*BRAINLIEST* The lines below are parallel. If the slope of the green line is 8/5, what is the slope of the red line?​

Answer:

b

Step-by-step explanation:

he makes 80 dollars for a normal shift

20 dollars for every phone he sells 20m

and e is the total amount

e=20m+80

Answer:

(0,-3) and (1,1)

Step-by-step explanation:

In order to have a slope of 4, the y coordinates need to differ by 4, and the x coordinates by 1. This is because slope is equal to rise/run. Rise being difference in y value and run difference in x.

In this pair of coordinates, the y coordinates differ in +4 (-3 and 1) and the x coordinate differs by 1 (0 and 1).

Therefore this is the pair of points with a slope of 4.

Hope this helped!

The pair of points that has a slope of 4 is the coordinate points (0, –3), (1, 1)

The formula for calculating the slope of a line passing through two points is expressed as:

[tex]m=\frac{y_2-y_1}{x_2-x_1}[/tex]

We need to get which of the coordinates will result in a slope of 4.

Using the coordinate points (0, –3), (1, 1)

[tex]m=\frac{1-(-3)}{1-0}\\m=\frac{1+3}{1}\\m=\frac{4}{1}\\m=4[/tex]

Hence the pair of points that has a slope of 4 is the coordinate points (0, –3), (1, 1)

Learn mroe here: https://brainly.com/question/23935638

Answer:

a) [tex]c=\frac{-1+\sqrt{13}}{2}[/tex] and [tex]c=\frac{-1-\sqrt{13}}{2}[/tex]

Step-by-step explanation:

The idea for the solution of this equation is to find the value of c where both parts of the piecewise-defined function are the same. So we need to take the parts of the function and set them equal to each other, so we get:

[tex]3-x^{2}=x[/tex]

and then solve for x. We move everything to one side of the equation so we get:

[tex]x^{2}+x-3=0[/tex]

and we use the quadratic formula:

[tex]x=\frac{-b\pm \sqrt{b^2-4ac}}{2a}[/tex]

and we substitute:

[tex]x=\frac{-1\pm \sqrt{(1)^2-4(1)(-3)}}{2(1)}[/tex]

and solve

[tex]x=\frac{-1\pm \sqrt{1+12}}{2}[/tex]

[tex]x=\frac{-1\pm \sqrt{13}}{2}[/tex]

so our two answers are:

a) [tex]c=\frac{-1+\sqrt{13}}{2}[/tex] and [tex]c=\frac{-1-\sqrt{13}}{2}[/tex]

Answer: Yes, because the graphic is a straight line that passes the through the origin.

Step-by-step explanation: Ik the answer because I have the answer key.

Answer:

5 inches

Step-by-step explanation:

Given

Length of a cube = 1 inch

Required

Determine the edge length of the cube

If the container can take 125 cubes, then that's the volume

So:

[tex]Volume = 125in^3[/tex]

Volume of a cube is calculated as thus;

[tex]Volume = Length^3[/tex]

This gives;

[tex]Length^3 = 125[/tex]

Take cube root of both sides

[tex]Length = \sqrt[3]{125}[/tex]

[tex]Length = 5[/tex]

Hence, the length is 5 inches

Answer:

even

Step-by-step explanation:

Answer:

Approximatly 12.65

Step-by-step explanation:

You would use the pythagorean Theoram for this.

[tex]a^{2}+6^{2}=14^{2}[/tex]

[tex]a^{2}+36=196[/tex]

Subtract 36 from both sides:

[tex]a^{2}=160[/tex]

Square 160 to remove the exponent on "a":

[tex]a=\sqrt{160}[/tex]

[tex]a≈ 12.65[/tex]

If the ladder reaches the flat​ roof, then the height of the building will be 12.65 feet.

It's a form of a triangle with one 90-degree angle that follows Pythagoras' theorem and can be solved using the trigonometry function.

The Pythagoras theorem states that the sum of two squares equals the squared of the longest side.

The Pythagoras theorem formula is given as

H² = P² + B²

The base of 14​ feet ladder is 6 feet from a building. Then the length of the hypotenuse is 14 feet and the base is 6 feet. Then the height of the building will be given by the Pythagoras theorem.

