the distance light travels in one second (one light-second) is about 1.86 x 10^5 miles. Saturn is about 475 light-seconds from the sun. About how many miles from the sun is saturn?

Answers

Answer 1

the distance light travels in one second (one light second ) - 1.86 x 10^5 miles
Saturn is 475 light seconds away from the sun. Using this information we are asked to find the distance saturn is away from the sun.
1 light second - 1.86 x 10^5 miles
Therefore 475 light seconds -1.86 x 10^5 miles/light second * 475 light seconds
= 8.83 x 10^7 miles
Saturn is 8.83 x 10^7 miles away from the sun

Answer 2

Answer:

Step-by-step explanation:

Given that the distance light travels in one light second about

[tex]1.86(10^5) miles[/tex]

Distance of Saturn from Sun = Time taken for travel x speed

Here speed = [tex]1.86 x 10^5[/tex]

Time taken = 475 light seconds

Hence distance = [tex]1.86 x 10^5x475\\=883.5x10^5\\=8.835x10^7[/tex] miles

Related Questions

Why do you switch the inequality sign when multiplying or dividing by a negative?

Answers

If we multiply or divide both sides of an inequality by a negative number, you have to flip the inequality. Hope this helps :)

Write the first five terms of a sequence. Write both an explicit formula and a recursive formula for a general term in the sequence. recursive formula for arithmetic sequence recursive formula for geometric sequence how to write a recursive formula recursive formula calculator arithmetic sequence formula calculator geometric sequence formula recursive sequence write the first five terms of the arithmetic sequence Report inappropriate predictions

Answers

9, 12, 19, 30, ...

Therefore the whole formula for the nth term is;

2n^2 + 3n - 10

Answer with explanation:

⇒Arithmetic Sequence

11,21,31,41,51,......

First term[tex]a_{1}[/tex] =11

Common Difference(d)=21-11=10

[tex]\rightarrow a_{n}=a_{n-1}+10---{\text{Recursive formula}}\\\\\rightarrow a_{n}=a_{1}+(n-1)d\\\\a_{n}=11+(n-1)\times 10\\\\a_{n}=10n+1---{\text{Explicit formula}[/tex]

⇒Geometric Sequence

First five terms of the sequence are

[tex]4,4^2,4^3,4^4,4^5,.....\\\\\text{First term}=a_{1}=4\\\\ \text{Common ratio},r=\frac{a_{2}}{a_{1}}\\\\r=\frac{4^2}{4}\\\\r=4\\\\a_{n}=4\times a_{n-1}---\text{Recursive formula}\\\\a_{n}=a_{1}\times r^{n-1}\\\\a_{n}=4\times 4^{n-1}\\\\a_{n}=4^{1+n-1}\\\\a^n=4^n-----\text{Explicit formula}[/tex]

Find the surface area of a sphere with a radius of 8cm.

(use 3.14 for pi and round to the nearest tenth)

A. 267.9 cm^2
B. 803.8 cm^2
C. 2143.6 cm^2
D. 201.0 cm^2

Answers

the answer is B 803.8cm^2

By definition, the surface area of a sphere is given by:

[tex] A = 4 * \pi * r ^ 2
[/tex]

Where,

r: sphere radius

Substituting values in the given equation we have:

[tex] A = 4 * 3.14 * 8 ^ 2
[/tex]

Doing the calculations we have:

[tex] A = 803.84
[/tex]

Rounding to the nearest tenth:

[tex] A = 803.8 cm ^ 2
[/tex]

Answer:

The surface area of a sphere with a radius of 8cm is:

B. 803.8 cm ^ 2

hhhhhhheeeeeeeeellllllllllpppppppppppp

Answers

For this case what you should do is use the following trigonometric relationship:
sine (60) = (z) / (a + b)
Clearing z we have:
z = (a + b) * sine (60)
Substituting:
z = (15) * sine (60)
z = 15 * (root (3) / (2))
Answer:
z = 15 * (root (3) / (2))

Jasmine and Carlotta are sisters and each have their own savings together they borrowed $28 from their brother to go to the movies.Each girl has to pay back an equal amount.Carlotta also owes her brother $6,which expression represents the change in Carlotta’s savings after she repays her brother

Answers

1. -28÷2-(-6)
hopes this helps :)

The expression which shows the change in Carlotta's savings is x-8 if her she owes her brother $6.

