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Lana71 [14]
3 years ago
8

Quest he question is on the image

Mathematics
2 answers:
Assoli18 [71]3 years ago
5 0
The slope is 3 for this problem
anyanavicka [17]3 years ago
4 0

Answer:

The slope is 3

Step-by-step explanation:

Slope can be calculated by rise over run.  So what I did was look at point (40,10) and see how far up I would have to go to get to the next box that lined up perfectly which is (50,40).  We went up 3 boxes and to the right 1 box.  However since the scale is 3 boxes is actually 30 spaces and 1 box is 10 spaces, rise/run or rise over run is actually 30/10 which is 3

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Solve for x. Round your answer to the nearest thousandth.
pogonyaev

Answer:

7.08

Choice A

Step-by-step explanation:

From the right-angled triangle we have been given the following;

One angle - 33 degrees

The hypotenuse - 13 units

We are required to determine the length of the side, opposite the angle, marked x.

Using the Mnemonic; SOHCAHTOA

The sine of an angle is; (opposite side)/(hypotenuse)

Therefore;

sin 33 = x/13

x = 13 * sin 33

x = 7.080

7 0
3 years ago
At Jefferson middle school 82 students were asked which sport they plan to participate in for the upcoming year. 20 students pla
worty [1.4K]

Answer:

2 kids plan to do cross country

Step-by-step explanation:

8 0
3 years ago
Find the ordered pair that makes both the equations below true
NNADVOKAT [17]

Answer:

(3, 1)

Step-by-step explanation:

(a) Algebraic solution

(1)  y = -⅔x + 3

(2) y =   2x  - 5

Set Equation (1) equal to Equation (2)

-⅔x + 3 = 2x - 5

Multiply each side by 3

-2x + 9 = 6x - 15

Add 15 to each side

-2x + 24 = 6x

Add 2x to each side

24 = 8x

Divide each side by 3

(3) x = 3

Substitute (3) into (2)

y = 2×3 - 5 = 6 - 5 = 1

The ordered pair that makes both equations true is (3, 1).

(b) Graphical solution

In the diagram below, the red line is the graph of Equation (1). The blue line is the graph of Equation (2). The point of intersection is at (3, 1).

7 0
3 years ago
Complete 55%
MrMuchimi
Uh what??????? ......
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3 years ago
16. Why does it make sense to separately add the whole numbers and fractions when adding mixed
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