Answer:
fraction which has a terminating decimal as its decimal expansion is:
1/5
Step-by-step explanation:
We are given 4 fractions:
1/3 , 1/5 , 1/7 and 1/9
We have to find which fraction has terminating decimal.
1/3 = 0.33333...
1/5 = 0.2
1/7 = 0.142857142857...
1/9 =0.11111.....
Hence, fraction which has a terminating decimal as its decimal expansion is:
1/5
The graph represented in the figure shows a set of linear equations each of which is represented a straight line.
Step-by-step explanation:
System of Equation can be referred to as an assortment of equations to be dealt with. Common examples include linear equations and non-linear equations such as a parabola, hyperbola etc.
Linear set of equations are the most simple of equation depicting a linear relationship between two variables.
E.g. Y=4x+3
here y and x share a linear relationship which is defined by the straight-line graph "4x+3"
Similarly in the graph lines, two straight lines are depicted which symbolises that the et of the equation is linear in character.
Answer:
see below
Step-by-step explanation:
y= 1/2x - 2
To find the x intercept, set y =0 and solve for x
0= 1/2x - 2
Add 2 to each side
2 = 1/2x -2+2
2 = 1/2x
Multiply by 2
2*2 = 1/2x *2
4 =x
The x intercept is 4
Y=8,4,2,-2 linear and in that order
<h2>
Explanation:</h2>
In every rectangle, the two diagonals have the same length. If a quadrilateral's diagonals have the same length, that doesn't mean it has to be a rectangle, but if a parallelogram's diagonals have the same length, then it's definitely a rectangle.
So first of all, let's prove this is a parallelogram. The basic definition of a parallelogram is that it is a quadrilateral where both pairs of opposite sides are parallel.
So let's name the vertices as:
First pair of opposite sides:
<u>Slope:</u>
Second pair of opposite sides:
<u>Slope:</u>
So in fact this is a parallelogram. The other thing we need to prove is that the diagonals measure the same. Using distance formula:
So the diagonals measure the same, therefore this is a rectangle.
