Consider the linear equation shown here. Y - 4 = 3(1 - 2)
The line's slope is 3.
The line passes through point (2,4).
The line's slope is 2.
The line passes through point (4,2).
The line's slope is 4.
The line passes through point (-2,-4).
The line's slope is 2.
The line passes through point (-4,-2).

The point a is at –2 and the point b is at 7. marissa would like to divide this line segment in a 4: 3 ratio, and she would like to use the formula x = (x2 – x1) + x1. what values should she substitute into the formula? a = a + b = x1 = x2 =

If it 8 inch candle burns at 7/10 inch per hour and a 6 inch candle burns at 1/5 inch per hour after how many hours would both candles be the same height

Have you ever been in the middle of telling a story and had to use hand gestures or even a drawing to make your point? in algebra, if we want to illustrate or visualize a key feature of a function, sometimes we have to write the function in a different form—such as a table, graph, or equation—to determine the specific key feature we’re looking for. think about interactions with others and situations you’ve come across in your own life. how have you had to adjust or change the way you represented something based on either the concept you were trying to describe or the person you were interacting with? explain how the complexity or layout of the concept required you to change your style or presentation, or how the person’s unique learning style affected the way you presented the information.