What is the slope of (-1,5) and (4,-4)
Answers
The slope of (-1,5) and (4,-4) is 0.2
What is slope?
The line's slope, usually referred to as rise over run, is how "steep" it is. By dividing the difference between the y-values at two places by the difference between the x-values, we can determine slope.
Determine the coordinates of two points along the line that you choose. Find the difference between these two points' y-coordinates (rise). Find the difference between these two points' x-coordinates (run). Divide the difference in x-coordinates (rise/run or slope) by the difference in y-coordinates.
\(m = \frac{y_{2} - y_{1} }{x_{2} - x_{1} }\)
Where m = slope
taking (-1,5) as \((x_{1} , y_{1})\)
taking (4.-4) as \((x_{2} , y_{2})\)
∴\(m = \frac{-4+5}{4+1}\)
m = \(\frac{1}{5}\)
m = 0.2
Therefore the slope of (-1,5) and (4,-4) is 0.2
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Related Questions
Estimate how many liters of air you breathe in one year. To calculate your estimate, you must make assumptions.
1. Assume it takes 10 breathes to blow up a balloon the size of a two-liter bottle.
2. Assume 10 breathes per minute.
A)
500,000 liters
B)
1,000,000 liters
)
2,500,000 liters
D)
10,000,000 liters
Answers
Answer: 1,000,000
Step-by-step explanation: USA test prep
a quadratic function is defined by f(x) = x*2 - 8x - 4.
Which expression also defines f and best reveals the max and mini of the function?
a) (x-4)*2 - 20
B) (x-4)*2 + 12
c) x(x-8) -4
d) (x-4)*2 + 20
Answers
The expression that best reveals the maximum and minimum of the function\(f(x) = x^2 - 8x - 4 is (x - 4)^2 - 20.\) Option A
How to find the expressionThe vertex form of a quadratic function is given by\(f(x) = a(x - h)^2 + k\) where (h, k) represents the coordinates of the vertex.
In the given quadratic function \(f(x) = x^2 - 8x - 4\), we can rewrite it in the vertex form by completing the square:
\(f(x) = (x - 4)^2 - 16 - 4\\f(x) = (x - 4)^2 - 20\)
From this expression, we can see that the vertex of the quadratic function is at the point (4, -20).
The term\((x - 4)^2\) tells us that the vertex is at x = 4, and the constant term -20 indicates the y-coordinate of the vertex.
The expression that best reveals the maximum and minimum of the function\(f(x) = x^2 - 8x - 4\) is \((x - 4)^2 - 20.\)
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Which inequality is equivalent to 2/3 X-5 < 11
Answers
Answer:
2/3 x - 5 < 11
2/3 x < 16 (add 5 to both sides)
x < 16 * 3/2 (multiply both sides by 3/2)
x < 24
Step-by-step explanation:
the point (2, 6) is located on a line with slope of 3. which point could also be located on the line?
Answers
Answer
using y = mx+c
where m is the slope and c
6 = 3(2)+c
6 = 6 + c
c= 0
Y-intercept is where the line passes through the y-axis, which is where x = 0
So, when x = 0, y = 0
Another point on the line, then, is {0,0}
I’ll give brainliest! Please help
Answers
Answer:
65
Step-by-step explanation:
The lines are parallell so m1 = m5, and m3=m8. 180-115 is 65
Please help! Will give brainliest!
Answers
Step-by-step explanation:
\(\sqrt[3]{t^{2} } + 4\sqrt{t^{3} } \\=t^{\frac{2}{3} } + 4t^{\frac{3}{2} }\\\\then, \\u` = \frac{2}{3}t^{-\frac{1}{3}} + 6t^{\frac{1}{2} }\)
The equation y=-3x² describes a parabola. Which way does the parabola open?
A. Left
B. Right
C. Up
D. Down
Answers
Which expression is equivalent to Z +( z 6?
Answers
None of the solutions are appropriate since the result of the equation z + (z+6) will be equal to 2z + 6.
