What is the slope of the line that
passes through these two points?
(1, -2)
(3, 4)
Remember, given two points,
(x1, yı)
(x2;Y2)
Slope
=
rise (y2-yı)
run(x2-x1)
Simplify your answer completely.
Enter

The relationship between the running speed versus time​ can be positive, negative or none at all.

The question is incomplete, as the graph or table that measures the running speed versus time to complete a marathon​ is not given.

As a general rule, we have the following parameters:

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The οnly sοlutiοn is sinθ = 0, θ = kπ, where k is any integer.

Trigοnοmetric functiοns are mathematical functiοns that relate tο the angles and sides οf a right-angled triangle.  These functiοns can be used tο calculate the relatiοnships between the sides and angles οf a triangle.

1a) Using inverse tangent functiοn,

θ = tan^{-1}(-2/3) ≈ -0.93 + kπ οr 2.21 + kπ, where k is any integer.

1b) Using cοsine functiοn,

\(2cos^{2}\theta - 1 = 0\)

\(cos^{2}\theta= 1/2\)

cοsθ = ±√(1/2) = ±1/√2

Sο, θ = π/4 + kπ/2 οr 3π/4 + kπ/2, where k is any integer.

1c) Rearranging the equatiοn, we get

\(sin^{2}\theta - 6sin\theta- 7 = 0\)

Using the quadratic fοrmula,

sinθ = [6 ± √(36 + 28)]/2 = 3 ± √19

Since -1 ≤ sinθ ≤ 1, the οnly sοlutiοn is

sinθ = 3 - √19

\(θ = sin^{(-1)(3 - \sqrt{19})} \approx 0.47 + 2k\pi\) οr π - 0.47 + 2kπ, where k is any integer.

1d) Factοring οut sinθ frοm the equatiοn, we get

sinθ(cοsθ - 7) = 0

Sο, either sinθ = 0 οr cοsθ = 7. Since -1 ≤ sinθ, cοsθ ≤ 1, the οnly sοlutiοn is

cοsθ = 7 has nο real sοlutiοn, sο the οnly sοlutiοn is

sinθ = 0

θ = kπ, where k is any integer.

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Step-by-step explanation:

x=14

w= √147

z=14

y=√392

Answer:

0

Step-by-step explanation:

-3y(2y+5)=0

-6y+15y=0

9y=0

y=0÷9

y=0

Answer:

y=0

Step-by-step explanation:

Answer:

Step-by-step explanation:

"cos" by itself is meaningless. It needs an argument.

cos(x°) = 5/36

x° = arccos(5/36) ≅ 82.2°

Answer:

2x-3=7 /×3

2x=3+7

2x=10 /÷2

x=5

Answer:

Step-by-step explanation:

2x - 3 = 7                         Add 3 to both sides

2x - 3+3 = 7 + 3                Combine

2x = 10                              Divide by 2

2x/2 = 10/2                       Combine

x = 5

These types of equations all follow the same pattern. The look like

ax + b = c                         You have to isolate the x so add b if b is minus or you subtract b if b is plus. Notice that b was minus in your question. So Add

Now you you have

ax  =  c - b                      That always happens. The x is isolated if you deal with b first. Now all you need to do is divide by a.

x = (c - b)/a

Try a couple

3x -4 = 5                       The answer is 3

5x + 2 = 27                   the answer is 5

The average of the group is 39.

What is average?

A value that represents the average or usual value in a set of data, such as the mode, median, or mean, which is determined by dividing the total number of items in the set by their sum.

Here, we have

In four observations in this group, the values are 40, 45, 38, and 33.

To find their average we add all values, and we get

= (40 + 45 + 38 + 33)/4

= 156/4

= 39

Hence, the average of the group is 39.

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Answer:

factor by group the answer will be (2x+3)(x+8)

Step-by-step explanation:

Mark as Brainliest!!!Hope this Helps:)

a) If two points on a line are A(-5,7) and B(-2,1), the rise -6, the run is of 3, and then the slope is of -2.

b) If two points on a line are A(10,-3) and B(12,9), the rise 12, the run is of 2, and then the slope is of 6.

c) If two points on a line are A(4,6) and B(8,-8), the rise -14, the run is of 4, and then the slope is of -3.5.

The slope-intercept definition of a linear function is given as follows:

y = mx + b.

For which the parameters are given as follows:

As the slope represents the rate of change of the output relative to the input, it is calculated as the change in the output y divided by the change in the input x, that is, the rise divided by the run.

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Answer:

18r

Step-by-step explanation:

since they both have r as their variable, they're like terms, meaning you can combine them

so 13+5 = 18

Answer:

SORRY I DON'T KNOW THE ANSWER BUT I LOVE YOUR PROFILE PICTURE LUFFY IS THE BEST <3 :D

The common roots of m and n that make the quadratic equations mx² + 5x + 2 = 0 and 3x² + 10x + n = 0 true are: m = 3/4, n = -1/3 ; m = 4, n = -32.

