Given the following Venn diagram, choose the correct set for . {2, 3, 5, 6, 8, 9} {3, 4, 6, 7, 9} {2, 3, 5, 6, 7, 9

The arrow is in -7 on the number line since 3 + (-10) = -7.

A number line is a pictorial representation of numbers on a straight line.

It is a horizontal line that has equally spread number increments.

We have,

3 + (-10)

This can be written as:

= 3 - 10

= -7

We can draw a number line to represent graphically:

                         <↓-------(subtracting 10)-------------->

< ---------(-9)-(-8)-(-7)-(-6)-(-5)-(-4)-(-3)-(-2)-(-1)-0-1-2-3-4-5-6-7-8------------->

Thus the equation can be represented graphically with an arrow in -7 on the number line since 3 + (-10) = -7.

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Answer:

I think the answer could be 7913.3

Step-by-step explanation:

Answer:

45

Step-by-step explanation:

[tex]\huge\text{Hey there!}[/tex]

[tex]\large\text{Guide to follow:}[/tex]

[tex]\large\text{The word \boxed{\rm{difference}} means subtraction/subtract.}[/tex]

[tex]\large\text{The word \boxed{\rm{product}} means addition/add.}[/tex]

[tex]\large\text{The word \boxed{\rm{quotient}} means division/divide.}[/tex]

[tex]\large\text{The word \boxed{\rm{product}} means multiplication/multiply.}[/tex]

[tex]\large\text{Also guide to follow:}[/tex]

[tex]\large\text{2 negatives gives you a positive}[/tex]

[tex]\large\text{2 positives gives you a positive as well}[/tex]

[tex]\large\text{1 negative \& 1 positive gives you a negative}[/tex]

[tex]\large\text{1 positive \& 1 negative gives you a negative as well}[/tex]

[tex]\large\textsf{So, in this particular question we're doing multiplication because the}\\\large\textsf{key term in the word phrase is \boxed{\textsf{product}}. }[/tex]

[tex]\large\text{Now, that we have that information out of the way we can answer}\\\large\text{your given question.}[/tex]

[tex]\large\text{The product of }\large\text{-15 and -3 is translated to \boxed{\rm{-}\large\text{15 }\times\ -\large\text{3}}}[/tex]

[tex]\large\text{Equation: }\rm{-15\times-3}[/tex]

[tex]\large\text{Simplify the equation we have gathered above and you should have}\\\large\text{pverall answer.}[/tex]

[tex]\large\text{We have received was 45}[/tex]

[tex]\huge\text{Therefore, your answer should be \boxed{\mathsf{45}}}\huge\checkmark[/tex]

[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]

The fraction expression (17)/(2)g - (9)/(2)h is not the same as (9)/(2)h-(17)/(2)g.

We are given the fraction expression;

(17/2)g - (9/2)h

Now, the fraction (17/2) is greater than (9/2) and as such the result of the subtraction of the fractions will be positive.

Now, if we change the order of the subtraction to be;

(9/2)h - (17/2)g

This means that the result will now be negative since (9/2) is less than (17/2).

Thus, we can conclude that the expression (17)/(2)g - (9)/(2)h is not the same as (9)/(2)h-(17)/(2)g.

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After solving the equation 1.1+ln x²=6, the value of x is equal to  [tex]\sqrt{e^{4.9}}[/tex]

To solve linear equations, utilize the steps that are provided below.

Lets take an example of solve z for 7z – (3z – 4) = 12

Here is no multiplication or division, so this will be easy to solve

⇒ 7z – (3z – 4) = 12

⇒ 7z – 3z + 4 = 12

⇒ 4z = 12 – 4

⇒ 4z = 8

⇒ z = 8/4

⇒ z = 2

See, that was so simple, using the mentioned methods, every linear equation can be solved easily.

We have been asked to find x in 1.1+ln x²=6

⇒ 1.1+ln x²=6

⇒ ln x² = 6 - 1.1

⇒ ln x² = 4.9

⇒ x² = [tex]e^{4.9}[/tex]

⇒ x  =  [tex]\sqrt{e^{4.9}}[/tex]

Thus,  x =  [tex]\sqrt{e^{4.9}}[/tex] in 1.1+ln x²=6

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The question focuses on indices. Start by factorization of 162 and 32. Simplifying 32 yields 2^5 and 162 gives 3^4×2. Simplify the two expressions using the factors. Use the indices rule implying: b√a^c =a^(c⁄b)

∜162+3∜32

162= 81×2=3^4 ×2

32 = 2^5 = 2^4 ×2

∜(2×3^4 )+3∜(2^4×2)=∜(3^4 ) ∜2+3∜2^4 ∜2

3^(4⁄4)× ∜2+3×2^(4⁄4)×∜2 = 3×∜2+3×2∜2

3∜2+6∜2 = ∜2×(3+6) = 9∜2

= 9∜2  

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The solution of the given logarithmic equation is 16.189.

What are the various properties of the logarithm?

Out of several properties of logarithms, some of the main properties are given below:

Product Rule

log (ab) = log a + log b

Change of base

log ₇ x = log x / log 7

Power Rule

log a² = 2 log a

Quotient Rule

log (a / b) = log a - log b

Solving the given equation log₇(2x - 3)² = 2

We are given a logarithmic expression: log₇(2x - 3)² = 2

Using properties of the logarithm, we have

log (2x - 3)² / log 7 = 2

log (2x - 3)² = 2 × log 7

2 log (2x - 3) = 1.6901

log (2x - 3) = 3.3802

Using exponential on both sides,

e^[log (2x - 3)] = e^(3.3802)

2x - 3 = 29.3766

2x = 32.3766

x = 16.189

Hence, the solution of the given equation is 16.189.

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To find how many centimeters greater the length of the larger paper is than the length of the smaller paper, the lesser number of centimeters needs to be subtracted from the greater number of centimeters which gives the result that is 17.9cm. Etsuko is incorrect because 25.4 is greater than 7.5cm.

The mathematical operation that would be used to determine how much greater the larger paper is compared to the smaller paper is subtraction. Subtraction is the process used to determine the difference between two or more numbers. The sign that is used to represent subtraction is -.

To subtract the numbers, the length of the longer paper would be subtracted from the shorter paper.

Difference in the length of the papers = 25.4 -  7.5 = 17.9cm

Etsuko is wrong because instead of subtracting the lengths, she added the lengths. Addition is used to determine the sum of two or more numbers.

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Answer:

It's easy,

To find how many centimeters greater the length of the larger paper is than the length of the smaller paper, the lesser number of centimeters needs to be subtracted from the greater number of centimeters, which gives a result that is between 7.5 and 25.4. Etsuko is not correct because 25.4 cm is 17.9 cm more than 7.5 cm.

Step-by-step explanation:

*Wish you luck on the test*

Answer:

9x²29x28 = 0

The answer is 211932=0

9x2 - 29x - 28 = 0

The answer is 29x=−10

Step-by-step explanation:

What happens to the value of this expression 5/x + 5 as x decreases from a large positive number to a small positive number is that: A. It increases.

An expression can be defined as a mathematical equation which is used to show the relationship existing between two or more variables and numerical quantities.

Quotient can be defined as a mathematical expression that is simply used to represent the division of a number by another number. As a general rule, the smaller the divisor (denominator) of an expression, the larger would be the quotient.

Evaluating the given expression, we have:

When x = 3;

5/3 + 5 = 6.7

When x = 2;

5/2 + 5 = 7.5.

When x = 3;

5/1 + 5 = 10.

In conclusion, as x decreases from a large positive number to a small positive number in this expression 5/x + 5, its value would increase.

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Complete Question:

What happens to the value of the expression 5/x + 5 as x decreases from a large positive number to a small positive number? Choose 1 answer:

A. It increases.

B. It decreases.

C. It stays the same.

Answer:

x = 6

Step-by-step explanation:

Since ray DF bisects angle EDG, angles EDF and GDF are congruent. By reflexive property of congruence, ray DF is congruent to ray DF. Since all right angles are congruent, angles FED and FGD are congruent. By AAS, triangles FED and FGD are congruent. Since corresponding parts of congruent triangles are congruent, segments EF and GF are congruent, so 8x + 42 = 15x

7x = 42

x = 6

Point-slope: y - 9= -2(x - 2)

Slope-intercept form (Just in case you need it): y = -2x + 13

Answer:

a)18 points

Step-by-step explanation:

a)

[tex]p = 3(w) + d[/tex]

therefore

[tex]p = 3(5 \: wins ) + 3 \: draws [/tex]

find the product of 5 and 3

[tex]p = 15 + 3[/tex]

[tex]p = 18[/tex]

B) how many games lost

[tex]3x + 14 = 50[/tex]

[tex]3x + 14 - 14 = 50 - 14[/tex]

[tex]3x = 36[/tex]

[tex] \frac{3x}{3} = \frac{36}{3} [/tex]

[tex]x = 12 \: games \: won| [/tex]total Games= Games won + games drawn + games lost

[tex]35 = 12 + 14 + x[/tex]

[tex]35 - 26 = 26 - 26 + x[/tex]

[tex] \times = 18 \: games \: lost[/tex]

Based on the fraction of students who take Spanish, and French and Mountain Ridge Middle School, the fraction of students who take Chinese are 3/40

To find the fraction of students who take Chinese, subtract the fraction of students who take Spanish and French from 1.

The number of students who take Chinese is therefore:

= 1 - 5/8 - 3/10

= 1 - 25/40 - 12 /40

= 3/40

The full question is:

All of the students at Mountain Ridge Middle School take a foreign language. 5/8 of the students take Spanish. 3/10 of the students take French. The remaining students take Chinese. What fraction of the students take Chinese?

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Answer:

[tex]4^{12}[/tex]

Step-by-step explanation:

using the rule of exponents

[tex]\frac{a^{m} }{a^{n} }[/tex] = [tex]a^{(m-n)}[/tex] , then

[tex]\frac{4^{8} }{4^{-4} }[/tex] = [tex]4^{(8-(-4))}[/tex] = [tex]4^{(8+4)}[/tex] = [tex]4^{12}[/tex]

Using linear functions, we have that:

a) The rate of change for Job A is of $14, while the rate of change for Job B is of $17, and these are the hourly pay for each job.

b) The slope represent the hourly pay for each job.

c) The intercepts represent the fixed salary for each job.

d) The pay will be the same on both jobs after 25 hours, of $425, as given by the intersection point on the graph.

e) For 40 hours, the payment on Job A is of $635 and on Job B of $680, hence, due to the higher payment, Tommy should accept Job B.

A linear function is modeled by the following rule:

y = mx + b

In which:

For this problem, the two functions are given as follows:

The functions are graphed at the end of the answer.

Hence:

a) The rate of change for Job A is of $14, while the rate of change for Job B is of $17, and these are the hourly pay for each job.

b) The slope represent the hourly pay for each job.

c) The intercepts represent the fixed salary for each job.

The pay will be equal when:

A(h) = B(h)

Hence:

75 + 14h = 17h

3h = 75

h = 25.

d) The pay will be the same on both jobs after 25 hours, of $425, as given by the intersection point on the graph.

For 40 hours, the payments are given as follows:

Hence:

e) For 40 hours, the payment on Job A is of $635 and on Job B of $680, hence, due to the higher payment, Tommy should accept Job B.

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Step-by-step explanation:

what is it you need help in?

The number of 12 pages written by Great in 3 hours.

For the given question;

Time take by Greta to write total of 8 pages is 2 hours.

Use unitary method for solving;

2 hours --------> 8 pages.

Divide both side by 2.

1 hour -------> 4 pages.

Now, fore finding the number of pages written in 3 hours.

Multiply each side by 3.

3 hours ---------> 12 pages.

Thus, the number of pages written by Great in 3 hours are 12 pages.

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We will get  Ine⁴/8 after simplifying the given expression ln · e⁴/8.

So,

Given: ln · e⁴/8

Then,

Therefore, we will get  Ine⁴/8 after simplifying the given expression ln · e⁴/8.

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[tex]\textsf{Hi Brainy User, I'm Here to Help you!}[/tex]

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

[tex]\textsf{\textbf{Rational} and \textbf{Irrational} numbers}[/tex]

[tex].\qquad\bullet\textsf{\textbf{Rational} numbers can be written in fraction form, p/q.}\\.\qquad\bullet\textsf{\textbf{Rationals} can be \textbf{terminating} fractions.}[/tex]

[tex]\therefore[/tex]

[tex].\qquad\bullet\textsf{\textbf{Irrational} numbers \textbf{cannot} be written \textbf{as fractions.}}[/tex]

[tex]\textsf{These are the \textbf{rationals:}}[/tex]

[tex]\boldsymbol{\dfrac{11}{3}}[/tex]

[tex]\boldsymbol{0.01045}[/tex]

[tex]\boldsymbol{\sqrt{\dfrac{16}{81}} }[/tex]

[tex]\boldsymbol{6.25}[/tex]

[tex]\boldsymbol{0.\overline{42}\Leftarrow it's\:a\:terminating\:fraction}[/tex]

[tex]\textsf{These are the \textbf{irrationals:}}[/tex]

[tex]\boldsymbol{\sqrt{48}}[/tex]

[tex]\boldsymbol{16\pi}[/tex]

[tex]\boldsymbol{\sqrt{\dfrac{3}{16}} }[/tex]

[tex]\textsf{We come to the conclusion that there are more rationals than irrationals. \ddot\smile}[/tex] [tex]\ddot\smile[/tex]

[tex]\Large\overbrace{\underbrace{\boldsymbol{\rm{Reflection\:-RoSe}}}}^\star_\star[/tex]

Answer:

3150mm

Step-by-step explanation:

1cm is 10mm you convert it then times it together l x b x h will equal 3150

It will take Germaine to get the mountain bike 6.77 weeks (approximately)

let X represent the number of weeks it will take to save enough money

Money to buy a mountain bike = $367

He planned to save money every week from his paycheck  = $45

So far, He had saved money already to buy bike = $62

now the required amount to buy a mountain bike is

$367-$62 = $305

Number of weeks Germaine will take to get the mountain bike is

X = 305/45

X = 6.77 weeks (approx)

It will take Germaine to get the mountain bike 6.77 weeks (approximately).

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She will need 5 3/5 cups of cranberry juice to make a punch for the school if Molly uses 1 2/5 quarts of lemonade.

The ratio is the division of the two numbers.

For example, a/b, where a will be the numerator and b will be the denominator.

Proportion is the relation of a variable with another. It could be direct or inverse.

Given that,

To make the recipe,

3/4 quart of lemonade and 3 cups of cranberry juice

The ratio of cranberry juice to a quart of lemonade

⇒ 3/(3/4) = 4

To make the same recipe with 1(2/5) quarts of lemonade the ratio of cranberry juice to a quart of lemonade must be maintained.

So,

4 = cranberry juice / 1(2/5)

(5/7) × cranberry juice = 4

Cranberry juice = 28/5 ⇒ 5 (3/5).

Hence "She will need 5 3/5 cups of cranberry juice to make a punch for the school if Molly uses 1 2/5 quarts of lemonade".

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[tex](\stackrel{x_1}{-1}~,~\stackrel{y_1}{8})\qquad (\stackrel{x_2}{3}~,~\stackrel{y_2}{-4}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{-4}-\stackrel{y1}{8}}}{\underset{run} {\underset{x_2}{3}-\underset{x_1}{(-1)}}} \implies \cfrac{-12}{3 +1}\implies \cfrac{-12}{4}\implies -3[/tex]

Answer:

24

Step-by-step explanation:

the angle should be the same on the other side so wouldn't it be 120 divided by 5 which is 24. I could def be wrong tho sorry hun

Answer:

Stefan

Step-by-step explanation:

Stefan

The slopes of the linear function f(x) = 4x-1  is 4 and of the given linear function g(x)  has  also slope 4 . The option that the slopes of f(x) and g(x) are same is correct.

The slope of a linear function is the measure of steepness of the line traced by given linear function.

If a linear function is given by line y = mx +c then the slope is m

If a linear function passes through two given points (x₁, y₁) and (x₂, y₂), then its slope is (y₂ - y₁)/(x₂ - x₁)

Given the function f(x) = 4x -1 then comparing it to the form f(x) = mx + c

Slope of f(x) = m = 4

If it is given that g(x) is increasing through (2,3) and (3,7)

Then the slope of g(x) = (7- 3)/(3-2) = 4/1 = 4

Therefore, Slopes of both f(x) ang g(x) is 4.

Thus, the slopes of f(x) and g(x) are the same.

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Answer:

The answer is they are the same. Just took the test Your welcome!

Step-by-step explanation:

Answer:

She will actually do it on the 35th day of gym