If the ladder reaches the flat​ roof, then the height of the building will be

H² = P² + B²

14² = P² + 6²

196 = P² + 36

P² = 196 - 36

P² = 160

P = 12.65 feet

If the ladder reaches the flat​ roof, then the height of the building will be 12.65 feet.

More about the right-angle triangle link is given below.

https://brainly.com/question/3770177

#SPJ2

it is true because 14 is 1/14

Answer:

[tex]f(-3)=-3[/tex]

Step-by-step explanation:

[tex]f(x)=2x+3[/tex]

[tex]f(-3)=2(-3)+3[/tex]

[tex]f(-3)=-6+3[/tex]

[tex]f(-3)=-3[/tex]

Hope this helps!

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Answer:

x = 12

Step-by-step explanation:

Given that AB = 2, AD = x, BC = 2, CD = -16 + 2x, since A, B, C, D are said to be collinear, therefore:

AB + BC + CD = AD

2 + 2 + (-16 + 2x) = x

Use this equation to solve for x

2 + 2 - 16 + 2x = x

-12 + 2x = x

Subtract 2x from both sides

-12 + 2x - 2x = x - 2x

-12 = -x

Divide both sides by -1

[tex] \frac{-12}{-1} = \frac{-x}{-1} [/tex]

12 = x (negative cancels negative)

x = 12

Answer:

move the decimal to the end and add a zero to 814 i think

Step-by-step explanation:

Answer:

= 3

Step-by-step explanation:

Answer:

the number could be any of these numbers (111, 128, 145, 162, 179, 196)

Step-by-step explanation:

From the given information, let the number that I'm thinking of to be p

p is > 100

p  is < 200

and p = 9 (mod 17)

This implies that 17 ÷ p -9

p - 9 = 17q

here;

q is an integer

p = 9 + 17q

However,

100 < p < 200

= 100 < 9+17q < 200

= 100 - 9 < 17q < 200 -9

= 91 < 17q < 191

Dividing both sides by 17; we have:

= [tex]\dfrac{91}{17}< q < \dfrac{191}{17}[/tex]

= 5.45 < q < 11.24

thus the possible values of q are between 6,7,8,9,10 and 11

The possible values of p can now be:

p = 9 +17(q)

p = 9+17(6), 9+17(7), 9+17(8), 9+17(9), 9+17(10), 9+17(11)

p = 111, 128, 145, 162, 179, 196

Therefore, the number could be any of these numbers (111, 128, 145, 162, 179, 196)

Answer:

i think the answer would be 150. sorry if its wrong

Step-by-step explanation:

90/3*5=

30*5=

150

Answer:

-8.

Step-by-step explanation:

Substitute BC with the -4 and 2, as you were given those values to substitute with B and C. Multiply those two values. You get -8.

Answer:

Step-by-step explanation:

g(x) = x²

h(x) = x - 3

To find (g ∘ h)(x) substitute h(x) into g(x) that's for every x in g(x) replace it with h(x)

That's

(g ∘ h)(x) = ( x - 3)²

= x² - 3x - 3x + 9

We have the final answer as

Hope this helps you

The side of a square is the square root of the area.

Side = sqrt(155)

Side = 12.45 inches. (Round answer as needed)

Answer:

The number -34 belongs to:

✔️Integers and

✔️Rational numbers

Step-by-step explanation:

-34 is an integer because it can written without a fractional or decimal part.

Rational numbers are said to numbers that can actually be expressed as a fraction with integers. They have no fractional part.

For example,  −34 is a rational number because it can be written as - 34/1.

-34 can be expressed as -34/17, given an integer.

-34 is NOT a whole number because whole numbers are positive numbers.

