Which pair of lines are perpendicular?

A y=-8 and y = 2
B y= -4x + 1 and 8X+2Y=-10
C x=4 and y= -1
D x-y=7 and y=x+3

Answer:

Step-by-step explanation:

equations are created to solve for a certain variable. you can use the data given in the word problem to formulate a valid equation that incorporates all important components of the word problem. the variable can be represented as any letter (most commonly x or y) to find a value that is inconsistent or unknown. this is helpful to find a certain thing in the problem, such as the amount of hours needed to earn a certain amount of money.

Answer:

Equations are created to solve for a certain variable. you can use the data given in the word problem to formulate a valid equation that incorporates all important components of the word problem. the variable can be represented as any letter (most commonly x or y) to find a value that is inconsistent or unknown. this is helpful to find a certain thing in the problem, such as the number of hours needed to earn a certain amount of money.

Answer:

perimeter: 8x + 3 + 8x + 3 + 5 + 5=16x + 16

Area: 5(8x+3)=40x+15

Answer:

Step-by-step explanation:

The answer is 12 students

Answer:12

Step-by-step explanation:

Answer: part A

It was established with the intent to increase human connectivity.

part B

"The Lakota Music Project's focus remains on building bridges through music."

“Gier was eager to develop community programs, and he learned about tensions in his new community between Native and non-Native Americans.”

Step-by-step explanation: I took the test ok k12 sooo...

Answer for part A

It was established with the intent to increase human connectivity.

Answer for part B

"The Lakota Music Project's focus remains on building bridges through music."

AND

“Gier was eager to develop community programs, and he learned about tensions in his new community between Native and non-Native Americans.”

Note

I also took the K12 test, and got it correct! :D (Note: I forgot to click on the "Gier was eager to develop'... thats why it's yellow.)

Answer:

12.25,12.25,7

Step-by-step explanation:

Formula of Area of square= length x breadth

In a square all side are equal as we all know that which means if the Area of the square is [tex]49cm^{2}[/tex] if we take the root of 49 it gives us 7 so the length and breadth of the square is equal to 7 as shown in my figure i uploaded. Please excuse my professional drawing skills ( pun intended :D)

The dotted lines i assume shows that sides are being bisected into two equal halves which means the whole side equals 7cm and the half is 7/2 equals 3.5cm so the bottom half side of the triangle is 7cm but the two slant heights we have to find we can find it by using phythogra's theorem

(Hypotnuse)^2=(Length^2) x (Breadth)^2

we need to find just one side of the hypotnuse/slant height then we multiply it by 2 which would gives us both of our hypotnuse sides so

(Hypotnuse)^2= (3.5)^2 x (3.5)^2

(Hypotnuse)^2=150.0625

Apply square root on both sides gives us

[tex]Hypotnuse = 12.25[/tex]

Since the traingle is covered by two slant height's the sides of the traignle are 12.25cm 12.25cm and 7cm

Answer:

Step-by-step explanation:

Multiply the expressions.

− 32 x  − 24

Answer 2.5:

Step-by-step explanation:

Answer:  

A)  [tex]\frac{19}{3}[/tex]

Step-by-step explanation:

hope this helps :)

Answer:

-19/3

3x-1/4 = -5

3/4x + -1/4 = -5

+1/4            +1/4

1x = -19/4

multiply both sides by 4/3

x = -19/3

Answer:

y=2x-9

Step-by-step explanation:

2x-y=9

-2x     -2x

-y=-2x+9

-y/-y= -2x/-y+9/-y

y=2x-9

The required graph of equation 2x - y = 9 by plotting points is attached below.

To graph the equation 2x - y = 9 by plotting points, we can choose different values of x, solve for y, and then plot the corresponding points.

Here is a table of values:

x | y

0 | -9

1 | -7

2 | -5

3 | -3

4 | -1

5 | 1

Using these values, we can plot the points (0, -9), (1, -7), (2, -5), (3, -3), (4, -1), and (5, 1) on a graph.

The x-axis represents the values of x, and the y-axis represents the values of y. Connect the plotted points with a straight line to represent the equation 2x - y = 9.

Thus, the required graph of equation 2x - y = 9 is attached below.

Learn more about the Lines here:

brainly.com/question/14511992

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Answer:

c = 13

Step-by-step explanation:

c = 6(3) - 5

c = 13

Answer:

C. c=13

Step-by-step explanation:

This is how I figured it out:

1. I took the equation (c=6a-b) and I replaced the letters with the numbers given. (a=3 & b=5) so I got the new equation c=6(3)-5.

