THE GCF IN THE EXPRESSION IS 5 MEANING WE ARE GOING TO DIVIDE EACH AND EVERY TERM BY 5 .
[tex] = 5(3w + 13)[/tex]
ATTACHED IS THE SOLUTION
Subtract the Polynomials:
(5y^2+6y-1) - (-9y^2-5y+6)
The result of subtracting the polynomials is (5y² + 6y - 1) - (-9y² -5y + 6) = 14y² + 11y - 7
How to subtract the polynomials?The polynomial expression is given as
(5y^2 + 6y - 1) - (-9y^2 -5y + 6)
Rewrite the expression properly as follows
(5y² + 6y - 1) - (-9y² -5y + 6)
Open the brackets in the above polynomial expression
So, we have
(5y² + 6y - 1) - (-9y² -5y + 6) = 5y² + 6y - 1 + 9y² + 5y - 6
Collect the like terms in the above polynomial expression
So, we have
(5y² + 6y - 1) - (-9y² -5y + 6) = 5y² + 9y² + 6y + 5y - 1 - 6
Evaluate the like terms in the above polynomial expression
So, we have
(5y² + 6y - 1) - (-9y² -5y + 6) = 14y² + 11y - 7
Hence, the solution is 14y² + 11y - 7
Read more about polynomials at
https://brainly.com/question/17517586
#SPJ1
Consider the equation 8x - 2y= 24. Select True or False for each statement.
8y - 2y = 24
a)
The x intercept is when y = 0; if we use the equation when y = 0:
8x - 2(0) = 24 ==> 8x = 24 ==> x = 24/8 ==> x = 3
So the fist answer is TRUE
b)
The y intercept is when x = 0; if we use the equation with x = 0:
8(0) - 2y = 24 ==> -2y = 24 ==> y = 24/(-2) ==> y = -12
So the second answer is FALSE
c)
if we take the equation and solve it for y:
8x - 2y = 24 ==> 8x - 24 = 2y ==> (8x - 24)/2 = y ==> 4x - 12 = y ==> y = 4x -12
So the third answer is TRUE
The revenue for selling x units of a product is R = 40x. The cost of producing x units is C = 20x + 6600. In order to obtain a profit, the revenue must be greater than the cost, so we wantto know, for what values of a will this product return a profit.To obtain a profit, the number of units must be greater than ___
The revenue is given as:
R = 40x
The cost of producing x units is given as:
C = 20x + 6600
The profit P is given as:
P = R - C
P = 40x - (20x + 6600)
P = 40x - 20x - 660011111111111112222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222
If a dog needs medicine at 0.5 mL / kg, and the dog weighs 5 kg, how many mL would you give the dog?
If a dog need medicine 0.5ml/kg then the amount of medicine given to the dog is 2.5mL.
word problem :
A word problem is a situation in which you must determine if two provided phrases are comparable in light of a group of rewriting identities.
we use three common types of word problems
part-part wholeseparate and join multiply and divideWeight of the dog = 5kg
dog needs medicine for each kg = 0.5ml
1kg = 0.5ml
the dog weighs 5 kg then
5kg = 5 x 0.5 ml
= 2.5 ml
If a dog need medicine 0.5ml/kg then the amount of medicine given to the dog is 2.5mL.
To know more about word problem
https://brainly.com/question/21054777
#SPJ1
I need help what is 3.012 + 4.624 .
3012 +
4624
-------
7636
Answer:
Step-by-step explanation:
3.012+4.624=7.636
how to solve this is to line them up with the decimal point.
decimal point to decimal point. look at the example below.
3.012 plus
4.624 equals
7.636
Identify any solutions to the system shown here
2x+3y>=6
3x=2y<=6
(1.5, 1)
(0.5, 2)
(–1, 2.5)
(–2, 4)
For the given equation 2x+3y≥6 and 3x=2y≤6, the solution is (1.5, 1). Option A is correct.
What is the equation?An equation is a statement that two expressions, which include variables and/or numbers, are equal. In essence, equations are questions, and efforts to systematically find solutions to these questions have been the driving forces behind the creation of mathematics.
