5^x + 5^x+1 = 150
Find x

The equation that has a graph with a y-intercept of -8 is y =3x - 8. The correct option is A. y =3x - 8

To determine which of the given equations has a graph with a y-intercept of -8.

We will compare the equations with the slope-intercept form of the equation of a straight line.

The slope-intercept form of the equation of a straight line is

y = mx + c

Where m is the gradient or slope

and c is the y-intercept

By comparing with y = mx + c

m = 3 and c = -8

∴ The y-intercept here is -8

By comparing with y = mx + c

m = -8 and c = 3

∴ The y-intercept here is 3

This can be written as

y = (3/8)x + 5/8

By comparing with y = mx + c

m = 3/8 and c = 5/8

∴ The y-intercept here is 5/8

This can be written as

y = (8/3)x - 5/3

By comparing with y = mx + c

m = 8/3 and c = - 5/3

∴ The y-intercept here is -5/3

Hence, the equation that has a graph with a y-intercept of -8 is y =3x - 8. The correct option is A. y =3x - 8

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Answer:

your face

Step-by-step explanation:

:)

Let's let A, B, C represent the sides of the triangle from shortest to longest, then:

A = ?

B = A + 2

C = A + 3

To find the perimeter we add all the sides p = A + B + C, and based on the problem

p = A + B + C

26  = A + (A + 2) + (A+3)

26 = 3A + 5

21 = 3A

7 = A

Now we can use the fact that A = 7 in, which is the shortest side, to find all three sides:

A = 7

B = 7 + 2 = 9

C = 7 + 3 = 10

The lengths  of the sides are 7 in, 9 in, and 10 in.

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Answer:

see below

Step-by-step explanation:

Assuming that

Point A is the same as point X

Point B is Point Y

Point C is Point Z

So we have

[tex]X=(1,5)\\\\Y=(2,2)\\\\Z=(6,1)[/tex]

the rule for a rotation of 180° is

For 180 degrees, the rule is (a, b) --------> (-a, -b)

so we have

[tex]X'=(-1,-5)\\\\Y'=(-2,-2)\\\\Z'=(6,1)[/tex]

the rule for reflection across the x axis

(a,b)----->(a,-b)

so we have

[tex]X''=(1,-5)\\\\Y''=(2,-2)\\\\Z''=(6,-1)[/tex]

Answer:

w=-32

Step-by-step explanation:

Answer: w=32

Step-by-step explanation:

Given

w/-4 + 17=9

Subtract 17 on both sides

w/-4 + 17 - 17=9-17

w/-4=-8

Multiply -4 on both sides

w/-4 × -4=-8×-4

Answer: [tex]-\frac{5}{7}[/tex]

Step-by-step explanation:

To find the slope of the line, you want to use the formula [tex]m=\frac{y_2-y_1}{x_2-x_1}[/tex].

[tex]m=\frac{-3-2}{3-(-4)} =\frac{-5}{7}[/tex]

Now we know the slope is [tex]-\frac{5}{7}[/tex].

Answer:

14

Step-by-step explanation:

AB + BC = AC

[tex]x + 10 + x +14 = 32 \\ 2x = 8 \\ x = 4 \\ \\ [/tex]

AB = 4 + 10 = 14

Answer:

Step-by-step explanation:

AB + BC = AC

x + 10 + x + 14 = 32

2x + 24 = 32

   -24       -24

 2x  =  8

 ÷2     ÷2

  x = 4

AB = x+10 = 4+10 = 14

Answer:

98 was the change in elevation

Step-by-step explanation:

Answer: It would cost $9.45

$28.20/188= .15

then .15 times 63=9.45

Answer:

Step-by-step explanation:

Point B is between points A and C and points A, B, C are collinear so

AB + BC = AC

x-7 + 2x-2 = x + 13

  3x - 9  =  x + 13

      +9           +9

   3x  =  x + 22

   - x       - x

   2x  =  22

BC = 2x - 2 = 22 - 2 = 20

Answer:

Ramesh is not correct; 7^-5 is 1/ 16807

Step-by-step explanation:

Answer:

y = [tex]\frac{3}{5}[/tex] x - 2

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

Given

5x + 3y = 15 ( subtract 5x from both sides )

3y = - 5x + 15 ( divide all terms by 3 )

y = - [tex]\frac{5}{3}[/tex] x + 5 ← in slope- intercept form

with slope m = - [tex]\frac{5}{3}[/tex]

Given a line with slope m then the slope of a line perpendicular to it is

[tex]m_{perpendicular}[/tex] = - [tex]\frac{1}{m}[/tex] = - [tex]\frac{1}{-\frac{5}{3} }[/tex] = [tex]\frac{3}{5}[/tex] , thus

y = [tex]\frac{3}{5}[/tex] x + c ← is the partial equation

To find c substitute (5, 1) into the partial equation

1 = 3 + c ⇒ c = 1 - 3 = - 2

y = [tex]\frac{3}{5}[/tex] x - 2 ← equation of perpendicular line

Here, we are required to Write an equation of the line passing through the point (5, 1) that is perpendicular to the line 5x+3y=15.

The equation of the line is; 3x - 5y = 10.

By comparison with the equation of a straight line: y = Mx + c

The equation 5x+3y=15 can be rewritten as ;

y = (-5/3)x + 5

Therefore, the slope of the equation is; (-5/3)

The product of the slope of two perpendicular lines is: -1.

therefore m1m2 = -1

Therefore; M2 = -1/(-5/3)

Therefore M2 = 3/5

The equation of the line passing through the point (5, 1) that has slope, M2 = 3/5 is;

3/5 = (y - 1)/(x - 5)

By Cross product;

3x - 15 = 5y -5

Therefore, the equation of the line is;

3x - 5y = 10.

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Answer:

Step-by-step explanation:

1,000

Its the closest from 1000 to 2000

Answer:3.6 m

Given:10cm=2m

Then, 5cm=1m

Therefore, (18/5)= lenght I'm meters on blueprint scale

(18/5)=3.6m

Answer:

aogswoans skskdme skdbdnshsbemdhdksjdhskd

Answer:

B. False

Hope this helps!

Answer:

Answer:1. 0.35. 0.35

Step-by-step explanation:

I did the question on edgenuity

The change for each consecutive time given is: 1

The change of each consecutive height given is: 0.35

The rate of change for the relationship between time and height is: 0.35

The table that displays the height of water when a pool is being filled against time is shown in the image attached. (See attachment).

Recall:

Rate of change can be calculated as: change in output / change in input

Change in output = difference between consecutive outputs

Change in input = difference between consecutive inputs

In the question given,

Time is input

Height is output

Thus:

Change for each consecutive input (time):

Therefore, the change of each consecutive input (time) is: 1

Change for each consecutive output (height):

Therefore, the change of each consecutive output(height) is: 0.35

Rate of change of the relationship between time and height:

Rate of change = change in height / change in time

Rate of change = 0.35/1 = 0.35

In summary:

The change for each consecutive time given is: 1

The change of each consecutive height given is: 0.35

The rate of change for the relationship between time and height is: 0.35

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Answer:

Constanza ocupará, como mínimo, para forrar la caja:

1350 cm²

para forrar la caja

Step-by-step explanation:

En un cubo cada una de las aristas que lo conforman miden lo mismo.

Un cubo tiene 6 caras.

