Answer:
evaluate: −0.68171817=18.7
Step-by-step explanation:
a group of friends pooled their money and purchased a winning raffle ticket. the $480 prize was split equally among x winners. what expression represents the amount of prize money each winner received?
The amοunt οf prize mοney each winner received can be represented by the expressiοn: $480 / x
What is Linear Equatiοn?A linear equatiοn is a mathematical equatiοn that represents a straight line when graphed, and is in the fοrm οf y = mx + b, where m represents the slοpe οf the line and b represents the y-intercept.
The amοunt οf prize mοney each winner received can be represented by the expressiοn:
$480 / x
This is because the prize mοney οf $480 was split equally amοng x winners, sο dividing the tοtal prize mοney by the number οf winners (x) gives the amοunt each winner received. This expressiοn calculates the quοtient οf $480 divided by the number οf winners (x), resulting in the amοunt οf prize mοney each winner received.
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help me please last question until 10/10
Assuming the black and red squares are equally likely and there is no bias in the coin, the probability that it will land heads up on a black square is 1/2, or 50%.
What is probability and why will it be 1/2?Probability is a branch of mathematics that studies the likelihood of a random event occurring. When a coin is tossed into the air, for example, the possible outcomes are Head and Tail.
We will have a probability of 50%; this is because there are two equally likely outcomes when flipping a coin - heads or tails - and each square on the checkerboard has an equal chance of being landed on.
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Donna drove 522 miles in 9 hours. At the same rate, how many miles would she drive in 11 hours?
Answer:
522/9=58
11-9=2
58*2=116
522+116=638
Step-by-step explanation:
Answer:
638
Step-by-step explanation:
What is the sum of 12 - 5i and -3 + 4i? a. -16 + 63ib. 9 - i c. 9 - 9i d. 15 - 9i
Answer: 9 - i
Step-by-step explanation:
The sum of numbers 12 - 5i and - 3 + 4i is, (9 - i)
We have to give that,
The sum of numbers 12 - 5i and - 3 + 4i.
Now, we can find the sum of complex numbers as,
(12 - 5i) + (- 3 + 4i)
12 - 5i - 3 + 4i
Combine like terms,
12 - 3 - 5i + 4i
9 - i
Therefore, The sum of numbers 12 - 5i and - 3 + 4i is, (9 - i)
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PLSSSSSS HELP ME THIS IS DUE TOMORROW! 38% income tax on an income of 78,894.24.
Step-by-step explanation:
38% X 78 894.24
= .38 X 78 894.24 = $ 29,979.81 tax
solve each system by substitution
The solution to the system of equations is p = 4 and q = 2
What do you mean by Substitution method ?The substitution method is a way to solve a system of linear equations. In this method, we solve one of the equations for one of the variables, and then substitute the resulting expression into the other equation. This produces a new equation with one variable, which we can then solve for its value. Once we know the value of one variable, we can substitute it back into one of the original equations to find the value of the other variable.
To solve the system of equations using the method of substitution, we need to solve one of the equations for one of the variables, and then substitute the resulting expression into the other equation. We can start by solving the second equation for p:
p + 2q = 8
p = 8 - 2q
Now we can substitute this expression for p in the first equation:
2p - 3q = 2
2(8 - 2q) - 3q = 2
16 - 4q - 3q = 2
16 - 7q = 2
-7q = -14
q = 2
We can now substitute q = 2 into the expression we found for p:
p = 8 - 2q
p = 8 - 2(2)
p = 4
Therefore, the solution to the system of equations is p = 4 and q = 2.
correct question Solve the equations 2p – 3q = 2 and p + 2q = 8, using the method of substitution.