A quadratic equation is an algebraic equation whose power is usually expressed in the second degree. It can be written as ax² + bx + c = 0, where, a is the coefficient of the highest degree.

The common roots of a quadratic equation are those coefficients that share similar roots with the general formula of the quadratic equation.  It implies that means there exists some value of x that satisfies both equations simultaneously.

From the given equation, we have two similar quadratic equation forms;

mx² + 5x + 2 = 0  and 3x² + 10x + n = 0

Using the method of common roots, let's replace x with r, then we can have the following arrangement.

mr² + 5r + 2 = 3r² + 10r + n

Evaluating this equation, we have;

(m - 3)r² + (5 - 10)r + (2 - n) = 0

(m - 3)r² - 5r + (n - 2) = 0

Provided that (r) exists as a common root of both equations, this equation must have a solution for r. This tells us that the discriminant of the quadratic equation must be zero:

(-5)² - 4(m - 3)(n - 2) = 0

Simplifying this equation, we get:

25 - 4mn + 8m + 12n - 24 = 0

4mn - 8m - 12n + 1 = 0

So we have two equations with two variables (m and n). To produce a quadratic equation in one variable, we can solve for one variable in terms of the other and replace it with the other equation. i.e.

4mn - 8m - 12n + 1 = 0

n = (4m - 1)/(3m - 4)

Replacing this into the other equation, we get:

25 - 4mn + 8m + 12n - 24 = 0

25 - 4m(4m - 1)/(3m - 4) + 8m + 12(4m - 1)/(3m - 4) - 24 = 0

Simplifying this equation, we get:

-4m² + 49m - 12 = 0

Using the quadratic formula to solve for m, we get:

m = 3/4 or m = 4

Substituting these values back into the equation we found for n in terms of m, we get:

If m = 3/4, then n = -1/3

If m = 4, then n = -32

Therefore, we can conclude that the common roots of m and n that make the equations mx² + 5x + 2 = 0 and 3x² + 10x + n = 0 true are: m = 3/4, n = -1/3;  m = 4, n = -32.

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The measure of angle BAD in the trapezoid (ABCD) is 100 degrees.

To find the measure of angle BAD, we can use the fact that the sum of the angles in a trapezoid is equal to 360 degrees. We know that angles B and C are opposite angles in the trapezoid, so they are congruent. Therefore, we can write:

angle B + angle C = (3x + 20) + (5x - 40) = 8x - 20

We also know that angles A and D are supplementary, since they are adjacent angles in a trapezoid. Therefore, we can write:

angle A + angle D = 180

Now we can use the fact that the sum of the angles in a trapezoid is equal to 360 to write:

angle A + angle B + angle C + angle D = 360

Substituting the expressions we have for angles B and C, and simplifying, we get:

angle A + 8x - 20 + angle A + 180 - (8x - 20) = 360

Simplifying further, we get:

2 angle A + 160 = 360

2 angle A = 200

angle A = 100

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The complete question is:

A trapezoid (ABCD) with angleB equal to (3x + 20) and angleC equal to (5x - 40)

Find the measure of angle BAD.

\( \: \: \: \: \: \)

\(x = \frac{\pi}{6} , \frac{(k)\pi}{6} , \frac{(5)\pi}{6} , \frac{(k)\pi}{6} \)

In percentage, the 10% of her collection is a 18 coins.

According to the statement

We have to find that the 10% of her collection.

So, For this purpose, we know that the

A percentage is a number or ratio expressed as a fraction of 100.

From the given information:

Aisha has a collection of 180 coins. how many coins represent 10% of her collection

Then

The percentage of the collections of the 180 coins = 10% of 180 coins

Then

Collection of the coins = 10% of 180

Collection of the coins = 10/100*180

Collection of the coins = 0.1*180

Collection of the coins = 18.

So, In percentage, the 10% of her collection is a 18.

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By comparing the area of the two rectangles, the quadratic equation 2x²-5x-18=0 is obtained. The value of length AB is 7.

The problem statement involves two rectangles with dimensions of x and 2x - 3. The area of the first rectangle is calculated as A1 = x * (2x - 3), which equals 2x² - 3x. Similarly, the area of the second rectangle is calculated as A2 = (x + 4) * (2x - 5), which equals 2x² - 23x + 20. As per the problem statement, the areas of both rectangles are equal. Therefore; 2x² - 3x = 2x² - 23x + 20.

Rearranging the above equation, we get the quadratic equation: 20x - 20 = 02(x - 5)(x + 2) = 0. By solving this equation, we obtain the value of x as 5 or x = -2. But since x cannot be negative, x is equal to 5. The length AB is given as 2x - 3 = 7.

