Answer:
4 of them I think
Translate each word expression into an algebraic expression.
(plss answer)
1. One-half the difference of a number and 5:
2. The difference of twice a number and 8 increased by 5:
3. The quotient of 5 and the sum of 8 and twice a number
4. 8 decreased by the product of 5 and a number
5. One-half a number subtracted from 5
6.The square of the difference of the opposite of a number and 5
7. The difference of the square of the opposite of a number and 5
8. The difference of the squares of the opposite of a number and 5
9. Twice the difference of a number and 5
10. The difference of twice a number and 5
Answer:
1. (n-5)÷2 2. (n×2-8)+5 3. 5÷(8+n×2) 4. 8-(5×n) 5. 2÷(5-n) 6. (-n-5)² 7.
2 4/5 3.5 4 1/4 5.3 in order greatest to least
Answer:
5.3, [tex]4\frac{1}{4}[/tex], 3.5, [tex]2\frac{4}{5}[/tex]
Step-by-step explanation:
helpppppppppppppppppppppppp im not smart
Answer:
a) 6m
b) m-2
c) 5(m-2) = 5m-10
d) 6m+5m-10=56
11m-10=56
e) 11m=66
m=6
maple = $6
apple = 6-2 =$4
Write and equation of the line that passes through the point (2,-6) and is parallel to the line x-2y=8
Answer:
y=0.5x-7
Step-by-step explanation:
x-2y=8
2y=x-8
y=0.5x-4 m1=0.5
m1=m2=0.5 - the slope for parallel lines are equaly
y=m2x+b
-6=0.5*2+b
b=-7
y=0.5x-7
Solve the two-step equation and identify the steps.
1.4x + 6.1 = –7.9
1. The first step is to
on both sides.
2. The second step is to
on both sides.
The solution is x =
.
Answer:
x=-10
Step-by-step explanation:
The first step is to subtract 6.1 on both sides:
1.4x=-14
The second step is to divide 1.4 on both sides:
x=-10
Hope this helps
Answer:
1. The first step is to subtract 6.1 on both sides
2. The second step is to divide 1.4 on both sides
The solution is x = -10
What is the mean of the given data? 5, 11, 14, 10, 8, 6
Answer:
mean=9
Step-by-step explanation:
First add all the numbers5+11+14+10+8+6
54
Then divide the total from the number of scores54/6
9
Hope u got it
If you have any question just ask me
Adam is taking a multiple choice test. His grade is given by the
equation y = 200 – 4x, where y represents his final score and a
represents the number of questions he got wrong. What could the
number 4 represent in the equation?
Find the 11th term of the geometric sequence 10,20,40
Answer:
10, 20, 40
scale factor = x2
10, 20, 40, 80, 160, 320, 640, 1280, 2560, 5120, 10240
answer = 10,240
Answer:
10,240
Step-by-step explanation:
First, we find the constant ratio by dividing a number by the previous number.
r = 40/20 = 2
Now we apply the formula for term a_n of a geometric sequence.
a_n = a_1 * r^(n - 1)
a_11 = 10 * 2^(11 - 1)
a_11 = 10 * 2^10
a_11 = 10,240
Name the segments in the figure
Answer:
perpendicular
Step-by-step explanation:
if x and y are two overlapping subsets of a universal set U, write the relation between n(U),n(X U Y), and n(xūy).
Answer:
the relation between them are
n(U) = n(X U Y) + n(xūy).
4.
Find the number of real number solutions for the equation. x2 – 4x + 4 = 0
A. cannot be determined
B. 2
C. 1
D. 0
A number line shows 1 1/5, −2 2/5, and −1 3/5. Which statement is NOT true?
Answer:
The answer Is A 1 1/5 < -2 2/5
Step-by-step explanation:
It says that this statement is true because 1 1/5 is to the left of -2 2/5 on the number line but it is actually to the right because -2 2/5 is negative while 1 1/5 is positive therefore making it larger and the correct statement would be that 1 1/5 > -2 2/5
I am the only toolkit function that has a start and end number for the range. I am also the only that is cyclic, meaning I repeat over and over.
Which toolkit function am I?
