Find the distance between each pair of points (-1,4) and (1,-1)
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.
What is a 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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This table displays the height of water as a pool is being filled. A 2-column table with 4 rows. Column 1 is labeled Time (minutes) with entries 10, 11, 12, 13. Column 2 is labeled height (inches) with entries 3.75, 4.1, 4.45, 4.8. Arrows are drawn from each row to the next. Use the table to interpret the rate of change.
What is the change for each consecutive input?
What is the change for each consecutive output?
What is the rate of change for the relationship?
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):
13 - 12 = 12 - 11 = 11 - 10 = 1Therefore, the change of each consecutive input (time) is: 1
Change for each consecutive output (height):
4.8 - 4.45 = 4.45 - 4.1 = 4.1 - 3.75 = 0.35Therefore, 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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W/-4 + 17=9. Solve for w what is w
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
w=32It cost Hudson $28.20 to send 188 text messages. How much would it cost to send 63 text messages? Good luck!
Answer: It would cost $9.45
$28.20/188= .15
then .15 times 63=9.45
The volume of the cell phone is 75 cubic centimeters. Write and solve an equation to find the height of the cell phone. Round your answer to the nearest tenth
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]
I need the answer to this question and it’s timed
Answer:
Ramesh is not correct; 7^-5 is 1/ 16807
Step-by-step explanation:
A factory makes 5,301 plastic forks per hour. How many plastic forks will the factory make in 51 hours?
Find the length of AB if AB = x + 10, BC = x + 14, and AC = 32.
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:
AB = 14Step-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
What is the value of x?
20
35
60
70
Answer:
its 60. u gotta know this stuff man
Susie starts her hike at 255 feet below sea level when she reaches the end of the hike she is still below sea level at -178 feet what was the change in elevation from the beginning of Susie’s hike to the end of the hike
Answer:
98 was the change in elevation
Step-by-step explanation:
R is in between P and S. PR = 15.5 mm, RS = 13.3 mm. Find PS
Answer:
28.8mm
hope this helped you
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what is y 5(y -10)=-5
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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what is the Y 2(7y−1)=40
Answer:
3
Step-by-step explanation:
2(7y−1)=40
14y-2=40
14y=40+2
14y=42
y=3
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Please somebody help I have to redo 11th grade if i dont complete.. brainliest if you can help :(
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]
what is 1,016 rounded to the nearest thousand
Answer:
Step-by-step explanation:
1,000
Its the closest from 1000 to 2000
2. You Shade IN for an AND problem.
a. True
b. False
Answer:
aogswoans skskdme skdbdnshsbemdhdksjdhskd
Answer:
B. False
Hope this helps!
What is the slope of the line through(-4,2) and (3,-3)?
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].
as a fraction:
(i) 48%
(ii) 220%
(iii) 2.5%
Answer:
48% = 48/ 100 = 12/25220% = 220/100=11/52.5% = 25/1000 = 1/40i. 48%
ii. 220%
iii. 2.5%
To Convert:The given percentage into fractions.
Answer:[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]
If the CI on a sum of money for 3 years at
the rate of 2% per annum is 306.04, then
what will be the SI?
