Answer:
10 + 5
Step-by-step explanation:
If you are subtracting a negative then it become adding a positive. A way to remember this is because it has matching socks.
If you change the fractions into decimals, 5/6=.83, 2/3=.67, 3/4=.75, you can see that 2/3 is the shortest
The other format for straight-line equations is called the "point-slope" form. For this one, they give you a point <span>(x1, y1)</span><span> and a slope </span>m, and have you plug it into this formula:
<span><span>y </span>–<span> y</span>1<span> = m</span>(<span>x </span>–<span> x</span>1)</span>
Don't let the subscripts scare you. They are just intended to indicate the point they give you. You have the generic "x" and generic "y<span>" that are always in your equation, and then you have the specific </span>x<span> and </span>y<span> from the point they gave you; the specific </span>x<span> and </span>y<span> are what is subscripted in the formula. Here's how you use the point-slope formula:</span>
<span><span>Find the equation of the straight line that has slope </span><span>m = 4</span><span> and passes through
the point </span>(–1, –6).</span><span><span>This is the same line that I found on the </span>previous page<span>, so I already know what the answer is (namely, </span><span>y = 4x – 2</span>). But let's see how the process works with the point-slope formula.<span>They've given me </span><span>m = 4, x1 = –1,</span><span> and </span><span>y1 = –6</span>. I'll plug these values into the point-slope form, and solve for "<span>y=</span>":<span><span><span>y </span>–<span> y</span>1 = m(<span>x </span>–<span> x</span>1)
y – (–6) = (4)(x – (–1))
y + 6 = 4(x + 1)
y + 6 = 4x + 4
y = 4x + 4 – 6</span><span>y = 4x – 2</span> Copyright © Elizabeth Stapel 2000-2011 All Rights Reserved</span></span>
This matches the result I got when I plugged into the slope-intercept form. This shows that it really doesn't matter which method you use (unless the text or teacher specifies). You can get the same answer either way, so use whichever method works more comfortably for you.
<span>You can use the Mathway widget below to practice finding a line equation using the point-slope formula. Try the entered exercise, or type in your own exercise. Then click "Answer" to compare your answer to Mathway's. (Or skip the widget and continue with the lesson.)</span>
#1
The uniforms are numbered 0, 1, 2, ..., 99. That's 100 numbers. Half of them are odd and half of them are even. So the probability that any one of the uniforms is odd is 1/2 just like the probability that any one uniform is even is 1/2.
(a) The numbers on the uniforms are independent of one another. That is, the number of her cross-country uniform does not in any way determine the number on her basketball uniform and vice versa. This means that we can find the probability that each is odd and multiply these together using what is called the counting principle. The probability that all are odd is:
(1/2)(1/2)(1/2)=1/8
(b) This is done the same way we did part (a). Since the probability of any one uniform being odd is the same as it being even (1/2), the answer here is the same: (1/2)(1/2)(1/2)=1/8
(c) This problem differs from that in (a) and (b). There is only one way for all three uniforms to be odd numbers: (odd, odd, odd) or all even (even, even, even). However, there are multiple ways for the uniforms to be two odd and one even. If the uniforms are listed in order: cross-country, basketball, softball we can get exactly one even in any of three ways:
even, odd, odd
odd, even, odd
odd, odd, even
The probability for any one of these possibilities is (1/2)(1/2)(1/2)=1/8 but since there are three way the probability that we get even exactly once is equal to (3)(1/8) = 3/8
I believe the possible volumes are <span>5 ft long, 4 ft wide and 2 ft deep
5 ft long, 3 ft wide and 2 ft deep
5 ft long 2 ft wide and 2 ft deep
5 ft long, 1 ft wide and 2 ft deep</span>
