and 6, -1)

Answer:

The **distance **between the given coordinate **points** is units.

The given coordinate points are (-8, -2) and (6, -1).

The **distance formula** which is used to find the distance between two points in a two-dimensional plane is also known as the Euclidean distance formula. On plane the distance between two points and is Distance .

Substitute and in distance formula, we get

Distance

Distance

Distance

Distance units

Therefore, the **distance **between the given coordinate **points** is units.

To learn more about the **distance formula** visit:

brainly.com/question/27262878.

#SPJ3

Answer:

Answer:

-8,-2= 6

6,-1=7

Step-by-step explanation:

get a number line and use that to it and look up how to use a number line with negative numbers it’s not hard once you see how it’s done

A builder could get 9 sheets of Sheetrock for $20. If he bought 15 sheets, how much money would he have spent?

HELP PLZ ASAP!!!!A landfill has 60,000 tons of waste in it. Each month it accumulates an average of 360 more tons of waste. What is a function rule that represents the total amount of waste after m months? Let W represent the total amount of waste and m represent months.A. W= 360m + 60,000B. W= 60,000m + 360C. W= 360m - 60,000D. W= 60,000m - 360

Lin rode her bike 2 miles in 8 minutes. She rode at a constant speed. Complete the table to show the distance traveled in 1 minute at this speed

Part A Each time you press F9 on your keyboard, you see an alternate life for Jacob, with his status for each age range shown as either alive or dead. If the dead were first to appear for the age range of 75 to 76, for example, this would mean that Jacob died between the ages of 75 and 76, or that he lived to be 75 years old. Press F9 on your keyboard five times and see how long Jacob lives in each of his alternate lives. How long did Jacob live each time? Part B The rest of the potential clients are similar to Jacob, but since they’ve already lived parts of their lives, their status will always be alive for the age ranges that they’ve already lived. For example, Carol is 44 years old, so no matter how many times you press F9 on your keyboard, Carol’s status will always be alive for all the age ranges up to 43–44. Starting with the age range of 44–45, however, there is the possibility that Carol’s status will be dead. Press F9 on your keyboard five more times and see how long Carol lives in each of her alternate lives. Remember that she will always live to be at least 44 years old, since she is already 44 years old. How long did Carol live each time? Part C Now you will find the percent survival of each of your eight clients to the end of his or her policy using the simulation in the spreadsheet. For each potential client, you will see whether he or she would be alive at the end of his or her policy. The cells in the spreadsheet that you should look at to determine this are highlighted in yellow. Next, go to the worksheet labeled Task 2b and record either alive or dead for the first trial. Once you do this, the All column will say yes if all the clients were alive at the end of their policies or no if all the clients were not alive at the end of their policies. Were all the clients alive at the end of their policies in the first trial? Part D Next, go back to the Task 2a worksheet, press F9, and repeat this process until you have recorded 20 trials in the Task 2b worksheet. In the Percent Survived row at the bottom of the table on the Task 2b worksheet, it will show the percentage of times each client survived to the end of his or her policy, and it will also show the percentage of times that all of the clients survived to the end of their respective policies. Check to see whether these percentages are in line with the probabilities that you calculated in questions 1 through 9 in Task 1. Now save your spreadsheet and submit it to your teacher using the drop box. Are your probabilities from the simulation close to the probabilities you originally calculated?

Solve each quadratic equation. Show your work. 14. (2x – 1)(x + 7) = 0 15. x^2 + 3x = 10 16. 4x2 = 100

HELP PLZ ASAP!!!!A landfill has 60,000 tons of waste in it. Each month it accumulates an average of 360 more tons of waste. What is a function rule that represents the total amount of waste after m months? Let W represent the total amount of waste and m represent months.A. W= 360m + 60,000B. W= 60,000m + 360C. W= 360m - 60,000D. W= 60,000m - 360

Lin rode her bike 2 miles in 8 minutes. She rode at a constant speed. Complete the table to show the distance traveled in 1 minute at this speed

Part A Each time you press F9 on your keyboard, you see an alternate life for Jacob, with his status for each age range shown as either alive or dead. If the dead were first to appear for the age range of 75 to 76, for example, this would mean that Jacob died between the ages of 75 and 76, or that he lived to be 75 years old. Press F9 on your keyboard five times and see how long Jacob lives in each of his alternate lives. How long did Jacob live each time? Part B The rest of the potential clients are similar to Jacob, but since they’ve already lived parts of their lives, their status will always be alive for the age ranges that they’ve already lived. For example, Carol is 44 years old, so no matter how many times you press F9 on your keyboard, Carol’s status will always be alive for all the age ranges up to 43–44. Starting with the age range of 44–45, however, there is the possibility that Carol’s status will be dead. Press F9 on your keyboard five more times and see how long Carol lives in each of her alternate lives. Remember that she will always live to be at least 44 years old, since she is already 44 years old. How long did Carol live each time? Part C Now you will find the percent survival of each of your eight clients to the end of his or her policy using the simulation in the spreadsheet. For each potential client, you will see whether he or she would be alive at the end of his or her policy. The cells in the spreadsheet that you should look at to determine this are highlighted in yellow. Next, go to the worksheet labeled Task 2b and record either alive or dead for the first trial. Once you do this, the All column will say yes if all the clients were alive at the end of their policies or no if all the clients were not alive at the end of their policies. Were all the clients alive at the end of their policies in the first trial? Part D Next, go back to the Task 2a worksheet, press F9, and repeat this process until you have recorded 20 trials in the Task 2b worksheet. In the Percent Survived row at the bottom of the table on the Task 2b worksheet, it will show the percentage of times each client survived to the end of his or her policy, and it will also show the percentage of times that all of the clients survived to the end of their respective policies. Check to see whether these percentages are in line with the probabilities that you calculated in questions 1 through 9 in Task 1. Now save your spreadsheet and submit it to your teacher using the drop box. Are your probabilities from the simulation close to the probabilities you originally calculated?

Solve each quadratic equation. Show your work. 14. (2x – 1)(x + 7) = 0 15. x^2 + 3x = 10 16. 4x2 = 100

Determine the axis of symmetry, x =

**Answer:**

**Step-by-step explanation:**

We have the quadratic function:

And we want to determine its axis of symmetry.

Notice that this is in vertex form:

Where (*h, k*) is the vertex of the parabola.

From our function, we can see that *h* = 4 and *k* = -2.5. Hence, our vertex is the point (4, -2.5).

The axis of symmetry is equivalent to the *x-*coordinate of the vertex.

The *x-*coordinate of the vertex is 4.

Therefore, the axis of symmetry is *x* = 4.

**Answer:**

1 and 1 on edg 2020

**Step-by-step explanation:**

just did the assignment

next question : Find the following determinant by hand.

answer is : 1

Next question : In mathematics, a pattern may suggest a conclusion, but it is not proof of it. Next you will prove that the determinant of a rotation matrix (CCW about the origin) must be 1. Luckily, there is the general rotation matrix you can use.

Answer : cos^2x + sin^2x

Next question : Using trigonometric identities, this can be simplified to

Answer : 1

**Answer:**

**Step-by-step explanation:**

Using both the rotation matrices earlier in this lesson and your matrix calculator, find each determinant.: **1 and 1**

next question : Find the following determinant by hand.

**answer is : 1**

Next question : In mathematics, a pattern may suggest a conclusion, but it is not proof of it. Next you will prove that the determinant of a rotation matrix (CCW about the origin) must be 1. Luckily, there is the general rotation matrix you can use.

**Answer : cos^2x + sin^2x**

Next question : Using trigonometric identities, this can be simplified to

**Answer : 1**

/next question: In the lesson, you used the following matrices to create reflections

Answer: All these reflections resulted in **CONGRUENT ** figures.

next question: Find the determinant of each of these: answer: **- 1**

next question: A • At =

a b

c d

where At is the transform of A. answer: **a=1 b=0 c=0 d=1**

next question: Repeat this process for the other three matrices. The product of a reflection matrix and its transpose is the **identity matrix**

Choose the correct choice for the matrix after applying the transformation to the triangle: **A**

The resulting matrix creates an image that is to the original triangle.: **not similar **

Find the determinant of the rotation matrix.

**Det R = 1 **which matches the determinant for our other **translation matricies**

Find the product of the matrix and its transpose: R·Rt is** none of the above**

an annual interest rate of 7.25%

for 7 years. Round to the nearest

penny.

$[ ? ]

**Answer:**

$652.89

**Step-by-step explanation:**

i believe this is the answer hope i helped :D

What is the equation of the line in point-slope form?

4

= {(x + 4)

Oy+4=;

O y-4 = 2(x + 4)

N

Oy - 0 = 2(x-4)

Oy - 4 = 2(x -0)

4

-2.

2.

the equation of the **line **in **slope**-**intercept **form is:

y = (1/2)x - 2

A **linear equation **is an algebraic equation of the form y=mx+b, where m is the slope and b is the y-intercept, and only a constant and a first-order (linear) term are included. Sometimes, the aforementioned is referred to as a "linear equation of two **variables**," with y and x serving as the variables.

From the graph, two **points **on the **line **are (-4, -4) and (4,0),

The formula for the** slope of a line **is:

m = (y₂ - y₁) / (x₁ - x₁)

where (x₁, y₁) and (x₂, y₂) are two points on the **line**.

Using the given points (-4, -4) and (4, 0), we can calculate the **slope**:

m = (0 - (-4)) / (4 - (-4))

m = 4 / 8

m = 1/2

Now that we know the **slope**, we can use the slope-intercept form of a line, which is:

y = mx + b

where m is the **slope **and b is the **y-intercept.**

To find the y-intercept, we can use one of the **given****points **on the line. Let's use the point (-4, -4):

y = mx + b

-4 = (1/2)(-4) + b

-4 = -2 + b

b = -2

Therefore, the **slope**-**intercept **form of the line is y = (1/2)x - 2.

Learn more about **Linear equations **here:

#SPJ7

**Answer:**

A

**Step-by-step explanation:**

For point-slope form, you need a point and the slope.

y - y₁ = m(x - x₁)

Looking at the graph, the points you have are (4, 0) and (-4, -4). You can use these points to find the slope. Divide the difference of the y's by the difference of the x's/

-4 - 0 = -4

-4 - 4 = -8

-4/-8 = 1/2

The slope is 1/2. This cancels out choices C and D.

With the point (-4, -4), A is the answer.

**Answer:**

The equivalent expression for x+9=10 is x=1.

**Step-by-step explanation:**

We have a statement i.e. x+9=10

We need to find an equivalent statement for the above statement.

If we subtract 9 on both sides of the above statement,

x+9-9=10-9

We know that, 9-9=0 and 10-9 =1

x+0=1

x=1

**So, the equivalent expression for x+9=10 is x=1.**

**Solution:**

Given that we have to simplify:

---- eqn 1

We know that,

**Substitute the above identity in eqn 1**

**Simplify the above expression**

------- eqn 2

**By the trignometric identity,**

**Substitute the above identity in eqn 2**

Cancel the common factors in numerator and denominator

**Thus the simplified expression is:**