La formula del área del área de las 6 caras del cubo es:

área total del cubo = a = 6*arista²

en este caso:

a = 6*(15cm)²

a = 6 * 225 cm²

a = 1350 cm²

Answer:1350 cm²

Step-by-step explanation:idfk

Answer:

3

Step-by-step explanation:

2(7y−1)=40

14y-2=40

14y=40+2

14y=42

y=3

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Answer:

its 60. u gotta know this stuff man

Answer:

d = [tex]\sqrt{29}[/tex]

Step-by-step explanation:

[tex]d= \sqrt{(x_2-x_1)^2+(y_2-y_1)^2} \\d= \sqrt{(1-(-1))^2+(-1-4)^2} \\d= \sqrt{(2)^2+(-5)^2} \\d= \sqrt{4+25} \\d=\sqrt{29}[/tex]

The distance between each pair of points (-1,4) and (1,-1) is √29 units after using the distance formula.

It is defined as the formula for finding the distance between two points. It has given the shortest path distance between two points.

The distance formula can be given as:

[tex]\rm d=\sqrt{(x_2-x_1)^2+(y_2-y_1)^2}[/tex]

It is given that:

The distance between each pair of points (-1,4) and (1,-1)

Two points are (-1, 4) and (1, -1)

To find the distance between the above two points using the distance formula:

[tex]\rm d=\sqrt{(1-(-1))^2+(-1-4)^2}[/tex]

[tex]\rm d=\sqrt{(1+1)^2+(-1-4)^2}[/tex]

The arithmetic operation can be defined as the operation in which we do the addition of numbers, subtraction, multiplication, and division

d = √[(2)² + (-5)²]

d = √(4 + 25)

d = √29 units

Thus, the distance between each pair of points (-1,4) and (1,-1) is √29 units after using the distance formula.

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Answer:

i. 48%

ii. 220%

iii. 2.5%

The given percentage into fractions.

[tex] \large \purple {\tt {i. \: 48\% = \frac{48}{100} = \frac{12}{25}}} [/tex]

[tex] \large \pink {\tt {ii. \: 220\% = \frac{220}{100} = \frac{11}{5}}} [/tex]

[tex] \large \blue {\tt {iii. \: 2.5\% = \frac{2.5}{100} = \frac{1}{40}}} [/tex]

Answer:

-12.25

Step-by-step explanation:

Let's investigate what happens when negative values appear under the radical symbol (as the radicand) for cube roots and square roots.

In some situations, negative numbers under a radical symbol are OK. For example, radnegnew14is not a problem since (-2) • (-2) • (-2) = -8, making the answer -2. In cube root problems, it is possible to multiply a negative value times itself three times and get a negative answer.

Difficulties, however, develop when we look at a problem such as radnegnew214. This square root problem is asking for a number multiplied times itself that will give a product (answer) of -16. There simply is no way to multiply a number times itself and get a negative result. Consider: (4) • (4) = 16 and (-4) • (-4) = 16.

CUBE ROOTS:

radnn1

BUT

SQUARE ROOTS:

n2

Yes, (-2) x (-2) x (-2) = -8.

No problem.

Nope!   (4) x (4) ≠ -16.

Nope!   (-4) x (-4) ≠ -16.

bullet Square roots are the culprits! The difficulties arise when you encounter a negative value under a square root. It is not possible to square a value (multiply it times itself) and arrive at a negative value. So, what do we do?

statement

The square root of a negative number does not exist among the set of Real Numbers.

When problems with negatives under a square root first appeared, mathematicians thought that a solution did not exist. They saw equations such as x2 + 1 = 0, and wondered what the solution n3 really meant.

In an effort to address this problem, mathematicians "created" a new number, i, which was referred to as an "imaginary number", since it was not in the set of "Real Numbers". This new number was viewed with much skepticism. The imaginary number first appeared in print in the year 1545.

def The imaginary number "i" is the square root of negative one.

neg i

An imaginary number possesses the unique property that when squared, the result is negative.

irad1

Consider: irad2a

The process of simplifying a radical containing a negative factor is the same as normal radical simplification. The only difference is that the irad4 will be replaced with an "i ".

