what is the slope and y-intercept for y=3/4x​

A linear system has infinite solutions if it consists of exactly the same equations.

The 3  possible solutions of a linear system are:

- Unique or one solution

- Infinite solutions

- No solution

- If the linear equations are exactly (or can be transformed to exactly) the same equations, the solution is infinite.

Example:

3x + 2y = -4  ..... (equation 1)

6x = -4y - 8   ..... (equation 2)

Add 4y to both sides of equation 2:

6x + 4y = -8

Divide both sides by 3:

3x + 2y = -4

Hence, equation 2 is exactly the same as equation 1. If we plot their graphs, they will share the same graph. Any solution of equation 1 is also solution of equation 2. Therefore, this linear system has infinite solutions.

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Answer:

[tex] - 2 - ( - 7) \\ = - 2 + 7 \\ = 5[/tex]

Answer:

5

Step-by-step explanation:

-2-(-7)

-2 + 7

= 5

Answer:

D

Step-by-step explanation:

i think you know this already but it's D!

Answer:

Expression: 2s + 6

# of Pages Friend Read: 14 pages

Step-by-step explanation:

Let's call the number of pages your sister has read, s, and the number of pages your friend has read, f. We will make our equation first. If your friend has read 6 more than twice as many pages as your sister has, your equation would look like this:

f = 2s + 6

That is your equation for how many pages your friend read, your expression would be just 2s + 6. Now, we will substitute in 4 for s, and we get:

f = 2 * 4 + 6

Multiplying gives:

f = 8 + 6 = 14

So your friend has read 14 pages.

Hope this helped!

Extraneous solution, that emerges from the method of solving the hassle but isn't always a valid strategy to the trouble.

What is a function ?

Function can be defined as a relation , which relates an input to output is called as function.

In Mathematics, an extraneous solution (or spurious solution) is an solution, consisting of that to an equation, that emerges from the procedure of solving the hassle but isn't always a legitimate strategy to the problem.[1] A missing solution is an answer that is a valid strategy to the hassle,

however disappeared all through the process of solving the problem. each are frequently the consequence of acting operations that are not invertible for a few or all values of the variables, which prevents the chain of logical implications inside the proof from being bidirectional.

Hence , The Extraneous solution, that emerges from the method of solving the hassle but isn't always a valid strategy to the trouble.

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The linear equation that shows a proportional relationship is y equals two thirds times x.

A proportional relationship is a relationship between two variables in which one variable is a constant multiple of the other. In other words, if y is directly proportional to x, then y = kx for some constant k. This can also be written as y/x = k, where k is the constant of proportionality.

The linear equation that shows a proportional relationship is y = 2/3x.

It shows a direct relationship because the coefficient of x (2/3) is constant, and there is no constant term (y-intercept) which breaks the proportionality.

The other equations do not show a proportional relationship because they have a coefficient that varies with x or a constant term.

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Answer:

32

Step-by-step explanation:

I'm good at math hehe ggggggrhdgcdg

Answer:

24 ft

Step-by-step explanation:

10^2 = 100

6^2 = 36

100 - 36 = 64

[tex]\sqrt{64}[/tex] = 8

b = 8 ft

10+6+8 = 24

Answer:

20.5 and 21.5

Step-by-step explanation:

It says 2 significant figures so the least it can possibly be is 0.5 less and the most it can be is 0.5 more as if it was, lets say 20.4 it would round down to 20 not 21.

The expression represents a polynomial with three terms.

A polynomial is an expression consisting of variables (often denoted by x, y, z, etc.) and coefficients, that involves only the operations of addition, subtraction, multiplication, and non-negative integer exponents of variables. Polynomials can be used to express a wide range of algebraic equations, from simple linear equations to more complex equations. Polynomials can also be used to construct functions with properties that are useful for solving real-world problems.

The expression represents a polynomial with three terms.

The constant term is -1, and the leading coefficient is 8. The leading term is 8x³.

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Answer:

100 lb

Step-by-step explanation:

1 lb = 16 oz

100 lb = 1600 oz

1600 oz > 1000 oz

Answer:

1000 oz = 62.5 lb

[tex]100 > 62.5[/tex]

100 lb is heavier

PLZZ GIVE ME BRANILIEST

Answer:

Discounted price= $16.1

Step-by-step explanation:

Giving the following information:

Discount rate (d)= 30%

Regular price= $23

To calculate the discounted price, we need to use the following formula:

Discounted price= regular price*(1 - discount rate)

Discounted price= 23*0.7

Discounted price= $16.1

Answer:

x=30m

Step-by-step explanation:

Smaller triangle of sizes 26m and 10m...

using Pythagoras rule...let the middle line that so the triangle be y...