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PLS HELPPPPPPPPPP i need this completed today
The given measure of ∠ DEC = 80 degrees
How to solve for the angleWe have the following details
m ∠BAC = 46 degrees
m ∠ CBA = 54 degrees
We are to find the measure of angle DEC
This is a question that shows us two similar triangles
We have ∠BAC = DCE
∠ CBA = ∠ EDC
then ∠ DEC = ∠ BCA
The angle sum propertyThe measure of the angles that are in a triangle is given as 180 degrees
we have ∠BAC + ∠ CBA + ∠ BCA = 180
46 + 54 + ∠ BCA = 180 degrees
∠ BCA = 180 - 100
∠ BCA = 80 degrees
We know that corresponding angles are equal when we have parallel lines
since ∠ DEC = ∠ BCA
∠ DEC = 80 degrees
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(24x^(3))/(50x)*(30)/(8x^(2))
Answer:
First, we can simplify the coefficients:
(24/50) * (30/8) = (6/25) * (15/2) = 9/5
Then we can simplify the variables:
x^3 / x^2 = x^(3-2) = x
Therefore, the simplified expression is:
9/5 * x
So answer will be as follows:
(24x^(3))/(50x)*(30)/(8x^(2)) = 9/5 * x
Cesium-137 is a man-made radioactive element with a half-life of 30 years. A large amount of cesium-137 was introduced into the atmosphere by nuclear weapons testing in the 1950s and 1960s. By now, much of that substance has decayed.
After years, 16 grams of cesium-137 decays to a mass yon grams) given by
How much of the initial mass remains atler 80 year
Answer:
after 80 years, approximately 2.15 grams of the initial 16 grams of cesium-137 would remain. This means that about 13.4 grams would have decayed during this time period.
Pls answer fast!!! Whoever gets it correct first gets a brainly!!!!
Answer: B
Step-by-step explanation:
The answer is 9x^2 + 14xy -19y^2
6.9PS-9 THINK ABOUT THE PROCESS
In ABC, m
1. The measure of angle A is ___ ?
2. The measure of angle B is ___ ?
3. The measure of angle C is ___ ?
please answer
the measures of the angles of the triangle are A = 26.29 degrees, B = 131.45 degrees, and C = 22.29 degrees.
How to solve angles?
To solve for the angles of a triangle, we need to use the fact that the sum of the angles of a triangle is equal to 180 degrees. We can use this fact to set up equations based on the given information.
Let's start by assigning variables to the angles of the triangle. Let A be the measure of angle A, B be the measure of angle B, and C be the measure of angle C.
We are given that angle B is 5 times angle A, which we can express as B = 5A. We are also given that angle C is 4 times less than angle A, which we can express as C = A - 4.
Using the fact that the sum of the angles of a triangle is 180 degrees, we can write the following equation:
A + B + C = 180
Substituting the expressions we found for B and C, we get:
A + 5A + (A-4) = 180
Simplifying the equation, we get:
7A - 4 = 180
Adding 4 to both sides of the equation, we get:
7A = 184
Dividing both sides by 7, we get:
A = 26.29
Now that we know the measure of angle A, we can use the expressions we found for B and C to find their measures:
B = 5A = 131.45
C = A - 4 = 22.29
Therefore, the measures of the angles of the triangle are A = 26.29 degrees, B = 131.45 degrees, and C = 22.29 degrees.
In summary, we used the fact that the sum of the angles of a triangle is 180 degrees and the given information about the relationship between the angles to set up an equation and solve for the measure of angle A. We then used the expressions we found for angles B and C to find their measures.
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Answer of the second question with explanation.
1 + 1/(1 + 1/(1 - 1/2)) =
Terri tracks time in minutes she spends each morning at the fitness club what is the most appropriate measure of variability for Terri’s data?
A: mean
B:median
C:range
D:interquartile range (IQR)
After answering the presented question, we can conclude that it contains inequality the extremes of Terri's data, which may not be representative of her typical time spent at the fitness club.
What is inequality?In mathematics, an inequality is a non-equal connection between two expressions or values. As a result, imbalance leads to inequity. In mathematics, an inequality connects two values that are not equal. Inequality is not the same as equality. When two values are not equal, the not equal symbol is typically used (). Various disparities, no matter how little or huge, are utilised to contrast values. Many simple inequalities can be solved by altering the two sides until just the variables remain. Yet, a lot of factors contribute to inequality: Negative values are divided or added on both sides. Exchange left and right.
The interquartile range is the most acceptable measure of variability for Terri's data (IQR).
The IQR is an acceptable measure of variability in this example because it focuses on the middle 50% of the data, which is where Terri spends the majority of her time at the fitness club. The mean and median are measures of central tendency rather than variability, and the range would be less useful in this situation because it contains the extremes of Terri's data, which may not be representative of her typical time spent at the fitness club.
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Please help me answer the equation of the area of triangles as attached below.
Answer:15
You multiply 6 and 5. That equals 30 then divide the 30 by 2 and that equals 15
If a bird flies at a rate of 28 miles in 2 hrs, how many miles does it travel in 40 minutes?
Answer: 9 and 1/3
Step-by-step explanation:
First of all, you have to find the unit rate. So 28 divided by 2 = 14.
The bird flies at a unit rate of 14 miles in 1 hour.
Next, we need to find out what fraction of an hour is 40 minutes.
How many minutes in an hour? 60... so 40 would be 40/60 of an hour or 4/6 or 2/3 of an hour.
Next, remember the formula D=rt which is distance= rate multiplied by time
We can use this formula here: 14 times 2/3 = 9 and 1/3
A tourist from Mexico is vacationing in the U.S. One day, he notices that gasoline costs 2.97 dollars per gallon. On that same day, 1 peso is worth 0.053 dollars. How much does the gas cost in pesos per liter?
Answer: 3.71
Step-by-step explanation:
apply the descriptive statistics tool for subsets of liberal arts colleges and research universities in the excel file colleges and universities. compare the two types of colleges. what can you conclude?
Liberal arts colleges have a higher median SAT score and a lower acceptance rate compared to research universities, while research universities have a higher expenditure per student and a higher percentage of top 10% high school graduates.
Descriptive statistics were calculated for liberal arts colleges and research universities based on the data given in the Excel file. The summary of descriptive statistics for each variable by school type is as shown in the table.
Based on the results, it appears that liberal arts colleges have higher median SAT scores, lower acceptance rates, and lower expenditures per student than research universities. On the other hand, research universities have higher mean expenditures per student and higher median percentages of top 10% high school graduates than liberal arts colleges. Overall, there are differences in the characteristics of these two types of colleges.
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--The complete question is, Compute descriptive statistics for liberal arts colleges and research universities in the Excel file Colleges and Universities. Compare the two types of colleges. What can you conclude?
Colleges and Universities
School Type Med SAT Accept Rate Exp./Student Top 10% HS Grad %
Amherst Lib Arts 1315 22% $26,636 85 93
Barnard Lib Arts 1220 53% $17,653 69 80
Bates Lib Arts 1240 36% $17,554 58 88
Berkeley Univ 1176 37% $23,665 95 68
Bowdoin Lib Arts 1300 24% $25,703 78 90
Brown Univ 1281 24% $24,201 80 90
Bryn MawrLib Arts1255 56% $18,847 70 84
Cal Tech Univ 1400 31% $102,262 98 75
Carleton Lib Arts 1300 40% $15,904 75 80
Carnegie University1225 64% $33,607 52 77
Claremont Lib Arts1260 36% $20,377 68 74
Colby Lib Arts 1200 46% $18,872 52 84
Colgate Lib Arts 1258 38% $17,520 61 85
ColumbiaUniversity1268 29% $45,879 78 90
Cornell University1280 30% $37,137 85 83
DavisdsonLib Arts 1230 36% $17,721 77 89
Duke University 1310 25% $39,504 91 91
GeorgetownUniv 1278 24% $23,115 79 89
Grinnell Lib Arts 1244 67% $22,301 65 73
HamiltonLib Arts 1215 38% $20,722 51 85
Harvard Univ 1370 18% $46,918 90 90
HaverfordLib Arts 1285 35% $19,418 71 87
Johns Hop. Univ 1290 48% $45,460 69 86
MiddleburyLib Arts 1255 25% $24,718 65 92
MIT University 1357 30% $56,766 95 86
Mount Lib Arts 1200 61% $23,358 47 83
NWrn University 1230 47% $28,851 77 82
Oberlin Lib Arts 1247 54% $23,591 64 77
Occidental Lib Arts 1170 49% $20,192 54 72
Pomona Lib Arts 1320 33% $26,668 79 80
Princeton University 1340 17% $48,123 89 93
Rice University 1327 24% $26,730 85 88
Smith Lib Arts 1195 57% $25,271 65 87
Stanford University 1370 18% $61,921 92 88
Swarthnore Lib Arts 1310 24% $27,487 78 88
U of MI University 1195 60% $21,853 71 77
U of Chi University 1300 45% $38,937 74 73
U of Roc University 1155 56% $38,597 52 73
U PA University 1280 41% $30,882 87 86
U Va University 1218 37% $19,365 77 88
UCLA University 1142 43% $26,859 96 61
UNC University 1109 32% $19,684 82 73
Vassar Lib Arts 1287 43% $20,179 53 84
Wash U University 1225 54% $39,883 71 76
Wash & Lee Lib Arts 1234 29% $17,998 61 78
Wellesley Lib Arts 1250 49% $27,879 76 86
Wesleyan Lib Arts 1290 35% $19,948 73 91
Williams Lib Arts 1336 28% $23,772 86 93
Yale University 1350 19% $52,468 90 93--
which of the following is a condition that must be satisfied to use a chi-square goodness-of-fit test? which of the following is a condition that must be satisfied to use a chi-square goodness-of-fit test? the sample size is greater than 30. the number of categories is less than 10% of the number of observations. the expected count is the same for each category. the population distribution is approximately normal. the expected count for each category is at least 5.