An expression is defined.A mathematical expression is the result of combining a number of mathematical symbols with an arithmetic operator, a variable, and a constraint.
In a different sense, expression is highly helpful in identifying the root or end value of a constraint.
for instance, 3x + 5y
The expression restriction is denoted by the symbols = or, >.
Given the phrase,
z + (z+6)
opening the bracket
z + z + 6
⇒ 2z + 6
Hence
"2z + 6 will be the value of the equation z + (z+6)."
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Solve the equation without using a calculator
\(\bf\\\\log^2x+log^2(x+10)=log^211\\\\log(x+10)\neq 0\)
\(\bf\\(\ lgx=log_{10}x=logx\ )\)
![Solve the equation without using a calculator[tex]\bf\\\\log^2x+log^2(x+10)=log^211\\\\log(x+10)\neq](https://i5t5.c14.e2-1.dev/h-images-qa/contents/attachments/FhSXHFE0NuN0XP5Wm13B1JWwkChLxEsO.png)
Answers
The solution to the logarithmic expression log²x + log²(x + 10) = log²11 is;
x = -11 and 1
How to solve logarithm expressions?We are given the logarithmic expression as;
log²x + log²(x + 10) = log²11
By the power rule of logarithm, we know that; log²x = 2log x
Thus;
log²x + log²(x + 10) = log²11 can be expressed as;
2log x + 2log (x + 10) = 2log 11
Divide through by 2 to get;
log x + log (x + 10) = log 11
We know from product rule of logarithm that log (ab) = log a + log b. Thus; log x + log (x + 10) = log 11 is;
log x(x + 10) = log 11
Log cancels out to get;
x² + 10x - 11 = 0
Using quadratic equation calculator gives;
x = -11 and 1
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(6.2 x 10²) x (3.5 x 10³)
Answers
Answer:
\(21.7 x 10^5\)
Step-by-step explanation:
(6.2 x 10²) x (3.5 x 10³)
First, multiply the coefficients: 6.2 x 3.5 = 21.7.
Then, add the exponents: 10² x 10³ = 10^(2+3) = 10^5.
Therefore, the result is 21.7 x 10^5.
Answer:
3286000
Step-by-step explanation:
run a regression analysis on the following data set, where y is the final grade in a math class and x is the average number of hours the student spent working on math each week. hours/week x grade y 5 52 5 44 11 67.4 13 89.2 13 75.2 14 92.6 15 87 16 84.4 17 86.8 17 88.8 State the regression equation y=m⋅x+by=m⋅x+b, with constants accurate to two decimal places.
What is the predicted value for the final grade when a student spends an average of 8 hours each week on math?
Grade = Round to 1 decimal place.
Expert Answer
Answers
The regression equation is y = 15.98x + 43.76. The predicted value for the final grade when a student spends an equation of 8 hours each week on math is 87.8.
The regression equation is found by using a linear regression analysis. First, the data points are plotted on a graph. Then, the best-fit line is determined. The equation of the line is then calculated by finding the slope (m) and y-intercept (b).
The slope (m) is calculated by taking the difference between the two y-values divided by the difference between the two x-values.
m = (y2 - y1) / (x2 - x1)
The y-intercept (b) is calculated by substituting the values of m and one of the data points into the equation of a line, and solving for b.
b = y - mx
Once the values of m and b are determined, the regression equation can be determined:
y = mx + b
For this data set, the regression equation is y = 15.98x + 43.76.
To find the predicted value for the final grade when a student spends an average of 8 hours each week on math, the value of x is substituted into the equation, and the result is rounded to one decimal place.
y = 15.98(8) + 43.76
y = 87.8
Therefore, the predicted value for the final grade when a student spends an average of 8 hours each week on math is 87.8.
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USE A MODEL Olivia and her brother William had a bicycle race. Olivia rode at a speed
of 20 feet per second, while William rode at a speed of 15 feet per second. Olivia gave
William a 150-foot head start and the race ended in a tie.
