Which of the following can be used to correctly solve the equation -1/3x=18?
____________________________________________________________________
1. Multiply both sides of the equation by -1/3
2. Divide both sides of the equation by -1/3
3. Multiply both sides of the equation by -3
4. Divide both sides of the equation by -3
5. Add 1/3 to both sides of the equation
6. Subtract 1/3 from both sides of the equation

Answer:

45 > 51

Step-by-step explanation:

Answer:

19 (if we're being real)

If you're talking abt the meme, 21

Step-by-step explanation:

Answer:

I think it’s 28160

Answer:

8.8×10^12

Step-by-step explanation:

4×10^4 = 40000

2.2×10^8 = 220000000

220000000×40000=8800000000000

8800000000000 = 8.8×10^12

Answer:

  (a)

Step-by-step explanation:

You want to identify the integral of f(x)=100x^99+20x^4+2/x^2+3/x+9.

For all powers of x except x^-1 = 1/x, the power rule applies:

  [tex]\int{x^n}\,dx=\dfrac{x^{n+1}}{n+1}[/tex]

The power rule cannot apply when n=-1, as that would make the integral undefined. Instead, the integral is ...

  [tex]\int{x^{-1}}\,dx=\ln{(x)}[/tex]

Any constant multiplier (k) of the expression being integrated will be a constant multiplier of the integral of that expression.

Any indefinite integral may have a constant (c) added.

  [tex]\displaystyle k\cdot\int{f'(x)}\,dx=k\cdot f(x)+c[/tex]

Applying these rules, we get the integral shown in the attachment.

Answer:

86

Step-by-step explanation:

We calculate the ones in the brackets, then multiply or divide and lastly add and minus

(5+9)+3+6(4+5)+6+9(4-3)

= 14+3+6x9+6+9x1

= 14+3+54+6+9

= 86

Answer: i think  86....

The statements that are also valid based on the proportion are given as follows:

The proportion for this problem is given as follows:

(m/n) = (p/q).

Applying cross multiplication, the proportion can also be written as follows:

mq = pn.

Then each statement in which the application of cross multiplication results in this product is valid.

Thus the third, fourth, and fifth options are the correct options, as the application of the cross multiplication for each of them results in the expression mq = pn.

For the first, second and sixth statements, they are not valid, as the application of cross multiplication would result in a different expression to mq = pn.

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The answer choices which represent the meaning of bisecting something from the answer choices are;

It follows from the task content that the choices achieved by bisecting something are to be identified.

As the word implies, the term bisecting simply means cutting into equal pieces.

This follows from the prefix bi- in the word as it means two while sectioning simply involves the division.

Ultimately, the answer choices achieved by bisecting something are;

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The rectangular coordinates of each point are (x, y) = (- √2, √2), (x, y) = (2√3, 2) and (x, y) = (- 1 / 3, - √3 / 3).

Polar coordinates are of the form (r, θ), where r and θ are the the distance with respect to the origin and the direction in standard position. The coordinates in rectangular form can be described in polar terms by the following formula:

(x, y) = (r · cos θ, r · sin θ)

Now we find the polar coordinates equivalent to each pair of rectangular coordinates:

Case 1

(x, y) = (2 · cos (3π / 4), 2 · sin (3π / 4))

(x, y) = (- √2, √2)

Case 2

(x, y) = (- 4 · cos (7π / 6), - 4 · sin (7π / 6))

(x, y) = (2√3, 2)

Case 3

(x, y) = ((2 / 3) · cos (- 2π / 3), (2 / 3) · sin (- 2π / 3))

(x, y) = (- 1 / 3, - √3 / 3)

The statement is incomplete. Complete form is shown below:

For questions 1 - 3, the polar coordinates of a point are given. Find the rectangular coordinates of each point: 1) (2, 3π / 4), 2) (- 4, 7π /6), 3) (2 /3, - 2π / 3).

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Answer:

The given expression is

We see from the possible answers they are all in reduced form - variables are grouped together. That means we should also reduce the given expression to see which answer is equivalent to it.

Let's expand the term inside the parentheses first, by multiplying each term inside by the coefficient of the parentheses, -3.

Now let's group terms which have the same variables.

We can see that there are two groups:

Let's evaluate them separately. We just need to reduce each group now, since we've already grouped similar terms.

If we put the groups back together into the expression,

We can see that . So (D) is the answer. Hope this helped.

Step-by-step explanation:

6a(a^2 −3b)

6a^3 −18ab

Factor out 6.

6(a^3 −3ab)

Consider a^3 −3ab. Factor out a.

a(a^2 −3b)

Rewrite the complete factored expression.

6a(a^2 −3b)

The range for the given domain is represented by set {-9,-7,-5,-3,-1} or the interval   [-9,-1] .

The domain of a function is the set of input values for which the function is real and defined. In the other words, when you define the domain, you are indicating for which values x the function is real and defined. An example, there is a restriction for the domain of fractions. The variable x in the denominator should be different of zero.

While the domain is related to the values ​​of x, the range is related to the possible values ​​of y that the function can have.

The question gives:

You should find the values of y for each value of x in the domain. Thus

       y=2*(-2)-5=-4-5= -9

       y=2*(-1)-5=-2-5= -7

       y=2*(0)-5=0-5= -5

       y=2*(1)-5=2-5= -3

       y=2*(2)-5=4-5= -1

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Answer:

[tex]7^{-1/5}[/tex]

Step-by-step explanation:

[tex]\frac{1}{\sqrt[5]{7}}=\frac{1}{7^{1/5}}=7^{-1/5}[/tex]

Answer: 2

Step-by-step explanation:

[tex] \large{\tt {n}^{2} - 5n - 4} \\ \large{\tt = { - 3}^{2} - 5( - 3) - 4 } \\\large{ \tt = - 9 + 15 - 4 }\\ \large{\tt = 6 - 4} \\ \large{ \red{\boxed{ \tt = 2 }}}{ \large \green ✓ }[/tex]

[tex] \: [/tex]

hope helps:')

Answer:

She didn't make a mistake. All of her work is correct.

Step-by-step explanation:

12.07 - (0.104 + 132.8)

12.07 - (132.904)

12.07 - 132.904

-120.834

I hope this helps!

Step-by-step explanation:

x³-y¹ if x=2,y=7 we will just substitute for the value

2³-7¹

=8-7

=1

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The flow rate of the hose calculated mathematically is 0.0127425 m³/s.

The flow rate of a pipe is determined by dividing this same volume of water leaving the pipe in cubic yards by the time in hours.

unit = cubic yard/ hours

The mathematical units are as follows:

1 cubic yard equals 0.764555 cubic meter.

The units in meters cubes per second are calculated as follows:

unit = 0.764555 cubic meter/60 seconds

unit = 0.0127425 cubic meter/ seconds

or, 0.0127425 m³/s

Thus, the flow rate is calculated mathematically is 0.0127425 m³/s.

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The complete question is-

The flow rate of a pipe, found by dividing the volume of water that leaves the pipe in cubic yards during a period of time measured in hours. What are the units mathematically?

Answer: approximately 75

Step-by-step explanation: We know that 10 is 1/5 of 50, so I multiplied 15 x 5 and got 75.

Answer:

11

Step-by-step explanation:

[tex]4+5.2+3.6 \div 2 \\ \\ =4+5.2+1.8 \\ \\ =9.2+1.8 \\ \\ =11[/tex]

Anwser:2.4322335e+45Y

Step-by-step explanation:

Answer: Four terms

Step-by-step explanation:

      The terms are the "separate values" in the problem. For this question, we have four terms.

      Our terms are;

[1] x³

[2] + 5x²

[3] + 2x

[4] + 7

The solutions to the given inequality is: C. {x| -5 ≤ x ≤ 3}.

An inequality can be defined as a mathematical relation that compares two (2) or more integers and variables in an equation based on any of the following arguments:

The given inequality can be rewritten as follows:

(x - 3) ≤ 0.

(x + 5) ≤ 0.

Evaluating the inequalities, we have:

(x - 3) ≤ 0

x - 3 ≤ 0

x ≤ 0 + 3

x ≤ 3

(x + 5) ≤ 0

x + 5 ≤ 0

x ≤ 0 - 5

x ≤ -5

Combining the inequalities together, we have:

-5 ≤ x ≤ 3

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Answer:

16/20

Step-by-step explanation:

4 × 4 =16

therefore

16/(4×5)=ratio

16/20

The equation of the line is y = 2x + 4.

Here, we are given that a line passes through point (0.5, 5) and parallel to the line 4x - 2y = 11.

Now, two lines that are parallel to each other will have the same slope.

Therefore, let us first find the slope of line 4x - 2y = 11.

Let us convert the equation to y = mx + c form where m is the slope and c is the y intercept.

4x - 2y = 11

4x - 11 = 2y

2y = 4x -11

y = 4x/2 - 11/2

y = 2x - 11/2

Thus, the slope of line 4x - 2y = 11 is 2

Hence, the slope of the line parallel to it will also be 2.

Now, the equation of a line can be found by the slope intercept form as-

y - y1 = m(x - x1)

here, x1 = 0.5 and y1 = 5

y - 5 = 2( x - 0.5)

y - 5 = 2x - 1

y = 2x - 1 +5

y = 2x + 4

Thus, the equation of the line is y = 2x + 4.

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Answer:

I'm sa today because I stepped on my dog

Answer:

Step-by-step explanation:

y = mx +[tex]y_{0}[/tex]

y = 1/1 x + 1 = x +1

The Red Savina Habanero is 6. 13 times hotter than the Thai Pepper. Option A

A ratio can be defined as the comparison of two or more numbers on the basis of their sizes in relation to each other;

Given that;

To determine the ratio, we have to divide Red Savina Habanero hotness rating by Thai Pepper hotness rating

This is represented as;

= 4.6 x 10^5 /  7.5 x 10^4

= 6. 13 times

The Red Savina Habanero is 6. 13 times hotter

Thus, the Red Savina Habanero is 6. 13 times hotter than the Thai Pepper. Option A

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By taking the quotient between the ratings, we can see that  Red Savina Habanero is 6.13 times hotter than the Thai Pepper.

We know that the Thai Pepper has a hotness rating of 7.5*10⁴, while the Red Savina Habanero has a hotness rating of 4.6*10⁵.

We want to see how many times hotter is the Red Savina Habanero than the Thai Pepper, to find that we need to take the quotient between the rating for the Habanero and the rating for the Pepper.

It gives:

Q = (4.6*10⁵)/(7.5*10⁴)

This can be rewritten as:

Q = (4.6/7.5)*(10⁵/10⁴)

   =0.613*(10 ⁵⁻⁴) = 0.613*10

Now, we want to write this in scientific notation, so we need to have a single digit different than zero in the left side of the decimal point.

Then we can rewrite:

0.613*10 = 6.13*10⁰ = 6.13

We conclude that the Red Savina Habanero is 6.13 times hotter than the Thai Pepper.

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3200 meters by using the units of conversion will be equal to 3.2 km.

We are given:

3200 meters.

We know that the unit of conversion for the meters and kilometers is given by:

1 km = 1000 m

1 m = 1 / 1000 km

For 3200 m, we will use the operation of multiplication.

So, we get that:

3200 m = 1 / 1000 × 3200 km

3200 m = 3.2 km.

Therefore, we get that, 3200 meters by using the units of conversion will be equal to 3.2 km.

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The points did the student lose is 15.

20 questions make up a test. If the response is accurate, the test provides 3 points, and if it is erroneous, 1 point is deducted. A student gave wrong answers to five questions.

To toal number of question = 20

Points for 20 question = 20 × 3

= 60

( because 3 points for 1 correct answer and 1 point for 1 incorrect answers )

So, the number of incorrect questions = 5

Points for 5 questions = 5 × 1

=5

A student attempt correct question = 20 - 5 = 15

Points for 15 questions = 15 × 3

=45

The students lose points = 60 - 45

= 15

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Answer:

[tex]2(m - 12) = 72[/tex]

Step-by-step explanation:

Part 1) "The difference of m and 12"
This simply means subtracting 12 from m. Therefore, we get [tex](m - 12)[/tex].

Part 2) "Twice the difference of m and 12"
This means we should double the same difference we got in Part 1. Therefore, we get [tex]2(m - 12)[/tex].

Part 3) "gives 72"

Finally, we are given that the algebraic expression we found under Part 2 should be equal to 72. Therefore, we get [tex]2(m - 12) = 72[/tex]