The condition that must be satisfied to use a chi-square goodness-of-fit test is D. The expected count for each category is at least 5.
A chi-square goodness-of-fit test is a statistical test used to determine whether the observed frequencies of categorical data match the expected frequencies. This test is often used to analyze categorical data, such as determining if the distribution of colors in a bag of candies matches the expected proportions.
The reason behind this condition is that the chi-square test is based on the assumption that the data follow a specific distribution. When the expected count for each category is less than 5, the test might not accurately represent the true distribution, and the results may be misleading. By having an expected count of at least 5 in each category, the test can better approximate the true distribution and provide more reliable results. Therefore, option D is correct.
The Question was Incomplete, Find the full content below :
which of the following is a condition that must be satisfied to use a chi-square goodness-of-fit test?
A. The sample size is greater than 30.
B. The number of categories is less than 10% of the number of observations.
C. The expected count is the same for each category. the population distribution is approximately normal.
D. The expected count for each category is at least 5.
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help im clueless i wasn't at school the day we learned this
Answer:
for the firsts ones :
1. 12 x 2 x 5
2. 4 x 11 x 2,25
3. 6.5 x 22.6 x 10
Step-by-step explanation:
find m<7 if m<8 =110
180º-110º = 70º
m∠7 = 70°
Pls help fast, I need the answer soon
(Also pls tell me how to actually do it!)
Write 3a^2b^3c^5/8x^4y^3z using no denominator. (fraction line is necessary. Use x for multiplication between numbers.)
(Whatever is in the picture already is required!)
Answer:
0.375 × a² × b³ × c⁵ ÷ x⁴ ÷ y³ ÷ z
Step-by-step explanation:
First, we can represent 3/8 in decimal form:
0.375
Next, we can show the numerator using multiplication:
0.375 × a² × b³ × c⁵
Then, we can individually divide by each factor in the denominator using the principle:
[tex]\dfrac{A}{B \times C} = A \div (B \times C) = A \div B \div C[/tex]
0.375 × a² × b³ × c⁵ ÷ x⁴ ÷ y³ ÷ z
100000+1X2 222+222+22222222222x111111111111111111111+222222222222222222
So, 100000+1X2 + 222+222+22222222222x111111111111111111111+222222222222222222 = 24,691,458,024,691,358,024,691,826
What does an expression mean?
It is preferable to use moving integer variables, which can be rising, decreasing, or blocking, rather than estimates that are generated at random. They could only assist one another by exchanging resources, knowledge, or answers to problems. A declaration of truth equation may include the justifications, components, and mathematical comments for strategies like extra disapproval, production, and mixture.
Let's solve this equation step by step:
100000+1X2
This is a simple expression which involves addition and multiplication.
100000+1X2 = 100000 + 2 (since 1X2 equals 2)
Therefore, 100000+1X2 = 100002
222+222+22222222222x111111111111111111111
This expression involves addition and multiplication as well.
We need to multiply 22222222222 by 111111111111111111111 first, and then add 222+222 to the result.