The Toolkit function that has a start and end number for the range and is also cyclic is ; The constant Function ( i.e. f(x) = a )
There are about (9) toolkit functions and some of these toolkit functions :
Constant function Cube root function Square root functionreciprocal squared functionreciprocal functioncubic and quadratic function Absolute value functionThe common characteristics between the various toolkit functions is that they all have undefined domains ( i.e. ( - ∞ , ∞ ) or ( -∞, 0 ), and undefined ranges as well. while the only Toolkit function with a defined range is the Constant function { a, a }
The range for a Constant function starts and ends with the value of the given constant. i.e. { a, a }. while other functions have undefined range values.
Hence we can conclude that the Toolkit function with a start and end number for the range is the Constant function.
Learn more : https://brainly.com/question/17348165
Answer:
The constant Function
Please help me on this question
Answer:
a. 1
b. 3
c. 9
Step-by-step explanation:
all you have to do is plug in 2 to the equations as x and solve for y!
a.
y = 7 - 3(2)
y = 7 - 6
y = 1
b.
y = (2)^2 -1
y = 4 -1
y = 3
c.
y = (18/(2))
y = 9
lmk if you need more of an explanation but that's pretty much all the work you need i think!! :)
plz just solve the questions 3 and 4 only thank you brainiest will be given out to the correct answer
Answer:
3. the proportional relationship is that for every cup of blue paint, you need 5 cups of yellow paint. so the relationship between the yellow and blue paint that keeps it proportional is 5 time the cups of blue paint, is how many cups of yellow paint you need
4. constant of proportionality is 5 because for every cup of blue paint, you need 5 cups of yellow paint:
2 * 5 = 10
1 * 5 = 10
3 * 5 = 10
Step-by-step explanation:
HELP!!! Will mark brainliest!!
Step-by-step explanation:
BDC and ACD are complementary with each other. that means together they cover the full 180 degrees of the half circle that can be drawn on one side of a flat line.
180 = 11x + 25 + 4x + 5 = 15x + 30
150 = 15x
x = 10
BDC = 11x + 25 = 11×10 + 25 = 110 + 25 = 135 degrees
ACD = 4x + 5 = 4×10 + 5 = 40 + 5 = 45 degrees
can yall pls go to my other question before this one plss!!
Answer:
Ok
Step-by-step explanation:
Help solve pls fast
it's a maths question
Answer:
Step-by-step explanation:
[tex][(\sqrt[4]{x^{\dfrac{3}{4}}})^{\dfrac{-4}{3}} ]^{4}[/tex]
[tex]= [(x^{\frac{3}{4}*\frac{1}{4}})^{\frac{-4}{3}}]^{4}\\\\\\= [(x^{\frac{3}{16} ) ^{\frac{-4}{3}}}]^{4}\\\\=[ x^{\frac{3}{16}*\frac{-4}{3}}]^{4}\\\\=[x^{\frac{-1}{4}}]^{4}\\\\=x^{\frac{-1}{4}*4}\\\\=x^{-1}\\\\=\dfrac{1}{x}[/tex]
Hint:
[tex](a^{m})^{n}=a^{m*n}[/tex]
Answer:
[tex]1/x[/tex]
Step-by-step explanation:
To simplify, work from the inside out.
We start with
[tex]\sqrt[4]{x^{3/4}}[/tex]
on the inside. And we can change the fourth root into a fractional exponent -- 1/4:
[tex](x^{\frac{3}{4})^{1/4}[/tex]
A power of a power means multiply the exponents, giving
[tex]x^{\frac{3}{4} * \frac{1}{4}} = x^{3/16}[/tex]
So now we have
[tex][(x^{3/16})^{-4/3}]^4[/tex]
From here, apply the "power of a power rule" again, working from the inside out.
[tex](x^{-12/48})^4[/tex]
[tex]x^{-48/48}[/tex]
[tex]x^{-1}[/tex]
or
[tex]1/x[/tex]
(Please help) Solve.
-4+4(-8+2n) = -37+8n
Answer:
No solutions for n
Step-by-step explanation:
Distribute the 4 to the -8 and the 2n
-4 + 4*-8 + 4*2n = -37 + 8n
Multiply
-4 - 32 + 8n = -37 + 8n
Subtract 8n on both sides
-4 - 32 = -37
Subtract on the left
-36 = -37
No solutions because -36 does not equal -37
Answer:
No solution
Step-by-step explanation:
-4 + 4(-8 + 2n) = -37 + 8n
-4 - 32 + 8n = -37 + 8n
-36 + 8n = -37 + 8n
8n - 8n = -37 + 36
0 = -1
Since 0 does not equal 1, this is a “No Solution”
Is 1/8 big than 1/11
Eight subtraced from the product of seven
Answer:
7x - 8 hope this helps and have a great day
Step-by-step explanation:
Estimate the measure of this angle within 15°.
2 17× 415 find this answer
Answer:
[tex]217 \times 415 \\ \\ \\ \\ \\ \\ \\ = 90055[/tex]
it's was helpful to you ❣️❣️
to rent a popcorn machine, it costs 35$ plus $6.95 for each hour. write and evaluate an expression to find the total cost of renting the popcorn machine for 5 hours. then make a table showing the cost for 5, 6, 7, and 8 hours
Answer:
y=6,95x+35
Step-by-step explanation:
y=6,95x+35
y=6,95*5+35=69,75 for 5 hours
for 6 hours y=76,7
for 7 hours y=83.65
for 8 hours y=90,6
lemme know if its right <3.
What is the domain in roster notation(numerical order) x= -2,-1,1,3,3 y=3,-3,0-3,3
Answer:
Domain is {x|x = -2, -1, 1, 3}
Step-by-step explanation:
I. When domain is x.value and renge is y.value
Got more question or something to discuss? leave comment below
IF ONE THIRD OF THE SCHOOL STUDENTS LIKE MATHEMATICS AND 400 STUDENTS DO NOT LIKE MATHEMATICS , THEN HOW MANY STUDENTS DOES THE SCHOOL HAVE ?
A. 600 B. 800
C. 200 D. 1000
Answer:
There are 600 students in this school.
Step-by-step explanation:
Let p represent the total population of the school.
Then (1/3)p represents the number of students who like math. Subtracting this (1/3)p from p gives an expression representing those who do not like math:
p - (1/3)p = (2/3)p
400 students do not like math, so (2/3)p = 400.
Solve this for p by multiplying both sides by (3/2):
(3/2)(2/3)p = (3/2)(400), which simplifies to p = 600.
There are 600 students in this school.
17. What unit of time will make the statement true?
seconds + seconds x day = seconds ?
Answer:
seconds could be anything but day was 0 then there would be no seconds, right??? that would basically be true.
Step-by-step explanation:
Solve the following equation with variables on both sides and one side only:
[tex]8x + 3 - 3x = - 52[/tex]
Answer:
How to solve your question
Your question is
8+3−3=−52
8x+3-3x=-528x+3−3x=−52
Solve
1
Combine like terms
8+3−3=−52
}=-528x+3−3x=−52
5+3=−52
−52
2
Subtract
3
33
from both sides of the equation
5+3=−52
5x+3=-525x+3=−52
5+3−3=−52−3
5x+3
5x+3−3=−52−3
3
Simplify
Subtract the numbers
Subtract the numbers
5=−55
Answer:
x= -11
Step-by-step explanation:
8x + 3 - 3x = - 52
8x - 3x = - 52 - 3
5x = -55
x = -11
sq root 30
A whole number, natural number, integer
B rational
C irrational
D whole number, integer, rational
Answer:
good luck
Step-by-step explanation:
Answer:
C
Step-by-step explanation:
this is the answer
it is irrational because it cannot be expressed in a ratio of two integers
please give me brainliest .
Find the distance between the pair of points. (5,25) and (−19,−12) The distance is nothing. (Round to the nearest thousandth as needed
Answer:
44.1
Step-by-step explanation:
- To find the distance, we have to use the distance formula:
d = √(x2 - x1)² + (y2 - y1)²
d = √(-19 - 5)² + (-12 - 25)²
d = √(-24)² + (-37)²
d = √(576) + (1369)
d = √1945
d = 44.1