x/5 - 4 = 1 solve. show work using inverse operations

Answer:

-3

Step-by-step explanation:

9 − 4 |−3|

First find the absolute value of |-3|

|-3| is 3

9 − 4 *3

Multiply next

9 − 12

Then subtract

-3

[tex]\left( \sqrt{-27} \right)^2\implies \left(\sqrt{(-1)(27)} \right)^2\implies \left( \sqrt{-1}\cdot \sqrt{27} \right)^2\implies \left( \sqrt{-1} \right)^2 \left( \sqrt{27} \right)^2 \\\\\\ i^2\cdot 27\implies -1\cdot 27\implies -27[/tex]

Answer:

4.64x10^6

Step-by-step explanation:

10 out of 400 means P(an accident/20-24)=10/400=1/40=0.025=2.5%

If less than 5% is unlikely,  then 2.5% probability makes it unlikely a randomly selected driver in that age group would be in an accident.

No, it's not of concern if you only get concerned about likely events.  But even an unlikely event is a worthy concern to the point of attempting to drive more safely, especially when insurance for the young is already very high, and would get even higher with an accident.

You might want to look at the car accidents.  Were they minor fender benders or accidents with injuries and fatalities,  or just car damage?  The less damage or injuries, the less concern you probably would have.

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The 12.04< [tex]6.54 * 10^2[/tex] number sentences are true.

Option (A) is correct.

An integer is a whole number (not a fractional number) that can be positive, negative, or zero. Zero is not a fraction or decimal of any number. It is neither positive nor negative.

Given:

The given number is

12.02 and [tex]6.54*10^2[/tex]

We have to choose the sentences are true.

According to given question we have

The greater-than sign is a mathematical symbol that denotes an inequality between two values.

6.54 x 10^2

When we can multiply the value of 6.54*100 we get

654

The number is greater than 12.02

i.e  654>12.04

It is written as

12.04< [tex]6.54 * 10^2[/tex]

Therefore, the 12.04< [tex]6.54 * 10^2[/tex] number sentences are true.

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The equation to support the mathematical thinking will be x + 189 = 192 and the numbers needed is 3.

It should be noted that the information stated that she needs enough tiles to make three rows with 63 tiles in each row. The number of times needed will be:

= 63 × 3

= 189 tiles

The number of times that Miss Garcia need to make the border tiles cell in boxes of eight tiles in each box will be:

= 192 - 189 = 3

Therefore, 3 tiles are needed. It should be noted that 192 is the multiple of 8 closest to 189.

The equation to support the mathematical thinking will be:

x + 189 = 192

x = 192 - 189

x = 3

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To calculate the intersection point equate the pair of components to each other. The equations can be rewritten as:

                                      [tex]t = 6 - s; \\ 4 - t = s - 2 ; \\ 12+t^{2} =s^{2};[/tex]

Simplifying the above three equations by substituting the value of “[tex]t = 6 - s[/tex]” in the last equation.

Therefore,

                   [tex]12+(6 - s)^{2} = s^{2} \\ 12s =60\\ s=5[/tex]

Now, substitute the value of "s" and calculate the value of "t".

Therefore,

                     [tex]t = 6-s\\ t=1[/tex]

Substituting the value of [tex]s = 5; t= 1[/tex] in all the three equations we get intersect points as [tex](1,1,25).[/tex]

What are the intersecting lines?

When two or more lines cross each other then it is called intersecting lines. The intersecting lines meet at a single point which is known as a point of intersection.

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Answer:

32.

Step-by-step explanation:

-|3-5|² + 4 • 3²

= - 2^2 + 4*9

= -4 + 36

= 32.

Answer:

32

Step-by-step explanation:

Subtract

5

from

3

.

−

|

−

2

|

2

+

4

⋅

3

2

The absolute value is the distance between a number and zero. The distance between

−

2

and

0

is

2

.

−

2

2

+

4

⋅

3

2

Raise

2

to the power of

2

.

−

1

⋅

4

+

4

⋅[tex]3^{2}[/tex]

Multiply

−

1

by

4

.

−

4

+

4

⋅

3

2

Raise

3

to the power of

2

.

−

4

+

4

⋅

9

Multiply

4

by

9

.

−

4

+

36

Add

−

4

and

36

.