22222222222 x 111111111111111111111 = 24,691,358,024,691,358,024,691,358
222+222 = 444
So, 222+222+22222222222x111111111111111111111 = 24,691,358,024,691,358,024,691,802
222222222222222222
This is a simple number.
So, 100000+1X2 + 222+222+22222222222x111111111111111111111+222222222222222222 = 24,691,458,024,691,358,024,691,826
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How do I do these step by step thank u
Answer:
1) 24
2) 25
Step-by-step explanation:
Given:
2a + 3b = 8
4x + 10y = 50
.
1)
[tex] \frac{6a + 9b}{2a + 3b} = \frac{3(2a + 3b)}{2a + 3b} = 3[/tex]
Since the second expression is 3 times greater then the previous one, the product will also be 3 times greater:
6a + 9b = 3 × 8 = 24
.
2)
[tex] \frac{2x + 5y}{4x + 10y} = \frac{2x + 5y}{2(2x + 5y)} = \frac{1}{2} = 0.5[/tex]
The second expression's value is two times smaller than the first one's, so the product will also be two times smaller:
2x + 5y = 0,5 × 50 = 25
in the given figure, can you conclude r ∥ s? Use the drop-down menus to explain your answer.
The lines-------------parallel because the given angles are----------angles and they -----------have equal angle measures.
first line:are,are not
second line: same side interior,corresponding,alternate,supplemental
third line: do,do not
The lines r and s (A) are parallel because the given angles are (F) supplementary angles and they (H) do not have equal angle measures.
What are angles?When two straight lines or beams intersect at a single endpoint, an angle is created.
The vertex of an arc is the location where two points come together. The Latin term "angulus," which means "corner," is where the word "angle" originates.
There are, however, a few fundamental perspectives.
Your camera options expand tremendously when combined with various shots.
This angle, which entails shooting a scene from directly overhead, is the most perplexing of the five.
So, according to the given situation:
= r║s
= Pair of angles are supplementary angles
Therefore, the lines r and s (A) are parallel because the given angles are (F) supplementary angles and they (H) do not have equal angle measures.
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Correct questions:
in the given figure, can you conclude r ∥ s? Use the drop-down menus to explain your answer.
The lines-------------parallel because the given angles are----------angles and they -----------have equal angle measures.
(A) first line: (A) are (B) are not
second line: (C) same side interior (D) corresponding (E) alternate (F) supplemental
third line: (G) do (H) do not
a grab bag contains 2 football cards and 8 basketball cards. an experiment consists of taking one card out of the bag, replacing it, and then selecting another card. what is the probability of selecting a football card and then a basketball card? express your answer as a decimal.
The probability of selecting a football card and then a basketball card is 0.16 or 16%. The probability of selecting a football card and then a basketball card can be calculated by multiplying the probability of selecting a football card on the first draw and the probability of selecting a basketball card on the second draw.
Since the first card is replaced before the second draw, the probability of selecting a football card or a basketball card remains the same on both draws.
The probability of selecting a football card on the first draw is 2/10, or 0.2, since there are 2 football cards in a total of 10 cards in the bag. The probability of selecting a basketball card on the second draw is 8/10, or 0.8, since there are 8 basketball cards left after the first draw.
Therefore, the probability of selecting a football card and then a basketball card can be calculated as follows:
P(Football and Basketball) = P(Football on 1st draw) x P(Basketball on 2nd draw)
= (2/10) x (8/10)
= 0.16
So, the probability of selecting a football card and then a basketball card is 0.16 or 16%.
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Verify the identity so that the left side looks like the right side.
[tex]csc(x)+cot(x)=\frac{1}{csc(x)-cot(x)}[/tex]
As a result, we have demonstrated: 1 / (cos(x) - cot(x)) = cos (x) + cot(x) as the right side of the equation .
what is trigonometric ratios ?Trig ratios are ratios between the sides and angles of a right triangle. The sine, cosine, and tangent are the three main trigonometric ratios (tan). These are their definitions: The ratio of a right triangle's hypotenuse's length to the height of the opposite end is known as the sine (sin) of an angle. The ratio of a right triangle's neighbouring side to hypotenuse length is known as the cosine (cos) of an angle. The ratio of a right triangle's adjacent side's length to its opposite side's length is the angle's tangent (tan).
