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Oksanka [162]
3 years ago
12

I don't understand Graphing Linear Equations

Mathematics
2 answers:
Andreyy893 years ago
8 0

Answer:

Khan Academy does a great job explaining in their videos titled Graphing Linear Equations. They also offer pracice with explinations and quizez on it.

Step-by-step explanation:

Nina [5.8K]3 years ago
8 0

Answer: The equation for a line is y = mx + b. B is the y-intercept (where x=0). If your B value is 6, then your y-intercept is (0,6). This is the same with negatives, if you have a negative B value, then the y-intercept is below the x-axis. For example, a B value of -6 would mean that the line crosses the y-axis at (0,-6).

M is your slope. Your slope can be determined by rise/run (how far your line goes up between each point/how far horizontally your line travels between each point). A slope of 2 would mean that the y-values on my line are double the x-values on my line. If a point on the line was (1,2), we could find the slope value by taking 2 and dividing it by 1.

If I had y = 6x+2, my slope would be 6, and my y-intercept would be 2.

Feel free to ask anything is still a little confusing :D

Step-by-step explanation:

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Answer question 7, please with steps
vladimir2022 [97]

Answer:

Angles FVE, FVD, and EVD have V as a vertex

Step-by-step explanation:

If V is the vertex of an angle, it's the point of that angle. So, it wants every angle you can make where V is the point of it.

5 0
2 years ago
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What is the domain of the function represented by the graph?
nalin [4]

Answer:

I believe its c

Step-by-step explanation:

The domain of a quadratic function is all real numbers

8 0
3 years ago
What number is q in the problem -8-q-10q=-9q+6
uranmaximum [27]
For this question you can say:
-8 -11q = -9q +6 
so now you can add +9q on both sides and +8 on both sides of the equation:
-11q + 9q = 8 + 6 
-2q = 14 
q = 14/-2 
q = -7 :)))
I hope this is helpful
have a nice day
8 0
3 years ago
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In Mrs.Hu's classroom, 4/5 of the students have a dog as a pet. Of the students who have a dog as a pet also have cat as a pet.
Travka [436]

Answer:

This problem is incomplete, we do not know the fraction of the students that have a dog and also have a cat. Suppose we write the problem as:

"In Mrs.Hu's classroom, 4/5 of the students have a dog as a pet. X of the students who have a dog as a pet also have cat as a pet. If there are 45 students in her class, how many have both a dog and a cat as pets?"

Where X must be a positive number smaller than one, now we can solve it:

we know that in the class we have 45 students, and 4/5 of those students have dogs, so the number of students that have a dog as a pet is:

N = 45*(4/5) = 36

And we know that X of those 36 students also have a cat, so the number of students that have a dog and a cat is:

M = 36*X

now, we do not have, suppose that the value of X is 1/2 ("1/2 of the students who have a dog also have a cat")

M = 36*(1/2) = 18

So you can replace the value of X in the equation and find the number of students that have a dog and a cat as pets.

5 0
3 years ago
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find the point, M, that divides segment AB into a ratio of 5:2 if A is at (1,2) and B is at (8, 16).​
Paha777 [63]

Answer:

Step-by-step explanation:

A(1,2) ---->(x1,y1)

B(8,16) ----->(x2,y2)

m:n = 5:2

M(\frac{x_{2}m+x_{1}}{m+n},y_{2}m+y_{1}}{m+n})\\\\=M(\frac{5*8+2*1}{5+2},\frac{5*16+2*2}{5+2})\\\\=M(\frac{40+2}{7},\frac{80+4}{7})\\\\=M(\frac{42}{7}{,\frac{84}{7})\\\\=M(6,12)

7 0
3 years ago
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