how do you graph the slope for 2=-3x

Answer:

3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people? 3. Why do you think the sultans educated only a small number of people?

Step-by-step explanation:

Answer:

I don't get what the question is asking. Is that what it asks?

Step-by-step explanation:

Answer:

A.

Step-by-step explanation:

Answer:

The answer is the first one but don't quote me on that

Step-by-step explanation:

Answer:

48

Step-by-step explanation:

I'm good at math!!!!!!!!

Answer:

f(x) – g(x) – h(x) = -5x^2 + 6x + 6

Step-by-step explanation:

Copy f(x) as is:            f(x) = 3x + 5

Negate g(x):              -g(x) = -4x^2 + 2

Negate h(x):               -h(x) = -x^2 + 3x - 1

Now combine like terms:

f(x) – g(x) – h(x) = -5x^2 + 6x + 6

Step-by-step explanation:

[tex](7 \: + \: \sqrt{6} ) ^{2} [/tex]

[tex](7 + \sqrt{6)} (7 + \sqrt{6} )[/tex]

[tex]49 + 14 \sqrt{6} + 6[/tex]

[tex]55 + 14 \sqrt{6} [/tex]

The expanded and simplified answer is 55 + 14√6.

The simplified form can be found by carrying out mathematical operations that are pending in the expression. Like the addition, subtraction, multiplication, or division of any number in the expression.

Given: (7 + √6)^(2)

First, we have to square the expression and expand it.

(a + b)^2 = a^2 +2ab b^2

Similarly we can open the brackets of the given expression:

(7 + √6)^(2) = 49 + 2*7*√6 + 6

= 55 + 14√6

This is similar to the format b+c√6. Here b would be 55 and c would be 14. The given expression was expanded and written in the form of b+c√6.

Therefore, we have expanded and simplified the given expression as 55 + 14√6.

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Answer:

A. 26 miles/ 2 gallons

Step-by-step explanation:

We are trying to find which is the equivalent to the unit rate of 13 miles per gallon, or 13/1

A. 26 miles/2 gallons. Divide both by 2 to get: 13 miles/1 gallon

Correct

B. 2 gallons/26 miles. This is incorrect because 1/13 is not the same as 13/1

Incorrect

C. 39 miles/4 gallons. Divide both by 4 to get: 9.75 miles/1 gallon

Incorrect

D. 4 gallons/39 miles.This is incorrect because 1/13 is not the same as 13/1

Incorrect

I hope that this helps! :)

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[tex]22 - \frac{6}{5 + 3} = \\ [/tex]

[tex]22 - \frac{6}{8} = \\ [/tex]

[tex]22 - \frac{3}{4} = \\ [/tex]

[tex]22 - 0.75 = 21.25[/tex]

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Answer: y=-5/3x+8

Step-by-step explanation:

Hope this helped!:)

Answer:

B. 1/2

Step-by-step explanation:

You can see that when two weeks that pass, the plant grows one inch. This rate can be written as 1 inch : 2 weeks. But, we need to find the unit rate. To find the unit rate, or how many inches the plant grows per week, we divide both by 2.

1/2 inch : 1 week

1/2

I Hope That This Helps! :)

Hope this helps! 

Also can I please have Brainliest...?

Only if I'm right of course...

Answer:RTP,NM, X=7

Step-by-step explanation:

Tinanatamad akong isulat ang step by step sorry

Stan Loona, you'll thank me later.

Answer:

2x-6

Step-by-step explanation:

Answer:

0.01049 kilogram/cubic meter

Step-by-step explanation:

I simply used a Density Calculator.

Answer:

42

Step-by-step explanation:

2(4x+2)=4x+44 THE MIDSEGMENT IS ALWAYS HALF OF THE BASE

8x+4=4x+44

4x=40

x=10

4(10)+2

40+2

42 Hope this helped!

Answer:

x intercept (2,0)

y intercept (0,-4)

Answer:

x intercept (2,0)

y intercept (0,-4)

Step-by-step explanation:

give me brainliest

Hi there & welcome to brainly ! :)

Answer:

[tex] \huge{ \bold{ \boxed{ \tt{9y + 12}}}}[/tex]

Step-by-step explanation:

[tex] \sf{2y + 4 + 7y + 8}[/tex]

[tex] \text{Add \: the \: like \: terms : \: 2y \: and \: 7y }[/tex]

[tex] \text{Like \: terms \: are \: those \: which \: have \: the \: same \: base.}[/tex]

[tex] \longrightarrow{ \sf{9y + 4+ 8}}[/tex]

[tex] \text{Add \: the \: numbers: 4 \: and \: 8}[/tex]

[tex] \longrightarrow{ \boxed{ \sf{9y + 12}}}[/tex]

[tex] \text{Hope \: I \: helped!}[/tex]

[tex] \text{Best \: regards!} [/tex]

~[tex] \sf{TheAnimeGirl}[/tex]

Multiply 5 by 6000 aka 30,000 then multiply 7 then to 210,000 please give brainliest

8100 visitors in 7th month.

