how many solutions 3x-12=24

Answer:

I do not know

Step-by-step explanation:

explain it more

Answer:

[tex]\boxed{\bold{y}}[/tex]

Explanation:

(See Image Below)

Step-by-step explanation:

x equals negative 1 and one over 6 or 7 / 6 or 1.16 with a hat on top

Answer:

- x³ + x² + x - 3

Step-by-step explanation:

(3x³ + 2x - 3) - (4x³ - x² + x)

3x³ + 2x - 3 - 4x³ + x² - x

3x³ - 4x³ + x² - x + 2x - 3

- x³ + x² + x - 3

-TheUnknownScientist

Answer:

4+8=12

Step-by-step explanation:

BC=4

CE=8

Answer:

x= -1

Step-by-step explanation:

I got it right in the midterm. Trust me

Answer:

X= -1

Midterm

Answer:

Dividing by a fraction is the same as multiplying with the opposite of the fraction. 8/9 / 3/4=8/9×4/3=32/27=1 5/27.

Step-by-step explanation:

Subtracting the index forms gives 5. 218  × 10^8 . Option D

Index form is defined as the exponent or power of a number or variable.

Given the index forms;

(5.3 x 108) − (8.2 x 106)

To subtract, the index forms must have the same exponential values

5.3 x 10^8 - 0. 082 × 10^8

(5. 3 - 0. 082) × 10^8

Subtract the decimals

5. 218  × 10^8

Thus, subtracting the index forms gives 5. 218  × 10^8 . Option D

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Answer:

if solving for p there is no values of p that makes the equation true

Step-by-step explanation:

Answer:

$177

Step-by-step explanation:

15 students at $4 each

13 teachers at $9 each

total cost = 15 × $4 + 13 × $9

total cost = $60 + $117

total cost = $177

Answer:

$177 total

Step-by-step explanation:

15(4) + 13(9) = x

60 + 117 = x

x = 177

Answer:

5/6

Step-by-step explanation:

Answer:

FALSE

Step-by-step explanation:

They are both 0.

Answer:

D

Step-by-step explanation:

The additive inverse is what you add to a number to get zero.

Given

- 10 [tex]\frac{1}{4}[/tex], then the additive inverse is

10 [tex]\frac{1}{4}[/tex]

since

- 10 [tex]\frac{1}{4}[/tex] + 10 [tex]\frac{1}{4}[/tex] = 0

The square root of 89 is an irrational number with never-ending digits

Solution :

Real numbers :

Real numbers are the sets of rational numbers and irrational numbers taken together

Irrational numbers:

Irrational numbers are the set of all numbers that are not rational; they cannot be written as either a terminating or repeating decimal; they cannot be expressed as a fraction of two integers.

or,

The set of irrational numbers is the set of numbers that are not rational, are non repeating, and are non terminating. Irrational numbers are the set of real numbers that cannot be expressed in the form of a fraction, p/q where p and q are integers. The denominator q is not equal to zero (q ≠ 0). Also, the decimal expansion of an irrational number is neither terminating nor repeating.

1)65.555

Statement:65.555....is rational and a repeating decimal

2)-57

Statement: It is a negative integer.

3)[tex]\sqrt{89}[/tex]

Statement:

Due to the nature of its non-repeating and non-terminating decimal expansion, the square root of 89 cannot be written in the form of p/q, hence, it is an irrational number.

The value of the square root of 89 in decimal form is 9.433981.. so on, The square root of a number can have two values, a positive and a negative value. So, √89=+9.433981. Hence, The square root of 89 is an irrational number with never-ending digits.

Step 1: Divide the number 89 by 9, (because 92 =81 is a perfect square number just less than 89).

Step 2: The divisor and the quotient need to be the same numbers; in this case, it is 9. Multiply the quotient and the divisor and subtract the result from 89.

Step 3: For the next divisor, add the previous divisor with the quotient. (9 + 9 = 18); place it as the new divisor with a blank on its right.

Step 4: Put a decimal after the quotient '9' and bring down two zeros to place it after 8 so that it becomes 800. (184 × 4 = 736). Subtract 736 from 800.(800 − 736 = 64)

Step 5: Bring down another pair of zeros and place it after 64, so that it becomes 6400. Take the new quotient 4 and add it to 184. (184 + 4 = 188)

Step 6: Repeating the above steps, we need to fill the blank with a number such that when the new divisor is multiplied by the new quotient, the product is less than or equal to the dividend 6400. (1883 × 3 = 5649)

Step 7: Write the same number after 4 in the quotient. Subtract 5649 from 6400. (6400 − 5649  = 751)

Step 8: Repeat the process until we get the remainder equal to zero. The square root of 89 up to two places is obtained as 9.43 by the long division method.

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Answer:

x<0

Step-by-step explanation:

open dot means regular symbol and it is pointing to the left <-

Answer:

x< 1

Step-by-step explanation:

So in the number line we can see that x=0 So therefore we can put any number that is greater that 0 for example:

x<1

x<2

x<1000

x>-1

x>-2

Answer:

3.3 kg

Step-by-step explanation:

1 pound = 0.453592kilogram

so you just need to 7.3*0.453592= 3.3kilograms

[tex]\angle DAE \cong \angle DCF[/tex]

by CPCTC.

Answer:

the answer pls and ty

Answer:

125%

Step-by-step explanation:

Answer:

THANKS!

Step-by-step explanation:

YOU HAVE AN AWESOME DAY!!

Answer:

1,100 / 8

Step-by-step explanation:

Answer:

it is an isosceles triangle

Step-by-step explanation:

the two sides of the triangle are equal in length, also the angles opposite to the equal sides are equal. so, it is called as isosceles traingle

Answer:  75, 9, 6, 3, 2/3, 0.53, 0, -1/2, -3, -5

Explanation:

Start with the largest number, and then write the next largest, and so on. The numbers will get smaller. Once you reach the negatives, they'll start to increase in absolute value as you move away from zero. It might help to draw out a number line.

2/3 = 0.667 approximately

-1/2 = -0.5 exactly

Answer:

75, 9, 6, 3, 2/3, 0.53, 0, -0.5, -3, -5

Answer:

I think B sorry if wrong

Answer:

It is b

Step-by-step explanation:

Like I said in the previous answer the direction of the "<" sign can tell you, and since it is the " < or equal to " sign it is a solid line not dotted. So therefore its b.

Answer:

1) 18y - 6

Step-by-step explanation:

(5y-3) +(4y+2)

Times the 5y and the 4y. Times the 5y and the 2. Times the -3 and 4y. Times the -3 and 2

20y+10y - 12y - 6

30y -12y -6

18y - 6

{5, 7, 13, 16, 21}  five-number summary represents the data set.

Nine months set,= {5, 7, 8, 21, 15, 18, 5, 13, 14}.

={5,7,13,16,21}

The sets {5, 7, 13, 16, 21} represents the data set in the cell phone store for nine months.

Aside from the mode and median, the mean is one of the measures of central tendency used in statistics. The average of the specified collection of numbers is what is referred to as the mean. It indicates a data set's values are distributed equally. The three most popular methods for determining central tendency are the mean, median, and mode. To find the mean, tally up all the values listed on a datasheet, then divide that total by the total number of values. When all the values are organised in ascending order, the median is the value that falls in the middle of the data. The number in the list that is repeated a maximum number of times is the mode, in contrast.

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