Answer:
[tex]y=5x[/tex]
Step-by-step explanation:
Insert the information into the point-slope formula to find slope-intercept form.
[tex]y-y_1=m(x-x_1)\\\\y-5=5(x-1)\\\\y-5=5x-5\\\\y=5x[/tex]
what is the percent of change from 5 to 7
Answer:
The answer is 20% have a great day
Answer:
40%
Step-by-step explanation:
that's what googl e said
(1 point)
Write the complex number z= -7-10i in polar form: z = r(cos (theta)+ i sin (theta)) where r= and 0 =
The angle should satisfy 0<=theta<=2pi
Answer:
When a complex number z is written in its polar form,z = r(cos theta + i sin theta), the nonnegative number r is called the magnitude, or modulus, of z.
In mathematics, magnitude is the size of a mathematical object, a property by which the object can be compared as larger as or smaller than other objects of the same kind. More formally, an object's magnitude is an ordering (or ranking) of the class of objects to which it belongs.
I am hoping that this answer has satisfied your query and it will be able to help you in your endeavor, and if you would like, feel free to ask another question.
30. What is the solution to the system of equations?
3x + 3y - Z=1
Z=8
-X-3y + 2z = 13
A: (3, 0, 8)
B: (3, 0, -8)
C: (-3, 0,8)
D: (3, 2, 8)
Answer:
x = 3
y = 0
z = 8
Step-by-step explanation:
a) 3x + 3y - z = 1
b) z = 8
c) -x -3y + 2z = 13
a) 3x + 3y - 8 = 1 (substitution)
a) 3x + 3y = 9
c) - x - 3y + 2(8) = 13 (substitution)
c) -x - 3y + 16 = 13
c) -x - 3y = -3
(3x + 3y = 9) + (-x -3y = -3)
= 2x = 6
x = 3
a) 3(3) + 3y - 8 = 1
9 + 3y - 8 = 1
y = (1 -9 + 8)/3
y = 0
Which situation can be represented by this inequality 135 ≤ 10r + 15
[tex]135\leq 10r +15\\\\\implies 120 \leq 10r\\\\\implies 12 \leq r \\\\\implies r \geq 12 \\\\\text{Interval,}~~ [12,\infty)[/tex]
Suppose that u⃗ =⟨8,−2⟩ and v⃗ =⟨5,−5⟩. What is the angle between u⃗ and v⃗ , rounded to the nearest degree?
9514 1404 393
Answer:
31°
Step-by-step explanation:
One way to find the difference angle is to look at the angle of the quotient. We can use complex numbers to represent the vectors for the purpose of that math. The magnitude is not important in this problem, so we do not have to finish the division.
(8 -2i)/(5 -5i) = (8 -2i)(5 +5i)/((5 -5i)(5 +5i)) = (40 -10i +40i +10)/( )
The numerator is 50 +30i, which has an angle of ...
arctan(30/50) ≈ 30.96° ≈ 31°
_____
Additional comment
Effectively, we have found the angle as the angle of the product of one vector with the conjugate of the other, when written as complex numbers. In vector terms, you might use the definition of the dot product. That seems to take a lot more math.
u·v = |u|×|v|×cos(θ)
θ = arccos(u·v/(|u|×|v|))
θ = arccos((8·5 +(-2)(-5))/√((8² +(-2)²)(5² +(-5)²))) = arccos(50/√3400)
If P = {3, 5, 7, 11, 13, 17, 19), what is n(P)?
Answer:
the n(P) of P = {3, 5, 7, 11, 13, 17, 19} is "128".
Step-by-step explanation:
n(P) is the Cardinality of the set P. Its formula is 2^k.
where k = number of elements in the set.
Hope this helps :)
Evaluate the line integral, where C is the given curve. z2 dx x2 dy y2 dz, C C is the line segment from (1, 0, 0) to (5, 1, 2)
I assume the integral is supposed to be
[tex]\displaystyle \int_C z^2\,dx + x^2\,dy + y^2\,dz[/tex]
Parameterize C by
[tex](x(t),y(t),z(t)) = (1-t)(1,0,0) + t(5,1,2) = (1+4t, t, 2t)[/tex]
with 0 ≤ t ≤ 1, and dx = 4 dt, dy = dt, and dz = 2 dt. Then the line integral is
[tex]\displaystyle \int_C z^2\,dx + x^2\,dy + y^2\,dz = \int_0^1 (2t)^2(4\,dt) + (1+4t)^2\,dt + t^2(2\,dt)[/tex]
[tex]\displaystyle \int_C z^2\,dx + x^2\,dy + y^2\,dz = \int_0^1(1+8t+34t^2)\,dt[/tex]
[tex]\displaystyle \int_C z^2\,dx + x^2\,dy + y^2\,dz = 1+4+\frac{34}3 = \boxed{\frac{49}3}[/tex]
I need help with number 9 please
Answer:
29.85
Step-by-step explanation:
1 month = 9.95
2 months = 19.9
3 months= 29.85
It shows the progression through three months and how much it was starting off from one month.