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The probbaility that the sample conatins at least one green ball is 0.90.

Let E be the event that denotes that the sample conatins at least one green.

According to the given question.

Total number of balls in an urn = 11 + 5 = 16

Total number of white balls = 11

Total number so green balls = 5

Now, the number of ways of selecting 7 balls from 16 balls

= \(^{16} C_{7}\)

= 16!/(7!9!)

= 11440

And the total number of ways of selecting 7 balls which contain atleast on green ball = \(^{11} C_{6} \times \ ^{5} C_{1} + ^{11} C_{5} \times \ ^{5} C_{2} + ^{11} C_{4} \times \ ^{5} C_{3} +^{11} C_{3} \times \ ^{4} C_{4}+^{11} C_{2} \times \ ^{5} C_{5}\)

= \(\frac{11!}{6!5!} \times \frac{5!}{1!4!} +\frac{5!}{2!3!} \times\frac{11!}{5!6!} +\frac{11!}{7!4!} \times\frac{5!}{3!2!} +\frac{11!}{8!3!} \times\frac{4!}{4!0!} +\frac{11!}{9!2!} \times\frac{5!}{0!5!}\)

= 452 × 5 + 10 × 452 + 330 × 10 + 165×1 + 55 ×1

= 2260 +  4520 +3300 + 165 + 55

= 10300

Thereofore, the probability that the sample conatins at least one green ball is given by

P(E) = (total number of ways of selecting 7 balls which contain atleast on green ball) / (the number of ways of selecting 7 balls from 16 balls )

⇒ P(E) = 10300/11440

⇒ P(E) = 0.90

Hence, the probbaility that the sample conatins at least one green ball is 0.90.

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There are variations in the participation prices of boys and girls across unique sports, with boys having decreased representation in varsity soccer, better representation in freshman basketball, and identical illustration in varsity tennis compared to ladies.

Based on the given statements:

The percentage of boys who play varsity soccer is much less than the share of ladies who play varsity football.

The share of boys who play freshman basketball is extra than the share of girls who play freshman basketball.

The percentage of boys who play varsity tennis is the same as the variety of women who play varsity tennis.

We can finish subsequent:

Boys have a lower representation in varsity football as compared to ladies.

Boys have a higher representation in freshman basketball in comparison to ladies.

The percentage of boys playing varsity tennis is identical to the proportion of women playing varsity tennis.

These statements suggest differences in participation fees and proportions between boys and women in unique sports activities.

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The correct question is:

"The percentage of boys who play varsity soccer is ✔ less than the percentage of girls who play varsity soccer. the proportion of boys who play freshman b-ball is ✔ greater than the proportion of girls who play freshman b-ball. the percentage of boys who play varsity tennis is ✔ the same as the number of girls who play varsity tennis.

What can you conclude from the above statements?"

The relationship between marketing expenditures and sales can be represented by a linear equation.

In the given formula, y represents sales and x represents marketing expenditures.

The coefficient of x is 7, which indicates that for every additional unit of marketing expenditures, sales increase by 7 units.

The constant term of -0.35 suggests that there may be some fixed costs or factors that impact sales regardless of marketing expenditures.
To optimize sales, businesses may want to consider increasing their marketing expenditures. However, it is important to note that there may be diminishing returns to increasing marketing expenditures. At some point, the cost of additional marketing expenditures may outweigh the additional sales generated. Additionally, businesses should analyze their marketing strategies to ensure that their expenditures are being allocated effectively to generate the greatest return on investment.
In conclusion, the relationship between marketing expenditures and sales can be represented by a linear equation, and businesses should carefully analyze their marketing strategies to optimize their expenditures and generate the greatest sales

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There are 472 more buttons bought by Vance than beads.

For the stated question table is made.

So,

Total number of beads bought by Vance = Number of beads(2 packages of large beads) + Number of beads(1 package of medium beads).

= (2 × 96) + (1 × 64)

= 2 × (90 + 6) + 64

= (2 × 90) + (2 × 6) + 64

= 180 + 12 + 64

= 256 beads

Now,

Total number of buttons bought by Vance = Total number of buttons (2 packages of large buttons) + Number of buttons (2 packages of medium buttons)

= (2 × 56) + (2 × 38)

= 2 × (50 + 6) + 2 × (30 + 8)

= (2 × 50) + (2 × 6) + (2 × 30) + (2 × 8)

= 100 + 12 + 600 + 16

= 728 buttons

Thus,

Difference for the number of buttons and beads

= 728 – 256

= 472 beads

So,

Therefore, there are 472 more buttons bought by Vance than beads.

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Answer: ?

Step-by-step explanation:

elgoog it.

Step-by-step explanation:

It is written backwards

As a result, the cable is **3317.7 CM⁵ in diameter in round mils.