Answer:

88%

Step-by-step explanation:

There are 67 questions on an exam

You miss 8 questions

The first step is to calculate the number of correct questions

= 67-8

= 59

Therefore the grade can be calculated as follows

= 59/67 × 100

= 0.880 × 100

= 88%

Hence the grade is 88%

Answer:

3/16

Step-by-step explanation:

1/3(1-1/4)^2

1/3(3/4)^2

1/3(9/16)

3/16

Answer:

[tex]\huge \boxed{\frac{3 }{16}}[/tex]

[tex]\rule[225]{225}{2}[/tex]

Step-by-step explanation:

[tex]\displaystyle \frac{1}{3} (1-\frac{1}{4} )^2[/tex]

Solving for brackets:

[tex]\displaystyle \frac{1}{3} (\frac{4}{4} -\frac{1}{4} )^2[/tex]

[tex]\displaystyle \frac{1}{3} (\frac{3}{4} )^2[/tex]

Squaring the fraction:

[tex]\displaystyle \frac{1}{3} (\frac{3^2 }{4^2 } )[/tex]

[tex]\displaystyle \frac{1}{3} (\frac{9 }{16} )[/tex]

Multiplying the fractions:

[tex]\displaystyle \frac{1 \times 9 }{3 \times 16}[/tex]

[tex]\displaystyle \frac{9 }{48}[/tex]

Simplifying the fraction:

[tex]\displaystyle \frac{3 }{16}[/tex]

[tex]\rule[225]{225}{2}[/tex]

Answer:

you just times the number buy 9 and 3 then divid by 3

Step-by-step explanation:

0

Step-by-step explanation:

im only saying this because im assuming it is on the line of the axis

Answer:

0

both x and y are zero so the y axis  is 0 then the x axis is 0

Answer:

157

23

157

23

157

23

157

Step-by-step explanation:

a straight line is 180 degrees. angle 8 is 23 degrees. we want to know the rest of the angles measures. 180-23=157. angles directly across the vertex are the same measure. and since the lines are parallel 2,4,6,and 8 all have the same measure and 1,3,5,and 7 have the same measure.

look at attached photo

Answer:

Length  is 4 less than 3

Step-by-step explanation:

I believe the answer is A

Answer:

D. (5,1)

Step-by-step explanation:

Because it is an isosceles triangle, the next point we choose must result in two sides with the same length. This means that either the two new sides are equal, or that one of the new sides is equal to the original side. If we wanted both of the new sides to be equal, they would have to be equal distance from the new point and one of the points of the original line. However, none of the options result in both new lines being the same length.

(2,1) would result in one new length being 1 unit long (2-1 x-coordinates) and the other being square root 5 (distance from point 2,1 to point 3,3 minus both coordinates and use Pythagoras). Points 3,2 and 4,1 yield the same result: Length 1=1 unit length 2=square root 5. Length 1 = 3 unit, length 2 = square root 5.

Therefore we are looking for a point which instead yields one length which is the same length as the original. The original length was 2^2 + 2^2 = c^2 = square root 8.

If we try the point 5,1 then we get two lengths of 4 and square root 8, it forms a isosceles triangle whose base line is parallel to the x-axis.

Sorry is my explanation was confusing, it's much easier to try and draw it on a grid and visualize it. Basically the overall idea is to test the side values you get by finding the distance between the points and going with the option which results in two sides with the same length.

Hope this helped!

Answer:

D. (5,1)

Step-by-step explanation: Because it is an isosceles triangle, the next point we choose must result in two sides with the same length. This means that either the two new sides are equal, or that one of the new sides is equal to the original side. If we wanted both of the new sides to be equal, they would have to be equal distance from the new point and one of the points of the original line. However, none of the options result in both new lines being the same length.

(2,1) would result in one new length being 1 unit long (2-1 x-coordinates) and the other being square root 5 (distance from point 2,1 to point 3,3 minus both coordinates and use Pythagoras). Points 3,2 and 4,1 yield the same result: Length 1=1 unit length 2=square root 5. Length 1 = 3 unit, length 2 = square root 5.

Therefore we are looking for a point which instead yields one length which is the same length as the original. The original length was 2^2 + 2^2 = c^2 = square root 8.

If we try the point 5,1 then we get two lengths of 4 and square root 8, it forms a isosceles triangle whose base line is parallel to the x-axis.

Sorry is my explanation was confusing, it's much easier to try and draw it on a grid and visualize it. Basically the overall idea is to test the side values you get by finding the distance between the points and going with the option which results in two sides with the same length.

Answer:

34

Step-by-step explanation