How far away was the finish line from where Olivia started
Answers
Answer:
Step-by-step explanation:
The distance from where Olivia started to the finish line is 600 foot
How determine how far away was the finish line from where Olivia started?
A model function is a way of describing a real-life system or situation using mathematical concepts and language
If Olivia rode at a speed of 20 feet per second, while William rode at a speed of 15 feet per second. Olivia gave William a 150-foot head start.
We can write write a linear model function for both Olivia and William as follows:
Olivia: y = 20x
William: y = 15x + 150
where y is the distance and x is the time taken to reach finish line
Since the race ended in a tie (i.e. draw), we can equate the two functions:
20x = 15x + 150
20x -15x = 150
5x = 150
x = 150/5
x = 30 seconds
Thus, the distance from the finish line to where Olivia started can be determined by substituting x = 30 into y = 20x. That is:
y = 20(30) = 600 foot
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A rectangular prism has a width of x2 inches and a length of xy2 inches and a height of xy inches.
Which expression represents the volume of the rectangular prism in cubic inches?
2x^2y^2
2xy^3 + 2x^2y
2x^4y^3
x^3y^2
Answers
In this case, the width is x^2 inches, the length is xy^2 inches, and the height is xy inches.
Substituting these values into the formula, we get:
V = (xy^2)(x^2)(xy)
Simplifying, we get:
V = x^4y^3
Therefore, the expression that represents the volume of the rectangular prism in cubic inches is x^4y^3.
Ms. Jan brought cookies for her class. She gave out half of them in the morning. At lunch, she gave out 12 more. She had 10 cookies left. How many cookies did she bring in?
Answers
Answer:
Step-by-step explanation:
44
Answer:
Step-by-step explanation:
Let \(c\) be the total cookies.
\(\frac{1}{2}c+12+10=c\)
\(\frac{1}{2}c+22=c\)
\(c+44=2c\) (multiplied both sides by 2)
\(44=c\) (subtracted c from both sides)
\(c=44\)
She began with 44 cookies.
Question 1/ Which of the following describes the slopes of parallel lines? 1. same slope 2. zero slopes 3. different slopes 4. have no slope
Question 2/ what is the slope of the line represented by y = -5x + 2?
Question 3/ which of the following would be parallel to the graph of 2x -3y = 18?
Question 4/ What is the slope of the line that is parallel to the graph of y = -4x - 12
Answers
Suppose a normal distribution has a mean of 26 and a standard deviation of
4. What is the probability that a data value is between 27 and 28? Round your
answer to the nearest tenth of a percent.
A. 10.3%
B. 9.3%
C. 11.3%
D
12.13%
Answers
Answer:
D,p
Step-by-step explanation:
whattttttt ,why is there no option in D
The Probability that a data value is between 27 and 28 is 9.3%.
What is Probability?
Probability is the branch of mathematics concerning numerical descriptions of how likely an event is to occur, or how likely it is that a proposition is true. The probability of an event is a number between 0 to 1,
Here, mean of the data is 26
P(0 ≤ x - μ ≤ σ/2) = 0.195
P(0 ≤ x - μ ≤ σ/4) = 0.0987
P(σ/4 ≤ x - μ ≤ σ/2) = 0.093
Thus, the Probability that a data value is between 27 and 28 is 9.3%.
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What is the largest multiple of 4 that is less than 30 ?
Answers
Answer:
The multiples of 4 that are less than 30 are 4, 8, 12, 16, 20, 24, 28
Zoom in to see it clear :)
Answers
6. 27
7. 32.5
8. 13.25; 26.50
what line is perpendicular to the line y = 2x+4 ? what line is parallel to the line y+2xt4? Options1) y=2x+12) y=1/2x+63) y=-1/2x+104) y=-2x+3
Answers
Given the line
\(y=2x+4\)The line is expressed in slope-intercept form:
\(y=mx+b\)Where
m is the slope
b is the y-intercept
1) Any line that has the same slope as this line will be parallel to it.
The slope of the line is m=2
From the given options, the only one that has the same slope as the given line is the first one
\(y=2x+1\)2) For perpendicular lines, the slope of a line perpendicular to another is the inverse negative of the slope of the line.
So let
\(y=nx+c\)Represent the equation of the line perpendicular to the given one. The relationship between their slopes can be expressed as:
\(n=-\frac{1}{m}\)The slope of the line is m=2 so the slope of the perpendicular line is
\(n=-\frac{1}{2}\)A line with slope -1/2 will be perpedicular to the given one. Looking at the options, the line that can be perpendicular to this one is
\(y=-\frac{1}{2}x+10\)The correct option is the third one.
What is the slope of the line shown below?
(1,6) (-5,-7)
A. 13/6
B. -13/6
C. -6/13
D. 6/13
Answers
\((\stackrel{x_1}{1}~,~\stackrel{y_1}{6})\qquad (\stackrel{x_2}{-5}~,~\stackrel{y_2}{-7}) ~\hfill \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{-7}-\stackrel{y1}{6}}}{\underset{\textit{\large run}} {\underset{x_2}{-5}-\underset{x_1}{1}}} \implies \cfrac{ -13 }{ -6 } \implies \cfrac{13 }{ 6 }\)
Solve the system by substitution.
y = -6x +8
7x + 2y = -14
Answers
Answer:
y=-28 and x=6
Step-by-step explanation:
y=-6x+8...... eqn(1)
7x+2y=-14.......eqn(2)
Two times equation (1)
2y=-12x+16..... eqn(3)
2y=-14-7x........ eqn (2)
eqn(3) - eqn(2)
0=-5x+30
5x=30
x=6
from eqn (1) where x=6
y=-6(6)+8
y= -36+8
y=-28
I want to know what 5/8 divided by 8/5 equals
Answers
Answer:
The answer is 0.390625
Find a, b & c value
Answers
The value of a, b and c are found as 6, 10 and 2 respectively.
Explain about the exponents of the number?Values for exponents, commonly referred to as powers, indicate how many often to multiply a quantity by itself.
For instance, 43 instructs you to divide by three the number four. The base of a power is the integer being increased, and the exponent or power is the superscript number it above base.A number's exponent shows the amount of times the number has been multiplied by itself.The given expression is;
\(4x^{8} y^{c} = \frac{24x^{b}y^{-3} }{ax^{2} y^{-5} }\)
Solving expression using the law of indices.
\(x^{8} y^{c} = \frac{6x^{b-2}y^{-3+5} }{a}\)
\(ax^{8} y^{c} = {6x^{b-2}y^{2} }\)
Comparing powers of both sides:
a = 6
8 = b-2 : b = 10
c = 2
Thus, the value of a, b and c are found as 6, 10 and 2 respectively.
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The Rotation maps all 60° about O the center of the regular hexagon. State the image of B for the following rotation. R^2
Answers
Answer:
F
Step-by-step explanation:
Since 2 is a positive number, it implies that the rotation is counterclockwise. So, 2 * 60° = 120°, and the point that is 120° counterclockwise from B is F.
Answer:
The Answer is F
How can data or a graph be misleading?
A) using correct scales
B) having outliers
C) using a large sample
D) not having bias
Answers
B) having outliers
Hope this helps!
