Which is the equation of a line that passes through the point(-2,5) and has a slope of zero?

Answer:

x=-1

Isolate the variable by dividing each side by factors that dont

contain the variable

Answer: Elijah would be 42 inches tall

Step-by-step explanation:

We all know that Samuel is 48 inches while Elijah is 6 inches shorter.

You subtract 6 from 48 to get 42.

Hopefully, this helped. :D

Answer:

Correct Answer is D

Step-by-step explanation:

Answer:

Yeah it's "D"

Step-by-step explanation:

Have a Jocular Day

Answer:

my cash app is Joy95H Suppose we wish to find the zeros of f(x) = x

3 + 4x

2 − 5x − 14. Setting f(x) = 0 results in the

polynomial equation x

3 + 4x

2 − 5x − 14 = 0. Despite all of the factoring techniques we learned1

in Intermediate Algebra, this equation foils2 us at every turn. If we graph f using the graphing

calculator, we get

The graph suggests that the function has three zeros, one of which is x = 2. It’s easy to show

that f(2) = 0, but the other two zeros seem to be less friendly. Even though we could use the

‘Zero’ command to find decimal approximations for these, we seek a method to find the remaining

zeros exactly. Based on our experience, if x = 2 is a zero, it seems that there should be a factor

of (x − 2) lurking around in the factorization of f(x). In other words, we should expect that

x

3 + 4x

2 − 5x − 14 = (x − 2) q(x), where q(x) is some other polynomial. How could we find such

a q(x), if it even exists? The answer comes from our old friend, polynomial division. Dividing

x

3 + 4x

2 − 5x − 14 by x − 2 gives

x

2 + 6x + 7

x−2 x

3 + 4x

2 − 5x − 14

−

x

3 −2x

2

6x

2 − 5x

−

6x

2 −12x)

7x − 14

− (7x −14)

0

As you may recall, this means x

3 + 4x

2 − 5x − 14 = (x − 2)

x

2 + 6x + 7

, so to find the zeros of f,

we now solve (x − 2)

x

2 + 6x + 7

= 0. We get x − 2 = 0 (which gives us our known zero, x = 2)

as well as x

2 + 6x + 7 = 0. The latter doesn’t factor nicely, so we apply the Quadratic Formula to

get x = −3 ±

√

2. The point of this section is to generalize the technique applied here. First up is

a friendly reminder of what we can expect when we divide polynomia

Step-by-step explanation:

Answer:

Pat Pet's Palace

Step-by-step explanation:

Price of dog food at Pat Pet's Palace = $3 per pound

Price of dog food at Mark's Mutt Market can be estimated using the graph given.

The graph is a proportional graph, thus, the constant of proportionality between cost and pound = y/x

Using the coordinates of a point on the line, (2.5, 10), constant of proportionality or unit rate = y/x = 10/2.5 = 4.

This means the price of dog food at Mark's Mutt Market is $4 per pound.

Therefore, Milo would pay a lower price per pound for dog food at Pat Pet's Palace.

Answer:

Hey there! Thanks for asking your question.

We can multiply the numerators and denominators by any number.

Either way, you will have the same equivalent fraction.

Let's do a practice problem:

[tex]\frac{1}{2} = ?[/tex]

We can multiply the numerator & denominator by 2.

We get the number [tex]\frac{2}{4}[/tex].

So, [tex]\frac{1}{2} = \frac{2}{4}[/tex].

Best of Luck!

Answer:

16

Step-by-step explanation:

1/4 is 20

20per is 16

20+16+28 is 64 minus 80 is 16

Answer:

2.070552361 miles

Step-by-step explanation:

2 / cos 15 = 2.070552361

Answer:

[tex]m=\frac{1}{6}[/tex]

General Formulas and Concepts:

Pre-Algebra

Algebra I

Step-by-step explanation:

Step 1: Define

Find points from graph.

Point (-5, -4)

Point (1, -3)

Step 2: Find slope m

Answer:

x = 3, the error is that the -2x should be added.

Step-by-step explanation:

The -2x should be added to the left side.

3x - 7 = -2x + 8

3x + 2x = 8 + 7

5x = 15

x =3

Answer lest edited 3:11 PM Central, 11/24/2020

Answer:

x=5

Step-by-step explanation:

Correct way:

Add 2x to 3x ( 5x )

3x-7=8

Add 7 to 8 ( 15 )

3x=15

Divide 15/3

x= 5

What was wrong:

You need to combine like terms and put the variable on the left side of the equation and then follow the steps above. You also forgot to divide.

Hope this helped, Have a Great Day!!

Answer:

3x+33

Step-by-step explanation:

This is if you are just looking for an expression.

Answer:

1. true 2. true 3.true 4. false 5. false

Step-by-step explanation: 4/4-3/4 is 1/5. You multiply the top first (4-3=1) and the bottom isn't supposed to change. so the answer is 1/4

Answer:

B

Step-by-step explanation:

Answer: B

Step-by-step explanation: It's B

5.2 inches 13.12 cm

50m

42.195 kilometers

Answer:

Students use linear, quadratic, and exponential functions to model data from tables and choose the regression

most appropriate to a given context. They use the correlation coefficient to determine the accuracy of a

regression model and then interpret the function in context. They then make predictions based on their model

and use an appropriate level of precision for reporting results and solutions.  

Lesson 7 focuses on data sets that cannot be modeled accurately, and students are asked

to articulate why. Students use skills learned in Lesson 14 of Module 2 (where they used

calculators to write linear regressions) and apply similar techniques for data sets that are

better suited to modeling with quadratic or exponential regressions. Students use that

same technique to find linear regressions and use their graphing calculators to examine

the correlation coefficient and to find quadratic and exponential regressions. They

compare correlation coefficients to determine which model is best for the data.