2. I used PEMDAS (parentheses, exponents, multiplication, division, addition and subtraction. Since we have multiplication and subtraction needed multiplication is shown before subtraction in PEMDAS so we would figure out 6(3) first which is equal to 18.

3. Now we have the new equation of c=18-5. Since subtraction is left we would take away 5 from 18 and now we have the final answer of 13. So the equation would now look like this: c=13. It's pretty obvious that c=13 that c has the value of 13.

I hope this helps:)

First one the one that has the blue inside

Answer:

y=-1/4x+1

Step-by-step explanation:

Answer:

where is the equation......

Answer:

The mean is the average of the number. It is easy to calculate add up on the numbers, then divide by how many numbers there are.

Answer:

If this set contains an odd number of elements, say, 3, 6 and 9, then median of a set will ... as well as the mean of this set, will equal the mean of the two middle elements. ... the statement (1) says: All members of S are consecutive multiples of 3 ... I think the right answer is C, since 9 + 12 + 15 + 18 + 21 = 75

Step-by-step explanation:

We can't write every number as a sum of consecutive numbers - for example, 2, ... the sum is an odd number, e.g. 1+2=3 2+3=5 3+4=7 4+5=9 5+6=11 6+7=13 ... Some spotted a similar pattern for multiples of 3. ... If you add any 3 consecutive numbers together it will always equal a multiple of 3, e.g. ... 1+2+3+4+5+6=21

Answer:

36

Step-by-step explanation:

11 multiples of 3 starting from 21 - 21, 24, 27, 30, 33, 36, 39, 42, 45, 48, 51

21 is the first

51 is the last

36 is in the middle

Answer:

C

Step-by-step explanation:

it's the only one whose inequalities match up, because 0 > -21 > -22

Answer:

C

Step-by-step explanation:

Answer:

1 = No     2 = Yes      3 = 1.88

Step-by-step explanation:

Answer:

1. Yes 2. No 3. = 1.88 .

Step-by-step explanation:

1. Possibly yes, the first table represents a proportional relationship because cost per pound of apples is the same in each row, 1.88 dollars per pound.

2. Definitely no, the second table does not represent a proportional relationship because cost per topping is not the same in each row. (An equation is =1.50+8.99 but students do not need to provide an equation.)

3. An equation relating the cost to pounds of apples is = 1.88.

Answer: B. 100-h < 40+2h

Step-by-step explanation: If it says the first tank is less it probably is B and not D.

Answer:

Step-by-step explanation:

Its D

Its not B because:

100-1=99 cant be less than 40+4=44

Good luck!

Answer:

USA has five territories. 5 have a permanent, nonmilitary population but tbe over nine don't. 14 all together.

Answer:

C.) 5

Step-by-step explanation:

Hope you have a good day and get good grades

Answer:

306

Step-by-step explanation:

The number of rows times the number of seats in each row is equal to the stadium chair. Using this, 9 rows of seats with 18 seats in each row is 9(18)  and 6 rows with 24 seats in each row is 6(24). Now we add 9(18) + 6(24), which is 162 + 144 which is 306 seats

you will need 9 and 3/4 for the 13 pairs of butterfly wings. if you were doing that, the total price would be $78. if you needed to have a whole number for yards, you would round up to 10 and the total price would be $80

Answer:

you will need 9 and 3/4 for the 13 pairs of butterfly wings. if you were doing that, the total price would be $78. if you needed to have a whole number for yards, you would round up to 10 and the total price would be $80

