Answer:
-5, 1
Step-by-step explanation:
For every [tex]a[/tex] and [tex]x[/tex], the two numbers that are [tex]x[/tex] away from [tex]a[/tex] are [tex]a - x[/tex] and [tex]a + x[/tex].
Therefore, the two numbers that are 3 away from -2 are [tex]-2 - 3 = -5[/tex] and [tex]-2 + 3 = 1[/tex]
Find the midpoint M of the line segment joining the points C = (-8, -8) and D = (-2, 6)?
[tex]~~~~~~~~~~~~\textit{middle point of 2 points } \\\\ C(\stackrel{x_1}{-8}~,~\stackrel{y_1}{-8})\qquad D(\stackrel{x_2}{-2}~,~\stackrel{y_2}{6}) \qquad \left(\cfrac{ x_2 + x_1}{2}~~~ ,~~~ \cfrac{ y_2 + y_1}{2} \right) \\\\\\ \left(\cfrac{ -2 -8}{2}~~~ ,~~~ \cfrac{ 6 -8}{2} \right) \implies \left(\cfrac{ -10 }{2}~~~ ,~~~ \cfrac{ -2 }{2} \right)\implies (-5~~,~~-1)[/tex]
What is this?? 4x - 3 = 12 + 2x
Answer:
x = 15/2
Step-by-step explanation:
1/4^x-1+1/2^x-4=2/5
Solve for x
Answer:
x = 7 and 1/5
Step-by-step explanation:
this is how you solve
Multiply.
[−135⋅(−6)]⋅(−334)⋅10
Answer:
-2705400
Step-by-step explanation:
[−135⋅(−6)]⋅(−334)⋅10
[810} · (-334) · 10
[810] · -3340
-2,705,400
I hope this helps!
what the sum of 4 15and9 15
Identify the correct solution to the problem 3 x 9/10.
2 x 9/10
3 x 9/10
3 x 7/10
2 x 7/10
The correct solution to of 3 x 9/10 is 3 x 9/10.
The correct option is (B).
What is fraction?The horizontal bar known as the fractional bar divides the numerator and denominator of every fraction into these two halves.
The denominator shows how many pieces were used to split the entire. Under the fractional bar, it is positioned in the lower portion of the fraction.How many of the fraction's segments are represented or chosen is shown in the numerator. It is positioned in the fraction above's upper portion.Given:
3 x 9/10
1. 2x 9/10
= 18/10
= 1.8
2. 3 x 9/10
= 27/10
= 2.7
3. 3 x 7/10
= 21/10
= 2.1
4. 2 x 7/10
= 14/10
= 1.4
Hence, the correct solution is 3 x 9/10.
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NO LINKS!! Please help me with these graphs
Answer:
square: 9 square unitstriangle: 24 square unitsStep-by-step explanation:
Using a suitable formula the area of a polygon can be computed from the coordinates of its vertices. You want the areas of the given square and triangle.
SquareThe spreadsheet in the first attachment uses a formula for the area based on the given vertices. It computes half the absolute value of the sum of products of the x-coordinate and the difference of y-coordinates of the next and previous points going around the figure.
For this figure, going to that trouble isn't needed, as a graph quickly reveals the figure to be a 3×3 square.
The area of the square is 9 square units.
TriangleThe same formula can be applied to the coordinates of the vertices of a triangle. The spreadsheet in the second attachment calculates the area of the 8×6 triangle.
The area of the triangle is 24 square units.
__
Additional comment
We have called the triangle an "8×6 triangle." The intention here is to note that it has a base of 8 units and a height of 6 units. Its area is half that of a rectangle with the same dimensions. These dimensions are readily observed in the graph of the vertices.
at a recent school event the booster club was selling school flags and t-shirts as a fundraiser each school flag was sold for $2 and each t-shirt sold for $5 they sold a total of 220 items and made a total of $695 how many of each type did they sell
Write a system of linear equations to model this situation
Answer:
The number of school flags sold are 135 and the number of t-shirts sold are 85.
Step-by-step explanation:
It is given that at a recent school event the booster club was selling school flags and t-shirts as a fundraiser each school flag was sold for $2 and each t-shirt sold for $5 they sold a total of 220 items and made a total of $695.
