What is the equation of the line in slope-intercept form?

It is difficult to determine whether the sample of desserts that Wendy tasted is representative of all desserts from the county's bakeries without additional information.

First, it depends on the total number of bakeries in the county. If there are only a few bakeries, Wendy's sample of 12 desserts from each bakery may not be enough to accurately represent all the desserts in the county. On the other hand, if there are many bakeries, and Wendy tasted 12 desserts from each one, then her sample may be more representative.

Secondly, it is important to consider how the bakeries were selected. If Wendy only tasted desserts from certain types of bakeries or only in certain areas of the county, her sample may not be representative of all the county's bakeries.

Therefore, without more information on the total number of bakeries in the county and the selection process, it is difficult to determine whether Wendy's sample of desserts is representative of all the desserts from the county's bakeries.

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Answer:

(-6,-9) , (0,0) and (3,-6)

Step-by-step explanation:

Here, we want to find new coordinates after dilating by 3 and reflecting over x-axis

By dilating by a factor of 3, we multiply each term by 3

We have the following;

A’(-6,9) B’(0,0) and C’ (3,6)

Now if we want to reflect the point (x,y) over x-axis, what we shall have is (x,-y)

So the vertices will be as follows;

(-6,-9) , (0,0) and (3,-6)

The time which takes the call is $5.00 with the given ratio is 50 minutes.

The ratio is the division of the two numbers.

For example, a/b, where a will be the numerator and b will be the denominator.

Given that,

$0.10 for 1 minute

The ratio of time to cost = 1/0.10 = 10

Let's say the time taken in $5 is x minutes

The ratio of time to cost = x/5

x/5=10

x = 50 minutes

Hence "The time which takes the call is $5.00 with the given ratio is 50 minutes".

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Answer:

Results are below.

Step-by-step explanation:

Giving the following information:

Fixed costs= $5,000

Unitary variable cost= $25

First, we need to structure the total cost formula:

Total cost= fixed costs + unitary cost*number of units

Total cost= 5,000 + 25*x

x= number of units

For 100:

Total cost= 5,000 + 25*100= $7,500

For 150:

Total cost= 5,000 + 25*150= $8,750

For 200:

Total cost= 5,000 + 25*200= $10,00

For 250:

Total cost= 5,000 + 25*250= $11,250

For 300:

Total cost= 5,000 + 25*300= $12,500

Answer:

A

Step-by-step explanation:

Linear functions are those whose graph is a straight line. A linear function has the following form. y = f(x) = a + bx. A linear function has one independent variable and one dependent variable. The independent variable is x and the dependent variable is y.

Answer:

10% of 50 is 5 dollars up, so will be $55

Answer:

Step-by-step explanation:

The slope of the given line y=-1/7x-3 is -1/7.  The slope of any 'new' line perpendicular to this given line is the negative reciprocal of the slope of the latter, which in this case is +7.

Use the point-slope formula y - k = m(x - h) with k = 0, h = 2 and m = +7:

y - 0 = 7(x - 2), or

y = 7(x - 2), or

y = 7x - 14

Answer:

Step-by-step explanation:first you do get the slope and flip it so it’s becomes 7/1 and

Answer:

x < - 4

Step-by-step explanation:

Given

2x - 2 > 4x + 6 ( subtract 2x from both sides )

- 2 > 2x + 6 ( subtract 6 from both sides )

- 8 > 2x ( divide both sides by 2 )

- 4 > x , thus

x < - 4

Answer:

-14x+12

Step-by-step explanation

f(x)=-14

Answer:

0

Step-by-step explanation:

2/3 - 2/3 = 0/3 = 0

Answer:

Task

Kipton has a digital scale. He puts a marshmallow on the scale and it reads 7.2 grams. How much would you expect 10 marshmallows to weigh? Why?

Kipton takes the marshmallows off the scale. He then puts on 10 jellybeans and then scale reads 12.0 grams. How much would you expect 1 jellybean to weigh? Why?

Kipton then takes off the jellybeans and puts on 10 brand-new pink erasers. The scale reads 312.4 grams. How much would you expect 1,000 pink erasers to weigh? Why?

IM Commentary

The purpose of this task is to help students

Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left (5.NBT.1)

By setting the task in the context of weighing objects and bundles of 10, 100, and 1,000 objects, it helps students visualize that bundling 10 units of a given place value will create 1 unit of the next highest place value. For example, taking 10 of an item that weighs 4.2 grams will result in 42 grams because it is 10 groups of 4 grams that weights 40 grams all together, and 10 groups of 0.2 grams that weigh 2 grams all together. The task allows students to explore both the structure of our place value system and how we use that to efficiently multiply and divide powers of 10.

Though this task is written as questions to be discussed or answered by students, the parts of this task are most valuable as a set of scenarios to be infused throughout a unit on place value. The teacher can actually bring in a digital scale and go through a series of explorations with students. It might be natural to start with students weighing one object and making predictions about how much 10 or 100 of these objects would weigh. From there, the teacher may want to have students start weighing sets of 10 or 100 objects and work backwards to think about the weight of 1 object.

The digital scale has several advantages: the weight will always appear in decimal form, thereby making it perfect for students to start reasoning about shifts in decimal place value from a more intuitive place. Moreover, the digital scale will not always show the expected answer. For example, something that weighs 3.5 grams alone might weigh 35.4 grams (rather than 35 grams) when taken as a group of 10. This slight difference provides an excellent opportunity to talk about rounding error. It also requires students to think beyond the rules of sliding a decimal point to the right when multiplying by powers of 10.