It is given that,
3x=2y<=6
3x =2y
y=1.5x
3x≤6
x≤2
2y≤6
y≤3
As a result, we found that y is 1.5 times x, the value of x should be less than 2, and y should be less than 3.
We analyze each option one by one we obtained the correct values is,
(y,x) = (1.5, 1)
The values follow all the obtained condition
Thus, for the given equation 2x+3y≥6 and 3x=2y≤6 the solution is (1.5, 1). Option A is correct.
Learn more about the equation here,
https://brainly.com/question/10413253
#SPJ2
Answer:
(0.5, 2) and (-2, 4)
Step-by-step explanation:
I did the assignment it is the correct answer.
The sum of two numbers is the same as four times the smaller number. If twice the larger is decreased by the smaller, the result is 20. Find the numbers.
Answer:
4 and 12
Step-by-step explanation:
let x be the smaller number and y the larger number , the
x + y = 4x ( subtract x from both sides )
y = 3x → (1)
2y - x = 20 → (2)
substitute y = 3x into (2)
2(3x) - x = 20
6x - x = 20
5x = 20 ( divide both sides by 5 )
x = 4
substitute x = 4 into (1)
y = 3x = 3 × 4 = 12
smaller number is 4 and larger number is 12
Mark ran 15 miles in 135 minutes. assume mark maintains a contants speed
Mark ran 15 miles in 135 minutes.
Maintaining a constant speed he can run:
60 minutes = 6.66 miles
30 minutes = 3.33 miles
10 minutes = 1.11 miles
What is a unit rate?It is the quantity of an amount of something at a rate of one of another quantity.
In 2 hours, a man can walk for 6 miles
In 1 hour, a man will walk for 3 miles.
We have,
15 miles = 135 minutes.
This can be considered speed.
Now,
Maintaining this speed we can find the miles covered in 10 minutes, 30 minutes, 60 minutes, and more.
135 minutes = 15 miles _____(1)
From (1),
Multiply 60/135 on both sides.
60/135 x 135 minutes = 60/135 x 15 miles
60 minutes = 6.66 miles
From (1)
Multiply 10/135 on both sides.
10/135 x 135 minutes = 10/135 x 15 miles
10 minutes = 1.11 miles
From (1)
Multiply 30/135 on both sides.
30/135 x 135 minutes = 30/135 x 15 miles
30 minutes = 3.33 miles
Thus,
Mark ran 15 miles in 135 minutes.
Maintaining a constant speed he can run:
60 minutes = 6.66 miles
30 minutes = 3.33 miles
10 minutes = 1.11 miles
Learn more about unit rates here:
https://brainly.com/question/11258929
#SPJ1
Can someone help me, please
The quadratic equation that Olivia is solving is y = x² + 4x + 6
Any expression that can be changed into standard form, such as the ones below, is considered to be a quadratic equation in algebra:
y = ax² + bx +c
With a = 0 (and b = 0), the equation is linear rather than quadratic since the ax² term is omitted, and x symbolizes an unknown whereas a, b, and c denote known quantities.The quadratic coefficient, linear coefficient, and constant or free term are the three coefficients of an equation, indicated by the numbers a, b, and c, respectively.The values of x that satisfy the equation are represented by the roots or zeros of the equation on the left side of the equation.We know that the quadratic formula to solve a quadratic equation is:[tex]{\displaystyle x={\frac {-b\pm {\sqrt {b^{2}-4ac}}}{2a}}}[/tex]Now from the given step and by using the quadratic formula we can ascertain that the values of a ,b and c are 1 ,4 and 6 respectively.
hence the quadratic equation is y = x² + 4x + 6.
To learn more about quadratic equation visit:
https://brainly.com/question/22364785
#SPJ1
Line AB formed by (2,3) and (-1,4)Line CD formed by (-5,3) and (-4,6)Parallel perpendicular or neither
To check whether the lines are perpendicular or parallel, we will use the following rules:
1) For parallel lines, the slopes are equal.
2) For perpendicular lines, the product of the slopes is equal to -1.