26² = 10²+y²

26²-10²=y²

y²=676-100

y²=576

y=√576

y=24m

the middle line is now 24m

now the larger triangle of sizes 18m, 24m and x...

using Pythagoras rule...

x²=24²+18²

x²=576+324

x²=900

x=√900

x=30m

Answer:

315

Step-by-step explanation:

88.2 × 3.5742 = 315.24444

Answer: 315

2a³b⁻⁴/3a⁵b⁻² =  2/3(ab)²

The exponent of a number shows how many times the number is multiplied by itself.

Example: 2×2×2×2 can be written as 24, as 2 is multiplied by itself 4 times. Here, 2 is called the "base" and 4 is called the "exponent" or "power."

In general, xⁿ means that x is multiplied by itself for n times.

Properties of exponents:

Law of Product: a ^m × a ^n = a ^(m + n)

Law of Quotient: a ^m/a ^n = a ^(m - n)

Law of Negative Exponent: a^-m = 1/a ^m

Law of Power of a Product: (ab)^m = a ^m . b ^m

Law of Power of a Quotient: (a/b) ^m = a ^m/b ^m

Given expression

2a³b⁻⁴/3a⁵b⁻²

= 2/3 . a³/a⁵ . b⁻⁴/b⁻²

Law of Negative Exponent: [tex]a^{-m} = 1/a^{m}[/tex]

= 2/3 . a³/a⁵ . b²/b⁴

Law of Quotient: [tex]a^{m} /a^{n} = a^{m-n}[/tex]

= 2/3 . a³⁻⁵ . b²⁻⁴

= 2/3 . a⁻² .b⁻²

Law of Power of a Product: [tex]a^{m} .b^{m}= (ab)^{m}[/tex]

= 2/3 . (ab)⁻²

Law of Negative Exponent: [tex]a^{-m} = 1/a^{m}[/tex]

= 2/3 . 1/(ab)²

= 2/3(ab)²

Hence the simplified expression of 2a³b⁻⁴/3a⁵b⁻² is  2/3(ab)².

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After 0.6412 years the average for mobile device and television usage will coincide.

Function, in mathematics, is an expression, rule, or law that defines a relationship between one variable (the independent variable) and another variable (the dependent variable).

Given here the equations as  y=-9.11x+280x and  y=12.34x + 169.9 the period for which the averages are equal will be given by

9.11x+280x=12.34x + 169.9

       x   = 0.6412 years

Again, after 7 years in 2021 the respective averages will be                  9.11 ×7+280×7 = 2023.77 and similarly for mobile device the time spent would be 256.28 minutes

Hence, the answers are After 0.6412 years the average for mobile device and television usage will coincide.

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Answer:

12

Step-by-step explanation:

3 + 4 + 5 = 12

Answer: This is a geometric sequence and the common ratio is equal to 1/3.

Step-by-step explanation:

The given sequence is a geometric sequence with the common ratio 1/3.

Geometric progression is a sequence of numbers such that the ratio of two consecutive numbers is the same for whole sequence.

This ratio is common ratio.

The given sequence is 9, 3, 1, .......

Arithmetic sequence is a sequence where the numbers are arranged in an order such that the difference of two consecutive numbers, called common difference, is a constant.

3 - 9 = -6

1 - 3 = -2

Difference is not constant, so not an arithmetic sequence.

3/9 = 1/3

1/3 = 1/3

Ratio is constant.

So the sequence is geometric sequence.

And the common ratio in the simplest form is 1/3.

Hence the sequence is geometric with common ratio 1/3.

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Answer:

Answer: Tomatoes If you multiply 10 x 0.69 (for onions) it would be 6.9If you multiply 100 x 0.99 (for tomatoes) it would be 99Lastly, if you multiply 100 x 0.69 (for lettuce) if would be 69Which are the most? Tomatoes.~ Hope this helps

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Answer:

the answer to this problem is 165.85.

Step-by-step explanation:

The solution to the polynomial is x = -1, x = 1/2 and x = -1

From the question, we have the following parameters that can be used in our computation:

2x³ - x² - 2x + 1

Expand

2x³ - x² - 2x + 1 = 2x³ - x² - 2x + 1

Factorize the expression

This gives

2x³ - x² - 2x + 1 = x²(2x - 1) - 1(2x - 1)

Factor out 2x - 1

2x³ - x² - 2x + 1 = (x² - 1)(2x - 1)

Express x² - 1 as difference of two squares

2x³ - x² - 2x + 1 = (x - 1)(x + 1)(2x - 1)

So, we have

(x - 1)(x + 1)(2x - 1) = 0

Solve for x

x = 1, x = -1 and x = 1/2

Reorder the solutions

x = -1, x = 1/2 and x = -1

Hence, the solution is x = -1, x = 1/2 and x = -1

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Answer:

slope = 2

Step-by-step explanation:

calculate the slope m using the slope formula

m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]

with (x₁, y₁ ) = (- 1, 0) and (x₂, y₂ ) = (1, 4) ← 2 points on the line

m = [tex]\frac{4-0}{1-(-1)}[/tex] = [tex]\frac{4}{1+1}[/tex] = [tex]\frac{4}{2}[/tex] = 2

Answer: The slope is 2.