If students were still developing the rules for multiplying and dividing by powers of 10, this task would also incorporate MP8, Look for and express regularity in repeated reasoning. It also incorporates parts of MP6, Attend to precision, in that a higher-level discussion will push students to reason why one marshmallow might weigh 7.2 grams, but 10 marshmallows might weigh 7.19 grams. See the solution for part (a) for further elaboration.

Solution

Solution:

10 marshmallows should weigh 72 grams. Students might use repeated addition, multiplication or reason that each digit’s place value will be multiplied by a factor of 10:

10×(7+0.2)(10×7)+(10×0.2)70+272===

If students have had practice using digital scales in class, some students might respond with guesses that are close such as 73 grams or 72.4 grams because the original 7.2 grams may have been rounded to the nearest tenth. If, for example, the original actual weight were 7.24 grams, then the weight of ten marshmallows on a scale that rounds to the nearest tenth of a gram would be 72.4 grams.

1 jellybean should weigh 1.2 grams. Students may come to the solution a number of ways.

Students might notice that dividing 12 by 10 could be expressed in fraction form 1210. Students might further reason that

1210=1010+210

or 1.2.

Students might alternately reason that 12÷10 is the same as

(10÷10)+(2÷10)=1+0.2=1.2

Students might also use the rule that they are beginning to develop about sliding the decimal point one place to the left to divide by 10.

1,000 pink erasers should weigh about 31,240 grams. Students may come to the solution a number of ways:

A student might reason that first, it would be necessary to find out what 100 erasers would weigh by multiplying by a factor of 10 and then further multiplying by another factor of 10 to find out what 1,000 erasers would weigh. This is represented by

312.4×10×10

In this solution method, the student reasoned that multiplying by a factor of 10 and then another factor of 10 would be the same as multiplying by a factor of 100:

312.4×10×10312.4×100100×(300+10+2+0.4)30,000+1,000+200+4031,240====

Another student might want to find the weight of a single eraser. If 10 erasers weigh 312.4 grams, then one eraser must weigh 31.24 grams. From there the student could multiply the weight of one eraser by a factor of 1,000:

1000×(30+1+0.22+0.04)30,000+1,000+200+4031,240==

Step-by-step explanation:

You would expect 1,000 pink erasers to weigh 31,240 grams.

If 10 erasers weigh 312.4 grams, and to get 1,000 you multiply by 100, if you multiply 312.4 by 100 you get 31240.

Or if you use rates

[tex]\frac{312.4}{10} =\frac{31240}{1000}[/tex]

(when you multiply by 100)

I think you mean 2/5 and not 25 for Monday and 1/3 and not 13 on Tuesday. So i will solve with the fraction.

Answer: The fraction of the windows remaining  for Kendra to wash=4/15

Step-by-step explanation:

Step 1

The fraction of windows washed on Monday = 2/5

The fraction of windows washed on Tuesday= 1/3

Fraction remaining to be washed = Total windows - Fraction already washed

Step 255

Fraction already washed=2/5 + 1/3 =6+ 5/15 = 11/15

The total numbers of windows in the office will be represented as 1 whole number since we are dealing with fractions such that the

Fraction remaining to be washed = 1- Fraction already washed

= 1- 11/15 = 15/15-11/15= 4/15

Answer:

Step-by-step explanation:

Answer:

A: answer is 0 because anything to the power of 0 is 1

B: 0 or 1 because 1 to the power of 1 is 1 and 1 to the power of 0 is also 1

Answer:

(-1, 4)

Step-by-step explanation:

From the graph we see that;

At x = 0, y has a value of 1

At x = 2, y has a value of 1

At x = 1, y has a value of 0

At x = -1, y has a value of 4

Looking at the given options, the only ordered pair that corresponds to a correct reading on the graph as earlier observed is; (-1, 4)

Answer:

no

no

yes

Step-by-step explanation:

Answer:

y=2/5x+28/5

Step-by-step explanation:

Answer:

45

Step-by-step explanation:

by the definition of an isocoles triangle, defined by having two congruent sides,  (p-s, r-s), angles SPR and SRP are congruent. by the triangle sum theorem, (internal angles + to 180˚) 90˚ + 2a = 180˚. 2a =90, a = 45

Answer: No Solution

Step-by-step explanation: In picture

Answer: ∛2x / 2x+1

x cannot equal -1/2

Step-by-step explanation: f/g means we divide the f function by the g function

so that’s all we do!

then, remember, we can’t divide by 0. so 2x+1 can’t be 0. if we solve that out, we get that x can’t be -1/2, because that would make it 0. there’s our domain restriction!

Answer: 12 miles

Step-by-step explanation:

From the question, we are informed that Marie walk 680 miles to the south pole and that the trip took 58 days and they travel the same distance each day.

The number of miles that they travel each day to the nearest whole number will be gotten by dividing 680 miles by 58. This will be:

= 680 miles / 58

= 11.72

= 12 miles to nearest whole number.

Answer:

third option both cost the same after 2 months

Answer:

24

Step-by-step explanation:

8%=8/100

& 8/100 of 60=4.8  ( "of" in mathematic means "multiply")

check if you get 4.8 by multiplying each of the given options by  1/5

1/5 0f 24=4.8

So 24 will be the ans

Answer:

0

Step-by-step explanation:

-4 - -4 = 0

6-4 = 2

0/2 = 0

Answer:

change in y change in x

The change in x

is equal to the difference in x-coordinates (also called run), and the change in y

is equal to the difference in y-coordinates

m=y2−y1x2−x1

Substitute in the values of x

and y

into the equation to find the slope.

m=−4−(4)−3−(6)

m=8/9

Answer:

16.2

Step-by-step explanation:

The x is 6.6.

2x+3 = DE

2(6.6)+3

13.2+3

16.2

Hope this helps!

Answer:

35

Step-by-step explanation:

if GFL = 34 and GEL = 36 FLG would be 35