Find the equation in point-slope from of a line that has a slope of 1/2 and goes through the point (-4,1)

Answer:

16

Step-by-step explanation:

create a t chart on one side put 3 and on the other put 2.

times 3 by 8 (you'll get 24) and then times 2 by 8 (you'll get 16.

\(4x + 3 > 19\)

Step-by-step explanation:

\(4x + 3 > 19 \\ 4x + 3 - 3 > 19 - 3 \\ 4x > 16 \\ 4x \div 4 > 16 \div 4 \\ x > 4\)

The number of possible sandwiches does is 6.

What is combination ?

In arithmetic, a combination is a way of choosing gadgets from a set where the order of selection does no longer count. suppose we've got a hard and fast of 3 numbers P, Q and R. Then in what number of methods we can select two numbers from every set, is described via combination.

Given ,

Kim will choose 1 type of meat and 1 type of cheese for her sandwich. The meats offered are ham, turkey, or roast beef.

The cheeses offered are American, Swiss, cheddar, or provolone. Kim dislikes roast beef and Swiss cheese.

factorial of n! = n*(n-1) !

The number of possible sandwiches does  =  3!

=3*2 = 6.

Therefore, The number of possible sandwiches does is 6.

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Answer:

876

Step-by-step explanation:

photo below

Answer:

b,c,e

Step-by-step explanation:

The peaks you would expect for the distribution described is A) None.

We would not expect any peaks in the distribution of numbers of people with birthdays in a particular month. This is because birthdays are evenly distributed throughout the year, and there is no reason to expect more people to be born in one month than another. Therefore, the distribution should be relatively flat, with no peaks or valleys.

To visualize this, imagine a histogram with the months on the x-axis and the number of people with birthdays in that month on the y-axis. Each bar should be roughly the same height, indicating that there are no peaks in the distribution.

In conclusion, we would expect no peaks in the distribution of numbers of people with birthdays in a particular month.

Hence Option A is correct.

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Answer: y = -23/5

Step-by-step explanation:

Decimal Form : -4.6

Mixed Number : -4 3/5

Answer:

The equation of a line that passes through the point (-5,7) and has a slope of -2/5 would be y = -2/5x + 5

Step-by-step explanation:

In the math term y = mx + b, "m" represents slope. So you can just substitute it for -2/5. "b" represents the y-intercept. 5 is the only number that works, so you just substitute "b" for 5.

Answer:

B

Step-by-step explanation:

The value of the expression (f(g(4)) is 1.

To find the value of f(g(4)), we need to first find g(4), which is 2 (since g(4) = 2). Then, we need to find f(2), which is also 1 (since f(2) = 1). Therefore, f(g(4)) = 1.

Here's a step-by-step process for finding this:

Find g(4), Look for the row where x = 4 in the table for g(x). This is the fourth row, and the value in the g(x) column for this row is 2. So g(4) = 2.

Find f(g(4)), Now that we know g(4) = 2, we can look for the row where x = 2 in the table for f(x). This is the second row, and the value in the f(x) column for this row is 1. So f(2) = 1.

Write the final answer, Since f(g(4)) = f(2) = 1, we can say that the value of the expression is 1.

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Answer:

2/3

Step-by-step explanation:

2/12+4/9

Find a common denominator

16/72+ 32/72

48/72

Simplify

=2/3

Hope this helps

Answer: The form of payment that Courtney can lose and not get back would be cash.

Step-by-step explanation:

The reason why cash couldn't be returned back because it doesn't have a piece of U.S money wouldn't have a specific certified owner that they can be returned to.

Other forms of payment like credit cards, debit cards, and checks have specific bank information with the card holder's name on it so if Courtney actually lost one of those, she would be most likely to receive it back without any complicated  verification process.

Therefore, Courtney would not be able to receive her cash back if she accidentally loses it. Hope this helps you with your Imagine Math homework or assignment!

-From Certified 5th Grade Honors Student

For the given problem, the integral of \(\frac{1}{\sqrt{a^2-x^2}}\)  is  \($\sin^{-1}\frac{x}{a} + C$.\)

A mathematical notion that depicts the area under a curve or the accumulation of a quantity over an interval is known as an integral. Integrals are used in calculus to calculate the total amount of a quantity given its rate of change.

The process of locating an integral is known as integration. Finding an antiderivative (also known as an indefinite integral) of a function, which is a function whose derivative is the original function, is what integration is all about. The antiderivative of a function is not unique since it might differ by an integration constant.

