In 2011 online sales were $191 billion, and in 2015 they were $255 billion. (a) Find a linear function that models these data, where is the sales in billions of dollars and x is the year. Write S(x) in slope-intercept form.
(b) Interpret the slope of the graph of S.
(c) Determine when online sales were $239 billion.
(a) Write S(x) in slope-intercept form.
S(x)=0
(b) Interpret the slope of the graph of S. Choose the correct answer below.
A. Sales increased by $16 billion in next 4 years.
B. Sales decreased, on average, by $16 billion/yr.
c. Sales increased, on average, by $16 billion/yr.
D. Sales decreased by $16 billion in next 4 years.
(c) Online sales were $239 billion in the year

One line passes through (-7,-4) and (5,4) . another line passes through the point (-4,6) and (6,-9)

The table shows the relationship between the number of cups of cereal and the number of cups of raisins in a cereal bar recipe: number of cups of cereal number of cups of raisins 8 2 12 3 16 4 molly plotted an equivalent ratio as shown on the grid below: a graph is shown. the title of the graph is cereal bars. the horizontal axis label is cereal in cups. the x-axis values are 0, 20, 40, 60, 80,100. the vertical axis label is raisins in cups. the y-axis values are 0, 10, 20, 30, 40, 50. a point is plotted on the ordered pair 40,20. which of these explains why the point molly plotted is incorrect? (a) if the number of cups of cereal is 40, then the number of cups of raisins will be10. (b)if the number of cups of raisins is 40, then the number of cups of cereal will be10. (c) if the number of cups of cereal is 40, then the number of cups of raisins will be 80. (d) if the number of cups of raisins is 40, then the number of cups of cereal will be 80.

You have learned about the six trigonometric functions, their definitions, how to use them, and how to represent them graphically. the sine, cosine, and tangent trigonometric functions can be paired with their reciprocal functions, cosecant, secant, and cotangent, respectively. think about how each function is related to its reciprocal function.how are the graphs of the reciprocal functions related to their corresponding original functions? what happens to the graphs of the reciprocal functions as x approaches the zeros of the original functions? describe how you would teach friends with different learning styles (visual-spatial, aural-auditory, verbal-linguistic, physical-bodily-kinesthetic, logical-mathematical, social-interpersonal, and solitary-intrapersonal) how to graph the reciprocal functions