Select the equation Wich represents the graph

Answer:

C

Step-by-step explanation:

Answer:

r = -17

Step-by-step explanation:

Slope = -5

Slope = [tex]\frac{y_{2}-y_{1}}{x_{2}-x_{1}}[/tex]

[tex]\frac{3 - r}{-8-[-4]}=-5\\\\\frac{3-r}{-8+4}=-5\\\\\frac{3-r}{-4}=-5\\[/tex]

3-r = (-5)*(-4)

3 - r = 20

   -r = 20 - 3

  -r = 17

   r = -17

Answer: To use the Vertical Line Test, you draw a line parallel to the y-axis for any value of x and if the line intersects the curve graphed, then the curve is not a function. We use Vertical Line Tests to see if curves are functions.

Answer:

rrr

Step-by-step rrexplanation:

rrr

Answer:

A decimal number with a digit (or group of digits) that repeats forever. The part that repeats can also be shown by placing dots over the first and last digits of the repeating pattern, or by a line over the pattern. Also called a "Repeating Decimal"

Answer:

Putting a number that is repeating or put the a line on top .

Step-by-step explanation:

Answer: 3 1/3

Step-by-step explanation: the answer is 9 3/4 but i simplified it. hope i could help:)

Step-by-step explanation:

5+2√5.2 +2

=7+2√10........

Answer:

If a store is having a 20% off sale

By buying an item you save 20% of the price

If Mai saves $13 on an item she is also saving 20%

$13 = 20% of the price

$65 = 100% of the original price

$65 is your answer!

you know he made 5 deliveries for $16 each.  5*16=80.  So to find his salary you have 215-80=$135.

So he makes $135 no matter what plus $16 times the number of deliveries.

so, S=16d+135

Answer:

x = 2

Step-by-step explanation:

7x - 1 = 4x + 5

-4x       -4x

move the variable to the other side

3x - 1 = 5

    +1   +1

move the negative 1

3x = 6

3     3

divide

x = 2

Answer:

26 students picked the museum.

Step-by-step explanation:

65x.40=26

Answer:

-13

Step-by-step explanation:

6+4=10

-18+-5=-23

10+-23=-13

Answer:

the answer is -13

Step-by-step explanation:

The number of sheets of stickers is 12.25, and the number of bags of candy is 5.25 she will use.

It is defined as the comparison between two quantities that how many times the one number acquires the other number. The ratio can be presented in the fraction form or the sign: between the numbers.

Allison uses 7 sheets of stickers and 3 bags of candy for every 8 friends.

It means the ratio of the sticker to candy bags:

7:3   for 8 friends

[tex]\frac{7}{8} :\frac{3}{8}[/tex]  for 1 friend or

0.875:0.375

If she makes 14 treat bags then:

The number of sheets of stickers she will use = 0.875×14 ⇒ 12.25

The number of bags of candy she will use = 0.375×14 ⇒ 5.25

Thus, the number of sheets of stickers is 12.25, and the number of bags of candy is 5.25 she will use.

Learn more about the ratio here:

brainly.com/question/13419413

Answer:

I'm pretty sure is the $0.40

Answer:

r/c  

Step-by-step explanation:

96/48

or

24/12

Answer:

El número de animales vivos después de 1, 5 y 10 años es 90, 60 y 35 respectivamente.

Step-by-step explanation:

Sabes que el número N(t) de animales vivos después de t años se predice mediante N(t) = 100*[tex]0.9^{t}[/tex]

Para estimar el número de animales vivos después de, por ejemplo, 1 año debes simplemente reemplazar el tiempo t por el tiempo correspondiente, en este caso 1 año:

N(1) = 100*[tex]0.9^{1}[/tex]

Resolviendo:

N(1) = 100*[tex]0.9^{1}[/tex]= 100*0.9= 90

De manera similar, podes estimar el número de animales vivos después de 5 y 10 años. Esto es, reemplazas t por 5 años:

N(5) = 100*[tex]0.9^{5}[/tex]= 100*0.59049= 59.049≅ 60

y t por 10 años:

N(10) = 100*[tex]0.9^{10}[/tex]= 100*0.3487= 34.86 ≅ 35

El número de animales vivos después de 1, 5 y 10 años es 90, 60 y 35 respectivamente.

Answer: 8 in

Step-by-step explanation:

mAB= 8 inches because AB is the difference of AD and BD. The postulate I used for this is the Part Whole Postulate, or PWP.

Answer: Because of taxes i would think

Answer:

01101001 value the decimal of this is 15×7/105

Answer:

The 18th term of the arithmetic sequence will be:

[tex]a_{18}=37[/tex]

Step-by-step explanation:

We know that the arithmetic sequence with a common difference 'd' and the first term 'a₁' is defined as

[tex]a_n=a_1+\left(n-1\right)d[/tex]

Given the values

d = 2

a₁ = 3

As we have to determine the 18th term of the arithmetic sequence.

so putting n = 18 in the nth term to determine the 18th term.