For given problem,

\($\int \frac{1}{\sqrt{a^2-x^2}} dx$\)

Let \($x = a \sin\theta$\) , then \($dx = a \cos\theta d\theta$\)

\($= \int \frac{1}{\sqrt{a^2-a^2\sin^2\theta}} a\cos\theta d\theta$\)

\($= \int \frac{1}{\sqrt{a^2\cos^2\theta}} a\cos\theta d\theta$\)

\($= \int d\theta$\)

\($= \theta + C$\)

Substituting back for\($x = a\sin\theta$:\)

\($= \sin^{-1}\frac{x}{a} + C$\)

Therefore, the integral of \(\frac{1}{\sqrt{a^2-x^2}}\) is \($\sin^{-1}\frac{x}{a} + C$.\)

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In a case whereby the  survivors are forced to learn new behaviors in order to adapt to the situation and each other. This is an example of Emergent norm theory.

According to the emerging norm theory, groups of people congregate when a crisis causes them to reassess their preconceived notions of acceptable behavior and come up with new ones.

When a crowd gathers, neither a leader nor any specific norm for crowd conduct exist. Emerging conventions emerged on their own, such as the employment of umbrellas as a symbol of protest and as a defense against police pepper spray. To organize protests, new communication tools including encrypted messaging applications were created.

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complete question;

An airplane has crashed on a deserted island off the coast of Fiji. The survivors are forced to learn new behaviors in order to adapt to the situation and each other. This is an example of which theory?

Answer:

y= 2x +3

Step-by-step explanation:

Slope-intercept form

y= mx +c, where m is the slope and c is the y-intercept.

Given that the slope is 2, m= 2.

Substitute m= 2 into the equation:

y= 2x +c

Given that the y-intercept is (0, 3), c= 3.

Substitute c= 3 into the equation:

y= 2x +3

Thus, the equation of the line is y= 2x +3.

Answer: y=2x-3

Step-by-step explanation:

Answer:

The last year value of the house will be $230,000.

Step-by-step explanation:

GIVEN: Decrease in house price = 20%

            Current house price = $184,000

TO FIND: Value of the house last year

SOLUTION:

If the value of the house decreased by 20% during last year, this means the value of the house this year is 80% of last year's value.

Let the value of the house last year be 'x'.

If the value of the house today is  $184,000, then:

                           \(80/100 * x = 184,000\\\\0.8x = 184,000\\\\x = 184,000/0.8\\\\x = 230,000\)

Therefore, the last year value of the house will be $230,000.

The quote by Bertrand Russell emphasizes that deriving pleasure from work is not limited to eminent scientists or leading statesmen.

Instead, anyone who possesses specialized skills and finds satisfaction in exercising those skills can experience the pleasure of work. However, it is important not to seek universal applause or recognition as a requirement for finding fulfillment in one's work. In the following discussion, I will focus on the type of work that I consider significant, and I will reference the theory of Aristotle.

One type of work that I find significant is teaching. Teaching involves imparting knowledge, shaping minds, and contributing to the growth and development of individuals. It is a profession that requires specialized skills such as effective communication, adaptability, and the ability to facilitate learning.

In the context of Aristotle's theory, teaching can be seen as fulfilling the concept of eudaimonia, which is the ultimate goal of human life according to Aristotle. Eudaimonia refers to flourishing or living a fulfilling and virtuous life. Aristotle believed that eudaimonia is achieved through the cultivation and exercise of our unique human capacities, including our intellectual and moral virtues.

Teaching aligns with Aristotle's theory as it allows individuals to develop their intellectual virtues by continuously learning and expanding their knowledge base. Furthermore, it enables them to practice moral virtues such as patience, empathy, and fairness in their interactions with students and colleagues.

According to Aristotle, the pleasure derived from work comes from the fulfillment of one's potential and the realization of their virtues. Teachers experience satisfaction and pleasure when they witness their students' progress and success, knowing that they have played a role in their growth. The joy of seeing students grasp new concepts, overcome challenges, and develop critical thinking skills can be immensely gratifying.

Furthermore, Aristotle's concept of the "golden mean" is relevant to finding pleasure in teaching. The golden mean suggests that virtue lies between extremes. In the case of teaching, the pleasure of work comes not from seeking universal applause or excessive external validation but from finding a balance between personal fulfillment and the genuine impact made on students' lives.

In conclusion, teaching is a significant type of work where individuals can find pleasure and fulfillment by utilizing their specialized skills and contributing to the growth of others. Aristotle's theory aligns with the notion that the joy of work comes from the cultivation and exercise of virtues, rather than solely seeking external recognition or applause. The satisfaction derived from teaching stems from the inherent value of the profession itself and the impact it has on students' lives, making it a meaningful and significant form of work.

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Answer:

5

Step-by-step explanation:

When an integer x is both a square of one integer and a cube of another integer, it implies that x is a sixth power of one integer.

Let's suppose x is a square of one integer, which means x can be expressed as x = a^2, where a is an integer. Similarly, x can also be a cube of another integer, which means x can be expressed as x = b^3, where b is an integer.

To prove that x is a sixth power of one integer, we need to show that x can be expressed as x = c^6, where c is an integer.

From the given information, we have x = a^2 and x = b^3.

To find the relationship between a, b, and c, we can take the sixth power of both sides of the equation x = a^2:

(x^3)^(1/2) = (a^2)^3^(1/2)

x^(3/2) = a^3

Now, we substitute x = b^3 in the above equation:

(b^3)^(3/2) = a^3

b^9/2 = a^3

We can see that b^9/2 is a perfect square because 9/2 is an even power. Let's denote b^9/2 as c^2, where c is an integer.

Therefore, we have c^2 = b^9/2 = a^3 = x.

Since c^2 = x, we can rewrite c^2 as (c^2)^3 = c^6. Hence, x = c^6, where c is an integer.

This shows that when an integer x is both a square of one integer and a cube of another integer, it is indeed a sixth power of one integer, satisfying the condition x = c^6.

In summary, if an integer x is both a square and a cube of different integers, it can be expressed as x = c^6, where c is an integer. This demonstrates the relationship between squares, cubes, and sixth powers of integers.

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Answer:

D. The probability of selecting an orange is ³/₅.

Step-by-step explanation:

A is incorrect because there would be 4 apples combined (3 from bag one, 1 from bag two). That makes the chance of selecting an apple 2/5 (40%), not 3/10 (30%).

B & C are incorrect because 4/10 (40%) is less than 6/10 (60%)

That leaves D, which state that you have a 60% (3/5) chance selecting an orange, as our answer. That is correct as 3/5 = 6/10 = 60%.

Answer: m = 6

Step-by-step explanation: In a calculator, I put in the following equation:

12.6 = 0.85m + 7.5

and that have me the answer of 6

We can double check this solution by putting the following equation in the calculator:

(0.85 x 6) + 7.5 =

and you will see that is = to 12.6

Answer:

m = 6

Step-by-step explanation:

Isolate the variable, m. Note the equal sign, what you do to one side, you do to the other. Do the opposite of PEMDAS.

PEMDAS is the order of operations, and stands for:

Parenthesis

Exponents (& Roots)

Multiplications

Divisions

Additions

Subtractions

~

First, subtract 7.5 from both sides of the equation:

\(0.85m + 7.5 = 12.6\\0.85m + 7.5 (-7.5) = 12.6 (-7.5)\\0.85m = 12.6 - 7.5\\0.85m = 5.1\)

Next, isolate the variable, m, by dividing 0.85 from both sides of the equation:

\(0.85m = 5.1\\\frac{(0.85m)}{0.85} = \frac{(5.1)}{0.85} \\m = \frac{5.1}{0.85} \\m = 6\)

6 would be your value for m.

~

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The family's monthly payment for their new minivan is $6,664.52

To calculate the monthly payment, we first need to find the total amount that the family is financing by subtracting the down payment from the total cost of the minivan: $45,000 - $12,000 = $33,000.

Then, we can use the monthly payment factor to calculate the monthly payment. The formula to do this is:

Monthly Payment = Financed Amount * Monthly Payment Factor

So in this case:

Monthly Payment = $33,000 * 0.202764 = $6,664.52

Therefore, the family's monthly payment for their new minivan is $6,664.52

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Answer:  area is 36π cm

Step-by-step explanation:

Answer:

36pi

Step-by-step explanation:

area= pi×r²

r= radius (which is half the diameter)

12÷2= 6

pie×6² = 36pi

or =113.097

Answer:

Step-by-step explanation:

A dilation is something that shrinks smaller than what is already shown on the graph. To answer a dilation you must find how many squares it shrinked it will be a  fraction or a whole number. There is a formula for how to solve this equation.