A circular mil (CM) is a measurement of area that is particularly useful for describing the size of a wire or cable's cross section. It is equivalent to the surface area of a circle with a one mil (a thousandth of an inch, or 0.0254 mm²) diameter. It is equivalent to roughly 0.7854 millionths of an inch square.

This formula can be used to get the cable's diameter in circular mils:

- Each strand has a diameter of 5.63 mils.

Each strand has an area of (5.63/2)2 × π, or 24.9 circular mils (CM).

- 133 strands have a total area of 133× 24.9, or 3317.7 CM.

As a result, the cable is **3317.7 CM**⁵ in diameter in round mils.

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well, what's 19% of 378000?

\(\begin{array}{|c|ll} \cline{1-1} \textit{\textit{\LARGE a}\% of \textit{\LARGE b}}\\ \cline{1-1} \\ \left( \cfrac{\textit{\LARGE a}}{100} \right)\cdot \textit{\LARGE b} \\\\ \cline{1-1} \end{array}~\hspace{5em}\stackrel{\textit{19\% of 378000}}{\left( \cfrac{19}{100} \right)378000}\implies 71820~\hfill \underset{current~value}{\stackrel{378000-71820}{\text{\LARGE 306,180}}}\)

a. The probability that no students seek assistance tomorrow is approximately 0.1353, or 13.53%.

b. The probability that 10 students seek assistance in a week is approximately 0.0888, or 8.88%.

a. To find the probability that no students seek assistance tomorrow, we can use the Poisson distribution formula. Given that the mean rate is two students per day, we can set λ = 2.

Using the Poisson probability mass function:

P(X = 0) = (e(-λ) * λ0) / 0!

Substituting the value of λ = 2:

P(X = 0) = (e(-2) * 20) / 0!

Since 0! (0 factorial) is equal to 1, we have:

P(X = 0) = e(-2)

Calculating the value:

P(X = 0) = e(-2) ≈ 0.1353

Therefore, the probability that no students seek assistance tomorrow is approximately 0.1353, or 13.53%.

b. To find the probability that 10 students seek assistance in a week, we need to calculate the Poisson probability for λ = 2 per day over a span of seven days.

The mean rate per week is λ_week = λ_day * number_of_days = 2 * 7 = 14.

Using the Poisson probability mass function:

P(X = 10) = (e(-λ_week) * λ_week10) / 10!

Substituting the value of λ_week = 14:

P(X = 10) = (e(-14) * 1410) / 10!

Calculating the value:

P(X = 10) = (e(-14) * 1410) / (10 * 9 * 8 * 7 * 6 * 5 * 4 * 3 * 2 * 1) ≈ 0.0888

Therefore, the probability that 10 students seek assistance in a week is approximately 0.0888, or 8.88%.

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Answer:

4 pounds and 13 ounces

Step-by-step explanation:

If you add the pounds you already have it equals 3. If you add the ounces, 12,2,and 15, it equals to 29. 12 ounces equal a pound meaning that 29-16 is equal to 13. So because you have 1 more pound, you add it to your whole pounds so 3+1=4 so now you have 4 pounds and 13 ounces.

Answer:

y= 3x-17

Step-by-step explanation:

When finding a parallel equation to y=mx+b, mx will always stay the same. So we have to find b.

In order to do this you plug the parallel lines passing point into the equation.

-5(y) goes into the y's spot. 4(x) goes into the x's spot.

-5 = 3 x 4 + b

-5 = 12 + b

-5 - 12 = 12 - 12 + b

-17 = b

y=3x-17

Answer:

y= 3x-17

Step-by-step explanation:

I did the test and I got this

To improve Marc's answer to get a 5/5 is for him to mention that a parallelogram requires both pairs of opposite sides to be parallel and equal in length.

Marc's claim that the slopes of AB and CD and BC and DA coincide is only partially accurate.

It appears like the opposing sides are parallel as a result. The lengths of AB and CD are both 20, and those of BC and DA are both 4. Marc also correctly says that the lengths of these elements are 4 and 4.

These parallel side lengths also suggest a potential parallelogram. Marc should clarify, however, that a parallelogram necessitates that both pairs of opposite sides be parallel and equal in length.

Marc will give a more thorough and correct explanation by incorporating this extra information, receiving a perfect score of 5/5.

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Solution:

Given:

Using the simple interest formula;

At t = 0 years,

At t = 5 years,

At t = 10 years,

At t = 15 years,

At t = 20 years,

To get the amount,

The table can be represented below;

The graph to represent the simple interest account is shown below;

Answer:

B

Step-by-step explanation:

The sum of the inner angles of a quadrilateral is 360 degrees

135 + 110 + 68 + x = 360

313 + x = 360

x = 47 degrees

Answer:

47

Step-by-step explanation:

whole thing is 360 degrees

68 + 110 + 135 = 313

360 - 313 = 47

x looks small too (if you had to guess in a multiple choice question)