Now, let us analyze these statements one by one;
Each school flag for the fundraiser was sold for dollar = $2
Each t-shirt for the fundraiser was sold for dollar = $5
Further, they sold a total of 220 items including the school flags and t-shirts and made a total of $695.
Now, let us assume that;
The number of school flag for the fundraiser sold are 'x' and
The number of t-shirts for the fundraiser sold are 'y'
So, we can formulate an equation from the given conditions;
=> 2x + 5y = 695
and
=> x + y = 220
Now, on solving both the equations and putting the value of x in another equation we get;
=> x + y = 220
=> x = 220 - y
Furthermore,
=> 2x + 5y = 695
=> 2 (220 - y) + 5y = 695
=> 440 - 2y + 5y = 695
=> 440 + 3y = 695
=> 3y = 695 - 440
=> 3y = 255
=> y = 255/3
=> y = 85
Now, let us put the value of y in one of the equations formed on the given conditions;
=> x = 220 - y
=> x = 220 - 85
=> x = 135
Therefore, the number of school flags sold are 135 and the number of t-shirts sold are 85.
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Which expression is equivalent to -75.4+ (-63.4)−75.4+(−63.4)
Expression is equivalent to - 277.6.
Simplify:
-75.4+ (-63.4)−75.4+(−63.4)
-75.4 - 63.4 −75.4 − 63.4
- 277.6
In mathematics, simply or simplification is reducing the expression/fraction/problem during a simpler form. It makes the matter easy with calculations and solving.
Here are the essential steps to follow to simplify an algebraic expression:
Remove parentheses by multiplying factors.
Use exponent rules to get rid of parentheses in terms with exponents.
Combine like terms by adding coefficients.
Combine the constants.
Here's differently to explain it: The is used to refer to a specific or particular member of a group. for instance, "I just saw the foremost popular movie of the year." There are many movies, but just one particular movie is the most popular.
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Use inverse operations to write one more correct number sentence for each of these:
a) 6x8 48
b) 29-15 = 14
The inverse operation for given sentences are 48 ÷ 8 = 6 and 14 + 15 = 29
What is inverse operation?Inverse operations, such as addition and subtraction, multiplication and division, are pairs of mathematical operations where one operation reverses the effect of the other. The term "inverse" refers to the reciprocal of a number, i.e., x - 1 = 1 / x. One results from multiplying a number by its reciprocal, or inverse. The impact of one operation on another is reversed by using inverse operations.
The inverse operation for the the equations are -
a) 6x8 = 48
⇒ 48 ÷ 8 = 6
b) 29-15 = 14
⇒ 14 + 15 = 29
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WHO EVER GETS THIS QUESTION RIGHT WILL GET 30 POINTS!
A school district has paid a construction business 1.5 million to build a school, but still needs to pay the construction business 12.35 million for the total amount of work. How much will it cost to build the school?
PLEASE SHOW WORK!
It will cost 13.85 million to build the school
How to calculate the amount of money it will take to build the school ?The school district paid a construction business 1.5 million to build a school
They still need to pay 12.35 million for the total amount of work
Therefore the cost of building the school can be calculated as follows
= 1.5 million + 12.35 million
= 13.85 million
Hence it will cost 13.85 million to build the school
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Write in decimal form then expanded form need help please!!
Answer: 49.017 inches
Step-by-step explanation:
[tex]\displaystyle\\49\frac{17}{1000} =\\\\49.017\ inches[/tex]
In 2013, there were 50,304 runners in the New York City Marathon. Each runner runs a distance of 26.2 miles. If you add together the total number of miles for all the runners, how many times would they run back and forth from the earth to the moon? Consider the distance from the earth to the moon to be 2.389 x 105 miles.
The runners would be able to run 2 times back and forth from the earth to the moon if their distances were added.
What is an equation?An equation is an expression that shows the relationship between two or more numbers and variables.
There are 50,304 runners and each runner runs a distance of 26.2 miles. Hence:
Total distance ran by runners = 26.2 miles * 50304 = 1317964.8 miles.
The distance from the earth to the moon is 2.389 x 10⁵ miles, hence:
Ratio of total distance to distance from earth to moon = 1317964.8 miles/ (2.389 * 10⁵) = 5.516
Time ran back and forth = 5.516 / 2 = 2.76
The runners would be able to run 2 times back and forth from the earth to the moon if their distances were added.
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Write each fraction in order from least to greatest values 1/15 5/6 7/10 1/2
Answer:
1/15, 1/2, 7,10,5/6
Step-by-step explanation:
I just got this right in my test.
Answer:
FROM LEAST TO GREATEST:
1/15, 1/2, 7/10, 5/6
Step-by-step explanation:
1 divided by 15 is 0.066666
5 divided by 6 is 0.8333333
7 divided by 10 is 0.7
1 divided by 2 is 0.5
Which point is a solution to the system?
(0,-1)
(2,3)
(4,0)
(6,-6)
a solution to the system of inequalities will be a point within the intersection region, namely the region overlapped by both, Check the picture below.
Perform the operation 15.2 feet X 2.4 feet. Write the answer with the correct number of significant digits.
lots of points pls answer
The table is a function, the graph is a function, but the mapping diagram is not a function.
What is a function?
Any statement, rule, or law in mathematics that specifies the connection between an independent variable and a dependent variable. In mathematics and the sciences, functions are fundamental for constructing physical connections.
In the given table and graph, each input value is paired with only one output variable, so the relation given in these are functions. But in the mapping diagram two inputs are paired with more than one output, so it is not a function.
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Explain the closure property for polynomials.
Answer:
Step-by-step explanation:
Similarly one knows that the set of polynomials is much like the set of integers because both sets are closed under addition, multiplication, negation, and subtraction, but are not closed under division. Particularly interesting examples of closure are the positive and negative numbers.
When a certain odd number is divided by 5, the remainder is 1.
Which digit must be in the unit's place of the odd number?
The digit at unit's place of odd number should be 1 to be divisible by 5 and have remainder 1.
Odd numbers are the numbers that cannot be divided into two equal parts.
In odd numbers the digits in the units place always remains 1,3,5,7 and 9.
According to the question the odd number is divided by 5 and the remainder is 1.
For the number to be divisible by 5 and have remainder 1 the digit that must be in the unit place will be 1
If we see all the digits in units place of odd numbers then 1 is the only possibility as if it is 3 then the remainder will be 3. If it is 5 then the remainder will be 0, if it is 7 then the remainder will be 2 and if it is 9 then the remainder will be 4.
Hence the digit at unit's place of odd number should be 1.
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What is 3 5/8 in decimal form?
Answer:
35/8
step 1: turn the mixed fraction to an improper fraction =29/8
step 2: divide 29 by 8 ,it gives you 3
that and a remainder of 5 don't forget to place your decimal piont
step 3:place 0 at the back of 5 it then becomes 50 so we can easily divide 8 by 50
50 divided by 8 is 6 that gives a remainder of 2
step 3:place 0 at the back of 2 like earlier then it becomes 20
divide 20 by 8 ,this gives you 2 and a remainder of 4
step 4:place 0 at the back of 4 as done earlier , divide 40 by 8
it gives you 5 with no remainder
so your answer finally becomes 3+0.625 which is 3.625
rearrange the equation to make x the subject a=4x/t-p
If we rearrange the equation to make x the subject a=4x/t-p, then we will have [tex]x= \frac{a(t-p)}{4}[/tex]
How can the equation be re arrange to make x the subject a=4x/t-p?from the question we were given the equation a=4x/t-p which is required to rearrange so that X can be made the subject of the formular, and this can be done below:
[tex]a=\frac{4x}{t-p}[/tex]
[tex]4x= a(t-p)[/tex]
[tex]x= \frac{a(t-p)}{4}[/tex]
Therefore If we rearrange the equation to make x the subject a=4x/t-p, then we will have , [tex]x= \frac{a(t-p)}{4}[/tex] because if we make the x the subject of the formular it will stay alone at the one side when all other term at the opposite side.
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NOTE; This is a complete question , no given option , even on internet.
thank you so much i almost failed
Answer:
haha what happened, ur welcome
ofc ofc
A diagonal of a rectanglar field is 16.9m. If the ratio of the length to the width is 12:5, find the (a) dimensions, (b) Perimeter of the field
we get that the length of the rectangular field is 15.6 m, width is 56.5 m and the perimeter is 44.2 m.
The diagonal of a rectangular field = 16.9 m
d = 16.9 m
Ratio of length to the width is 12 : 5
Let length be 12 x
Width = 5 x
We get that:
16.9² = (12 x)² + (5 x)²
285.61 = 144 x² + 25 x²
169 x² = 285.61
x² = 285.61 / 169
x² = 1.69
x = √1.69
x = 1.3 m
Length = 12 (1.3 m) = 15.6 m
Width = 5 (1.3 m ) =6.5 m
Perimeter = 2 ( l + w)
P = 2( 15.6 + 6.5)
P = 2(22.1) m
P = 44.2 m
Therefore, we get that the length of the rectangular field is 15.6 m, width is 56.5 m and the perimeter is 44.2 m.
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on their first dive, researchers explore a part of the ocean floor that is 60 feet below sea level. This depth can be represented by the integer -60. On their second dive, researchers explore a deeper dive. d<-60 or(-60>d) true or false?
The statement that the inequality is d<-60 or(-60>d) is; true.
How to interpret Inequality word Problems?
Let d represent the depth of the researchers' second dive.
We are given that;
Depth of First dive = -60 ft
It was stated that in their second dive, the researchers explored a deeper depth, that is depth deeper than 60 ft.
Since the depth of 60ft is represented by the integer -60, then deeper depth would be represented by integers less than -60.
Thus, we can conclude that d can be represented with the inequality;
d < -60
Therefore the statement that d<-60 or(-60>d) is true.
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solve and check the following equation
Answer:
10
Step-by-step explanation:
→ Expand brackets
-5.4 + 0.55x = 0.05x - 0.4
→ Minus 0.05x from both sides
-5.4 + 0.5x = -0.4
→ Add 5.4 to both sides
0.5x = 5
→ Divide both sides by 0.05
x = 10
a bag contains 6 red balls 8 balls and an unknown number of yellow balls the probability of randomly choosing a green ball from the bag is 25%
1:1 show that there are 32 balls in the bag
The concept here used is probability.
Probability is the quantitative relation of range|the amount|the quantity} of outcomes in thorough set of equally possible outcomes that manufacture a given event to the whole number of doable outcomes
Probability(Event) = Favorable Outcomes/Total Outcomes = x/n
we are given red balls=6
green balls=8
Let yellow balls be x.
total balls=green+red+yellow =14+x
according to the question the probability of green balls is 25% i.e 1/4
probability of green balls=green balls/total balls
8/14+x = 1/4
On cross multiplying we get 32=14+x
x=18
The green balls are 18
total balls=green+red+yellow =32
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Which of the following equations best represents "y is directly related to the square of x"?
y = kx
y = kx2
y = k(1/x)
y = k(1/x2)
Answer:c.
Step-by-step explanation: its true
Answer:
the answer is y = k/x
Step-by-step explanation:
why? because I said so
what is the foil method ive seen people use that as a explnation for expressing trynomials for stuff like (3x+1)(2x-1)
Answer:
First, Outer, Inner, Last: Usually referred to as FOIL for simplicity is a rule for expanding polynomials. It is quite straight forward. You can do as follows for any binomial expression multiplied by a secondary binomial as you have provided.
(3x+1)(2x-1).
Step 1 of FOIL is to multiply the first 2 expressions in your binomials.
(3x)(2x) = 6x^2
Step 2 is to multiply the first by the last
(3x)(-1) = -3x
Step 3 is to do the last by the first
(1)(2x) = 2x
Step 4 is to do the last by the last
(-1)(1) = -1
You are left with the following:
6x^2 -3x + 2x -1
ADD LIKE TERMS!!
6x^2 -x -1
Remember, -x and -1x are the same!
Hope that helps!
2. Subtract (5x² + 3) -(2x² + 4x - 12). (1 point)
3x² - 4x + 15
3x² + 4x + 15
3x²-4x-9
3x²+4x-9
Answer:
Step-by-step explanation: 3x^2-4x+15
1. (5x^2+3)-(2x^2+4x-12)
2. (5x^2+3)-1(2x^2+4x-12)
3. 5x^2+3-2x^2-4x+12
4. 3x^2-4x+15
What two consecutive perfect squares does 10 lie between
===========================================================
Explanation:
The list of perfect squares is 1, 4, 9, 16, 25, 36, 49, ...
A perfect square is the result of multiplying some whole number with itself
Examples:
1^2 = 1*1 = 1
2^2 = 2*2 = 4
3^2 = 3*3 = 9
4^2 = 4*4 = 16
and so on. We see that 10 is between the perfect squares 9 and 16