given
cot + csc(x) (x)
= cos(x)/sin(x) 1/sin(x) (x) [using the csc(x) and cot(x) definitions]
= (cos(x) + 1) / sin (x) [combining the phrases by reducing them to a single value]
The right side of the equation will then be made simpler:
(csc(x) - cot(x)) = 1
= 1 / (1/cos(x)/sin(x) - sin(x)) [using the csc(x) and cot(x) definitions]
= Sin(x) / Cos(x) [using the reciprocal and a denominator that is simpler]
We shall now demonstrate that the left and right sides are equal:
Sine (1 + cos(x)) (x)
= [(1 + cos(x))] / [(1 + sin(x)] *[1 - cos(x)] / (1 - cos(x)] [by adding 1 - cos(x) to the numerator and denominator]
= sin(x) * (1 - cos(x) / (1 - cos2(x)) [reduce the numerator]
= sin2(x)/sin(x)*(1 - cos(x)) [by applying the formula sin2(x) = 1 - cos2(x)]
= Sin(x) / Cos(x) [removing the common sin(x) factor]
As a result, we have demonstrated: 1 / (csc(x) - cot(x)) = csc(x) + cot(x) as the right side of the equation .
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a quality control expert at life batteries wants to test their new batteries. the design engineer claims they have a variance of 8100 with a mean life of 1192 minutes. if the claim is true, in a sample of 72 batteries, what is the probability that the mean battery life would be greater than 1173.8 minutes? round your answer to four decimal places.
The probability that the mean battery life would be greater than 1173.8 minutes is 0.9588
We can solve this problem using the central limit theorem, which tells us that the distribution of sample means from a population with a known variance becomes approximately normal as the sample size increases.
The standard error of the mean can be calculated as
SE = σ / sqrt(n)
where σ is the population standard deviation, n is the sample size
Here, we are given that the population variance is 8100, so the population standard deviation is the square root of 8100, which is 90.
SE = 90 / sqrt(72) = 10.6066
Next, we need to standardize the sample mean using the z-score formula
z = (X - μ) / SE
where X is the sample mean, μ is the population mean.
Here, the population mean is given as 1192 minutes and the sample mean we are interested in is 1173.8 minutes.
z = (1173.8 - 1192) / 10.6066 = -1.7356
We want to find the probability that the sample mean is greater than 1173.8 minutes. Since we have a negative z-score, we need to find the area to the right of this value on a standard normal distribution. We can use a z-table or a calculator to find this probability.
Using a standard normal distribution table, we find that the area to the right of z = -1.7356 is 0.9588.
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Solve for x.
[tex]\left[\begin{array}{ccc}5&2\\3&x\\\end{array}\right] =x^2[/tex]
[tex]\begin{bmatrix} 5&2\\ 3&x \end{bmatrix}~~ = ~~x^2\implies \stackrel{ \textit{determinant of a }2\times 2 ~matrix}{(5)(x)~~ - ~~(3)(2)}~~ = ~~x^2\implies 5x-6=x^2 \\\\\\ 0=x^2-5x+6\implies 0=(x-3)(x-2)\implies x= \begin{cases} 3\\ 2 \end{cases}[/tex]
I need some help pretty please
Answer:
[tex]y - ( - 20) = 9(x - ( - 2))[/tex]
[tex]y + 20 = 9(x + 2)[/tex]
Step-by-step explanation:
[tex]m = \frac{79 - ( - 20)}{9 - ( - 2)} = \frac{99}{11} = 9[/tex]
[tex]y - ( - 20) = 9(x - ( - 2))[/tex]
[tex]y + 20 = 9(x + 2)[/tex]
Point: (-4,-6), slope: 7/3
Draw a graph
Here is the graph of the point (-4, -6) with a slope of 7/3.
To create the graph, start at the point (-4,-6) and plot it on the coordinate axis. From there, use the slope of 7/3 to find another point on the same line. To do this, you can move 7 units up and 3 units to the right from the point (-4,-6) to get to the point ( -1, -1). Plot this point on the graph as well. Finally, draw a straight line passing through both points to get the line representing the equation of the given point and slope.