The researcher could use statistical analysis to compare the proportion of accidents that occur among older employees (e.g., those over 50 years old).
The proportion that occurs among younger employees (e.g., those under 30 years old).
If the proportions are similar, then the data would suggest that older and younger employees are equally prone to having accidents.
To determine whether older and younger employees are equally prone to having accidents.
The researcher at the light manufacturing plant would need to analyze the data collected on accident types and age of the employees involved in the accidents.
If the proportions are different, then the data would suggest that one age group is more prone to accidents than the other.
It is important to note that other factors, such as job type, experience level, and physical condition, could also influence the likelihood of accidents. Therefore, the researcher should also consider these factors when analyzing the data.
to ascertain if employees of different ages are similarly prone to accidents.
The light manufacturing plant researcher would have to examine the information gathered on accident kinds and the ages of the personnel involved in the incidents.
The data would indicate that one age group is more prone to accidents than the other if the proportions were different.
It is significant to remember that additional elements, such as work kind, amount of expertise, and physical condition, may also affect the chance of mishaps.
As a result, when the researcher analyses the data, they should also take these things into account.
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By collecting data, calculating and comparing percentages, and analyzing accident types, we can investigate whether older and younger employees are equally prone to having accidents at the manufacturing plant for random sample.
We will look at the data from the researcher's investigation at the light manufacturing plant. They classified a random sample of accidents by type and age of the employee.
Step 1: Collect data on the total number of accidents involving older and younger employees, as well as the types of accidents they were involved in.
Step 2: Calculate the percentage of accidents involving older employees and the percentage involving younger employees.
Step 3: Compare the percentages and determine if there is a significant difference between the accident rates for older and younger employees.
Step 4: Analyze the types of accidents each group is involved in to see if there are any patterns or trends that may suggest a higher risk for either age group.
By following these steps, we can investigate whether older and younger employees are equally prone to having accidents at the manufacturing plant.
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The weekend Jerome earned 252. 50 in all. What was the dollar amount of the meals that Jerome served? Jerome served worth meals
The total amount of meals in dollars served by Jerome is equals to $1150.
Total amount Jerome earned this weekend = $252.50.
Jerome earned every weekend = $80.
Jerome earned cost of meals as tips by serving them = 15%
Let us consider the dollar amount of the meals that Jerome served 'x'.
Jerome earned a total of $252.50 for the weekend,
which consists of his earnings from the meals and his flat rate earnings.
Set up an equation to represent this,
x × 0.15 + 80 = 252.50
Simplifying this equation by subtracting 80 from both sides, we get,
⇒ 0.15x = 172.50
⇒ x = 1150
Therefore, the dollar amount of the meals that Jerome served was $1150.
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The above question is incomplete, the complete question is:
The weekend Jerome earned 252. 50 in all. What was the dollar amount of the meals that Jerome served? Jerome served worth meals this weekend. Jerome earns 15%percent off all the costs of meal on all meals and he earns 80 dollars every weekend
Leah is an administrator for a large
school district. She wants to know how
many hours students spend on
homework each week. She asks the
question to 250 randomly selected eighth
grade students. The results are shown in
the table. Which of the following
inferences about the eighth grade
students in the school district are valid?
Hours. Students
Less than 2 44
2 to less than 4 88
4 to less than 6 90
At least 6 28
A. There are more students who spend at least 4 hours per week on homework than students who spend less than 4 hours per week on homework.
B.About 11% of students in the school district spend at least 6 hours per week on homework.
C. About 50% of students who spend less than 4 hours per week on homework spend less than 2 hours per week.
D.About 1 of every 3 students who spend at least 4 hours per week on homework spend at least 6 hours per week.
Based on the data provided in the table, the valid inferences are A, B and C, while inference D cannot be confirmed.
What is a valid inference?A conclusion that is logical, rational, and backed by solid reasoning, statistical analysis, or scientific principles is considered to be a valid inference when it is derived from the available facts or evidence. It should be founded on trustworthy and pertinent data and adhere to accepted rules of statistical or scientific reasoning.
In addition to being compatible with accepted theories, guiding principles, or previous research findings, a valid inference should take into account any constraints and potential sources of mistake in the data or evidence. In other terms, a valid inference is a plausible and convincing conclusion that may be reached using acceptable statistical or scientific techniques from the relevant information or evidence.
