Answer:
y = 1/3x - 3
Step-by-step explanation:
Two points are (0, -3) and (-6, -5)
Slope formula [ y2-y1/x2-x1 ]
-5-(-3)/-6-0
-2/-6
1/3
y = 1/3x - 3
Best of Luck!
a. Note that
is continuous for all
. If
attains a maximum at
, then
. Compute the derivative of
.

Evaluate this at
and solve for
.




To ensure that a maximum is reached for this value of
, we need to check the sign of the second derivative at this critical point.

The second derivative at
is negative, which indicate the function is concave downward, which in turn means that
is indeed a (local) maximum.
b. When
, we have derivatives

Inflection points can occur where the second derivative vanishes.




Then we have three possible inflection points when
,
, or
.
To decide which are actually inflection points, check the sign of
in each of the intervals
,
,
, and
. It's enough to check the sign of any test value of
from each interval.




The sign of
changes to either side of
and
, but not
. This means only
and
are inflection points.
The coordinate points (-2,-6) and (-6,10) written in slope-intercept form is...
y = -4x + -14
An equation of the form y=ax+b, where y and x are variables, and a and b are constants, is called a linear equation.
The reason it is called linear is because the graph of the equation is a line.
The line passes through the origin only if b=0, as in our problem.
Any line (except vertical lines) represents a proportional relationship in that the change in y is proportional with the change in x. It is not a condition that the line passes through the origin.
In our specific case, y=(1/5)x, means that the change in y is always 1/5 of the change in x. That is, if x changes by 5 units, y changes by 1. If x changes by 10 units, y changes by 2, and so on.
So, the constant of proportionality is 1:5, or 0.2.
Answer: The text also states, “And her friends told her afterwards that she had spoken in a very loud voice, not shouting, just a very loud voice” (p.2). This proves that Celeste took a risk standing up to the teacher in a firm voice; her actions show that she believed the risk of getting in trouble was worth it to stop the Teacher’s unfair punishment.
Step-by-step explanation: