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Marina86 [1]
3 years ago
5

Find the distance between the two points (-5, -2) and T(-3, 4).

Mathematics
1 answer:
Artemon [7]3 years ago
6 0
Formula for distance:
d = √( (x2 - x1)² + (y2 - y1)² )

d = √( (-3 + 5)² + (4 + 2)² )

d = √( 2² + 6² )

d = √( 4 + 36 )

d = √( 40 )

d = 6.32456

therefore the distance should be 6.32456
(if you need more decimal places, just input √40 into your calculator).
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I dont understand what I'm supposed to do
marissa [1.9K]

Your suppose to take the order pair you got and subsitute it in both of the equations. The chart has the y and x on one side and a number on the other. Treat it like an algebraic equation and try to see if when you subsitute the x and y with the order pair given you get the number on the other side of the equation. For example x + 3y = 6 once subsituted with the order pair looks like 3 + 3(1) = 6. From there you do one step at time until finally you get 6 = 6 which tells you that (3,1) is a solution for this equation. Now you have to find out if the ordered pair works for both of the equations not just one since it said "given system". Hope I explained it clearly enough :)  

5 0
3 years ago
3^4x-5=(1/27) PLEASE HELP I AM IN TEARS
g100num [7]
 x = 136/2187 = 0.062

Rearrange:

Rearrange the equation by subtracting what is to the right of the equal sign from both sides of the equation : 

                     3^4*x-5-(1/27)=0 

<span>Step by step solution :
</span><span>Step  1  :</span> 1 Simplify —— 27 <span>Equation at the end of step  1  :</span><span> 1 (((34) • x) - 5) - —— = 0 27 </span><span>Step  2  :</span>

<span>Equation at the end of step  2  :</span><span> 1 ((34 • x) - 5) - —— = 0 27 </span><span>Step  3  :</span>Rewriting the whole as an Equivalent Fraction :

<span> 3.1 </span>  Subtracting a fraction from a whole 

Rewrite the whole as a fraction using <span> 27 </span> as the denominator :

81x - 5 (81x - 5) • 27 81x - 5 = ——————— = —————————————— 1 27

<span>Equivalent fraction : </span>The fraction thus generated looks different but has the same value as the whole 

<span>Common denominator : </span>The equivalent fraction and the other fraction involved in the calculation share the same denominator

Adding fractions that have a common denominator :

<span> 3.2 </span>      Adding up the two equivalent fractions 
Add the two equivalent fractions which now have a common denominator

Combine the numerators together, put the sum or difference over the common denominator then reduce to lowest terms if possible:

(81x-5) • 27 - (1) 2187x - 136 —————————————————— = ——————————— 27 27 <span>Equation at the end of step  3  :</span> 2187x - 136 ——————————— = 0 27 <span>Step  4  :</span>When a fraction equals zero :<span><span> 4.1 </span>   When a fraction equals zero ...</span>

Where a fraction equals zero, its numerator, the part which is above the fraction line, must equal zero.

Now,to get rid of the <span>denominator, </span>Tiger multiplys both sides of the equation by the denominator.

Here's how:

2187x-136 ————————— • 27 = 0 • 27 27

Now, on the left hand side, the <span> 27 </span> cancels out the denominator, while, on the right hand side, zero times anything is still zero.

The equation now takes the shape :
   2187x-136  = 0

Solving a Single Variable Equation :

<span> 4.2 </span>     Solve  :    2187x-136 = 0<span> 

 </span>Add  136  to both sides of the equation :<span> 
 </span>                     2187x = 136 
Divide both sides of the equation by 2187:
                     x = 136/2187 = 0.062 

One solution was found :                  <span> x = 136/2187 = 0.062</span>
8 0
3 years ago
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Sophie shakes hands with a group of 5 people. How many different hands shakes can that do without anybody hand shaking another p
Troyanec [42]
I would say that it would be 10
3 0
3 years ago
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What is -7+6 equals
Viktor [21]
-7 +6 would equal -1 

-7 and +6 are different signs so subtract and use the sign of the larger number <span />
5 0
4 years ago
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This diagram shows four small squares and one rectangle composed of 10 small.
horsena [70]

9514 1404 393

Answer:

  (A) yes; each small square could represent 10 units

  (B) no; there are a total of 14 small squares. No reasonable relationship maps this to 410

Step-by-step explanation:

(A) The total number of small squares is 14, so we expect any number represented by the diagram to be a multiple of 14. If each small square represents 10 units, then the 4 small squares represent 40 units, and the rectangle represents 100 units, for a total of 140 units being represented in the diagram. Andre is correct.

__

(B) The above argument suggests that 410 will not be reasonably represented by the diagram. To represent 410, we expect 4 tokens that each represent 10 of a smaller token. The rectangle of 10 squares would be such a token, but the diagram has only one of those, not 4 of them. Similarly, we expect 1 of a smaller token, but the diagram has 4 of them. In any event, 410 is not a multiple of 14, so there is no (integer) value that can be assigned to a small square that lets the diagram represent 410.

I do not agree with Diego.

4 0
3 years ago
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