A. Valid: There are more students who spend at least 4 hours per week on homework than students who spend less than 4 hours per week on homework.
B. Valid: Approximately 11% of students in the school district spend at least 6 hours per week on homework, based on the "At least 6" category which has 28 students out of the total 250 students surveyed.
C. Valid: About 50% of students who spend less than 4 hours per week on homework spend less than 2 hours per week, based on the total number of students in the "Less than 2" and "2 to less than 4" categories compared to the total number of students in the "Less than 4" category.
D. Not valid: The table does not provide data specifically about students who spend at least 4 hours per week on homework and their hours of homework beyond 4 hours, so this inference cannot be made.
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Can someone help me out fast please!?!?!
Pamela purchased a new laptop for her schoolwork. She plans to sell it sometime in the future; however, its value depreciates monthly. The expression below shows the depreciated sales value of the laptop. What does the second term of the expression represent?
A. The number of months Pamela will wait to sell the laptop.
B. The original value of the laptop.
C. The total depreciation value of the laptop.
D. The monthly depreciation value of the laptop.
The second term of the expression represent the total depreciation value of the laptop. Therefore, the answer is C.
How to find the terms of an expression?Pamela purchased a new laptop for her schoolwork. She plans to sell it sometime in the future; however, its value depreciates monthly.
The expression below shows the depreciated sales value of the laptop.
856 - 17mTherefore, the meaning of the second term in the expression can be calculated as follows:
Therefore,
856 = The amount she bought the laptop
The second term 17m is the total depreciation value of the laptop where m = number of months.
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Consider a sequence whose first five terms are:-1.75, -0.5, 0.75, 2, 3.25
Which explicit function (with domain all integers n ≥ 1) could be used to define and continue this sequence?
Step-by-step explanation:
+ 1.25
every new term is the previous term + 1.25.
with starting value -1.75
f(n) = 1.25n - 1.75
Help with algebra 2 homework
a) The inverse function is given as follows: [tex]r = \sqrt{\frac{3v}{40\pi}}[/tex]
b) The radius of the cone with a volume of 4190 cubic inches is given as follows: r = 10 inches.
How to obtain the inverse function?The function for this problem is defined as follows:
v(r) = 40/3πr²
We want to find the radius as a function of the volume for the inverse function, hence:
[tex]r^2 = \frac{3v}{40\pi}[/tex]
[tex]r = \sqrt{\frac{3v}{40\pi}}[/tex]
Then the radius of the cone with a volume of 4190 cubic inches is given as follows:
[tex]r = \sqrt{\frac{3 \times 4190}{40\pi}}[/tex]
r = 10 inches.
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A slice is made perpendicular to the base of a right rectangular
prism, as shown in the figure.
What is the shape of the resulting two-dimensional cross-
section?
Select from the drop-down menu to correctly complete the
statement.
The cross-section is a Choose...
Choose..
triangle
circle
rectangle
ellipse
trapezoid
Answer: The cross section is a rectangle
Sky Launch Trampoline Park charges customers $9.50 per hour they spend jumping. Each customer must
also pay $2.50 for grip socks. Create a table or t-chart. Write an equation in slope-intercept form to represent this linear function.
Answer:
2.50 + 9.50h
Step-by-step explanation:
Sky Launch Trampoline Park charges customers $9.50 per hour they spend jumping. Each customer must also pay $2.50 for grip socks.
Let the number of hours be h.
The equation will be:
= 2.50 + (9.50 × h)
= 2.50 + 9.50h
Mr. K drove to Milwaukee, Wisconsin for spring break. He left at 1:25pm and arrived at 3:00pm. How long did it take him to get there? Also, he spent $285 on basketball game tickets, $5 on parking, $15.90 on concessions at the game, $20 on dinner after the game, $26.69 in UBER rides to and from the game, and $35 in gas. How much money did he spend IN ALL? and if he started the trip with $400, how much money does he have left over?
Answer:
A.) 1 hour and 35 minutes
B.) $387.59
C.) $12.41
Step-by-step explanation:
Question 1 answer — 1 hour and 35 minutes
Question 2 answer — $387.59
Question 3 answer — $12.41
Hope my answer helps you.