Answer:
Compound Interest = Total amount of Principal and Interest in future (or ) less the Principal amount at present called (PV). PV is the current worth of a future sum of money or stream of given a specified .Compound Interest = Total amount of Principal and Interest in future (or ) less the Principal amount at present called (PV). PV is the current worth of a future sum of money or stream of given a specified .where P = Principal, i = annual interest rate in percentage terms, and n = number of compounding periods for a year.Compound Interest = Total amount of Principal and Interest in future (or ) less the Principal amount at present called (PV). PV is the current worth of a future sum of money or stream of given a specified .where P = Principal, i = annual interest rate in percentage terms, and n = number of compounding periods for a year.P=306.04/[(1+0.02)^3–1]=5000Compound Interest = Total amount of Principal and Interest in future (or ) less the Principal amount at present called (PV). PV is the current worth of a future sum of money or stream of given a specified .where P = Principal, i = annual interest rate in percentage terms, and n = number of compounding periods for a year.P=306.04/[(1+0.02)^3–1]=5000The formula for calculating simple interest is:Compound Interest = Total amount of Principal and Interest in future (or ) less the Principal amount at present called (PV). PV is the current worth of a future sum of money or stream of given a specified .where P = Principal, i = annual interest rate in percentage terms, and n = number of compounding periods for a year.P=306.04/[(1+0.02)^3–1]=5000The formula for calculating simple interest is:Simple Interest = Principal x Interest Rate x Term of the loanCompound Interest = Total amount of Principal and Interest in future (or ) less the Principal amount at present called (PV). PV is the current worth of a future sum of money or stream of given a specified .where P = Principal, i = annual interest rate in percentage terms, and n = number of compounding periods for a year.P=306.04/[(1+0.02)^3–1]=5000The formula for calculating simple interest is:Simple Interest = Principal x Interest Rate x Term of the loan= P x i x nCompound Interest = Total amount of Principal and Interest in future (or ) less the Principal amount at present called (PV). PV is the current worth of a future sum of money or stream of given a specified .where P = Principal, i = annual interest rate in percentage terms, and n = number of compounding periods for a year.P=306.04/[(1+0.02)^3–1]=5000The formula for calculating simple interest is:Simple Interest = Principal x Interest Rate x Term of the loan= P x i x nSimple Interest = 5000*0.02*3=300In a triangle the longest side is 3 inches longer than twice the shortest side. The third side is 2 inches less than twice the shortest side. If the perimeter of the triangle is 61 inches, which equation should be used to find the length of the shortest side, s?
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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Which of the following equations has a graph with a y-intercept of -8?
Ay=3x - 8
B. y = -8x + 3
C. 3x - 8y = -5
D. -8x + 3y = -5
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
For A. y =3x - 8By comparing with y = mx + c
m = 3 and c = -8
∴ The y-intercept here is -8
For B. y = -8x + 3By comparing with y = mx + c
m = -8 and c = 3
∴ The y-intercept here is 3
For C. 3x - 8y = -5This 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
D. -8x + 3y = -5This 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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A scale on a blue print drawing of a house shows that 10 centimeters represents 2 meters. What number of actual meters are represented by 18 centimeters on the blue print?
Answer:3.6 m
Given:10cm=2m
Then, 5cm=1m
Therefore, (18/5)= lenght I'm meters on blueprint scale
(18/5)=3.6m
If CB=2x+5 and DE=10, find the value of x
Answer:
Step-by-step explanation:
2x + 5 = 10
2x = 5
x = 2.5
Patricia is ordering t-shirts for her business. Company A charges $10.50 for each t-shirt and a one-time design fee of $45. Company B charges $12.50 for each t-shirt and a one-time design fee of $35.
Which inequality can be used to find x, the minimum number of t-shirts that can be ordered so that the total charge at Company A is less than the total charge at Company B?
10.5+45x>12.5+35x
10.5x+45>12.5x+35
10.5+45x<12.5+35x
10.5x+45<12.5x+35
ILL MAKE MOST BRAINLIEST PLS ANSWER!!!
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;
Charges of Company A; $10.50 for each t-shirt plus one-time design fee of $45. If x is the minimum number of shirts ordered so that the charge at Company A is less than the total charge at Company B. Thus;C_a = 10.5x + 45
Similarly, we are told that;
Charges of Company B; $12.50 for each t-shirt plus one-time design fee of $35. If x is the minimum number of shirts ordered so that the charge at Company A is less than the total charge at Company B. Thus;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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Constanza le hizo una caja de regalo a su papá. La medida de una de las aristas de la caja es de 15 cm. Si la caja tiene forma de un cubo. ¿Cuántos cm2 de papel de regalo deberá ocupar como mínimo para forrar la caja?
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
for line segment ac, point b is between points a and c. points abc are collinear. if ab=x-7, bc=2x-2, and ac=x+13. solve for bc
Answer:
BC = 20Step-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
Estimate the value of negative square root of 150.
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.
Classrooms on one side of the drama building are all numbered with consecutive even integers. If the first room, the room with the smallest classroom number, on this side of the building is numbered y, write an expression in y for the sum of the
first four classroom numbers in a row. Then simplify this expression
The sum of the first four classroom numbers in a row is
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.
What is arithmetic?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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Write an equation of the line passing through the point (5, 1) that is perpendicular to the line 5x+3y=15.
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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