The unitary technique involves first determining the value of a single unit,  followed by the value of the necessary number of units.

For example, Let's say Ram spends 36 Rs. for a dozen (12) bananas.

12 bananas will set you back 36 Rs. 1 banana costs 36 x 12 = 3 Rupees.

As a result, one banana costs three rupees. Let's say we need to calculate the price of 15 bananas.

This may be done as follows: 15 bananas cost 3 rupees each; 15 units cost 45 rupees.

given:

Visitor in first month= 6000

If the visitors will increase at the rate of 5% then

Visitors in second month

=6000+  6000 x 5/100

=6000 + 300

=6000

So, the visitors in 7 month

=6000+ 7(300)

=6000 +2100

=8100

Hence, there 8100 visitors in 7th month.

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Answer:

1. Equal

14/8 = 1.75

1 3/4 = 7/4

7/4 = 1.75

2. -5.6

While if they were positive, 5.65 is bigger, but since they’re negative, it’s opposite.

3. -6.8

-6 7/8 = -55/8

-55/8 = -6.875

-6.875 < -6.8

4. -3 11/12

-3 11/12 = -47/12

-47/12 = -3.912

-3 14/15 = -59/15

-59/15 = -3.9333...

Answer:

the number of tickets remaining is inversely proportional to the time in minutes:

number of tickets remaining  = total amount of tickets - (25 tickets sold per minute x time in minutes) = 350 - 25T

Step-by-step explanation:

for example:

after 5 minutes, the number of tickets remaining = 350 - (25 x 5) = 225 tickets

after 10 minutes, the number of tickets remaining = 350 - (25 x 10) = 100 tickets

after 14 minutes, the number of tickets remaining = 350 - (25 x 145) = 0 tickets

Judy scored 45 points in the board game.

One or many equations having the same number of unknowns that can be solved simultaneously called as simultaneous equation. And simultaneous equation is the system of equation.

Given:

In a board game,

Judy scored 5 points, more than twice the number of points Ann scored.

If Judy scores x points and Ann scores y points,

that means,

x = 2y + 5

x - 2y = 5.   {equation 1}

There was a total of 65 points scored.

x + y = 65  {equation 2}

Subtract the equation 2 to equation 1,

we get,

-3y = -60

y = 20

Then, x = 45.

Therefore, 45 points Judy scored.

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Answer:

the expected rate of change in consumption is 11.83

Step-by-step explanation:

The computation of the expected rate of change in consumption is shown below:

= (Expected quadrillion thermal units - 2003 quadrillion thermal units) ÷ (difference in years)

= (563 - 421) ÷ (2015 - 2003)

= 142 ÷ 12

= 11.83

hence, the expected rate of change in consumption is 11.83

We simply applied the above formula so that the correct value could come

And, the same is to be considered

Answer:

3x

Step-by-step explanation:

5-2=3

HOPE THIS HELPS :)

Answer:

3x

Step-by-step explanation:

Combine like terms: 5-2=3, so 5x-3x=2x.

Hope this helps plz mark brainliest :D

Answer: 20 22 24 would be all three of your integers, adn 24 would be the greatest one

Step-by-step explanation:

Answer:

24

Step-by-step explanation:

x+x+2+x+4=66

3x+6=66

3x=60

x=20

x+4=20+4=24

Answer:

The amount of money Jake had left after his purchase is $10.85

Step-by-step explanation:

The amount of Fruit Chews Jake selected = 1.6 pounds

The amount of Jelly Beans Jake selected = 2.6 pounds

The sales tax = $0.52

The amount of money Jake had to spend = $25

The table of values are;

Price Per Pound     [tex]{}[/tex]                  

Fruit Chews = $4.70

Jelly Beans = $2.35

Chocolate = $3.50

The amount of money Jake had to spend $25

The total amount of the candies Jake bought = 1.6 × $4.70 + 2.6 × $2.35 = $13.63

The total amount Jake spent = The total amount of the candies Jake bought + The sales tax

The total amount Jake spent = $13.63 + $0.52 = $14.15

The amount of money Jake had left after his purchase = The amount of money Jake had to spend - The total amount Jake spent

The amount of money Jake had left after his purchase =  $25 - $14.15 = $10.85

The amount of money Jake had left after his purchase = $10.85.