:)
Please mark my answer as the BRAINLIEST. Plssssssssssssssssssss
the slope of a graphed line is -8/7. Write the standard-form equation of the line using the coordinates of the labeled point.
The standard-form equation of the line using the coordinates of the labeled point is: B. 8x + 7y = 60.
How to determine an equation of this line?In Mathematics and Geometry, the point-slope form of a straight line can be calculated by using the following mathematical equation (formula):
y - y₁ = m(x - x₁)
Where:
m represent the slope.x and y represent the points.At data point (4, 4) and a slope of -8/7, a linear equation in slope-intercept form for this line can be calculated by using the point-slope form as follows:
y - y₁ = m(x - x₁)
y - 4 = -8/7(x - 4)
By multiplying all through by 7, we have:
7(y - 4) = -8(x - 4)
7y - 28 = -8x + 32
7y + 8x = 32 + 28
8x + 7y = 60.
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Can someone help me asap? It’s due tomorrow. I will give brainiest if it’s all correct.
Answer:
1.a
2.c
3.d
4.b
Step-by-step explanation:
Dilate point S by a scale factor of 1/2
PLEASE JUST TELL WHERE THE POINT MUST BE LOCATED DONT GIVE A LONG EXPLANATION AND IF U CAN UPLOAD A PIC OF THE ANSWER
The position of point S after dilating will be half of the original. The dilated point S' has been shown below.
What is dilation?
Using a modification known as dilation, an object can be resized. Through dilatation, the objects can be resized or enlarged. This transformation results in a shape that is a perfect replica of the original image. The form's dimensions do vary, though. An expansion or contraction of the original form is required for a dilatation. This shift is referred to as a scale factor.
We are given a graph showing position of point S.
Now, on dilating the point by a scale factor of [tex]\frac{1}{2}[/tex], we get that the point will be located at half of the original.
The point has been located and attached in the image below.
Hence, the required solution has been obtained.
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Which inequality is true when the value of w is -3?
What is the width of the pool?
Answer:
249 feet
Step-by-step explanation:
Hello!
Let the missing side be x.
We can use a trigonometric ratio to solve this question. The one we are going to use is Tangent.
There are 3 trigonometric ratios: Sin (Opposite/Hypotenuse), Cos (adjacent/hypotenuse), and Tan(Opposite/Adjacent).
We need to use the ratio that involves the 2 sides, 144 and x. That would be Tan, as x is opposite to 60°, and 144 is adjacent to 60°.
Solve for x:tan(60) = x/144tan(60) * 144 = x => Plug tan(60) into a calculator, and multiply the result by 144.The missing side is 249 feet.
Need help on 3 and 4
[3] Vertical
➜ These angles are opposite angles created by two intersecting lines. They are also congruent, another quality of vertical angles.
[4] Neither
➜ While these angles are "opposite" of each other, they are incongruent angles. Since the angles are not adjacent or vertical, they are neither.
an expression is well-defined if you can compute its value without any illegal operations. examples of expressions that are not well-defined include $1/0$ and $\sqrt{-10}$. for what values of ${}x$ is the expression \[\frac{\sqrt{x 1} \sqrt{1 - x}}{\sqrt{x}}\]well-defined? express your answer in interval notation.
To exclude the value [tex]$x=0$[/tex] since division by zero is not allowed.
The expression is well-defined for [tex]$x \in (0,1]$[/tex].
Expression is well-defined for [tex]$0\leq x\leq 1$[/tex].
In interval notation, we can write this as [tex]$[0,1]$[/tex].
Therefore, the expression [tex]$\frac{\sqrt{x\cdot 1} \sqrt{1 - x}}{\sqrt{x}}$[/tex] is well-defined for [tex]$ x\in [0,1]$[/tex].
Expression to be well-defined, we need to ensure that we do not perform any illegal operations.
This means that we cannot take the square root of a negative number, and we cannot divide by zero.
Let's consider each of the factors in the expression separately.
The first factor is.
[tex]$\sqrt{x\cdot 1}=\sqrt{x}$[/tex].
To ensure that this is well-defined, we need.
[tex]$x\geq 0$[/tex] since we cannot take the square root of a negative number.
The second factor is
.[tex]$\sqrt{1-x}$[/tex].
To ensure that this is well-defined, we need.
