now, bear in mind that all these ones are lines, and to graph a line all you need is two points, so let's pick a couple of random values for say "x" and let's see what we get for "y" and that's our x,y point.
3)
![9x+4y=-16\implies \stackrel{\textit{using x = 0}~\hfill }{9(0)+4y=-16}\implies 4y=-16 \\\\\\ y=\cfrac{-16}{4}\implies y=-4~\hspace{10em}(0~~,~~-4) \\\\[-0.35em] ~\dotfill\\\\ 9x+4y=-16\implies \stackrel{\textit{using x = -4}~\hfill }{9(-4)+4y=-16}\implies -36+4y=-16 \\\\\\ 4y=20\implies y = \cfrac{20}{4}\implies y = 5~\hspace{10em}(-4~~,~~5)](https://tex.z-dn.net/?f=9x%2B4y%3D-16%5Cimplies%20%5Cstackrel%7B%5Ctextit%7Busing%20x%20%3D%200%7D~%5Chfill%20%7D%7B9%280%29%2B4y%3D-16%7D%5Cimplies%204y%3D-16%20%5C%5C%5C%5C%5C%5C%20y%3D%5Ccfrac%7B-16%7D%7B4%7D%5Cimplies%20y%3D-4~%5Chspace%7B10em%7D%280~~%2C~~-4%29%20%5C%5C%5C%5C%5B-0.35em%5D%20~%5Cdotfill%5C%5C%5C%5C%209x%2B4y%3D-16%5Cimplies%20%5Cstackrel%7B%5Ctextit%7Busing%20x%20%3D%20-4%7D~%5Chfill%20%7D%7B9%28-4%29%2B4y%3D-16%7D%5Cimplies%20-36%2B4y%3D-16%20%5C%5C%5C%5C%5C%5C%204y%3D20%5Cimplies%20y%20%3D%20%5Ccfrac%7B20%7D%7B4%7D%5Cimplies%20y%20%3D%205~%5Chspace%7B10em%7D%28-4~~%2C~~5%29)
check the red line in the picture below.
4)
check the blue line in the picture below.
Answer:
9/10 x 100% = 90%
Step-by-step explanation:
The question is asking us to convert the given fraction, 9/10, to percentage. As we know, to convert any number to percentage, we simply multiple by 100%. We are not changing the value because 100% means 100/100 = 1. So, we are basically multiplying by 1.
Since we are told that 9/10 avocados grown in the US are grown in California, then the percentage would be:
9/10 x 100% = 90%
Answer:
Step-by-step explanation:
Answer:
The ordered pair (-6, -1) is the only solution.
Step-by-step explanation:
-6x + y = 35
Let's plug in the points.
(-1, -7) --> -6(-1) - 7 = 6 - 7 = -1 which does not equal 35
(-6, -1) --> -6(-6) -1 = 35
(-1, -6) --> -6(-1) - 6 = 0 which does not equal 35
(-7, -1) --> -6(-7) - 1 = 41 which does not equal 35
1 is to a because corresponding angles are located in the same location, comparative to each line.
2 is to d because one, they are on the same side of the transversal, and two, they are "facing" each other.
3 is to c because vertical angles are formed opposite to each other when two lines intersect, like shown.
4 is to b because they are on different sides of the transversal, and are "facing" each other.
5 is to e because they are not "facing" each other, and they are on different sides of the transversal.