As research with imaginary numbers continued, it was discovered that they actually filled a gap in mathematics and served a useful purpose. Imaginary numbers are essential to the study of sciences such as electricity, quantum mechanics, vibration analysis, and cartography.

When the imaginary i was combined with the set of Real Numbers, the all encompassing set of Complex Numbers was formed.

Consecutive odd numbers are two apart (5, 7, 9, 11...). So given an odd integer, we can add 2 to get the next odd integer.

If the first odd integer is y, then the first 4 odd integers are

y

y+2

y+4

y+6

These add up to 4y+12

The sum of the first four classroom numbers in a row is 4y+12.

It is required to find the sum of the first four classroom numbers in a row.

Arithmetic is the branch of mathematics that deals with the study of numbers using various operations on them. Basic operations of math are addition, subtraction, multiplication and division. These operations are denoted by the given symbols.

Given:

Since the smallest classroom​ number on the side of the building is numbered y ​ and each consecutive even integers is separated by a difference of  2.

∴

y is the first class room.

y +  2  is the second class room.

y +  4  is the third class room.

y + 6 is the third class room.

The sum of the five consecutive class rooms are given as:

y + (y + 2) + (y+ 4) + (y + 6)

collecting alike terms we get

= y + y+ y+ y + 2 + 4 + 6

= 4y + 12

Therefore, the sum of the first four classroom numbers in a row is 4y+12.

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Answer:

Equation: [tex]Height = \frac{75}{Area}[/tex]

Step-by-step explanation:

The question is incomplete as the dimension of the phone was not given.

However, the following explanation will guide you

Given

[tex]Volume = 75\ in^3[/tex]

Required

Determine the Height

Volume is calculated as thus;

[tex]Volume = Area * Height[/tex]

Substitute 75 for Volume

[tex]75= Area * Height[/tex]

Divide through by Area

[tex]Height = \frac{75}{Area}[/tex]

The above represent the equation to solve for Height

To solve for height, we need the dimension of the phone or the area.

Take for instance; the length and width of the phone is 5 by 5 inches;

The height would be:

[tex]Height = \frac{75}{5 * 5}[/tex]

[tex]Height = \frac{75}{25}[/tex]

[tex]Height = 3\ inches[/tex]

Answer:

I think the answer would be the fourth answer or the second answer.

sorry if its not the correct answer.

Step-by-step explanation:

D; 10.5x + 45 < 12.5x + 35

We are told that;

C_a = 10.5x + 45

Similarly, we are told that;

C_b = 12.5x + 35

Since we want to make C_a < c_b

Then, we will have;

10.5x + 45 < 12.5x + 35

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Answer:

y=9

Step-by-step explanation:

5(y-10)=-5

We move all terms to the left:

5(y-10)-(-5)=0

We add all the numbers together, and all the variables

5(y-10)+5=0

We multiply parentheses

5y-50+5=0

We add all the numbers together, and all the variables

5y-45=0

We move all terms containing y to the left, all other terms to the right

5y=45

y=45/5

y=9

The value of y = 9 is correct. Therefore, the solution is y = 9.

To solve the equation 5(y - 10) = -5 for y, follow these steps:

Step 1: Distribute the 5 on the left side of the equation:

5y - 50 = -5

Step 2: Move the constant term to one side by adding 50 to both sides:

5y - 50 + 50 = -5 + 50

Step 3: Simplify the left side and evaluate the right side:

5y = 45

Step 4: Isolate y by dividing both sides by 5:

5y / 5 = 45 / 5

Step 5: Simplify and calculate y:

y = 9

The solution to the equation is y = 9. To verify, substitute y with 9 in the original equation:

5(9 - 10) = -5

5(-1) = -5

-5 = -5

Since both sides are equal, the value of y = 9 is correct. Therefore, the solution is y = 9.

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Answer:

Step-by-step explanation:

2x + 5 = 10

2x = 5

x = 2.5

Answer:

28.8mm

hope this helped you

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