[tex]$1-x\geq 0$[/tex], or equivalently, [tex]$x\leq 1$[/tex], since we cannot take the square root of a negative number.
The denominator is.
[tex]$\sqrt{x}$[/tex].
To ensure that this is well-defined, we need.
[tex]$x\geq 0$[/tex], since we cannot divide by zero.
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I need a bit of help please
The slope of the line in the reduced form is 4 / 7.
How to find the slope of a line?The slope of a line is the change in the dependent variable with respect to the change in the independent variable.
Therefore,
slope = m = change in y / change in x
slope = m = y₂ - y₁ / x₂ - x₁
P = (2, 3)
Q = (9, 7)
x₁ = 2
x₂ = 9
y₁ = 3
y₂ = 7
Therefore,
slope = 7 - 3 / 9 - 2
slope = 4 / 7
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sketch the region in the plane consisitng of points whose polar coordinates satisfy the given conditions. 1
In summary, to sketch a region in the plane consisting of points whose polar coordinates satisfy the given conditions, we need to identify the range of values for the radius and angle that satisfy the conditions, plot points using these values, and connect them to form the region.
To sketch the region in the plane consisting of points whose polar coordinates satisfy the given conditions, we need to first understand what the conditions are. In this case, the conditions are not provided, so it's difficult to give a specific answer. However, generally speaking, polar coordinates represent a point in the plane using a radius and an angle. The radius is the distance from the origin to the point, and the angle is the angle formed between the positive x-axis and a line drawn from the origin to the point.
To sketch a region in polar coordinates, we need to identify the range of values for the radius and angle that satisfy the given conditions. We can then plot points in the plane using these values and connect them to form the region.
For example, if the conditions were that the radius must be greater than 2 and the angle must be between pi/4 and 3pi/4, we would plot points with polar coordinates (r, theta) where r > 2 and pi/4 < theta < 3pi/4. We would then connect these points to form the region.
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Help
Please show your work .
Answer:
QR=8
Step-by-step explanation:
When two lines are perpendicular, they form two 90-degree angles. So:
m∠QSR = m∠QSP = 90°
We also know that the line segment PS is congruent to the line segment SR.
Lastly, by the reflexive property, QS is congruent to itself.
Thus, ΔPSQ ≅ ΔRSQ by SAS (side-angle-side).
Now that we know these triangles are congruent, we can further state that PQ is congruent to QR by CPCTC (corresponding parts of congruent triangles are congruent).
If PQ is congruent to QR, then their measures are also congruent, and we can get this equation (by using substitution and algebra):
[tex]3n-1=5n-7=\\6=2n=\\n=3[/tex]
Plug in n to the length of QR:
[tex]5n-7=\\5(3)-7=\\15-7=\\8[/tex]
So, QR=8.
two pollsters will canvas a neighborhood with 20 houses. each pollster will visit 10 of the houses. how many different assignments of pollsters to houses are possible?
There are 92,378 different assignments of pollsters to houses where two pollsters will canvas a neighborhood with 20 houses.
There are 20 houses to choose from for the first pollster, and then 19 houses remaining for the second pollster.
However, since the order in which the pollsters visit the houses does not matter, we need to divide by the number of ways of arranging the 10 houses that each pollster will visit evaluated using probability.
Therefore, the total number of different assignments of pollsters to houses is:
(20 choose 10) * (10 choose 10) / 2! = (184,756) * (1) / 2 = 92,378
So there are 92,378 different assignments of pollsters to houses.
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in a survey of 464 registered voters, 133 of them wished to see mayor waffleskate lose her next election. the waffleskate campaign claims that no more than 34% of registered voters wish to see her defeated. does the 98% confidence interval for the proportion support this claim? (hint: you should first construct the 98% confidence interval for the proportion of registered voters who wish to see waffleskate defeated.)
The Waffleskate campaign's claim that less than 34% of registered voters wish to see her defeated is not supported by the data, as the 98% confidence interval (0.236 to 0.336) for the proportion of voters who want her to lose does not include 0.34.
Why the 98% confidence interval for the proportion does not support this claim?To determine if the 98% confidence interval supports the Waffleskate campaign's claim that no more than 34% of registered voters wish to see her defeated, we need to construct the confidence interval and see if 34% falls within the interval.
The sample proportion of registered voters who wished to see Waffleskate lose her next election is 133/464 ≈ 0.286. To construct the 98% confidence interval for the true proportion, we can use the formula p ± Z√(pq/n), where p is the sample proportion, q is the complement of p, n is the sample size, and Z is the standard normal value corresponding to the desired confidence level.
Plugging in the values, we get:
p ± Z√(pq/n) = 0.286 ± 2.33√((0.2860.714)/464) ≈ 0.236 to 0.336
Therefore, the 98% confidence interval for the proportion of registered voters who wish to see Waffleskate lose her next election is 0.236 to 0.336. Since this interval does not include 0.34, the Waffleskate campaign's claim that no more than 34% of registered voters wish to see her defeated is not supported by the 98% confidence interval for the proportion.
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-2(8x-5) + 2x =4(x+5)
Answer:
x = -5/9
Step-by-step explanation:
-2(8x - 5) + 2x = 4(x + 5)
-16x + 10 + 2x = 4x + 20
-16x + 2x + 10 = 4x + 20
-14x + 10 = 4x + 20
+14x = +14x (Add 14 to both sides)
10 = 18x + 20
-20 = -20 (Subtract 20 from both sides)
-10 = 18x
18 = 18 (Divide by 18)
-10/18 = x
Simplified:
-5/9 = x
Answer:
Step-by-step explanation: Distribute -2 to the parenthasis, and 4 to the other parenthasis. two double negatives make a positive. Combine like terms. get the x and regular numbers on different sides of the equal sign, and divide to find the x=
-16x +10 +2x=4x+20
-14x+10=4x+20
-14x -20
-10x= -10
/-10 /-10
x=1
3(6+X) = 24
SOLVE THE EUATION
♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️
Answer:
[tex]3(6+x)=24[/tex]
[tex]3x+18=24[/tex]
[tex]3x=6[/tex]
[tex]x=2[/tex]
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___________ is the number of individual buy orders and the total number of shares that wish to buy.
Buy-side order flow is the number of individual buy orders and the total number of shares that wish to buy.
This is a crucial metric that is used by traders, investors, and analysts to gauge the demand for a particular security or asset.
The buy-side order flow refers to the number of shares that market participants want to purchase at a given time, and it provides valuable insights into the sentiment of the market. If there are more buy orders than sell orders, then there is a higher demand for the security, which can lead to an increase in the price of the asset. On the other hand, if there are more sell orders than buy orders, then there is a higher supply of the security, which can lead to a decrease in the price of the asset.
Traders and investors use buy-side order flow data to help them make informed decisions about when to buy or sell a security. By analyzing the number of buy orders and the total number of shares that wish to buy, they can identify trends and patterns in the market, and adjust their strategies accordingly. Additionally, buy-side order flow data can be used to help identify potential support and resistance levels for a security, which can be useful in setting stop-loss orders and other risk management measures.
Overall, the buy-side order flow is an important metric that provides valuable insights into the sentiment of the market and helps traders and investors make informed decisions about their investments.
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can someone answer my new math questions please
Answer:
yes
Step-by-step explanation:
5. This solid was created by joining two right rectangular prisms.
4½ cm
8 cm
4 cm
-9 cm
10½ cm
Enter the volume of the solid, in cubic centimeters.
The volume of the solid as shown in the diagram is 540 cm².
What is volume?Volume is the space occupied by a solid shape.
To calculate the volume of the of the solid, we use the formula below
Formula:
V = LWH+lwh............................ Equation 1Where:
V = Volume of the solid L = Length of the bigger prismW = Width of the bigger prismH = Height of the bigger prisml = Length of the smaller prismw = Width of the smaller prismh = Height of the smaller prismFrom the diagram in question,
Given:
L = 10.5 cmW = 9 cmH = 4 cml = 9 cmw = 4.5 cmh = 4 cmSubstitute these values into equation 1
A = (10.5×9×4)+(9×4.5×4)A = 378+162A = 540 cm³Hence, the volume is 540 cm³.
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Identify the circumscribed angle in the picture below.
Answer:
A.) LGJ
Step-by-step explanation:
Which graph shows the solution to the inequality Negative 3 x minus 7 less-than 20 Group of answer choices A number lines goes from negative 10 to positive 10. An open circle appears at positive 9. The number line is shaded from positive 9 through negative 10. A number line goes from negative 10 to positive 10. An open circle appears at positive 9. The number line is shaded from positive 9 through positive 10. A number line goes from negative 10 to positive 10. An open circle appears at negative 9. The number line is shaded from negative 9 through positive 10. A number line goes from negative 10 to positive 10. An open circle appears at negative 9. The number line is shaded from negative 9 through negative 10.
The solution is all values of x greater than -9.
What is the correct graph for the given inequality?The correct graph for the given inequality "Negative 3x - 7 < 20" is:
From negative 10 to positive 10, a number line runs. An open circle shows up at negative 9. From negative 9 to positive 10, the number line is shaded.
To chart the arrangement, we initially confine the variable by adding 7 to the two sides of the imbalance:
Negative 3x - 7 + 7 < 20 + 7
Negative 3x < 27
Next, we divide both sides by -3, remembering to flip the inequality sign since we're dividing by a negative number:
Negative 3x/-3 > 27/-3
x > -9
Therefore, the arrangement is all upsides of x more prominent than - 9. Since these are the values that satisfy the inequality, we graph this by drawing an open circle at -9 on the number line and shading all values to the right of -9.
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assume that for some statistic 1000 tests were performed. to avoid the situation of the incorrectly found significance, bonferroni correction was applied. the resulting p-value is 0.00013. what significance level was chosen for the tests? the significance level was:
The significance level chosen for the tests with total number of test performed as 1000 for given p-value is equal to 0.87 or 87%.
Total number of test performed = 1000
p-value is equal to 0.00013
The Bonferroni correction involves ,
Adjusting the significance level for multiple comparisons by dividing it by the number of comparisons performed.
Here, 1000 tests were performed and the resulting p-value is 0.00013.
The significance level that was chosen for the tests,
Reverse the Bonferroni correction by multiplying the p-value by the number of comparisons,
adjusted p-value = p-value / number of comparisons
number of comparisons = 1000
adjusted p-value = 0.00013
p-value = adjusted p-value x number of comparisons
⇒p-value = 0.00013 x 1000
⇒p-value = 0.13
So the original p-value before the Bonferroni correction was 0.13.
The significance level, we subtract the p-value from 1,
significance level = 1 - p-value
⇒significance level = 1 - 0.13
⇒significance level = 0.87
Therefore, the significance level chosen for the tests was 0.87 or 87%
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20. A 30 gallon tank is being filled at a rate of 2 gallons per minute. There was 6 gallons of
water in the tank to begin. Let y represent the total amount of water in the tank and m
represent the number of minutes. Write an equation to model the amount of water in the
tank.
Type a response
You have responded to 10 of 20 questions.
Submit
Apr 12
Answer:
Y= 2m + 6
Step-by-step explanation:
find the equation that is parallel to the line y=-5x-8 and passes through the point (7,-2).Write the equation in slope intercept form
An equation of a line that is parallel to the line y=-5x-8 and passes through the point (7, -2) is y = -5x + 33.
How to determine an equation of this line?In Mathematics and Geometry, the point-slope form of a straight line can be calculated by using the following mathematical expression:
y - y₁ = m(x - x₁)
Where:
x and y represent the data points.m represent the slope.Since the line is parallel to y=-5x-8, the slope is equal to -5.
At data point (7, -2) and a slope of -5, a linear equation for this line can be calculated by using the point-slope form as follows:
y - y₁ = m(x - x₁)
y - (-2) = -5(x - 7)
y + 2 = -5x + 35
y = -5x + 35 - 2
y = -5x + 33
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The equation of the line that is parallel to y = -5x - 8 and passes through the point (7,-2) is y = -5x + 33, in slope intercept form.
How to find the the equation in slope intercept form
To find an equation that is parallel to the line y = -5x - 8, we know that it must have the same slope. So the slope of the new line is -5.
Now we use the point-slope form of a linear equation to find the equation of the line passing through (7,-2) with slope -5:
y - y1 = m(x - x1)
where m is the slope and (x1, y1) is the given point.
Substituting the values we get:
y - (-2) = -5(x - 7)
Simplifying and solving for y, we get:
y + 2 = -5x + 35
y = -5x + 33
Therefore, the equation of the line that is parallel to y = -5x - 8 and passes through the point (7,-2) is y = -5x + 33, in slope intercept form.
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