What is expression?

An expression is a combination of numbers, symbols and variables but not in equal to form.

How to form an expression?

In the problem Jasmine and Carlotta borrowed $28 from their brother. Since both need to pay back equally so Carlotta needs to pay back $14 but she owes 6 from her brother so she now has to pay only 8.

Let the savings be x

in this way only $8 needs to be subtracted from savings.

The expression will be = x-8.

Hence the expression which shows the change in savings is x-8.

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Trucks are delivering gravel to a construction site each truck hold 7.5 cubic yards of gravel. The weight of 1 cubic yard of gravel is 1.48 tons. The gravel will be placed in containers that each hold 3.7 tons of gravel. how many contaoners of this size are needed to hold all the gravel from one truck

Answers

The first thing you must do is to calculate the weight of the gravel (w) that the truck holds (7.5 yards³). So, you have:

If the weight of 1 yard³ is 1.48 tons, then the weight of 7.5 yards³ is:

w=7.5x1.48 tons
w=11.1 tons

The problem says that the gravel will be placed in containers that each hold 3.7 tons of gravel,so, If they need 1 cotainer to place 3.7 tons, how many containers they need to place 11.1 tons?

1 container-------3.7 tons of gravel
x-------11.1 tons of gravel

x=(11.1x1)/3.7
x=11.1/3.7
x=3 containers

How many containers of this size are needed to hold all the gravel from one truck?

The answer is: 3 containers.

Determine whether the given measures can be the lengths of the sides of a triangle. write yes or no. explain. 9.2, 14.5, 17.1

Answers

If the triangle has a angle of 90°, you can solved this exercise by applying the Pythagorean Theorem, which is:

h²=a²+b²
h=√(a²+b²)

h: It is the hypotenuse (The opposite side of the right angle and the longest side of the triangle).

a and b: They are the legs (The sides that form the right angle).

The result of h=√(a²+b²), should be 17.1 (The longest side given in the problem). So, let's substitute the values of the legs into the Pythagorean equation:

h=√(a²+b²)
h=√((9.2)²+(14.5)²)
h=17.1

Therefore, the answer is:

Yes, the given measures can be the lengths of the sides of a triangle.

Answer with explanation:

If the length of three segments are, 9.2, 14.5 and 17.1 ,it can be sides of triangle if , Sum of two segments is greater than the third segment.

1.→ 9.2 +14.5=23.7 >17.1

2.→ 14.5 +17.1=41.6 > 9.2

3.→17.1 +9.2=26.3 >14.5

As, sum of any two segment is greater than third segment, so the following measurements can be the the lengths of the sides of a triangle.

Is this statement true? Why?

Answers

no, the two are not inverses. I graphed them up on desmos.

y = tan (x- (pi / 2))
Let's find the inverse function:
We apply arctan to both sides:
arctan (y) = arctan (tan (x- (pi / 2)))
arctan (y) = (x- (pi / 2)
Then, we clear x:
x = arctan (y) + (pi / 2)
Finally we make the change y = x
y = arctan (x) + (pi / 2)
Answer:
False, y = tan ^ -1 (x + (pi / 2)) is not the inverse of y = tan (x- (pi / 2)).
The inverse is:
y= arctan (x) + (pi / 2)

Karen is buying pens and pencils for the new school year. She wants to have no more than 25 writing utensils in all. She also wants the number of pencils to be greater than or equal to the square of 3 less than the number of pens. Create a system of inequalities to model the situation above, and use it to determine how many of the solutions are viable.

Answers

Final Answer:

Karen's situation can be modeled by the following system of inequalities:

Total number of utensils: p + n ≤ 25 (p = number of pens, n = number of pencils)

Pencils vs. pens: n ≥ (3 - p)^2 (pencils must be at least the square of 3 less than the number of pens)

Viable solutions: All solutions within this system are viable.

Explanation:

First inequality: This ensures that the total number of writing utensils (pens + pencils) doesn't exceed 25, Karen's desired maximum.

Second inequality: This accounts for Karen's preference for having at least as many pencils as the square of 3 less than the number of pens. It avoids solutions with fewer pencils than the squared difference.

Viable solutions: Since both inequalities are valid and independent, any solution that satisfies both is acceptable. This leaves a broad range of viable combinations of pens and pencils, allowing Karen flexibility within her limits.

Therefore, all solutions within the system of inequalities are valid possibilities for Karen's purchase. She can choose any combination of pens and pencils as long as their total is 25 or less and the number of pencils is greater than or equal to the square of 3 less than the number of pens.

Given the form D =ABC, what is the formula for C?

Answers

Divide AB from both sides to isolate the C

D = ABC

D/AB = ABC/AB

C = D/AB

C = D/AB is your answer

hope this helps

The formula for C would be:

D
C = --------- Because you have to get C all by itself in order to set up a correct
AB formula, and you can only do so by dividing C by A and B. A and B are canceled out on the right side, but until you have numerical values for D, A, and B, you can't divide them into a number, so this equation is the result and the correct answer.

Paul, Colin and Brian are waiters. One night the restaurant earns tips totalling £71.10. They share the tips in the ratio 2:3:4. How much more does Colin get over Paul?

Answers

the ratio in which money is shared is 2:3:4
the total money to be shared is £ 71.10
Altogether the money could be divided into (2 + 3 + 4) 9 portions
1 portion comes to £ 71.10 / 9 = £ 7.9
Paul receives 2 portions, which equals to 7.9 * 2 = 15.8
Colin receives 3 portions , this equals to 7.9 * 3 = 23.7
Therefore the difference between the 2 portions is 23.7 - 15.8 = 7.9
hence, Colin receives £7.9 over Paul

The amount that Colin will get more than Paul is $7.90.

From the information given, Paul's share will be:

= 2/9 × $71.10

= $15.80

The share of Colin will be:

= 3/9 × $71.10

= $23.70

The difference between Colin's share and Paul's share will be:

= $23.70 - $15.80

= $7.90

Therefore, the amount that Colin will get more than Paul is $7.90.

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If the area of an equilateral triangle is 9√3 sq ft, how long is a side?
6 ft.
9 ft.
18 ft.

Answers

The area of an equilateral triangle can be found using the formula:
[tex]Area= \frac{ \sqrt{3} }{4}s^2 \ \ \ \ \ \text{[s= length of a side] } \\ \\ \\ \frac{ \sqrt{3} }{4}s^2=9 \sqrt{3} \\ \\ s^2=9 \sqrt{3}: \frac{ \sqrt{3} }{4}= 9 \sqrt{3} \cdot \frac{ 4 }{ \sqrt{3} }=36 \\ \\ s= \sqrt{36}=6 \ \text{ft } [/tex]

The answer is 6 ft.

Answer:

6ft.

Step-by-step explanation:

what set of transformations could be applied to rectangle ABCD to create A’B’C’D’?

A)Reflected over the x-axis and rotated 180 degrees

B)Reflected over the y-axis and rotated 180 degrees

C)Reflected over the x-axis and rotated 90 degrees counterclockwise

D)Reflected over the y-axis and rotated 90 degrees counterclockwise

Answers

C would be the best answer

Answer:

C)Reflected over the x-axis and rotated 90 degrees counterclockwise

Step-by-step explanation:

Reflection over the x-axis move point C from (-1, 1) to (-1, -1), point D from (-1, 2) to (-1, -2), point A from (-4, 2) to (-4, -2) and point B from (-4, 1) to (-4, -1). As can be seen, y-coordinate changes sign, so that, the distance between the original point and its reflection respect x-axis remains the same.

Rotation 90 degrees counterclockwise around origin means that x-coordinate and y-coordinate switches and x-coordinate is multiplied by -1. So, point (-1, -1) transforms into (1, -1) - point C' -, (-1, -2) transforms into (2, -1) - point D' -, point (-4, -2) transforms into (2, -4) - point A' - and point (-4, -1) transforms into (1, -4) - point B'.

Part 1.] The attached picture

Part 2.] What is the probability of getting 4 heads when tossing a coin 6 times (rounded to the nearest tenth).

Part 3.] A.) Describe the connection of the pattern of outcomes to Pascal’s triangle.
B.) Look at the increase in values. What is the pattern in the number of total possible outcomes?