32

Answer: distance is the answer

The similarities are

The differences are

The slope of a graph is the gradient of the graph. It is given by m = change in y/change in x

The similarities between finding the slope of a graph that x and y are 1:1 to that which x and y are not 1:1 are

The differences between finding the slope of a graph that x and y are 1:1 to that which x and y are not 1:1 are

So, the similarities are

The differences are

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Answer:

The first one is x=3y-5

The second one is y/2 + 3

Step-by-step explanation:

For the first one you have to switch sides

X-3=3y-8

X - 3=3y-8

Then you add three to both sides

X-3+3=3y-8+3

Then simplify

X=3y-5

For the second one

you switch sides then add 5 to both sides then simplify

2x-5+5=y+1+5

Y/2 +3 or

Y+6 /2

The supply curve swings left along the demand curve, raising the price of the pizza shops to close. If individuals just have a greater interest in beer, the demand curve will shift to the right, which will cause the price to rise as the supply curve is moved to the right. Apply this knowledge to the rest of the analysis.

If the price increase was modest, then the movement in supply in the pizza market must have outweighed the shift in demand. The supply shift in the pizza market must have been greater than the demand shift if the equilibrium amount of pizzas declines. The price of pizzas must have changed as a result of whichever modification happened first. If the amount of pizzas in the equilibrium market falls, the demand shift must have been greater than the supply shift.

The demand curve changes to its proper position. It happens as a result of people switching to eating pizza instead of pizzas. The new equilibrium price rises as a result of the new demand curve and the existing supply curve.

A rise in supply and a decline in demand will result in a decrease in the equilibrium price, but the impact on the equilibrium quantity cannot be predicted. Consumers now place less significance on price for any quantity, and producers are willing to simply accept a lower price; as a result, the price will decrease.

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Value of x = 42.5 ° and measure of angle 4 = 37.5 ° .

measure of angle 3 = measure of angle 8

( 3 x + 15 ) ° = ( x + 100 ) °

2 x = 85

x = 42.5 °

measure of angle 3 + measure of angle 4 = 180 °

measure of angle 3 = ( 3 x + 15 ) °

                                 = ( 3 * 42.5 ) + 15  

                                  = 142.5 °

Hence , measure of angle 4 = 180 - 142.5 ° = 37.5 ° .

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Answer:

2 hours

Step-by-step explanation:

Answer:  2 hours

Step-by-step explanation:

using the relationship distance = speed × time, the time   = 2 hours

160 square inches duct tape is needed to cover.

The mentioned box is rectangular according to the question and Kiara have to cover top and the bottom part with this duct tape .

Thus we have to find the area of the box , where 4 inch is the width of this box and 20 in. is the length . To find the area we will use the formula , (Area = length × width)

∵ The area is , ( 4 × 20 ) square inches = 80 square inches

for the  top part it is 80 inc² and for the bottom it's again 80 inch² , so she have to cover total ( 80+ 80) inc² = 160 in.²

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160 square inches duct tape is needed to cover.

The mentioned box is rectangular according to the question and Kiara have to cover top and the bottom part with this duct tape .

Thus we have to find the area of the box , where 4 inch is the width of this box and 20 in. is the length . To find the area we will use the formula , (Area = length × width)

∵ The area is , ( 4 × 20 ) square inches = 80 square inches

for the top part it is 80 inc² and for the bottom it's again 80 inch² , so she have to cover total ( 80+ 80) inc² = 160 in.²

160 square inches duct tape is needed to cover.

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Answer:

A. p - 0.25p

Step-by-step explanation:

Julie visited a craft store where all items were 25% off. She wants to program her calculator so she can input the marked price and the discounted price will be output. What is the expression for the discounted price on a marked price of p dollars?

She wants the calculator to return what the price is including the 25% discount. She will want her calculator to subtract 25%p from p so the equation will be:

p - 0.25p

option A returns what the price is including the 25% discount.

option B would return the item cost plus an additional 25%, not a discount of 25%

option C would return the marked price without the discount.

option D reflects the discount amount of 25%, not the price after the discount amount has been subtracted from the marked price.

option E tries subtract the marked price from the discount amount and would be negative.

Answer:

In the order they appear in the paragraph: different, measurement, coversions, world.

Step-by-step explanation:

"Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems."

The paragraph would not make sense if the words were in incorrect places.

It depends on the answer and the number of y

Answer:

Constant of proportionality k = 7/4 if we take the proportionality relationship as ... number of minutes ∝ number of cupcakes Bor

number of minutes = k . (number of cupcakes)

Step-by-step explanation:

If a variable x is directly proportional to another variable y indicated by
x ∝ y

Then x = k.y where k is the constant of proportionality

Letting x be the number of cupcakes and y the number of minutes

number of cupcakes = k .  (number of minutes)
k = (number of minutes) / (number of cupcakes )
Here k, the constant of proportionality tells you how many many minutes it takes to ice 1 cupcake

For 40 cupcakes it takes 70 minutes. So k = 70/40 = 7/4

For 28 cupcakes it takes 49 minutes so for 1 cupcake it takes 49/28 = 7/4 so again that is the constant of proportionality

k = 7/4 given that number of minutes ∝ number of cupcakes

=>  number of minutes =  k. number of cupcakes

Note if we had x = number of cupcakes and y = number of minutes then k = 4/7 which is the number of cupcakes that can be iced in 1 minute

So one has to be careful to state what is proportional to what

Line segment VW is the segment bisector is true based on the diagram

as it is showed in the diagram that the line segment vw divides segment TU in two equal parts so line segment VW is segment bisector

line segment VW cannot be a perpendicular bisector because it is not mentioned that Line segment VW divides side TU at right angle that is at 90°

line segment VW cannot be a angle bisector because Line segment VW does not lie on any angle

v is not the vertex of pair of congruent angles and w is not the vertex at the right angle

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Answer:

Step-by-step explanation:

There are 7+4+1=12 marbles in the bag.  The chances of drawing a green one on the first draw is 7/12.  The chance of drawing a green marble on the second draw is 6/11 (since you didn't replace the first marble you drew).

To find the probability, you just multiply these fractions: 7/12*6/11= 7/22 (reduced fraction).

Answer:

90 minutes or 1 hour and 30 minutes

Step-by-step explanation:

Hey there!

In order to find out how long Amy studied for her math test, all we need to do is divide 3 hours by 2

First of all, we can convert 3 hours to 180 minutes since there are 60 minutes in 1 hour

Now, we divide 180 and 2

180/2 is 90

This means, Amy studied 90 minutes or 1 hour and 30 minutes for her math test

The three different ways you can determine that an angle is a right angle are as follows:

B) You can determine whether an angle is right if it is marked with a right angle symbol.

D) You can determine whether an angle is right if the angle is a vertical pair with a right angle.

E) You can determine whether an angle is right if the angle forms a linear pair with a right angle.

A right angle can be defined as a type of angle that is formed by the intersection of two (2) straight lines at 90 degrees. This ultimately implies that, a right angle has a measure of 90 degrees.

In conclusion, we can reasonably infer and logically deduce that all right angles are marked with a right angle symbol and they are formed as a linear pair.

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Complete Question:

Describe three different ways you can determine that an angle is a right angle.

A) You can determine whether an angle is right if the angle is congruent to the complement of the angle.

B) You can determine whether an angle is right if it is marked with a right angle symbol.

C) You can determine whether an angle is right if it is formed by two lines that appear to be perpendicular.

D) You can determine whether an angle is right if the angle is a vertical pair with a right angle.

E) You can determine whether an angle is right if the angle forms a linear pair with a right angle.

Answer:

x<-4

Step-by-step explanation:

You just subtract the 1 from both sides and the sign stays the same UNLESS you are dividing by a negative number, then it will change. Good luck on your hw :)

Answer:

A and B

Step-by-step explanation:

Answer:

56 percent

Step-by-step explanation:

The answer for the given question is 92 Weeks

A numerical statement made up of two expressions joined by an equal sign is known as an equation.. 2x - 4 = 16 is an example of an equation. We get the value of the variable x as x = 10 after solving this equation.

Coefficients, variables, operators, and constants are all components of an equation.

An equation is formed by joining two expressions with an equal sign ("=").. The two expressions on either side of the equals sign are referred to as the equation's "left-hand side" and "right-hand side" The right-hand side of an equation is usually assumed to be zero. This will not reduce generality because we can balance it by subtracting the right-hand side expression from the expressions on both sides.

The number of pages Deon reads per week should be w

The equation will be based on the question's condition, which is

Pages = 92 times in a week

Number of pages Deon reads every week = 92w

Therefore, Number of the pages Deon reads every week is 92 weeks.

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We get that a / b will also be less than e / f.

A rational number means a number that can be written in the form of p / q.

We are given the three rational numbers:

a / b , c / d and e / f.

We are also given that:

a / b < c / d  …(1)

c / d < e / f    …(2)

Multiply (1) and (2), we get that:

a / b × c / d < c / d × e / f

Dividing both sides by d / c, we get that:

a / b < e / f

So, a / b will also be less than e / f.

Therefore, we get that a / b will also be less than e / f.

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