Slope of line AB:
Using
[tex]\begin{gathered} (x_1,y_1)=(2,3) \\ (x_2,y_2)=(-1,4) \end{gathered}[/tex]The slope is given as
[tex]\begin{gathered} m_A=\frac{y_2-y_1}{x_2-x_1} \\ m_A=\frac{4-3}{-1-2} \\ m_A=-\frac{1}{3} \end{gathered}[/tex]Slope of line CD:
Using
[tex]\begin{gathered} (x_1,y_1)=(-5,3) \\ (x_2,y_2)=(-4,6) \end{gathered}[/tex]The slope is given as
[tex]\begin{gathered} m_B=\frac{y_2-y_1}{x_2-x_1} \\ m_B=\frac{6-3}{-4-(-5)} \\ m_B=\frac{3}{-4+5} \\ m_B=3 \end{gathered}[/tex]Comparing both slopes, we can observe that
[tex]\begin{gathered} m_A\times m_B=-1 \\ \text{Given that} \\ -\frac{1}{3}\times3=-1 \end{gathered}[/tex]Therefore, both lines are PERPENDICULAR.
Solve with substitution method: 3x+5y=10 and 9y+3x=15
The value of x and y using the substitution method are 5/4 and 5/4.
What is an equation?An equation is a mathematical statement that is made up of two expressions connected by an equal sign.
We have,
Two equations:
3x + 5y = 10 _____(1)
9y + 3x = 15 ______(2)
From (1) we get,
3x = 10 - 5y
x = (10 - 5y) / 3 ______(3)
Putting (3) in (2) we get,
9y + 3 x [(10 - 5y) / 3] = 15
9y + 10 - 5y = 15
4y = 15 - 10
4y = 5
y = 5/4
Putting y = 5/4 in (3) we get,
x = (10 - 5 x 5/4) / 3
x = (10 - 25/4) / 3
x = (40 - 25) / (4 x 3)
x = 15 / 12
x = 3x5 / 3x4
x = 5/4
Thus,
The value of x and y using the substitution method are 5/4 and 5/4.
Learn more about equations here:
https://brainly.com/question/17194269
#SPJ1
A 6 ft tall tent standing next to a cardboard
box casts a 9 ft shadow. If the cardboard
box casts a shadow that is 6 ft long then how
tall is it?
Answer: 4
Step-by-step explanation:
9/6=3/2(1.5)
6/1.5= 4
The scatter plot shows the number of roses (x) and daisies (y) a florist sold at a flower
show. How many roses did the florist who sold 125 daisies sell?
100
200
80
170
The number of roses that the florist sold who sold 125 daisies is; 200
How to Interpret Scatter Plots?Scatter plots are the graphs that present the relationship between two variables in a data-set.
From the given scatter plots, we see that the x and y axes are marked in intervals of 50 like 0, 50, 100, 150, 200,...e.t.c
Now, from the scatter plot, we see a couple of coordinates and we are told that the x-axis shows the number of roses sold at a flower show while the y-axis shows the number of daises sold at the flower show.
Now, from the scatter plot, we see that when the number of daises sold is 125, we can trace that the number of roses sold was 200 roses.
Read more about Scatter Plots at; https://brainly.com/question/6592115
#SPJ1
The 8th term of a GP is -7^32.
Find it’s common ratio if it’s first term is 28.
The common ratio of the geometric sequence with 8th term of -7^32 and first term is of 28 is of:
q = -4535.
What is a geometric sequence?In a geometric sequence the result of the division of consecutive terms is always the same, called common ratio q.
Hence, the nth term of a geometric sequence is obtained according to the rule presented as follows:
[tex]a_n = a_1q^{n-1}[/tex]
In which [tex]a_1[/tex] is the first term.
In this problem, the first term and the 8th term are given as follows:
[tex]a_1 = 28, a_8 = -7^{32}[/tex]
Hence the common ratio can be obtained as follows:
[tex]a_8 = a_1q^{7}[/tex]
[tex]-7^{32} = 28q^{7}[/tex]
[tex]q^7 = -\frac{7^{32}}{28}[/tex]
[tex]q = -\sqrt[7]{\frac{7^{32}}{28}}[/tex] (the 7th root is calculated with a calculator, elevating the number to 1/7).
q = -4535.
