×16:2×2)+(20×2×60)+(24×60)

Answer:

54=12+r

Step-by-step explanation:

'Sum' means to add.

54 = 12 + rhonda's height

54 = 12 + r

The walkway is 11 feet 6 inches long.

To find the length of the walkway, we need to add the lengths of the two boards.

The first board is 6 feet 11 inches long, which can be written as 6 + 11/12 feet using the fact that there are 12 inches in a foot.

The second board is 5 feet 7 inches long, which can be written as 5 + 7/12 feet.

Now we can add the lengths of the two boards:

6 + 11/12 feet + 5 + 7/12 feet

= 11 + 6/12 feet

=11 + 1/2 feet

Therefore, the walkway is 11 feet 6 inches long.

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Answer:

Answer:

0.5 pounds is one game

2 pounds is one textbook

Step-by-step explanation:

g = games

t = textbooks

Let's start with how much a game weighs. We know that when Chad added two more games the weight of the box increased by one pound (it was previously 21 pounds and then went to 22 when the two games were added). This means one game equals half of a pound (or 0.5 lbs.)...

\(2g = 1\)

\(\frac{2g}{2} = \frac{1}{2}\)  -> if you divide one side by two, you must do the same to the other.

\(g = \frac{1}{2} = 0.5\)

Now that we know the weight of the games, we can figure out the weight of the textbooks.

\(6g + 9t = 21\) -> 6 games and 9 textbooks weigh 21 pounds.

Plugging in that each game is 0.5 pounds...

\(6(0.5) + 9t = 21\)

\(3 + 9t = 21\)

\(3 - 3 + 9t = 21 - 3\)

\(9t = 18\)

\(\frac{9t}{9} = \frac{18}{9}\)

\(t = 2\)

That means that each textbook equals 2 pounds.

I hope this helps!

Answer:

24.

Step-by-step explanation:

With composition of functions (as with the order of operations) we perform what is inside of the parentheses first. So, g(3)=2(3)+2=8 and then f(8)=24.

Answer: your answer for that equation would be G = y/x

Step-by-step explanation:

Answer:

The length of the longer ladder is 35 ft Step-by-step explanation: Please check the attachment for a diagrammatic representation of the problem We want to calculate the length of the longer ladder ; We make reference to the diagram Since the two right triangles formed are similar. the ratios of their sides are equal; Thus; 20/15 = 28/x + 15 20(x + 15) = 15(28) 20x + 300 = 420 20x = 420-300 20x = 120 x = 120/20 x = 6 So we want to calculate the hypotenuse of a right triangle with other sides 28ft and 21 ft To do this, we use the Pythagoras’ theorem which states that square of the hypotenuse equals the sum of the squares of the two other sides Let the hypotenuse be marked x x^2 = 28^2 + 21^2 x^2 = 1,225

x = √1225

x = 35 ft

Answer:

What is the difference between linear and exponential functions? Linear functions change at a constant rate per unit interval. An exponential function changes by a common ratio over equal intervals.

The percentage of the time will Oliver get a written warning when  he is more than 16 minutes late for his shift at work is 46.7%.

The density curve is a type or way of representation of numbered distribution data over a graph. Here, the outcomes are continues. The density curve can not be below the x-axis or horizontal line of the graph.

In a density curve,

Records show that Oliver is typically 10-30 minutes late for his shift at work. The distribution for the minutes he is late forms a consistent pattern, which can be graphed as the given uniform density curve.

Oliver will get a written warning if he is more than 16 minutes late for work. The time remain after the 16 minutes is,

t=30-16

t=14 min

Thus, the percentage of the time will Oliver get a written warning is,

p=(14/30)*100

p=46.7 %

Thus, the percentage of the time will Oliver get a written warning when  he is more than 16 minutes late for his shift at work is 46.7%.

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Answer:

46.7%

Step-by-step explanation:

Answer:

3,952 ft

Step-by-step explanation:

Use the sine function since you need to find the hypotenuse but know the opposite side of the angle, since sine is equal to opposite/hypotenuse.

sin8°=\(\frac{550}{c}\)

csin8°=550

c=550/sin8°

c= 3,952

Answer:  6 * 24 = 144 ways.

Step-by-step explanation:

Solution:

Given word => DANGER.

The condition is that vowels can't occupy odd places so, we will let them occupy even places.

A total number of arrangements will be = 6 * 24 = 144 ways.

Answer: 6x24 = 144 ways.

Answer:

09

Step-by-step explanation:

09

Unit rate is the quantity of an amount of something at a rate of one of another quantity.

The rate at which the oil burns.

1 hour = 2/3 ounce

At 12 noon = 193/3 = 64.33 ounces

At 2 pm = 63 ounces

At 5 pm = 61 ounces

The amount of oil at 12 noon is 64.33 ounces.

It is the quantity of an amount of something at a rate of one of another quantity.

In 2 hours, a man can walk for 6 miles

In 1 hour, a man will walk for 3 miles.

We have,

A camper lights an oil lantern at 12 noon and lets it burn continuously. Once the lantern is lit, the lantern burns oil at a constant rate each hour.

At 2 p.m., the amount of oil left in the lantern is 63 ounces.

At 5 p.m., the amount of oil left in the lantern is 61 ounces.

This means,

Amount of oil burnt in the lantern from 2 pm to 5 pm.

= 63 ounces - 61 ounces
= 2 ounces

Now,

3 hours = 2 ounces

2 hours = 1.33 ounces

1 hour = 0.67 ounces

Now,

The number of hours from 12 noon to 2 pm.

= 2 hours

So,

The amount of oil at 12 noon.

= 63 + 4/3

= (189 + 4) / 3

= 193/3 ounces

Thus,

The amount of oil at 12 noon is 65 ounces.

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Answer:

attached below

Step-by-step explanation:

minus 2 from each side in order to isolate T with the coefficient. To get rid of the coefficient multiply to get 1 which is 5 in this case. Then the answer will be 75

Answer:

X=11 trust me on my mom

Answer: 944 cubic feet

Step-by-step explanation:

Answer:

It’s 944

Step-by-step explanation:

It was on my last test and I got it right