Step-by-step explanation: To find the slope of a line, we first need to pick two points on a line. To solve this, I picked points (-2, -2) and (1, 4). The slope is rise over run, so you need to find the rise and run and divide.

We need to go 6 spaces up from (-2, -2) to get to (1, 4). This is our rise. Then, we go 3 spaces to the right. That is our run. 6 / 3 is 2, so that's your slope. Notice that if you cannot divide the rise and run into a whole number, keep it as a fraction instead.

Let me know if this is right! :)

Answer:

36%

Step-by-step explanation:

18/50 = 0.36 --> 36%

The probability that a student preferred a class trip to the zoo given they are in 11th grade is; 0.36

Total number of eleventh graders is; 32 + 18 = 50

Number of class trip to the zoo given they are in the 11th grade = 18

Thus, probability that a student preferred a class trip to the zoo given they are in 11th grade is;

P(11th grade trip to zoo) = 18/50

P(11th grade trip to zoo) = 0.36

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Answer:

I believe the answer is C. -10 < x <2

Step-by-step explanation:

The answer to this question is B

Step-by-step explanation:

The closest estimate of x when the functions satisfy the condition f(x) = g(x) is 1.65

What is a function?

Function is a mathematical law that establishes the relationship between an independent variable and a dependent variable.

Given,

[tex]f(x) =[/tex] [tex]\log\x_{3} (2x)[/tex]

[tex]g(x) = -4x^{2} + 3x +7[/tex]

Now plotting both the graphs in Desmos, we got the result as in the below figures.

Given f(x) = g(x)

So from the graphs, we can find an intersecting point. This intersecting point is common to both f(x) and g(x)

Therefore from the graph, the closest estimate of x is 1.65.

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In 7/25 households, electricity is used for heating. By multiplying by 20,000. You'll receive 3,360. In light of this, the 2000 census indicates that 3,360 out of 12,000 houses use electricity for heating.

Because we've already done it 7 out of every 25 residences are heated by electricity, according to the 2000 U.S. census.At this rate, we must determine how many residences in a 12000-person neighbourhood would be heated by electricity.Let x be the number of homes in a neighbourhood that would be heated by electricity.There being a direct variation

The result is that , A neighbourhood of 12000 people with 3360 dwellings that use electricity for heating. In 7/25 households, electricity is used for heating. By multiplying by 20,000. You'll receive 3,360. According to the 2000 Census, 3,360 dwellings out of 12,000 are heated by electricity.

[tex]$\frac{7}{25}=\frac{x}{12000}$[/tex]

[tex]$x={7 \times 12000}/{25}$$x=3360$[/tex]

As a result, 3360 households out of the 12000 in the community use electricity for heating.

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Answer: The teacher's claim is that there will be at least three numbers on the whiteboard whose digits have the same sum, no matter what the students write. To see if this claim is true, we can consider different cases for the number of students in the class.

If there are only two students in the class, the teacher's claim is not true. The two students can write any two different two-digit numbers, and it's not guaranteed that the digits in those numbers will have the same sum.

If there are three students in the class, the teacher's claim is true. The three students can write any three different two-digit numbers, and at least one of those numbers is guaranteed to have digits that have the same sum as one of the other numbers.

If there are more than three students in the class, the teacher's claim is true. No matter what numbers the students write, there will always be at least three numbers whose digits have the same sum.

Therefore, the smallest number of students for the teacher's claim to be true is three students.

It's worth mentioning that the teacher's claim is not necessarily true for all cases, it's only true that any three numbers picked out of the two-digit numbers set, will have digits with the same sum.

Step-by-step explanation:

For adults, there were 40 tickets sold, and for kids, there were 60 tickets sold.

There are several laws that regulate the sequence in which you should do the operations in math and algebra. The Commutative, Associative, and Distributive Laws are the three that are most frequently discussed.

Let x be the total number of adult tickets sold.

6.50 × x + 2.50 × (100 - x) = 410

6.50 × x + 250 - 2.50x = 410

4x = 410 - 250

x = 40

Hence,

a) 40 tickets were sold by adults, according to item

and

b) 100-40=60 tickets were sold to children.

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