More can be learned about geometric sequences at https://brainly.com/question/24643676
#SPJ1
Researchers once surveyed students on which superpower they would most like to have. The following two-way table displays data for the sample of students who responded to the survey. What fraction of students chose a superpower that was other than flight and invisibility? (simplify if possible).
Superpower Male Female Total
Flight 26 11 37
Invisibility 14 31 45
Other 10 8 18
Total 50 50 100
Group of answer choices
The fraction of students who chose power other than flight and invisibility are 18/100.
Researchers surveyed the students and obtained different kind of data, the data found is,
The number of male students wanting superpower of fight are 26.
The number of female students wanting superpower of fight are 11.
The number of male students wanting superpower of invisibility are 14.
The number of female students wanting superpower of invisibility are 31.
The number of male students wanting other superpower are 10.
The number of female students wanting other superpower are 8.
Total number of students wanting the power other than flight and invisibility are 18.
So,
The fraction of student wanting power other than invisibility and flight = student wanting other power/total number of students.
= 18/100
The fraction of student wanting power other than invisibility and flight is 18/100
To know more about fractions, visit,
https://brainly.com/question/17220365
#SPJ1
=−m equals , 5 fourths , n minus 7 to find m when =n equals 40.
It is to be noted that an equation is formed of two equal terms. As per the literal equation m=5/4n-7, the value of m when the value of n is 7 is 42.
What is a math expression?An expression or mathematical expression is a finite collection of symbols that is well-formed according to context-dependent norms.
The value of m from the given equation can be found by substituting the value of n as 7 in the given equation as shown below.
m = (5/4)n - 7
Substitute the value of n as 40,
m = (5/4)40 - 7
m = (5/1)10 - 7
m = 50 - 7
m = 42
Therefore, as per the literal equation m=5/4n-7, the value of m when the value of n is 7 is 42.
Learn more about equations:
https://brainly.com/question/22688504
#SPJ1
Full Question:
Use the literal equation m=5/4n-7 to find m when n =40
33 percent of 300
And 24 percent of 300 PLSS
the first one is 99 and the second one is 72
Hope this helped
Answer:
33% of 300 is about 99, and 24% of 300 is about 72
Step-by-step explanation:
Hope this helps.
4 × logx -(2 × logv + 3 × logy)
Simplifying the given logarithmic equation, the expression is obtained as log([tex]\frac{x^{4} }{v^{2} y^{3} }[/tex]).
The objective is to find the resultant expression for 4 × logx -(2 × logv + 3 × logy)
According to logarithmic results,
The product of an integer constant and a logarithm term of a number is equivalent to the logarithm of the number raised to the power of the particular integer constant.
That is, b × log(a) = log([tex]a^{b}[/tex])
Hence, 4 × log(x) = log([tex]x^{4}[/tex]),
2 × log(v) = log([tex]v^{2}[/tex])
and, 3 × log(y) = log([tex]y^{3}[/tex])
So, the equation can be rewritten as log([tex]x^{4}[/tex]) - (log([tex]v^{2}[/tex]) + log([tex]y^{3}[/tex]))
The sum of the logarithms of two numbers is equivalent to the logarithm of their product.
That is, log(a) + log(b) = log(a×b)
Hence, log([tex]v^{2}[/tex]) + log([tex]y^{3}[/tex]) = log([tex]v^{2}[/tex][tex]y^{3}[/tex])
So, the equation can be rewritten as log([tex]x^{4}[/tex]) - log([tex]v^{2}[/tex][tex]y^{3}[/tex])
The difference in the logarithms of two numbers is equivalent to the logarithm of their fraction.
That is, log(a) - log(b) = log(a÷b)
Hence, log([tex]x^{4}[/tex]) - log([tex]v^{2}[/tex][tex]y^{3}[/tex]) = log([tex]\frac{x^{4} }{v^{2} y^{3} }[/tex])
Learn more about the linear equation at
https://brainly.com/question/16504886?referrer=searchResults
#SPJ1
Select the correct answer.
Which expression is equivalent to 2x² . √16x, if x>0?
The expression is equivalent to option A, 8x[tex]\sqrt[6]{x}[/tex].
Option A is correct
How do expressions work?Variables, constants, and mathematical operators make up an expression, which is a mathematical statement.
How can one locate equivalent expressions?Add any like terms together, combining x-terms with x-terms and constants with constants, on either side of the equation. The x-term is typically put before constants when arranging the terms in the same sequence. It is said that two expressions are equivalent if every phrase in them is the same.
The expression is 2[tex]\sqrt[3]{x^2}[/tex]
The expression can be simplified as
= 2.4[tex]x^{2/3}[/tex][tex]x^{1/2}[/tex]
= 8[tex]x^{7/6}[/tex]
= 8x[tex]x^{1/6}[/tex]
= 8x[tex]\sqrt[6]{x}[/tex]
To know more about equivalent expressions visit:-
https://brainly.com/question/28170201
#SPJ13
y ≥-x+1
y ≥ 2x - 2
how do i solve this algebraiclly??
Moses makes a school spirit flag. He has 1/3 as many yards of red fabric as blue
fabric. He buys 2 2/3 yards more red fabric. Now he has equal amounts of red and
blue fabric. Use x to represent the amount of blue fabric. Which equations could
you use to find the amount of red fabric Moses has? Select all that apply.
Answer:
1/3+2 2/3=3/2=1 1/2 yards or x=3/2
Find the equation of the linear function represented by the table below in slope-intercept form.
X y
0 1
1 8
2 15
3 22
4 29
Answer:
y=7x+
Step-by-step explanation:
y=mx + b
b is the number y is at when x is at
0
m us the slope or the number y goes up for each 1 number x does
in this set you can see when x is at 0 y is at 1 then for the next one you see when x is 1 y is 8 which is a 7 increase for
Quadrilateral PQRS is dilated by a scale factor of to
form quadrilateral P'Q'R'S'. What is the measure of side
QR?
Answer: 24 units
Step-by-step explanation:
If you are multiplying a shape by a scale factor, the dimensions are also multiplied by the scale factor.
QR= x
Q'R'= (1/2)(X)
12=(1/2)(X)
(2)12= 1/2x(2)
24=X
If you're multiplying QR by 1/2 you would get 12. 12 is a half of QR. Therefore, QR is 24.
Write an equation for the line that is
perpendicular to the line y = 4x + 9
and goes through the point (2, 8).
Answer:
[tex]\sf y =\dfrac{-1}{4}x+\dfrac{17}{2}[/tex]
Step-by-step explanation:
Equation of the line: y =mx + bwhere m is slope and b is y-intercept.
y = 4x + 9
Slope = m₁ = 4
[tex]\sf \text{Slope of the perpendicular line = $\dfrac{-1}{m_1}$}[/tex]
[tex]\sf \boxed{m = \dfrac{-1}{4}}[/tex]
[tex]\sf y =\dfrac{-1}{4}x +b[/tex]
The point (2,8) passes through the line. Substitute in the above equation to find 'b'.
[tex]\sf 8 = \dfrac{-1}{4}*2+b\\\\\\ 8 = \dfrac{-1}{2}+b\\\\[/tex]
[tex]\sf 8+\dfrac{1}{2}=b\\\\ \dfrac{16}{2}+\dfrac{1}{2}=b\\\\ \boxed{b=\dfrac{17}{2}}[/tex]
Equation of the line:
[tex]\sf y =\dfrac{-1}{4}x + \dfrac{17}{2}[/tex]
To solve 1-variable equations and inequalities, we use additive inverses and/or multiplicative inverses to isolate the variable.
Options:
True
False
The multiplicative inverse of 0.1
Options:
1/10
-10
10
-0.1
The multiplicative inverse of 2/6 is 3.
Options:
True
False
The additive inverse of 80.
Options:
80
1/80
-80
8
The multiplicative inverse of 13.
Options:
-13
0.13
1/13
13/1
1 of 5 questions saved
Answer:
false 1/10 false 80 13/1
Mary has 13 1/3 feet of material. She needs to divide the material into 4 sections of equal length. What will be the length of each new section?
