Which graph represents the equation y=3/4x−3 ?

Answer:

f(-1) = 3

Step-by-step explanation:

Plug -1 into the equation

-(-1)+2

Answer: 9/10 of a second

Answer:  80

Step-by-step explanation: Well the 60 is too slanted and 90 would be straight 70 would be less straight then it is 80

Answer:

I am not entirely sure but I think it is 1.

Step-by-step explanation:

Don't quote me on this though. Please tell me if I am wrong.

Answer:

PHYLUM PLATYHELMINTHES is a great place to work for

Answer:

8x+13

Step-by-step explanation:

combine like terms

6x+2x=8x

8+5=13

final answer 8x+13

Answer:383.4

Step-by-step explanation:

Answer:

383.425351275

Step-by-step explanation:

Answer:

37/10

ljjlljlln;knbhkl;;;;;;;;;;;;nj,

Answer:

No, but you can graph them by converting to mx+b form

Step-by-step explanation:

The procedure for solving simultaneous linear equations now called Gaussian elimination appears in the ancient Chinese mathematical text Chapter Eight: Rectangular Arrays of The Nine Chapters on the Mathematical Art. Its use is illustrated in eighteen problems, with two to five equations.[4]

Systems of linear equations arose in Europe with the introduction in 1637 by René Descartes of coordinates in geometry. In fact, in this new geometry, now called Cartesian geometry, lines and planes are represented by linear equations, and computing their intersections amounts to solving systems of linear equations.

The first systematic methods for solving linear systems used determinants, first considered by Leibniz in 1693. In 1750, Gabriel Cramer used them for giving explicit solutions of linear systems, now called Cramer's rule. Later, Gauss further described the method of elimination, which was initially listed as an advancement in geodesy.[5]

In 1844 Hermann Grassmann published his "Theory of Extension" which included foundational new topics of what is today called linear algebra. In 1848, James Joseph Sylvester introduced the term matrix, which is Latin for womb.

Linear algebra grew with ideas noted in the complex plane. For instance, two numbers w and z in {\displaystyle \mathbb {C} }\mathbb {C}  have a difference w – z, and the line segments {\displaystyle {\overline {wz}}}{\displaystyle {\overline {wz}}} and {\displaystyle {\overline {0(w-z)}}}{\displaystyle {\overline {0(w-z)}}} are of the same length and direction. The segments are equipollent. The four-dimensional system {\displaystyle \mathbb {H} }\mathbb {H}  of quaternions was started in 1843. The term vector was introduced as v = x i + y j + z k representing a point in space. The quaternion difference p – q also produces a segment equipollent to {\displaystyle {\overline {pq}}.}{\displaystyle {\overline {pq}}.} Other hypercomplex number systems also used the idea of a linear space with a basis.

Arthur Cayley introduced matrix multiplication and the inverse matrix in 1856, making possible the general linear group. The mechanism of group representation became available for describing complex and hypercomplex numbers. Crucially, Cayley used a single letter to denote a matrix, thus treating a matrix as an aggregate object. He also realized the connection between matrices and determinants, and wrote "There would be many things to say about this theory of matrices which should, it seems to me, precede the theory of determinants".[5]

Benjamin Peirce published his Linear Associative Algebra (1872), and his son Charles Sanders Peirce extended the work later.[6]

The telegraph required an explanatory system, and the 1873 publication of A Treatise on Electricity and Magnetism instituted a field theory of forces and required differential geometry for expression. Linear algebra is flat differential geometry and serves in tangent spaces to manifolds. Electromagnetic symmetries of spacetime are expressed by the Lorentz transformations, and much of the history of linear algebra is the history of Lorentz transformations.

The first modern and more precise definition of a vector space was introduced by Peano in 1888;[5] by 1900, a theory of linear transformations of finite-dimensional vector spaces had emerged. Linear algebra took its modern form in the first half of the twentieth century, when many ideas and methods of previous centuries were generalized as abstract algebra. The development of computers led to increased research in efficient algorithms for Gaussian elimination and matrix decompositions, and linear algebra became an essential tool for modelling and simulations.[5]

Vector spaces

Main article: Vector space

Until the 19th century, linear algebra was introduced through systems of linear equations and matrices. In modern mathematics, the presentation through vector spaces is generally preferred, since it is more synthetic, more general (not limited to the finite-dimensional case), and conceptually simpler, although more abstract.

A vector space over a field F (often the field of the real numbers) is a set V equipped with two binary operations satisfying the following axioms. Elements of V are called vectors, and elements of F are called scalars. The first operation, vector addition, takes any two vectors v and w and outputs a third vector v + w. The second operation, scalar multiplication, takes any scalar a and any vector v and outputs a new vector av. The axioms that addition and scalar multiplication must satisfy are the following. (In the list below, u, v and w are arbitrary elements of V, and a and b are arbitrary scalars in the field F.)[7]

Answer:

6a + 12b - 24

Step-by-step explanation:

-8

Step-by-step explanation:

(f/g)(x)

= f(x)/g(x)

= (-8x - 8)/(x + 1)

= -8(x + 1)/(x + 1)

= -8

Answer:

234567

Step-by-step explanation:

Answer:

AP equation:

Based on the first two terms, we have:

The equation is:

Next two terms are:

Answer:

(Reflect across the line y = x then reflect across the y axis then translate 2 units in left and 5 units

down) that's the answer

Step-by-step explanation:

Hope it helps

Answer:

true

Step-by-step explanation:

when a figure is changed by a scale factor, it is similar. The angles and shape stay the same, but the size changes.

Answer:

Step-by-step explanation:

Answer:

Translate figure X [tex]\left[\begin{array}{ccc}1\\0\\\end{array}\right][/tex], reflect figure X in the y-axis to give figure Y.

Step-by-step explanation:

It is very clear that shape X is being reflected in the y-axis to give shape Y. However, when reflecting shape X, it doesn't perfectly align with Y (it is off by 1 square).

So, we need to move shape X by 1 square so that when reflected in y-axis, it will align perfectly with shape Y. We can do this using a translation. We can see that if we move shape X one square to the right and no squares up or down, it will be reflected to give shape Y in the y-axis.

This leaves us with the column vector [tex]\left[\begin{array}{ccc}1\\0\\\end{array}\right][/tex]. And our final step is to write about the reflection that we identified earlier.

So the final answer is : Translate figure X [tex]\left[\begin{array}{ccc}1\\0\\\end{array}\right][/tex], reflect figure X in the y-axis to give figure Y.

Answer:

The correct answer is 19 pencils.

Step-by-step explanation:

First, we have to multiply

57 x 4 = 228

Second, we have to divide

228 ÷ 19 = 12

Lastly, we write the answer in a complete sentence.

Each student got 19 pencils if there were no pencils left over.

Hope This Helps!

Answer:

Each student got 12 pencils

Step-by-step explanation:

57 times 4 = 228

228 divided by 19 =12

hope this helps :)

The equation y + 5 = [tex]\frac{3}{4}[/tex] ( x - 12) can be rearranged into slope intercept form as y = [tex]\frac{3}{4}[/tex] x + (-14).

What is the slope intercept form of a line ?

The equation of line that can be written as y = mx + c, where m is the slope and c is the line's y-intercept, is known as a slope intercept form.

An equation is given which is :

y + 5 = [tex]\frac{3}{4}[/tex] ( x - 12)

If we multiply by 4 on both sides , we get :

4y + 20 = 3x - 36

or

4y = 3x - 56        -- -- -- -- --- ---- ----- ----- --- --- --- Equation 1

We know that the slope intercept form of a line is given by :

y = mx + c

So , to change the above equation into slope intercept form we must divide equation 1 by 4. So , the rearranged equation will be :

4y / 4 = (3/4 x ) - (56 / 4)

y = [tex]\frac{3}{4}[/tex] x + (-14)

Therefore , the equation y + 5 = [tex]\frac{3}{4}[/tex] ( x - 12) can be rearranged into slope intercept form as y = [tex]\frac{3}{4}[/tex] x + (-14).