Answer:
Having outliers
Step-by-step explanation:
Let's observe one by one
#1
Using correct samples mean perfection at fingertips#2
Yes it can affect because outlier may differ from original one
#3
Using a large samples will make the error 0
pls Help me now plssssss
Answers
Find all points on the x-axis that are 16 units from the point (5,-8)
Answers
To find all points on the x-axis that are 16 units away from the point (5, -8), we can use the distance formula. The distance between two points (x₁, y₁) and (x₂, y₂) is given by the formula:
d = √((x₂ - x₁)² + (y₂ - y₁)²)
In this case, the y-coordinate of the point (5, -8) is -8, which lies on the x-axis. So, any point on the x-axis will have a y-coordinate of 0. Let's substitute the given values and solve for the x-coordinate.
d = √((x - 5)² + (0 - (-8))²)
Simplifying:
d = √((x - 5)² + 64)
Now, we want the distance d to be equal to 16 units. So, we set up the equation:
16 = √((x - 5)² + 64)
Squaring both sides of the equation to eliminate the square root:
16² = (x - 5)² + 64
256 = (x - 5)² + 64
Subtracting 64 from both sides:
192 = (x - 5)²
Taking the square root of both sides
√192 = x - 5
±√192 = x - 5
x = 5 ± √192
Therefore, the two points on the x-axis that are 16 units away from the point (5, -8) are:
Point 1: (5 + √192, 0)
Point 2: (5 - √192, 0)
In summary, the points on the x-axis that are 16 units away from the point (5, -8) are (5 + √192, 0) and (5 - √192, 0).
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What is -9 as a fraction?
Answers
Answer:
\(-\frac{9}{1}\)
Step-by-step explanation:
Its just the same way as making positive 9
a fraction, but just add the negative sign.
Hope this helps :))
Carla asked students at a lunch table what their main course they liked. Out of these students, 28n liked pizza, 15 liked chicken nuggets, and 8 liked both. what is the probability that a randomly selected student will like pizza but not chicken nuggets?
Answers
The probability that a randomly selected student will like pizza but not chicken nuggets is (28n - 8)/(28n + 7), where 28n is the students who like pizza and 8 is students who like both pizza and chicken nuggets.
To find the probability that a randomly selected student will like pizza but not chicken nuggets.
Let P = the number of students who like pizza but not chicken nuggets
Then, P = the number of students who like pizza - the number of students who like both pizza and chicken nuggets
P = 28n - 8
So, the probability that a randomly selected student will like pizza but not chicken nuggets is:
P(Pizza but not nuggets) = P/(Total number of students)
We can find the total number of students who like either pizza or chicken nuggets by adding the number of students who like pizza and the number of students who like chicken nuggets, and then subtracting the number of students who like both:
Total number of students = 28n + 15 - 8 = 28n + 7
So, the probability that a randomly selected student will like pizza but not chicken nuggets is:
P(Pizza but not nuggets) = P/(Total number of students) = (28n - 8)/(28n + 7)
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Megan surveyed the 8th grade to find which school activities they attended last weekend. The results are shown in the two-way table.
Answers
The valid conclusions about the data being surveyed is Option A: Of the students who attended the basketball game, fewer than half of them also attended the school play.
What is a survey?
Questioning a group of people in a survey is one way to collect information from them. Surveys can be carried out using a variety of methods, including paper and pencil, online forms, the telephone, or in-person interviews.
A. Of the students who attended the basketball game, fewer than half of them also attended the school play. (True)
To calculate this, we need to divide the number of students who attended both the basketball game and the school play (55) by the total number of students who attended the basketball game (118).
55/118 = 0.466 = 46.6%, which is less than half.
B. More than half of the students who were surveyed attended the school play and did not attend the basketball game. (False)
To calculate this, we need to add up the number of students who attended the school play and did not attend the basketball game (63) and divide by the total number of students surveyed (221).
63/221 = 0.285 = 28.5%, which is less than half.
C. Students who attended the school play were more likely not to attend the basketball game. (False)
To calculate this, we need to compare the number of students who attended the school play and did not attend the basketball game (63) to the number of students who did not attend the school play and did not attend the basketball game (15).
63/78 = 0.808 = 80.8% and 15/78 = 0.192 = 19.2%. Since 80.8% is greater than 19.2%, we can conclude that students who attended the school play were more likely to attend the basketball game.
Therefore, valid conclusions is A.
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