Answer:..
Step-by-step explanation:
...
The correct answer is actually (a) because rate of change is x/y (or that's how I learned it) then the more big the slope the bigger the rate of change
![\bf (\stackrel{x_1}{10}~,~\stackrel{y_1}{14})\qquad (\stackrel{x_2}{14}~,~\stackrel{y_2}{12}) \\\\\\ slope = m\implies \cfrac{\stackrel{rise}{ y_2- y_1}}{\stackrel{run}{ x_2- x_1}}\implies \cfrac{12-14}{14-10}\implies \cfrac{-2}{4}\implies -\cfrac{1}{2} \\\\\\ \begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-14=-\cfrac{1}{2}(x-10) \\\\[-0.35em] ~\dotfill](https://tex.z-dn.net/?f=%5Cbf%20%28%5Cstackrel%7Bx_1%7D%7B10%7D~%2C~%5Cstackrel%7By_1%7D%7B14%7D%29%5Cqquad%0A%28%5Cstackrel%7Bx_2%7D%7B14%7D~%2C~%5Cstackrel%7By_2%7D%7B12%7D%29%0A%5C%5C%5C%5C%5C%5C%0Aslope%20%3D%20m%5Cimplies%0A%5Ccfrac%7B%5Cstackrel%7Brise%7D%7B%20y_2-%20y_1%7D%7D%7B%5Cstackrel%7Brun%7D%7B%20x_2-%20x_1%7D%7D%5Cimplies%20%5Ccfrac%7B12-14%7D%7B14-10%7D%5Cimplies%20%5Ccfrac%7B-2%7D%7B4%7D%5Cimplies%20-%5Ccfrac%7B1%7D%7B2%7D%0A%5C%5C%5C%5C%5C%5C%0A%5Cbegin%7Barray%7D%7B%7Cc%7Cll%7D%0A%5Ccline%7B1-1%7D%0A%5Ctextit%7Bpoint-slope%20form%7D%5C%5C%0A%5Ccline%7B1-1%7D%0A%5C%5C%0Ay-y_1%3Dm%28x-x_1%29%0A%5C%5C%5C%5C%0A%5Ccline%7B1-1%7D%0A%5Cend%7Barray%7D%5Cimplies%20y-14%3D-%5Ccfrac%7B1%7D%7B2%7D%28x-10%29%0A%5C%5C%5C%5C%5B-0.35em%5D%0A~%5Cdotfill)
now, the x-axis has years after 1987, so 2007 is 20 years after 1987, 1987 + 20 = 2007, therefore x = 20, what is y?............
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and you know how much that is.
Answer/Step-by-step explanation:
In mathematics, there's an order to follow in solving calculations like the problems given above. The acronym, PEDMAS illustrates or makes us remember which order to follow. The acronym stands for:
P - Parenthesis. Given any problem to solve, first, solve any operation within a parenthesis. That is, expressions that are grouped together.
E - Exponents. Next in line of priority order is to solve expressions involving exponents.
D - Division
M - Multiplication
A - Addition, and
S - Subtraction.
Now, solve each expression given in the correct order of operation using PEDMAS:
10 - 3³ ÷ 9
10 - 27 ÷ 9
10 - 3
= 7 (the order of operation is EDS = Exponent, Division, and lastly, Subtraction)
7² ÷ (4 + 3)
7² ÷ 7
49 ÷ 7
= 7 (order of operation = PED)
7 × 5 - 2²
7 × 5 - 4
35 - 4
= 31 (EMS)
(6 + 2²) × 10
(6 + 4) × 10
10 × 10
= 100 (PM)
3 × 6 + 8²
3 × 6 + 64
18 + 64
= 82 (EMA)
4³ - 10 ÷ 5
64 - 10 ÷ 5
64 - 2
= 32 (EDS)
3² × 2 - 9
9 × 2 - 9
18 - 9
= 9 (EMS)
9 × 3² - 8
9 × 9 - 8
81 - 8
= 73 (EMS)
6² ÷ 3 - 5
36 ÷ 3 - 5
12 - 5
= 7 (EDS)
(9 - 5)² ÷ 4
(4)² ÷ 4
16 ÷ 4
= 4 (PED)
Amy baked 4 batches of cookies. Each batch contains 12 cookies each. At school, her friend gave her 3 more cookies. How many cookies does she have in all?