Ultimately, students choose the regression model (linear, quadratic, or exponential) most

appropriate to a given data set and then write, verify, and interpret these models in

context. Students need a graphing calculator to complete this lesson. Graphing calculator

instructions are provided, but steps may vary slightly depending on the model of the

graphing calculator.

Refer to the following full modeling cycle during this lesson (Found on page 61 of the CCLS

and page 72 of the CCSSM).

Scaffolding:

 Students are more

engaged when working

with relevant and real data

that interests them.

Websites that provide

data sets are a good

resource for classroom

investigations.

 This lesson might need to

be divided into two days if

students need more time

to master the technology.

Step-by-step explanation:

Answer:

13. 1/4x

14. -2/4x or -1/2x

15 1/3x or 2/6x

16. Zero

Step-by-step explanation:

13. goes up once and goes to the side 4 times

14. goes down twice and goes to the side 4 times

15. goes up one time and three to the side

16. zero slope, the line is horizontal

Answer:

13. 1/4

14. -1/2

15 1/3

16. Zero

Step-by-step explanation:

Answer:

Step-by-step explanation:

Sum of n terms formula:

Solving for n

Answer:

As we know that in a AP

[tex]{:}\longrightarrow[/tex][tex]\sf S_n={\dfrac {1}{2}}(a+l)n[/tex]

[tex]{:}\longrightarrow[/tex][tex]\sf 3480={\dfrac {1}{2}} (9+165)n[/tex]

[tex]{:}\longrightarrow[/tex][tex]\sf 3480={\dfrac {1}{2}}(174)n[/tex]

[tex]{:}\longrightarrow[/tex][tex]\sf 3480={\dfrac {174}{2}}n [/tex]

[tex]{:}\longrightarrow[/tex][tex]\sf 3480=87n [/tex]

[tex]{:}\longrightarrow[/tex][tex]\sf n={\dfrac {3480}{87}}[/tex]

[tex]{:}\longrightarrow[/tex][tex]\sf n=40[/tex]

[tex]\therefore[/tex]Number of terms=40.

Answer:

The conjecture is that the unit digit of 4^n = 4 when n = odd also 4^n = 6 when n = even

Step-by-step explanation:

[tex]4^1 = 4\\4^2 = 16\\4^3 = 64\\4^4 = 256 \\4^5 = 1024\\4^6 = 4096\\4^7 = 16384\\4^8 = 65536[/tex]

The conjecture is that the unit digit of 4^n = 4 when n = odd also 4^n = 6 when n = even

To prove this conjecture

[tex]4^1 = 4\\4^2 = 16[/tex] unit digit = 6

hence the property is true for ; n = 1 and n = 2 and also for every odd and even number ( i.e. from 1  to 8 )

Answer:

I am not really sure but I asume it is C honestly I am sorry if I am wrong. But if I am right I really hope this helps

Answer:

Umm it has no photo so we can't see the table

Step-by-step explanation:

Umm it has no photo so we can't see the table

Answer: I had the same problem and someone else gave me the answer, the answer is B :>

Answer:

Its too low

Step-by-step explanation:

plz mark brainliestʕ•ᴥ•ʔ

Answer:

Perimeter = 23.692 units

Step-by-step explanation:

Perimeter = sum of all his sides

then:

Perimeter = 4.15 + 7.092 + 12.45

Perimeter =  23.692 units

Answer:

Its definitely 23$ is equally into 33$ and if its add it will be €23 and then you will add some randomly number and plus it to 23 and 13 is the answer thank me later

Answer:

Paul had £40 originally.

Step-by-step explanation:

Given

Let d be the money Dan has and p be the money Paul has

Then according to the given situation,

[tex]\frac{d}{p} = \frac{9}{5}\\d = \frac{9p}{5}\ \ \ Equation\ 1[/tex]

Now from the statement, "Dan decides this is unfair so he gives Paul £32 of his share to make the ratio 1:1"

[tex]\frac{d-32}{p} = 1[/tex]     Eqn 2

From 2

[tex]d - 32 = p\\[/tex]

Putting d = 9p/5

[tex]\frac{9p}{5} - 32 = p\\9p - 160 = 5p\\9p-5p = 160\\4p = 160\\\frac{4p}{4} = \frac{160}{4}\\p = 40[/tex]

Checking

[tex]d = \frac{9(40)}{5} = \frac{360}{5} = 72\\\frac{d}{p} = \frac{72}{40} = \frac{9}{5}[/tex]

Hence,

Paul had £40 originally.

Answer:

[tex]x = 44^\circ[/tex]

Step-by-step explanation:

Triangle Congruence

Given triangle ABC is congruent to triangle DEC, then it's true that angle ABC is congruent to angle DEC.

The figure shows that:

[tex]m\angle B = 48^\circ[/tex]

[tex]m\angle E = x + 4^\circ[/tex]

Those angles are congruent, or have the same measure, thus:

[tex]x + 4^\circ = 48^\circ[/tex]

Subtracting 4°:

[tex]x = 48^\circ - 4^\circ[/tex]

[tex]\mathbf{x = 44^\circ}[/tex]

Answer:

The answer in 180000 * 3 ÷ 100 = 5400$

Answer:

10,002.21

Step-by-step explanation:

1)4x5= 20 times

2) principal= 5000

interest rate per year= 3%

compounded times per year=4

time in years = 5

the formula is amt= p*(1+r/n)^(n*t)

thus

Amount = 5805.92

3) If time in years = 23.2

then

amount = 10,002.56

4) Principal = 5,000

interest rate per yr= 5.82%

Compounded times per year = 4

time in years =12