Part 4.] Complete the table for powers of 11.
11^0=____
11^1=____
11^2=____
11^3=____
Using the pattern, what is the value of 11^4? _____
Calculate 11^5? _____
Calculate 11^6? _____

Part 5.] Can you use the values in Pascal’s triangle to find the powers of 11? Explain.

Answers

Part 1. For the possible outcomes for the three tosses, we just consider the combinations of heads and tails that can happen. Since HHH and TTT are already supplied, we can just consider:

HTH, THH, HHT
TTH, THT, HTT

We consider the same for four tosses (answer provided in order with respect to the supplied given in the number of outcomes):

HHHH
THHH, HTHH, HHTH, HHHT
HHTT, HTHT, THHT, TTHH, THTH, HTTH
HTTT, THTT, TTHT, TTTH
TTTT

For the total possible outcomes we just add the number of outcomes in the third column. For three tosses we'll have a total of 8 possible outcomes and for four tosses we'll have 16 possible outcomes.

Part 2. From the answers in part 1 we can determine a pattern for the total possible outcomes based on the number of tosses. It's [tex] 2^{x} [/tex] where x is the number of tosses. So for 6 tosses we'll have 64 possible outcomes.

To find how many outcomes would have exactly 4 heads, we determine the number of outcomes with HHHHTT. This will be a simple permutation problem with the equation: [tex] \frac{6!}{4!2!} =15[/tex]. Therefore, there will be 15 outcomes with exactly 4 heads.

We just divide the number of outcomes with exactly 4 heads over all possible outcomes to determine the probability.

[tex] \frac{15}{64}=0.2 [/tex]

ANSWER: The probability would be 0.2.

Part 3-a. A Pascal's triangle is a triangle of numbers where the first and last numbers in every row are 1 and the rows at the middle are determined by getting the sum of the two nearest rows above it. Attached here is an image of the triangle.

We can observe that the pattern of outcomes is exactly like the numbers appearing in the rows of the Pascal's triangle (with the exception of the first row of the triangle)!

Part 3-b. As mentioned earlier, the pattern for the total possible number of outcomes is just [tex] 2^{x} [/tex] where x is the number of tosses. We know this because we are familiar with the fact that the answers supplied in the table in Part 1 are powers of 2.

Part 4. We first use the calculator to determine these powers:
[tex] 11^{0}=1 [/tex]
[tex] 11^{1}=11 [/tex]
[tex] 11^{2}=121 [/tex]
[tex] 11^{3}=1331 [/tex]
[tex] 11^{4}=14641 [/tex]
[tex] 11^{5}=161051 [/tex]
[tex] 11^{6}=1771561 [/tex]

We just used the calculator to find these values easily but we can actually use a pattern to find the values. The pattern is evident for the first 5 exponents (0-4). We can see that the first 5 answers all look like the Pascal's triangle values!

Part 5. Yes, you can find the values for the powers of 11 using Pascal's triangle. As stated earlier, the first 5 powers (including 1) are evidently following the pattern. For exponent 5 and up, this is still actually following the triangle but the double digit answers are just carried over to the next digit.

For example, 1 5 10 10 5 1 became 161,051 since the two 10s in the middle had to be carried over.

This pattern will hold true for any powers of 11.

What are debit cards?

Answers

Debit cards are cards in which money is taken out of your bank account, instead of you borrowing money (as seen inside credit cards).

So if you are much more richer, and do not want to pay interest rates, you might want to get a debit card

hope this helps

Three cubes of edge 12 cm are joined together (end to end).Find the volume of the resultng cuboid

Answers

I think the answer is 20,736 cm2

These data show the ring sizes for a sample of 8 men. 12 10 11.5 11.5 12 9 9 11 What is the best approximation of the standard deviation for the ring size data?

Answers

The population size of the above data is 8, that is N=8
The mean (average) = (12 +10+ 11.5 +11.5 +12 +9 +9 +11)/8
= 10.75
Standard deviation is the square root of variance, it is one of the measures of central dispersion, that is a measure of by how much the values in the data set are likely to differ from the mean.
In this case, Standard deviation, s= √(∑(x-m)²)/(n-1)
= 1.172
Thus, best approximation of the standard deviation is 1.17

Answer:

The answer should be 1.10

Step-by-step explanation:

The reason being is that I took the test. I hope you do well iA

please help idk this one !!Which represents the solution(s) of the system of equations, y + 4 = x2 and y – x = 2? Determine the solution set by graphing.

(–2, 0)
(–2, 0) and (2, 0)
(–2, 0) and (3, 5)
no solutions

Answers

Given system of equation:
y+4=x² Equation 1
y-x=2 Equation 2
Isolate y from equation 2.
y=x+2 Substitute value of y in equation 1.
x+2+4=x²
x+6=x²
x²-x-6=0
Solve for x.
x²-3x+2x-6=0
x(x-3)+2(x-3)=0
(x-3)(x+2)=0
x-3=0 or x=3
and
x+2=0 or x=-2
Substitute value of x in y=x+2
y=-2+2=0
and
y=3+2=5
So solutions are (-2,0) and (3,5)

Answer: (-2,0) and (3,5)

Answer:

[tex](-2,0)[/tex] and [tex](3,5)[/tex]

Step-by-step explanation:

we have

[tex]y+4=x^{2}[/tex] -----> equation A

Is a vertical parabola open upward

[tex]y-x=2[/tex] ----> equation B

Is the equation of a line

we know that

The solution of the system of equations is the intersection point both graphs

Using a graphing tool

The intersection points are [tex](-2,0)[/tex] and [tex](3,5)[/tex]

see the attached figure

What is the product? (2x-1)(x+4)

Answers

2x^2+7x-4; 2x times x =2x^2; +8x from 2x times 4; minus x from -1 times x; minus 4 from -1x4.

Answer:

[tex]2x^{2}+7x-4[/tex]

Step-by-step explanation:

We are given to find the product of (2x-1) and (x+4).

So, we have,

[tex](2x-1)(x+4)[/tex] = [tex]2x^{2}+8x-x-4[/tex] = [tex]2x^{2}+7x-4[/tex].

Thus, the product of (2x-1) and (x+4) is [tex]2x^{2}+7x-4[/tex].

i.e. [tex](2x-1)(x+4)[/tex] = [tex]2x^{2}+7x-4[/tex].

my sister needs help on this! right answer ill choose as an "brainliest" person:)

Answers

Find the volume of the rectangular prism as if there wasn't a gap, then find the volume of the gap and subtract it.

[tex]\sf V=lwh[/tex]

[tex]\sf V=(12)(6)(8)[/tex]

[tex]\sf V=576in^3[/tex]

Now the gap:

[tex]\sf V=lwh[/tex]

[tex]\sf V=(2)(6)(6)[/tex]

[tex]\sf V=72in^3[/tex]

Subtract the two volumes to find the volume of the entire figure:

[tex]\sf 576-72=\boxed{\sf 504in^3}[/tex]

Algebra 1 B Exponents and Exponential Functions Unit Portfolio?

Task 1?
Task 2?
Task 3?
Need an
Exponents and Exponential Functions Table?
Would be nice if you could help with all of it though. After all it is (30)points!!!

Answers

I'm not sure what your variables are, but I will try task 3 with you.

y=$500(in billions)

x= the number of years that have passed since 2009

percentage of decrease: 1 - % =

so your formula will look like this: y(1 - %)^x

Final answer:

Exponents multiply a number by itself, while exponential functions contain variables in the exponent. Algebra 1B tasks involving these could include simplifying exponents, solving problems with exponential functions, and creating or interpreting an Exponential Functions Table. Studying, understanding rules, and practicing problems will aid success.

Explanation:

It seems like you need help with understanding Exponents and Exponential Functions. Exponents are a way of multiplying a number by itself. For example, 2^3 means 2 is multiplied by itself twice (2 * 2 * 2).

On the other hand, exponential functions are a special type of functions where the variable is in the exponent. For instance, the function f(x) = 2^x is an exponential function.

For your Algebra 1B tasks, here's a sample process: for Task 1, you might be required to simplify numbers or expressions using exponents. Task 2 may require you to solve problems using exponential functions. And Task 3 could involve creating or interpreting an Exponential Functions Table, which is a table showing the values of an exponential function for different x-values.

Remember to follow your study guides, textbooks, and your teacher's instructions for each task. Practicing problems and understanding the rules of exponents and exponential functions will help you earn those 30 points!

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PLEASE someone help me on this!!

BRAINLIEST AVAILABLE

Answers

The first one and the last one only.

What is the measure of AC? Enter your answer in the box. ___°
Do not answer for points. If so, you WILL be reported and points be taken BACK. -.-

Answers

3x - 1.5 = 1/2(3x+9)
2(3x - 1.5) = 3x + 9
6x - 3 = 3x + 9
3x = 12
x = 4

arc AC = 3(4) + 9 = 12 + 9 = 21

answer
21

Answer:

AC = 21⁰

Step-by-step explanation:

arc AC has central angle 3x+9 n its inscribed angle <ABC is 3x-1.5

central angle = 2 * inscribed angle

3x+9 = 2 * (3x-1.5)

3x+9 = 6x -3

3x = 12

x = 4

so arc AC = (3*4 + 9) = 21⁰

How many distinct and real roots can an nth-degree polynomial have?

Answers

The fundamental theorem of algegra is often cited to say that an n-th degree polynomial has n roots. They may not always be distinct, and they may not always be real.

An n-th degree polynomial may have up to n distinct real roots.

what is perimeter is that you count the out side of a shape

Answers

Yes, perimeter is the total length of all of the sides of a shape.

PLEASE HELP STEP BY STEP

Answers

Like any division problem involving fractions, you need to "invert and multiply".
[tex]= \frac{z^{2}-6}{z-5} \times \frac{z^{2}+z-18}{z+2}[/tex]

[tex]= \frac{(z^{2}-6)(z^{2}+z-18)}{(z-5)(z+2)}[/tex]

Ordinarily, with a problem of this sort, there would be factors that would cancel, making the result simpler than what you get by multiplying things out. Here, there are no common factors and the numerator factors are all irrational. Of course, the denominator cannot be zero, so the restrictions are
.. z ≠ -2 or +5

[tex]= \frac{z^{4}+z^{3}-24z^{2}-6z+108}{z^{2}-3z-10}[/tex]

If x = −4 is a zero of the polynomial function f(x) = 2x3 + 13x2 + 23x + 12, which of the following is another zero of f(x)
A. X=4
B. X=-1
C. X= 1
D. X=12

Answers

Your answer is B, X = -1

A “zero” is the number x has to be for the equation to equal 0. So, looking at the equation, x HAS to be negative, because the whole equation has +’s, which will never amount to 0 unless X is a negative number.

You can also plug -1 in for X as so:
2(-1)3 + 13(-1)2 + 23(-1) + 12

Which simplifies:
-2 +13 - 23 + 12

Which equals 0

I hope this Helps!

HELP ASAP!!! ill mark brainliest! Which of the following graphs represents the function ƒ(x) = 2x?

Answers

not the 2nd, i got it wrong, its most likely d

A graph that correctly represents the exponential function [tex]f(x) = 2^x[/tex] include the following; B. graph B.

How to write and graph an exponential function?

In Mathematics and Euclidean Geometry, an exponential function can be modeled by using this mathematical equation:

[tex]f(x)=a(b)^x[/tex]

Where:

a represents the initial value or y-intercept.x represents x-variable.b represents the rate of change or common ratio.

Based on the information provided above, we would select the following exponential function to plot on a set of axes or cartesian coordinate;

[tex]f(x) = 2^x[/tex]

where:

The rate of change (b) is 2 and it represents an exponential growth.

The y-intercept (a) is 1 and it means the graph of this function would cross the y-axis at point (0, 1).

In conclusion, we can logically deduce that only graph B correctly represent an exponential function with these key features.

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Missing information:

Which of the following graphs represents the function [tex]f(x) = 2^x[/tex]?

The base of a triangle is 9 inches more than 3 times the height. if the area of the triangle is 105 square inches, find the base and height.

Answers

So to solve you need to set up equations, Using h as the height. So the base is 9 inches more (+9) than 3 times the height (3h) so 3h+9 equals the base. You have the area so you need to plug in the equation for the base and h for height and divide it all by 2. h(3h+9)/2=105. after you solve that and get h by itself you should get h= 7 and the b= 30

write an equation that is parallel to y = -4x - 1 and passes through (-2 , 4)

Answers

y = -4x + 4

In order for a function to be parallel to another, they must have the same slope but different intercepts (or else they'd be the same line).
This equation has the same slope and the same intercept, so it is parallel.

Hope this helps!

Other Questions

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