The answer is 3 1/3 feet
Solution :
Total length of material : 13 1/3 feet
Number of sections needed : 4
so the length of new sections = Total length ÷ No. of section
= 13 1/3 ÷ 4
13 1/3 = 40/3
so, 40/3 ÷ 6
that is 40/3 × 1/6
= 40/12
= 3.33 or 3 1/3
To learn more about how to find length refer :
https://brainly.com/question/752874
#SPJ9
y = 2x - 3
I need to find the y-int and the slope for the graph
Answer:
y-int = (0,-3)
slope = 2
Step-by-step explanation:
The slope is found by the number before x. If its just x then the slope is 1. The y-int is found by the number all the way at the end. In this case its -3. So the y-int is (0,-3)
Answer:
Step-by-step explanation:
y
=
2
x
+
3
The slope-intercept form is
y
=
m
x
+
b
, where
m
is the slope and
b
is the y-intercept.
y
=
m
x
+
b
Find the values of
m
and
b
using the form
y
=
m
x
+
b
.
m
=
2
b
=
3
The slope of the line is the value of
m
, and the y-intercept is the value of
b
.
Slope:
2
y-intercept:
(
0
,
3
)
A music store sold for 10³ CDs and 10² CD players. If each CD costs $12
and each CD player costs $35, what was the store's total earnings?
The total earning of the store from the formed equation is: 15,500 dollars.
What is equation?
In mathematics, the statement based problems can be solved by forming the equation. And it consists of dependent variable as well as independent variable.
According to the question, the given parameter states that the music store sold 1000 CDs and 100 CD players. And the cost of each CD is $12 and each CD player is $35.
Now, to calculate the total earning by forming the equation for the given statement and it is as follows:
(1000)(12) + (100)(35) = 12,000 + 3500 = 15,500 dollars
Hence, the total earning of the store from the formed equation is: 15,500 dollars.
To learn more about the equation from the given link:
brainly.com/question/1214333
#SPJ9
Please help, there’s more than one answer!!!!
Answer:
A and d
Step-by-step explanation:
Please help me solve this algebra problem on my homework
We need to determine a few characteristics of the following linear equation:
[tex]y-5=-\frac{1}{2}(x-2)[/tex]The first step we need to take is to isolate the "y" variable on the left side.
[tex]\begin{gathered} y=\frac{-1}{2}(x-2)+5 \\ y=\frac{-1}{2}\cdot x+1+5 \\ y=\frac{-1}{2}\cdot x+6 \end{gathered}[/tex]Now we need to analyze this function and provide the necessary characteristics.
First is the Domain. The Domain of a function is the group of all numbers that can be used as an input (x), in this case the Domain is the whole Real group.
Second is the Range, which is the group of numbers that can be the output of the function (y), for this case we also have the whole Real group as Range.
Then we need to find the "Zero". Which is the value at which the function crosses the x-axis, to calculate it we must make "y=0" and solve for x.
[tex]\begin{gathered} 0=\frac{-x}{2}+6 \\ \frac{x}{2}=6 \\ x=12 \end{gathered}[/tex]The zero is equal to 12.
The slope of the function is the number multiplying "x", in this case it is -1/2.
The slope is negative, decrescent.
To find the value of f(8), we need to replace x by 8 and solve for y.
[tex]\begin{gathered} f(8)=\frac{-8}{2}+6 \\ f(8)=-4+6=2 \end{gathered}[/tex]The value of f(8) = 2.
To determine the value of x where f(x) is equal to 5, we need to replace f(x) by 5 and solve for x.
[tex]\begin{gathered} 5=\frac{-x}{2}+6 \\ \frac{-x}{2}=5-6 \\ \frac{-x}{2}=-1 \\ -x=-2 \\ x=2 \end{gathered}[/tex]The value of x for which f(x) is equal to 5, is 2.
Now we need to graph the equation, for that we have to use two of the points we found before, we will use (8, 2) and (2,5). We need to mark these points at the coordinate plane and draw a line between them:
