Step-by-step explanation:
44 ÷ 33
= 1.333333333..........
Hope it's helpful.
Pls help me
4(3-x)=6(x+2)+20
Answer:
x = -2
Step-by-step explanation:
Please help iwill give you brainlist
help me with this!!!
PLEASE HELP!! name the property of equality that the statement illustrates:
if x = y , then -2x = -2y
The multiplication property of equality states that if [tex]x=y[/tex] is true, then [tex]xz=yz[/tex] must also be true.
The property of equality illustrated by the statement "if x = y, then -2x = -2y" is the: Multiplication Property of Equality.
How to Identify the Property of Equality?The properties of equality describe the relation between the two sides of an equation and state that the two sides remain equal even after applying the same arithmetic operation on each side.
The property of equality illustrated by the statement "if x = y, then -2x = -2y" is the Multiplication Property of Equality.
This property states that if you multiply both sides of an equation by the same nonzero number, the equality still holds true.
In this question, both sides of the equation are multiplied by -2, maintaining the equality between the expressions.
Read more about Property of Equality at: https://brainly.com/question/1601404
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make q the subject of the formula
Answer:
q = 2p - 1/3
Step-by-step explanation:
2q + 2p = 1+5q
2q = 1+5q-2p
-3q=1-2p
-q = 1-2p/3
q= 2p-1/3
Answer:
q=[tex]\frac{2p-1}{3}[/tex]
Step-by-step explanation:
2(q+p)=1+5q
EXPAND BRACKET
2q+2p=1+5q
MINUS 2q FROM BOTH SIDES
2p=1+3q
MINUS 1 FROM BOTH SIDES
2p-1=3q
DIVIDE BOTH SIDES BY 3
[tex]\frac{2p-1}{3}[/tex]=q
Which point is located in Quadrant III ?
(−1/2, 1/4)
(1/2, −1/4)
(−1/2, −1/4)
I will give you brainliest if you are right
Answer:
here you go :)
Quadrant lll is always both negative so the answer is (-1/2, -1/4)
Step-by-step explanation:
11,046 as a decimal
Answer:
It cant be converted to decimal or fraction while it is a integer
The slope of a line is (-1/2) and a point on the line is (-2, 3). Find the equation for the line in slope intercept form.
Answer:
y=-1/2x+2
Step-by-step explanation:
y-y1=m(x-x1)
y-3=-1/2(x-(-2))
y-3=-1/2(x+2)
y=-1/2x-2/2+3
y=-1/2x-1+3
y=-1/2x+2
Isolate f variable! Solve the equation algebraically! Show work!!
42 = 6f
Answer:
f=7
Step-by-step explanation:
42=6f
/6 /6
42/6=7
You divide 6 from 42, which leaves you with 7=f.
what does the quantity 28-8 represent?
A student says that it 5x^2 =20,then x must be
equal to 2. Do you agree or disagree with the
student? Justity your answer.
Hope you could get an idea from it.
Doubt clarification - use comment section.
Jesse collected 42 football cards and 28 baseball cards. Simplify the ratio of baseball cards to football cards in his collection
Answer:
3:2
Step-by-step explanation:
42:28
21:14
3:2
How much does Janet earn per hour
Plz helppppp
Answer:
$7.50 per hour
Step-by-step explanation:
after 2 hours, she earns $15
after 4 hours, she earns $30
after 8 hours, she ears $60
15/2 = 30/4 = 60/8 = 7.5/1
pls help i need help
[tex](5^6)^0 \\\\=5^0\\\\=1[/tex]
Help please Pretty plz
Answer:1/10
Step-by-step explanation:
Start by multiplying 1/100 by 1/10
The answer will be 1/1000
Hey y’all can u give me the correct answer pls.
Answer:
x > -7 (Hey man think before ask)
Step-by-step explanation:
It is so easy .....
Answer:
-6,-4,-2,3
Equation: x>−7
Step-by-step explanation:
Just ask.
Hope this helps.
What is the value of q in the equation 49 - 2 = 39+8?
q
=
10
0 -
7
10
7
06
0 10
Answer:
The is no "q" in the equation provided. If there is supposed to be, please add it. Otherwise, q is undefined. It can have any value. I choose 0.
Step-by-step explanation:
Given that the shape is a kite and Angle A=25, Angle C=85, what is Angle
D?
Answer:
m∠D = 165°
Step-by-step explanation:
∠B and ∠C are congruent, so ∠B = 85°
The angles of the kite all added together have to add up to 360°
85 + 85 + 25 + x = 360
195 + x = 360
x = 165
Answer:
m∠D = 165°
Step-by-step explanation:
∠B and ∠C are congruent, so ∠B = 85°
The angles of the kite all added together have to add up to 360°
85 + 85 + 25 + x = 360
195 + x = 360
x = 165
Please help me fill in the blanks :)
Answer:
Absolute value is the distance from numbers on a number line. The absolute value of -7 is 7 b/c it is 7 units from 0. The absolute value of 5 is 5 b/c it is 5 units from 0.
A negative number is a number that is negative. On a horizontal number line negative numbers are to the left.
A positive number is a number that is positive. On a horizontal number line positive numbers are to the right.
I don't understand the last paragraph though. Hope this helped :D
Step-by-step explanation:
What is the equation of the line that passes
through the points (3,-1) and (7, 3)?
Answer: y = 1x + -4
Equation of a straight line:
y = mx + b ------(i)
Step by Step Solution:
Step 1: Calculating Slope (m).
m = y2-y1 /x2-x1
m = 3--1 /7-3
m = 4/4
m = 1
Now putting value of m in equation (i)
y = 1x + b -----(ii)
Step 2: Calculating Y-intercept (b).
Lets choose the first point, (3,-1) for calculating y-intercept:
y = mx + b
-1 = 1(3) + b
-1 = 3 + b
-4 = b
b = -4
Now putting value of b in equation (ii)
y = 1x + -4
Add 3 5/6+(−1 1/6). Write your answer as a mixed number in the simplest form.
The result of 3 5/6+(−1 1/6) is 2 2/3.
INTRODUCTIONThe definition of a fraction is that the division of two integers by the number being divided is called the numerator and the divisor is called the denominator.
Kinds of Fractions:
a. Mixed fractions, for example: 1⅘, 2½, 3⅔, etc.b. Common fractions, for example: , , , etc.c. Percent fractions, for example: 50%, 2%, 6%, etc.d. Decimal fraction, for example: 0.50DISCUSSION3 5/6+(−1 1/6)
= 23/6 + (-7/6)
= 23/6 - 7/6
= 16/6
= 8/3
= 2 2/3
Conclusion:So, The result of 3 5/6+(−1 1/6) is 2 2/3.
Learn more:mampir ke indo :v
Example of Fraction Problem: https://brainly.co.id/task/14280048Example of Fraction Subtraction Problem: https://brainly.co.id/task/23345402Material about fractional equations: https://brainly.co.id/task/3304077______
Answer Details:Grade: 4 Elementary SchoolSubject: MathMaterial: Chapter 6 -ShardsCategorization Code: 4.2.6Keywords: Subtract mixed fractions.
[tex]2\frac{2}{3}[/tex] is the simplest form of expression [tex]3\frac{5}{6} +(-1\frac{1}{6} )[/tex]
What is Fraction?A fraction represents a part of a whole.
Fractions are three types proper fraction, improper fraction and Mixed fraction.
The given expression is [tex]3\frac{5}{6} +(-1\frac{1}{6} )[/tex]
Three five by six plus minus one one by six.
Let us convert mixed fraction to improper fraction and solve
[tex]3\frac{5}{6} +(-1\frac{1}{6} )[/tex]
(18+5)/6 -(6+1)/6
23/6-7/6
Now take LCM as 6
(23-7)/6
Sixteen by six
16/6
Eight by three
8/3
[tex]2\frac{2}{3}[/tex]
To learn more on Fractions click:
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Find the slope for (4,5)and (2,3)
Answer:
1
Step-by-step explanation:
[tex]\huge \dag \sf{Answer \: it}[/tex]
[tex]solve \: for \: x \\ \\ {2}^{ {x}^{2} } 2 \frac{3x \sqrt{3} }{2} = 8 [/tex]
Don't spam and Don't copy.
Need answer with explanation
Don't answer if you don't know
Best of luck guys
Answer:
Answer: x = √3 and 8/(3√3)
Step-by-step explanation:
[tex]{ \rm{({2}^{ {x}^{2} } )(2 \frac{3x \sqrt{3} }{2}) = 8}}[/tex]
• For the first bracket:
[tex]{ \rm{ {2}^{ {x}^{2} } = 8}} \\ \\ { \rm{ {2}^{ {x}^{2} } = {2}^{3} }} \\ \\ { \rm{ {x}^{2} = 3}} \\ \\ { \rm{x = \pm \sqrt{3} }}[/tex]
• For the second bracket;
[tex]{ \rm{ 2 \frac{3x \sqrt{3} }{2} = 8}} \\ \\ { \rm{3x \sqrt{3} = 8 }} \\ \\ { \rm{3x = \frac{8}{ \sqrt{3} } }} \\ \\ { \rm{x = \frac{8}{3 \sqrt{3} } }}[/tex]
I need help with this question,
What number multiplied by 3/5 has a product of 1?
Answer:
5/3
Step-by-step explanation:
let the number be x
3/5×[x] = 3x/5
3x/5=1
x=1÷3/5
x=5/3
can somebody help me out which one is correct
A , B , C , D ?
when a number is decreased by 3% the result is 80. what was the original number?
Answer:
82.47
Step-by-step explanation:
.93n = 80
n = 80/.93
n = 82.47
1)
Find the value of x and y
-10 + = -3 I need help
Answer:
the answer is
7
Step-by-step explanation:
why is it 7 it is cause -10+7=3
Answer:
7
the answer is 7 because -10+7=-3
Define algebra ? And give some examples..
Answer:
Algebra is a abstract way of thinking about things. We usually see this by defining things we don't know as some sort of symbol (Matter of fact. All of Mathmatics revolves around symbols). It doesn't necessarily have to be a number. I could label some big brown sturdy thing with green stuff on top as a tree which in a mathmatical sense the tree would be the variable and the actual thing would be the thing inside of the variable. But basically it's an abstract way of thinking
Step-by-step explanation: