Answer: Some advantages of using a number line to teach fractions include: Number lines help students see fractions as not only parts of a whole or parts or parts of a set, but as a part of distance or a part of time. Number lines help us compare fractions. Number lines help us find equivalent fractions
Step-by-step explanation:
Slope intercept: y = mx + b
Y = 5x + b
10 = -20 + b, b = 30
Equation: y = 5x + 30
Answer:
y = x - 7
Step-by-step explanation:
You take each equation and sub in for x and y.
The first equation would look like this:
16 = 2(23) - 30 Then you answer looks like this:
16 = 16 but if you did that for the second set in the column it looks like this:
18 = 2(25) - 30
18 = 50 - 30
18 = 20 which does not equal canceling the first answer.
And the second answer doesn't make sense because if x > y you shouldn't add to x. The same goes for the third answer.
So that leaves only one answer y = x - 7
Hope this helps
Sorry if this answer is long
GeneralGranato777
Answer:
The bolts with diameter less than 5.57 millimeters and with diameter greater than 5.85 millimeters should be rejected.
Step-by-step explanation:
We have been given that the diameters of bolts produced in a machine shop are normally distributed with a mean of 5.71 millimeters and a standard deviation of 0.08 millimeters.
Let us find the sample score that corresponds to z-score of bottom 4%.
From normal distribution table we got z-score corresponding to bottom 4% is -1.75 and z-score corresponding to top 4% or data above 96% is 1.75.
Upon substituting these values in z-score formula we will get our sample scores (x) as:


Therefore, the bolts with diameters less than 5.57 millimeters should be rejected.
Now let us find sample score corresponding to z-score of 1.75 as upper limit.


Therefore, the bolts with diameters greater than 5.85 millimeters should be rejected.
Do u have a picture that goes with the problem