Answer:

10 or 6

Step-by-step explanation:

pls tell me if im wrong

Answer:

same time , 12 minutes

Step-by-step explanation:

'A' can eat 1÷6 pizza in 2 minutes

Therefore, 'A' can eat full pizza in 6×2 minutes=12 minutes

'B' can eat 1÷4 pizza in 3 minutes

therefore, 'B' can eat full pizza in 3×4 minutes=12 minutes

So, Both 'A' and 'B' will finish at same time.

The equation (5)/(6)x+2=(7)/(8) when rewritten without fraction has a representation of 40x + 96 = 42

Given that we have the following

(5)/(6)x+2=(7)/(8)

When the brackets are removed, we have the following equation

5/6x + 2 = 7/8

Multiplying through the equation by 6

So, we have

6 * (5/6x + 2 = 7/8)

When the products are evaluated, we have

5x + 12 = 6 *  7/8

Multiplying through the equation by 8

So, we have

8 * (5x + 12 = 6 *  7/8)

When the products are evaluated, we have

40x + 96 = 42

Hence, the solution is 40x + 96 = 42

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Answer:

26

Step-by-step explanation:

A - we first find our perpendicular height (H)

using trigonometry ratio, that's SOH CAH TOA

sin 40 = h/15

cross multiply

sin40/1=h/15

15sin40= h

h= 9•64cm

finding theta, we use trig ratio

sin theta = opp/hype = 9.64/22

sintheta=9.64/22

cross multiply

sintheta/1=9.64/22

22sintheta = 9.64

divide both sides by 22sin

22sintheta/22sin = 9.64/22sin

therefore theta = 9.64/sin22 = 9.64/0.37=26cm to the nearest degree

v

Step-by-step explanation:

always remember : the sum of all angles in every triangle is 180°.

3a)

the small right-angled triangle to the left has the same third angle (top left corner) as the large triangle.

for this small triangle we get

180 = 90 + 40 + angle

angle = 50°

note we can use the law of sine :

sin(A)/a = sin(B)/b = sin(C)/c

a, b, c are the sides, A, B, C are the corresponding opposite angles.

therefore,

sin(theta)/15 = sin(50)/22

sin(theta) = 15×sin(50)/22 = 0.522303029...

theta = 31.48686133...° ≈ 31°

3b)

the supplementary angle of 52° (together they have 180°, as they cover together the whole range of angles around a single point on one side of a line) is

180 - 52 = 128°

this is the large angle in the 11cm triangle.

the third angle in the 52° right-angled triangle is given by

180 = 90 + 52 + angle

angle = 38°

the law of sine gives us the other 2 sides of that triangle :

sin(52)/9 = sin(38)/bottom line = sin(90)/baseline

bottom line = 9×sin(38)/sin(52) = 7.031570639... cm

baseline = 9/sin(52) = 11.42116394... cm

so, the bottom line of the large triangle is

11 + 7.031570639... = 18.031570639... cm

the baseline of the large triangle is then

baseline² = 9² + 18.031570639...² = 406.1375397...

baseline = 20.15285438... cm

now,

sin(supplement of theta)/9 = sin(90)/20.15285438...

sin(supplement of theta) = 9/20.15285438... =

= 0.446586862...

supplement of theta = 26.52491052...°

theta = 180 - supplement of theta = 153.4750895...° ≈

≈ 153°

7)

there are 4 basic transformations :

rotation, translation, reflection, dilation

f(x) = x²

is a parabola with vertex at (0, 0) and opening up.

a rotation changes the direction of the opening of the parabola. depending on the center of the rotation (different than the origin) it would also move the vertex away from the original position.

a translation just shifts the parabola up, down, left or right without changing any of its form or orientation.

a reflection used a line (like a coordinate axis) as mirror and mirrors the graph to the other side of the line.

a left/right reflection just moves the graph, since the parabola is symmetric, and so, and left/right flip does not change the form of the curve.

an up/ down reflection reverses the orientation (the opening direction) of the parabola : up to down and vice versa.

a dilation changes the size, the distance between the points of the curve, making it larger or smaller, but is keeping the orientation. depending on the center of dilation (projection) the resulting curve might also move the curve.

Answer:

Below in bold.

Step-by-step explanation:

10,16,22,28

16-10 = 6, 22-16 = 6 and 28-22 = 6

This is an arithmetic sequence with first term a1 = 10 and common difference d = 6

General (nth) term = a1 + d(n - 1)

10th term =  10 + 6(9 -1)

                 =  10 + 48

                 = 58.