Answer: $29.85
per day it charges $9.95
she has the subscription for three months
we will then multiply the amount charged per month
$9.95 x 3 = $29.85
I hope this helps! :)
There are 25 students in a class, and 6 of them will be chosen to go on a field
trip. How many ways can these students be chosen?
Answer:
just figure it out or just search it somewhere on the brainly app for the answer :)
PLEASE HELP ME!! I really need the help with this question!!
Find the inverse function of f informally.
Answer:
What is f?
Step-by-step explanation:
Solve for x
(x+16) over 3 = 3x
a. X=-7
b. X=-13
c.x= 8
d. X= 2
Answer:
X=8
Step-by-step explanation:
8+16=24
and 3(8)=24
What is 2346 to the power of 3?
Answer:
12911717736
Step-by-step explanation:
"236" to the power of 3 is the same thing as multiply 236 by itself 3 times.
236 · 236 · 236 55696 · 236 12911717736Therefore, the answer is 12911717736.
Answer:
12911717736
Step-by-step explanation:
You're basically multiplying 2346 by itself 3 times which is why you get 12911717736
13. Perry drew a design for a number cube
and marked it with the given dimensions,
Find the surface area of the design.
Answer:
150 cm square
Hope this helps!
Put the following equation of a line into slope-intercept form, simplifying all fractions. 4y-4x= -28
[tex] \Large{\boxed{\sf y = x - 7}} [/tex]
[tex] \\ [/tex]
Explanation:We are given a linear equation, and we would like to express it in slope-intercept form.
[tex] \\ [/tex]
[tex] \Large{\left[ \begin{array}{c c c} \underline{\tt Slope-Intercept \: Form \text{:}} \\ ~ \\ \tt y = mx + b \end{array} \right] } [/tex]
Where:
m is the slope of the line.b is its y-intercept.(x , y) is a point through which the line passes.[tex] \\ [/tex]
Given linear equation:
[tex] \sf 4y - 4x = -28 [/tex]
[tex] \\ [/tex]
To find the slope-intercept form of the equation, we have to solve for y.
First, add 4x to both sides of the equation:
[tex] \sf \longrightarrow 4y - 4x + 4x = -28 + 4x \\ \\ \\ \longrightarrow \sf 4y = 4x - 28 [/tex]
[tex] \\ [/tex]
Then, divide both sides of the equation by 4:
[tex] \sf \longrightarrow \dfrac{4y}{4} = \dfrac{4x - 28}{4} \\ \\ \\ \longrightarrow \sf y = \dfrac{4x}{4} - \dfrac{28}{4} \\ \\ \\ \longrightarrow \boxed{\boxed{\sf y = x - 7}} [/tex]
[tex] \\ [/tex]
[tex] \hrulefill [/tex]
[tex] \\ [/tex]
▪️Learn more about the slope-intercept form here:
↣https://brainly.com/question/26163957
First , Add 4x to both sides :
➱ [tex]\sf{4y-4x=-28}[/tex]
➱ [tex]\sf{4y=-28+4x}[/tex]
Next , Divide all terms by 4 to get y all alone
➱ [tex]\sf{y=-7+x}[/tex]
Rearrange so that our result matches the format for slope - intercept :
➱[tex]\sf{y = x +7}[/tex]
Henceforth, Equation : y = x + 7 .
Finding the limit on Mathematica. How do I type this in Mathematica?
See the documentation for the Limit symbol for more info.
i. Limit[(t^3 + 3t^2 - 12t + 4)/(t^3 - 4t), t -> 2]
ii. For a one-sided limit, is the Direction option.
Limit[(y + 6)/(y^2 - 36), y -> 6, Direction -> -1]
The option value -1 essentially means we treat y as if it's greater than 6, so its value has to decrease in order to approach 6.
