The slope of the lines is -0.75 and 0.75 respectively. This shows that the slope of one of the<u> line is negative of the other.</u>
<h3>Slope of a line</h3>
The slope of a line is the rate of change of the y-axis of the coordinate to x-axis. The formula for calculating the slope of a line is expressed as;
Slope = y2-y1/x2-x1
Given the following coordinate point (−8, 9) to (−4, 6), the slope is calculated as;
Slope = 6-9/-4+8
Slope = -3/4
For the coordinate points (-4, 6) and (2, 1.5), the slope is calculate;
Slope = 1.5-6/2+4
Slope = -4.5/6
Slope = 0.75
Hence the slope of the coordinate point is 0.75.
Hence the slope of the lines is -0.75 and 0.75 respectively. This shows that the slope of one of the<u> line is negative of the other.</u>
Learn more on slope of a line here: brainly.com/question/3493733
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Answer:
Whats wrong??
Step-by-step explanation:
Hi,
if growth continue to the same rate, meaning +25% more every year, then B is the answer :
100 (1.25)^t
Answer:
either of Step 3 or Step 4
Step-by-step explanation:
At Step 3, -1 is added to both sides of the equation. Technically, this is correct (not an error), but it does not lead to a solution to the equation (so, could be considered to be an error). Adding +1 to both sides of the equation would lead more directly to a solution.
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At Step 4, x -1 -1 is simplified to x. This is an error, as the correct simplification is x-2, so the equation after this step should read x-2 = 5. If Step 3 had been executed by adding +1 to both sides of the equation, then the simplification here would be x=7.
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Answering "why" someone does something is always tricky. One can project one's own interpretation onto the actions of others, but one never really knows whether that is accurate or not.
The "why" in this case could go back to the motivation of the problem's author, which may be to see if the student can recognize that the opposite of -1 is +1, or that the sum -1-1 is not zero.
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My guess is that Step 3 is considered to be the erroneous step, and that choosing Step 4 will get you into a losing argument with your grader.