   In this study, we tested the effects of NEAA-deprived diets and checkpoint inhibitor anti-PD-1 and anti-PD-L1 in colon cancer using syngeneic mouse model (Balb/c) bearing tumors of mouse colorectal cancer cell line CT-26. Three diets were tested, including a natural rodent diet Teklad ENVIGO Global 16% Protein Rodent Diet (control 1), a formulated NEAA-complete diet COMPLETE (control 2, using amino acid mix in place of protein), and a formulated NEAA-deprived diet FTN203 (treatment, using amino acid mix in place of protein). Both COMPLETE and FTN203 have the same nutritional structures, contain 17% w/w protein equivalent, and are isocaloric. After tumor size-based randomization, these diets were provided to mice ad libitum throughout the whole test. Each of these diets was used alone or combined with anti-PD-1 antibody (i.p., twice per week for 2 weeks) or anti-PD-L1 antibody (i.v., twice per week for 2 weeks).In this study, we tested the effects of NEAA-deprived diets and checkpoint inhibitor anti-PD-1 and anti-PD-L1 in colon cancer using syngeneic mouse model (Balb/c) bearing tumors of mouse colorectal cancer cell line CT-26. Three diets were tested, including a natural rodent diet Teklad ENVIGO Global 16% Protein Rodent Diet (control 1), a formulated NEAA-complete diet COMPLETE (control 2, using amino acid mix in place of protein), and a formulated NEAA-deprived diet FTN203 (treatment, using amino acid mix in place of protein). Both COMPLETE and FTN203 have the same nutritional structures, contain 17% w/w protein equivalent, and are isocaloric. After tumor size-based randomization, these diets were provided to mice ad libitum throughout the whole test. Each of these diets was used alone or combined with anti-PD-1 antibody (i.p., twice per week for 2 weeks) or anti-PD-L1 antibody (i.v., twice per week for 2 weeks).

Answer:

[tex]9 \sqrt{x} = \sqrt{12} + \sqrt{147} \\ = > \sqrt{x} = \frac{ \sqrt{12} + \sqrt{147} }{9} \\ = > x = {(\frac{ \sqrt{12} + \sqrt{147} }{9} )}^{2} \\ = > x = ( \frac{15.58}{9} )^{2} \\ = > 3[/tex]

Answer:

8.075x + 6

Step-by-step explanation:

should be your answer, combine your like terms. the only like terms are 10 and 4. subtract the 10 and 4

Answer:

The answer is: 8.075 x 6= 48.45

Step-by-step explanation:

I HOPE THIS HELPS AND GOOD LUCK! :)

Question:

A gardener planted flowers of different colors.

3/10 of the flowers are yellow.

3/4 of the remaining flowers are green.

The rest of the flowers are purple.

The gardener planted 119 purple flowers, how many flowers did the gardener plant?

Answer:

[tex]Total = 680[/tex]

Step-by-step explanation:

Represent Yellow with Y, Green with G and Purple with P

[tex]Y = \frac{3}{10}[/tex]

First, we need to determine the fraction of the rest.

[tex]Yellow + The\ Rest = 1[/tex] ---- In terms of fraction

[tex]The\ Rest = 1 - Yellow[/tex]

[tex]The\ Rest = 1 - \frac{3}{10}[/tex]

[tex]The\ Rest = \frac{10 - 3}{10}[/tex]

[tex]The\ Rest = \frac{7}{10}[/tex]

We have that:

[tex]G = \frac{3}{4} * The\ Rest[/tex]

[tex]G = \frac{3}{4} * \frac{7}{10}[/tex]

[tex]G = \frac{21}{40}[/tex]

To solve for the fraction of Purple, we make use of:

[tex]Y + G + P = 1[/tex]

[tex]P = 1 - Y - G[/tex]

Recall that: [tex]Y = \frac{3}{10}[/tex] and [tex]G = \frac{21}{40}[/tex]

So:

[tex]P = 1 - \frac{3}{10} - \frac{21}{40}[/tex]

[tex]P = \frac{40 - 12 - 21}{40}[/tex]

[tex]P = \frac{7}{40}[/tex]

At this point, we have the fraction of each flower as:

[tex]Y = \frac{3}{10}[/tex]

[tex]G = \frac{21}{40}[/tex]

[tex]P = \frac{7}{40}[/tex]

Also, we have that:

[tex]P = 119[/tex]

The relationship between both values of P is:

[tex]\frac{7}{40} * Total = 119[/tex]

[tex]Total = 119 * \frac{40}{7}[/tex]

[tex]Total = \frac{119 * 40}{7}[/tex]

[tex]Total = \frac{4760}{7}[/tex]

[tex]Total = 680[/tex]

Answer:

I think that it could be A, or the third choice.

We need to see which points are solutions for the given system of inequalities, thus the solutions are points B and L.

Inequality is defined as the relation which makes a non-equal comparison between two given functions.

Solving a system of inequalities we have the system here;

y <-2x + 10

y < 1/(2x - 2)

A point is a solution of the system if and only if it is a solution for both inequalities.

Now, Shade the region below the like for x = 5.

y = -2(5) + 10

= -10 + 10

= 0

For x= 0

y = -2(0) + 10

= 0 + 10

= (0, 10)

The diagram is attached below.

So, only B and L are solutions for the system.

If you want to learn more about inequalities;

brainly.com/question/19491153

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