[tex]a_n=a_1+\left(n-1\right)d[/tex]

[tex]a_{18}=3+\left(18-1\right)2[/tex]

     [tex]=3+17\cdot \:2[/tex]

     [tex]=3+34[/tex]

     [tex]=37[/tex]

Therefore, the 18th term of the arithmetic sequence will be:

[tex]a_{18}=37[/tex]

Answer:

b = 1.778279, −1.778279

Step-by-step explanation:

-10=b4 <----- Write your equation out

-10=[tex]\frac{b4}{4}[/tex] <----- Divide b4 by 4 to get b by itself.

[tex]\frac{-10}{4}[/tex]=b <----- Divide -10 by 4 because what you do to one side, you mjst do to the other.

-2.5=b <----- There is your answer; -2.5

Answer:

[tex]\frac{8}{5}[/tex]  or 1.6

Step-by-step explanation:

If this is the equation then the answer should be correct.

[tex]2^{3x}[/tex] x [tex]2^{2x}[/tex] = [tex]2^{8}[/tex]

Answer:

980

Step-by-step explanation:

Multiply the number of pens in a box by the number of boxes.

Answer:

46 degrees

Step-by-step explanation:

if you look at it closely u can see that the 120 degrees is reflected to the opposite side so if the 120 degrees is reflected then the 46 degrees would be reflected too

Answer:

250

Step-by-step explanation:

20% of 250 is 50. 100% of 250 is 250, therefore 20 percent of 250 equals 50.

More simplified explanation: The question is asking if 50 is 20% of a number, what is the number? So we know that 20% is 1/5 of 100%; if we know that 50 is 20% of something, then we would multiply 50 by 5 to get the answer. We would have to multiply 50 by 5 because if 50 is 20% of a number that would mean that 50 is 1/5 of the number we need to find, so to find the number, you to multiply 50 by 5.

Hope this helps!

Answer:first is negative and positive im sure of it if i get im sorry tried my best

Step-by-step explanation:

Answer:

Step-by-step explanation:

[tex]---------------------------------[/tex]

[tex]Here's[/tex] [tex]how[/tex] [tex]we[/tex] [tex]solve[/tex] [tex]it[/tex]

[tex]-2.5\cdot\frac{-3}{5}[/tex] = [tex]1.5[/tex] [tex]or[/tex] [tex]\frac{3}{2}[/tex]

[tex]1.5\cdot50[/tex] = [tex]75[/tex]

[tex]75\cdot\frac{1}{-4}[/tex] = [tex]-18.75[/tex] [tex]or[/tex] [tex]-\frac{75}{4}[/tex]

[tex]-18.75\cdot1.6[/tex] = [tex]-30[/tex]

[tex]-30\cdot-2[/tex] = [tex]60[/tex]

[tex]---------------------------------[/tex]

[tex]Here's[/tex] [tex]the[/tex] [tex]answer.[/tex]

[tex]-2.5\cdot\frac{-3}{5}\cdot50\cdot\frac{1}{-4}\cdot1.6\cdot-2[/tex] = [tex]60[/tex]

[tex]60[/tex] [tex]is[/tex] [tex]positive[/tex] [tex]and[/tex] [tex]is[/tex] [tex]an[/tex] [tex]even[/tex] [tex]number.[/tex]

[tex]---------------------------------[/tex]

Hope this helps! <3

Given:

Total number of cubes = 225

Cubes are arranged in a pattern with the same number of cubes in each row and column.

To find:

The number of cubes in a row.

Solution:

Let the number of cubes in a row be x.

Since, cubes are arranged in a pattern with the same number of cubes in each row and column, therefore number of cubes in rows and columns are equal.

[tex]\text{Total cubes}=x\times x[/tex]

[tex]\text{Total cubes}=x^2[/tex]

Total number of cubes = 225

[tex]x^2=225[/tex]

Taking square root on both sides.

[tex]x=\sqrt{225}[/tex]

[tex]x=15[/tex]

So, the number of cubes in a row is 15.

Therefore, the correct option is A.

Answer:

51

Step-by-step explanation:

Plug in 3 as x into the function:

g(x) = 9x + 24

g(3) = 9(3) + 24

g(3) = 27 + 24

g(3) = 51

g(x) = 9x + 24

g(3) = 9(3) + 24

g(3) = 27 + 24 = 51

g(3) = 51

Answer:

the answer is c

Step-by-step explanation:

you add 1 to both sides

3x=11

then divide by 3

so x=11/3

Answer:

11/3 is the answer to this questio

Answer:

See Explanation

Step-by-step explanation:

This question requires options.

Since, there are none, I'll answer on a general term.

For a coordinate point to be on the graph, the x and y value when substituted in the given equation must make the equation true.

Take for instance

(x,y) = (1,2)

This implies that

x = 1

y = 2

Substitute values of x and y in

y = 3x - 1

We have:

2 = 3 * 1 - 1

2 = 3 - 1

2 = 2

Notice that both sides of the equation are equal.

Hence

(1,2) lies on the xy coordinate plane.

However,

Take for instance (x,y) = (2,4)

This means

x = 2 and y = 4

Substitute values of x and y in

y = 3x - 1

4 = 3 * 2 - 1

4 = 6 - 1

4 ≠ 5

The above does not represent an equation because 4 is not equal to 5.

Hence, (2,4) does not lie on the coordinate plane

So, to answer your question, you need to substitute values of x and y in the given equation.

Which ever of the options that does not show equality answers your question.