Find the length of a diagonal of a 6 inch square.
Answer:
Step-by-step explanation:
If square is split into two from diagonal then it forms two right angled triangles which are congruent.
Therefore we can use Pythagoras theorem as we know side
d^2=6^2+6^2
d=√72
d=6√2
d=8.485 inches
Method 2:
Using formula
d=s√2
d=6√2
d=8.485 inches
You can find length of diagonal of any square if you know the length of side using formula.
d=s√2
Where s is length of side
What is 4a I will give brainiest to whoever’s is first
Find the area of the grey pathway
52 square metres
Step-by-step explanation:
we can divide the pathway in to 2 parts to find the area
1st part
length = 12m
breadth = 2m
[tex]area = 12 \times 2 = {24}^{2}m [/tex]
2nd part
length = 16-2 = 14
breadth = 2
area =
[tex]area = 14 \times 2 = {28}^{2} m[/tex]
atlast add both areas
52 square metres
Answer:
52m²Step-by-step explanation:
find the area of the horizontal rectangle, add it to the vertical rectangle and remove the common part
2 * 16 + 2 * 12 - 2 * 2 =
52m²
Julie withdrew $64 from her savings account. After the withdrawal she has $127. How much money did julie have before she made the withdrawal?
Answer:
191
Step-by-step explanation:
All you have to do is 127+64 to get the total before the withdrawal.
7. Tell whether the sequence is arithmetic. If it is, identify the common difference. (I point)
19.8. -3, -14,
Not arithmetic
Arithmetic, common difference is -11
Arithmetic, common difference is 5
Arithmetic, common difference is 17
Answer:
Arithmetic, common difference is -11
Step-by-step explanation:
19, 8, -3, -14
common difference = d = 8 - 19 = -11
-3 - 8 = -11
-14 - (-3) = -11
Arithmetic, common difference is -11
How to do question 1 ?
Step-by-step explanation:
srry
Answer:
A
Step-by-step explanation:
I DID THE WORK IN MY HEAD
btw im 11
Bab needs help with complex numbers
Any help would be great!
Answer:
Step-by-step explanation:
67.5
A student's cost for last semester at her community college was 2800. She spent 448 of that on books. what percent of semester's college costs was sp books?
16%
Step-by-step explanation:
Percent can by calculated by part divided by whole multiplied by one hundred so (448/2800)*100=16
Rope that is cut 3/4 in length is cut into 2 pieces how long is each piece
P= $43,024, r= 0.0875 ? Per day , t= 90 days
Answer:
How many minutes in total did Mason spend practicing and studying? ... P= $43,024, r= 0.0875 ? Per day , t= 90 days.
Step-by-step explanation:
what is 11.10 as a fraction?
Answer:
11 1/10
Step-by-step explanation:
11 is a whole nuber so then 1 over 10
Answer:
It is 11 1/10!
Step-by-step explanation:
I know this because the first thing to do here is to show you that any number can be a fraction if you use a 1 as the denominator. What we really want to do though, is get rid of the decimal places completely so that the numerator in our fraction is a whole number. To do this, we have to count the numbers after the decimal point, which in this case is 10. To get a whole fraction we need to multiply both the numerator and the denominator by 10 if there is one number after the decimal point, 100 if there are two numbers, 1,000 if it's three numbers and 10,000 if it's...well, you get the idea! In our case 10 is 2 digits long so we need to multiply the numerator and denominator by 100. Now we just need to do that multiplication to get our whole fraction! The next step is to simplify this fraction and, to do that, we need to find the greatest common factor (GCF). This is sometimes also known as:
Greatest Common Divisor (GCD)Highest Common Factor (HCF)Greatest Common Denominator (GCD)In the case of 1110/10 and 100/10, the greatest common divisor is 10. This means that to simplify the fraction we can divide by the numerator and the denominator by 10 and we get 111/10. And there you have it! In just a few short steps we have figured out what 11.10 is as a fraction. 11 1/10!
Find the values of x, y, and z angle measurements
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Answer:
The x-intercept is a point on the x-axis where the line crosses the x-axis and you can easily find it at point (-7, 0) because the line crosses the x-axis there.
Similarly, the y-intercept is a point on the y-axis where the line crosses the y-axis and you can easily find it at point (0, 2) because the line crosses the y-axis there.