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Answer: B: 3

Step-by-step explanation:

Answer:

its c

Step-by-step explanation:

i took it

Answer:

14:40

Step-by-step explanation:

Answer:

hol up let me doit

v

Step-by-step explanation:

Answer:

x + 8

Step-by-step explanation:

when theres just an x or any number there it is the same as 1x

2x - 1x = 1x / x

1x + 8 aka x + 8

Answer: 8x^2 -4x -7

Step-by-step explanation: the x^2 term comes first, followed by the x, then the constant which in this case is -7

so it would be 8x^2 -4x -7

The polynomial -7 + 8x² - 4x written in descending order is 8x² - 4x - 7.

To write the polynomial -7 + 8x² - 4x in descending order, we arrange the terms from highest degree to lowest degree.

Here's how to do it step by step:

Step 1: Identify the degree of each term:

The term -7 has a degree of 0 (since it is a constant).

The term 8x² has a degree of 2 (since it has a variable raised to the power of 2).

The term -4x has a degree of 1 (since it has a variable raised to the power of 1).

Step 2: Arrange the terms in descending order based on their degrees:

Start with the term with the highest degree and proceed in decreasing order. In this case, we have only three terms, so we start with the highest degree term:

8x² (degree 2)

Next, we consider the next highest degree term:

-4x (degree 1)

Finally, we have the constant term:

-7 (degree 0)

Step 3: Write the polynomial in descending order:

Putting the terms together in descending order, we have:

8x² - 4x - 7

So, the polynomial -7 + 8x² - 4x written in descending order is 8x² - 4x - 7.

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Answer:

$23 for popcorns and $28 for drinks the sum is $51

Step-by-step explanation:

The total cost of buying 4 bags of popcorn and 8 drinks is $51.

A cost is the worth of money that has been expended to produce something or provide a service and is therefore no longer available for use in production, research, retail, and accounting.

In the case of an acquisition cost, the money spent on the acquisition is considered the cost. All costs associated with obtaining and preparing materials for sale are referred to as "Cost of Purchase," or “Cost of buying,” respectively.

As per the available information,

Selling price of a single popcorn bag is $5.75.

Selling price of a single drink is $3.50.

Value or total amount of cost will be calculated against 4 bags of popcorn and 8 drinks.

Cost of popcorns = 4 × 5.75  = 23

Cost of drinks = 8 × 3.50  = 28

23 + 28 = 51

Therefore, total cost of buying 4 bags of popcorn and 8 drinks is $23 for popcorns and $28 for drinks, the sum is $51

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Answer:

A

Step-by-step explanation:

There is only one line that passes through the endpoints of the diameter of a sphere. Option B are correct.

Given that,
In spherical geometry, which of the following statements is true is to be determined.

A line is a straight curve connecting two points or more showing the shortest distance between initial and final points.

A.
False, because there are two endpoints of the diameter so a line minimum required two to get constituents.

B.

True, because online one line can constitute the two points, not more than one line can.

Similarly,
C and D are false.

There is only one line that passes through the endpoints of the diameter of a sphere. Option B are correct.

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Answer:

14 is the correct answer

Answer:

14

Step-by-step explanation:

the answer is 14 when the equation is evaluated

Answer:

In the audience, there are 90 adults and 54 children

Step-by-step explanation:

If we have 5 adults for every 3 children, we would continue this pattern by saying we have 10 adults for every 6 children, 15 adults for every 9 children, and so on.

We can express this situation into an equation by saying 5x + 3x = 144

8x = 144

x = 18

So now we know there are 5(18) = 90 adults for every 3(18) = 54 children

In the audience, there are 90 adults and 54 children

Answer:

In the audience, there are 90 adults and 54 children

Step-by-step explanation:

I hope this helps ♡

Answer:

Step-by-step explanation:

Required inequality:

Solving:

Answer:

Inequality: 50x+9500≤27500

Answer: x≤360

Step-by-step explanation: