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What is the slope of the line? \newline3x−4y=73x-4y=7\newlineA) \frac{33}{44}\newlineB) -\frac{33}{44}\newlineC) \frac{44}{33}\newlineD) -\frac{44}{33}

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Which of the following is a correct interpretation of the expression 5−8 5-8 ?\newlineChoose 11 answer:\newline(A) Start at 55 on the number line and move 88 to the left.\newline(B) Start at 55 on the number line and move 88 to the right.\newline(C) Start at 88 on the number line and move 55 to the left.\newline(D) Start at 88 on the number line and move 55 to the right.
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Which of the following is a correct interpretation of the expression 3+(−7)? 3+(-7) ? \newlineChoose 11 answer:\newline(A) Start at 77 on the number line and move 33 to the left.\newline(B) Start at 77 on the number line and move 33 to the right.\newline(C) Start at 33 on the number line and move 77 to the left.\newline(D) Start at 33 on the number line and move 77 to the right.
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Which of the following are true statements about the expression −7+7 -7+7 ?\newlineChoose 22 answers:\newline(A) The expression describes the number that is 77 to the left of −7-7 on the number line.\newline(B) The expression describes the number that is 77 to the right of −7-7 on the number line.\newline(C) The expression equals −14-14 .\newline(D) The expression equals 00.
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Which of the following is a correct interpretation of the expression 6−13 6-13 ?\newlineChoose 11 answer:\newline(A) Start at 1313 on the number line and move 66 to the left.\newline(B) Start at 1313 on the number line and move 66 to the right.\newline(C) Start at 66 on the number line and move 1313 to the left.\newline(D) Start at 66 on the number line and move 1313 to the right.
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Which of the following are true statements about the expression −9+9 -9+9 ?\newlineChoose 22 answers:\newline(A) The expression describes the number that is 99 to the left of −9-9 on the number line.\newline(B) The expression describes the number that is 99 to the right of −9-9 on the number line.\newline(C) The expression equals −18-18 .\newline(D) The expression equals 00 .
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