What is the equation of the line graphed?A) y = 3x
B) y = 3x - 2
C) y = -3x - 2
D) y = -3x + 2
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Making ur equation be : y = 3x - 2
Answer:
y = 3x - 2
Step-by-step explanation:
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Y= 3x - 10y= 2x - 5
54 x 67 using the distributive property
Un automovil recorre 60 km por hora con una velocidad constante1. ¿Cuantos km recorre en 1 hora, 3 horas, 5 horas, 4 horas y 6 horas?
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Tthe options that can be used as a reason in a two-column proof are:
a. a premise
b. a definition
d. a postulate
In a two-column proof, each step or statement in the proof is accompanied by a reason to justify why that step is valid. The reasons are typically based on established mathematical principles, and the choices for reasons often include premises, definitions, postulates, and previously proven theorems. Let's delve into each of these options in more detail:
Premise (a): A premise is a statement or fact that is given to you as true. It serves as a foundational piece of information on which your proof is built. For example, if you're working with a geometry proof, you might be given the premise that two angles are congruent.
Definition (b): Definitions provide the meanings of mathematical terms and concepts. You can use definitions as reasons to clarify the meaning of specific terms or properties used in your proof. For instance, you might use the definition of a right angle to justify a particular statement in a proof.
Conjecture (c): Conjectures are unproven statements or hypotheses. They are not typically used as reasons in a proof because they lack the mathematical rigor and certainty required in a proof. However, conjectures can serve as a starting point for exploring and formulating proofs.
Postulate (d): Postulates (or axioms) are fundamental statements or principles in mathematics that are accepted as true without proof. Postulates are often used as reasons in geometric proofs to justify certain statements or relationships, such as the postulate that states two points determine a unique line.
for such more question on two-column proof
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*To solve an inequality, it's the same as if you were solving an equation: Isolate the desired variable to one side to solve.
Firstly, subtract 15 on both sides:
Next, you are going to divide both sides by -30. Since you are dividing by a negative, you are going to flip the inequality symbol. Your final answer will be:
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All rectangles are squares.
All squares are parallelograms.
No trapezoids are parallelograms.
All rectangles are quadrilaterals.
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600x40=24,000 so the top product has 4 zero's one more than the bottom. Hope this helps
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Perhaps the question will be less confusing if you temporarily ignore the decimal parts, and just compare the whole-number parts.
Look at 74 , and then look at 7 .
Look at them again, and a few more times if necessary.
You'll see that 74 is waaay bigger than 7 .
That's true even when you stick the decimal parts back on.
The decimal parts can't change it ... a decimal part can't
add more than ' 1 ' to a whole number.
So 74 (plus any decimal) is still waaay bigger than 7 (plus any decimal).