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3x+y+2=0 what will the line look like

what will the line on a graph look like for the equation 3x+y+2=0

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What does the line y=3x-7 look like? -

What does the line y=3x-7 look like? - 384829. 1. Log in Join now Katie; a few seconds ago; Hi there! Have questions about your homework? ... 0. Thanks. 5. My quiz is ...
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. What does the line y = 3x - 7 look like -

What does the line y = 3x - 7 look like 1. Ask for details ; Follow; Report; ... 0. This question is archived. Ask new question. The Brain; Helper; Not sure about the ...
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what is 3x+y<-2 ? (236942) | Wyzant Resources

3x + y < -2 (I need to transfer ... because it still doesn't look like our format, so we will move the -2 to the end. ... Test a point like ( 0, 0) to the left of the ...
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What does y = f(2x) look like? - Quora

What does y = f(2x) look like? ... F1 and F2 are vectors and lie respectively on line y = -1/2x and y = -2/3x. ... [math]y''-y'+e^{2x} y=0[/math]
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What does the line 3x + 7y = 7 look like? - Weknowtheanswer

What does the line 3x + 7y = 7 look like? Answer for question: Your name: Answers. Answer #1 | 09/07 2015 01:22 ... We get (0,1) and (3.5,0). Draw a line connecting ...
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How do you graph the line 3x + 2y = 12? | Socratic

How do you graph the line #3x + 2y = 12#? ... It should look like the following: graph{3x+2y=12 [-10, 10, -5, 5]} ... (y=0) => 3x + 2(0) ...
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A line represented by [math]y = 3x − 1[/math] and a line ...

Line perpendicular to y = 3x -1 and through (1, 2) is. 3(y - 2) = -(x - 1) ... look like this: A(x - x’) + B(y - y’) = 0. This is obvious that this line passes ...
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Suggested Questions And Answer :

what is the measure of each of the following angles in figure 1? use a protactor

Although I don't have your textbook, I may be able to help you use a protractor. I remember when I got confused using one. The difficulty comes in recognising the following types of angles: Acute Obtuse Reflex. Acute angles are between 0 and 90 degrees and are pointy like the end of a pencil. The edge of a box, rectangle, etc, is 90 degrees, and all acute angles are less than 90. So when you are reading your protractor you know you read off the numbers between 0 and 90 to measure your angle if it's "pointy". You place the protractor on one of the lines forming the angle and then look to see where the other line points on your protractor. The symbols < and > look like acute angles facing in different directions. An obtuse angle is bigger than a right angle (90 degrees) but not bigger than 180 degrees, which is just a flat line. If you open up a pair of scissors as far as they'll go the blades will make an obtuse angle. A reflex angle is more than 180 degrees and looks like it's folding back on itself. Look at a clock face. Imagine the time is 11:45, quarter to twelve. The reflex angle is measured from the hour hand between 11 and 12 all the way round to the minute hand on 9. Most protractors only have angles covering 0 to 180, so you need to use the protractor in a different way and just measure the angle by adding on 180 to whatever the protractor reads.  You can use a clock face to arrange the fingers at acute, obtuse and reflex angles. Point the minute hand to 12 and just move the hour hand. The clock face is your protractor! EXAMPLES 1 o'clock to 2 o'clock is acute; 3 o'clock is a right angle (90 degrees) 4 o'clock to nearly 5 o'clock would be obtuse. 6 o'clock is 180 degrees, a straight line. 7 o'clock onwards, measured clockwise is reflex.
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How is the graph of a line with undefined slope situated in a retanular coordinate system?

If you haven't got, or don't know, the slope of a line, what else can define a line? Knowing one point isn't enough because many lines will pass through that point. Knowing two points is enough, because you can join them to give you a line. That done, you can find the slope, by taking the difference between the rectangular coordinates. Divide the difference between the vertical (usually called y) by the difference between the horizontal (usually called x) and you have the slope. The slope is positive if it looks like / and negative if it looks like \.
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If "y" is greater than or equal to one hundred, what would it look like when graphed

After correctly drawing and labeling your number line (assuming you know how to do that), put a circle over the 100 mark, shade it in, and shade in the right side of the line. (like this:the green is what you should do;the black is the number line and the numbers) Hope I helped!
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Whats the Answer to this? 121=5x+7(2x+1) i need all the lines.!

Whats the Answer to this? 121=5x+7(2x+1) i need all the lines.! if i had this - 9x+13=49 the next line would be =  9x=49-13 then = 9x= 36 then.. x= 36 divided by 9. x=4  would look like this = 9x+13=49                                                                        9x=49-13                                                                        9x=36                                                                        x= 36 divided by 9                                                                        x=4 So whats the lines for - 121=5x+7(2x+1) 121  = 5x + 7(2x + 1) 121  = 5x + 14x + 7 121 - 7 = 5x + 14x 114 = 19x 114 / 19 = x 6 = x
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Trace the conicoid –(x^2/4) +..... (Analytical Geometry)

The picture below shows an aerial view of the conicoid as seen looking down the y axis at the x-z plane. The outer ellipse is the way the conicoid appears at a distance of 3sqrt(5) from the origin, while the inner one is distance 3sqrt(2) from the origin. The origin itself is the point (0,3,0) as seen from above. The straight line is the line z=x, which is the edge view of the plane z=x. The origin is where the vertex of the conicoid is. The two vertical lines on the left are just markers showing the extent of the ellipse's radius in the x direction. The ellipse's radius in the z direction is 8 for the outer ellipse and 4 for the inner. The picture clearly shows that the plane z=x intersects the conicoid. This view is also the view looking towards the origin from the negative side of y, because the conicoid is in fact two shapes which are reflections of each other. The origin is the point (0,-3,0). Now we adjust our viewpoint and look along the other axes to get an idea of other aspects of the conicoid. Start with the x-y plane, viewed along the z axis. If we treat z in the equation as a constant we can see what the curve looks like for x and y. Initially put z=0: -x^2/4+y^2/9=1 is the equation of a hyperbola, with asymptotes given by x^2/4=y^2/9 or y=±3x/2. These are represented by two lines y=3x/2 and -3x/2, which lie on intersecting planes. When z^2/16+1=4, -x^2/4+y^2/9=4 and the asymptotes are x^2/16=y^2/36, y=3x/2 and -3x/2 as before, and z=4sqrt(3). No matter where we are along the z axis the asymptotes are the same, so the conicoid is contained within these planes. The picture below shows the view along the z axis. In this picture the line y=x (edge-on view of the plane) misses the conicoid completely, because it lies outside the asymptotes. You can also see the hyperbolas for increasing values of z. The inner hyperbolas are when z=0 and the outer ones are when z=4sqrt(3). By joining one side of each hyperbola to the other with a horizontal line you can visualise the edge-on appearance of the ellipses. These are x-diameters of each ellipse. Finally, the view from the x axis. Here the line y=z lies inside the asymptotes so the plane intersects the conicoid.
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what is each part of the equation y=mx+b mean and who do you find them using math vocabulary

The normal meaning for this standard linear equation is that x and y are coordinates in a rectangular arrangement of axes. The y axis is North-South while the x axis is East-West. Where they cross is called the origin with coordinates (0,0), that is, x and y are both zero. The equation y=mx+b defines a straight line. It slopes at a value given by m, the slope or gradient, and m is a number which can be a whole number, a fraction, or whatever, as long as it is constant so that the line remains straight. The slope, m, is also known as the tangent, and the tangent of the angle that the line makes with the x axis has a value of m. When the straight line is at an angle of 45 degrees to the x axis, its tangent is 1 so m=1. If the line slopes backwards at 45 degrees to the x axis, it's tangent is -1 and m=-1. Forward sloping lines have a positive m, while backward sloping lines have a negative m. The value of b is also called the y intercept, because it's the point on the y axis where the straight line crosses that axis. It can have a positive or negative value. b is a constant, just like m. mx is m times x. The x axis is divided by equally spaced numbers, 0, 1, 2, 3 etc to the right, and -1, -2, -3 etc to the left of the origin. The y axis is similarly divided, postitive numbers going up and negative numbers going down. By putting numbers in the equation you can work out where points go on the line. m will have a value, like 2, for example, and b a value, say, 3, so we have y=2x+3. If we put x=0 we get y=3 which is the y intercept. So we mark that point (0,3) by going up 3 divisions on the y axis. Now put x=1, then y=5. So we move to the point (1,5), which is right 1 and up 5. We can join that point to (0,3) and continue beyond these points. What we find is that, although we have only plotted two points, other values of x and y actually fit on the line. If we look at where x=3 and go up to meet the line, then go horizontally back to the y axis, we should find it meets the point 9 on the y axis. So the line represents the relationship between x and y as given by the equation for all points including points in between our whole number divisions, like, for example, 1.5 or one and a half, halfway between 1 and 2.
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what does the symbol mean that looks like a equals sign but has a diagnal line thru it?

it means not equal i hope i was of help
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How are the locations of vertical asymptotes and holes different, and what role do limits play?

To talk about asymptotes and holes, you need pictures. These pictures are graphs of functions. The simplest function containing vertical and horizontal asymptotes is y=1/x, where x is the horizontal axis and y the vertical axis. The vertical asymptote is in fact the y axis, because the graph has no values that would quite plot onto the y axis, although the curve for 1/x gets very, very close. The reason is that the y axis represents x=0, and you can't evaluate 1/x when x=0. You' d have to extend the y axis to infinity both positively and negatively. You can see this if you put a small positive or negative value for x into the function. If x=1/100 or 0.01, y becomes 100. If x=-1/100 or -0.01, y becomes -100. If the magnitude of x decreases further y increases further. That's the vertical asymptote. It represents the inachievable. What about the horizontal asymptote? The same graph has a horizontal asymptote. As x gets larger and larger in magnitude, positively or negatively, the fraction 1/x gets smaller and smaller. This means that the curve gets closer and closer to the x axis, but can never quite touch it. So, like the y axis, the axis extends to infinity at both ends. What does the graph look like? Take two pieces of thick wire that can be bent. The graph comes in two pieces. Bend each piece of wire into a right angle like an L. Because the wire is thick it won't bend into a sharp right angle but will form a curved angle. Bend the arms of the L out a bit more so that they diverge a little. Your two pieces of wire represent the curve(s) of the function. The two axes divide your paper into four squares. Put one wire into the top right square and the other into the bottom left and you get a picture of the graph, but make sure neither piece of wire actually touches either axis, because both axes are asymptotes. The horizontal axis represents the value of x needed to make y zero, the inverse function x=1/y. Hence the symmetry of the graph. Any function in which an expression involving a variable is in the denominator of a fraction potentially generates a vertical asymptote if that expression can ever be zero. If the same expression can become very large for large magnitude values of the variable, potentially we would have horizontal asymptotes. I use the word "potentially" because there's also the possibility of holes under special circumstances. Asymptotes and holes are both no-go zones, but holes represent singularities and they're different from asymptotes. Take the function y=x/x. It's a very trivial example but it should illustrate what a hole is. Like 1/x, we can't evaluate when x=0. However, you might think you can just say y=1 for all values of x, since x divides into x, cancelling out the fraction. That's a horizontal line passing through the y axis at y=1. Yes, it is such a line except where x=0. We mustn't forget the original function x/x. So where the line crosses the y axis there's a hole, a very tiny hole with no dimensions, a singularity. So a hole can occur when the numerator and denominator contain a common factor. If this common factor can be zero for a particular value of x, then a hole is inevitable. Effectively it's an example of the graphical result of dividing zero by zero. With functions we can't simply cancel common factors as we normally do in arithmetic. Asymptotes and holes are examples of limits. Asymptotes can show where functions converge to a particular value without ever reaching it. Asymptotes can be slanted, they don't have to be horizontal or vertical, and they can be displaced from both axes. Graphs can aid in the solution of mathematical and physics problems and can reveal where limitations and limits exist for complicated and complex functions. Knowing where the limits are by inspection of functions also aids in drawing the graph. This helps in problems where the student may be asked to draw a graph to show the key features without plotting it formally.
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x 0 3 1 3 y 9 0 6 3 just make y-axis and x-axis line then connect the number from the table shown and you will get the line or curve
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what does the graph for y is less than .1666666667x look like?

y=0.16666 x is strate line thru (0,0) & slope=0.16666 y <0.1666 x...area belo line
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