Answer:
when you simplify you continue until you get to the simplest form but when you solve you continue until you get an answer. Solving gives you a value for a variable. You mean simplify and get 2x - 10 but when you solve you continue until you get x as 5
Step-by-step explanation:
Answer: ok, so simplifying is when you make something less complex or complicated. Solving means an expression can be used for representating the solutions. for Example, say if you have the equation x+y=2x-1 is solved for the unknown x by the expression x=y+1. solving gives you the value for the variable. you know the difference by when you are simplifying you are trying to make the problem less complicated or less complex. and when you are solving you are trying to find the answer to the problem..
Step-by-step explanation:
a pack of 4 choclates cost 1.80 pounds how much is the price per unit
Answer:
0.45p
Step-by-step explanation:
4 chocolates = £1.80
1 chocolate = x
x= 1.80× 1 = 1.80÷4 = 0.45p
1 = 0.45p
I HOPE THIS HELPED :)
15 decreased by twice a number
Answer:
Hello! I hope I am correct! (Picture below)
Step-by-step explanation:
Function:
Y=15-2x
The word “decreased” means subtraction & The word “twice” means 2x (2 times)
Therefore, the answer is 15-2x.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Look at picture.
Brainliest would be appreciated!
Hope this helps!
By: BrainlyAnime
Help plzzz... circle geometry question.
Answer:
IU = 161
Step-by-step explanation:
Angle Formed by Two Secants= 1/2 (difference of Intercepted Arcs)
42 = 1/2 (7m+5 - (3m-1))
Distribute the minus sign
42 = 1/2 (7m+5 - 3m+1))
Combine like terms
42 = 1/2 ( 4m+6)
Distribute the 1/2
42 = 2m+3
Subtract 3 from each side
42-3 = 2m+3-3
39 = 2m
Divide by 2
19.5 = m
The sum of the arcs = 360
IU+ 3m-1 + 7m+5 = 360
IU +10m+4 = 360
IU +10(19.5) +4 = 360
IU +195+4 = 360
IU = 360 - 199
IU=161
what is 136 1/50% of 231
Answer:
Step-by-step explanation:
136 1/50 % of 231 = 6801/50 % * 231
[tex]=\frac{6801}{50*100}*231\\\\\\=\frac{1571031}{5000}[/tex]
= 314.2062
PLEASE HELP ME Answer the following two questions in your own words: 1. Why can I divide instead of distribute? Why is that allowed? Ex. why can I divide by 6 in 6(3x + 4) = 12 instead of distribute the 6? 2. When creating common denominators, why do I have to multiply the numerator AND the denominator? Ex. why do I have to multiply 1 by 5 AND 2 by 5 when adding 1/2 + 3/10?
Answer:
1. You can divide both sides of an equation by any number except zero. If dividing both sides simplifies the equation, then it's better to do than than to distribute.
2. A fraction can be thought of as a ratio. To keep the value of the fraction the same, you must multiply or divide the numerator and denominator by the same number. If you multiply only the denominator by a number, the value of the fraction changes.
Step-by-step explanation:
1.
6(3x + 4) = 12
Since the goal in solving this equation is to isolate x, meaning you want x alone on the left side, you need to do whatever legal operations that will accomplish that. Since 6 is a factor and (3x + 4) is a factor in a multiplication, you can divide both sides by 6 simplifying the left side. It is also correct to distribute on the left side, but it will make the solution longer.
Method 1: start by dividing both sides by 6
6(3x + 4) = 12
Step 1: Divide both sides by 6
3x + 4 = 2
Step 2: Subtract 4 from both sides
3x = -2
Step 3: Divide both sides by 3
x = -2/3
Method 2: start by distributing on the left side
6(3x + 4) = 12
Step 1: distribute the 6 on the left side
18x + 24 = 12
Step 2: subtract 24 from both sides
18x = -12
Step 3: divide both sides by 18
x = -12/18
Step 4: reduce the fraction
x = -2/3
As you can see, the solution is the same. The only difference is one extra step with the reduction of the fraction in the case of distributing the 6.
2.
This has to do with the meaning of fractions.
For example, take the fraction 1/2.
This fraction means that you divided the unit into 2 equal parts, shown by the denominator of 2. Then you are taking 1 of those parts, shown by the numerator of 1. 1/2 means 1 out of 2. You can also think of 1/2 as the ratio of 1 to 2.
To add and subtract two factions, we need a common denominator. That means we must rewrite one or both fractions being added or subtracted in a way that they both have the same denominator. We need the fractions to represent the same amounts they did originally. If you changed only the denominator, you'd be changing the actual value of the fraction.
You need to add 1/2 and 3/10.
The least common denominator of 2 and 10 is 10, so we need to have both fractions with a denominator of 10. 3/10 already has a denominator of 10, so we just need to change 1/2 to a fraction with 10 in the denominator. By multiplying 2 by 5 we get 10, so we need to multiply the denominator of 1/2 by 5 to end up with a denominator of 10.
1/2 + 3/10
If you only changed the denominator of 1/2 to 10 by multiplying 2 * 5 = 10, you'd end up with
1/10 + 3/10,
but now think of the fraction 1/10 and compare it to 1/2.
1/2 means divide the unit into 2 equal parts and take 1 part.
1/10 means divide the unit into 10 equal arts and take 1 part.
1/2 is not the same as 1/10, so rewriting the addition
1/2 + 3/10 as 1/10 + 3/10 is actually changing the problem.
Now see what happens when we multiply both the numerator and denominator by the same number, in this case 5.
We change 1/2 to (1 * 5)/(2 * 5) = 5/10. 1/2 equals 5/10. If you divide a unit into 10 equal parts and you take 5 parts, you have taken the same number of parts as if you had divided the unit into 2 parts and taken 1 part.
In other words, 1/2 is exactly the same amount as 5/10. The only difference between 1/2 and 5/10 is the way they are written.
Now we can correctly continue with the addition:
1/2 + 3/10 = 5/10 + 3/10 = 8/10
Finally we reduce 8/10 to 4/5 by dividing both the numerator and denominator by 4.
Please answer, I need help
Answer:
answer is 9
Step-by-step explanation:
p - ( q - (m +q) )
make m = 4
p = 5
q = 3
5 - ( 3 - ( 4+3) )
5 - ( 3 - 7 )
5 - - 4
= 9
Answer:
3
Step-by-step explanation:
This might look a bit confusing but its really simple when you break it down...
So what they're asking is to evaluate the problem (in other words, solve the problem.)
Step 1: Substitute the variables m = 4, p =5 and q = 3
P - (9 - (m+q)) OR
5 - (9 - ( 4 + 3)
Step 2 : Order of operation, solve in parenthesis first.
5 - (9 - ( 4 + 3))
( 9 - 7)
5 - ( 2 )
Step 3 : Solve
5 - 2 = 3
The size of a television screen is given as 95 cm, correct to the nearest 5 cm.
Write down the upper bound of the size of the television screen.
Answer:
U B = 100.5
Step-by-step explanation:
the upper bound of the size of the television screen= 95.5 since it is corrected to the nearest 5 then the U B =100.5 cm
The upper bound of the size of the television screen is 100.5 cm
The conversion of the size of the television screen to the nearest 5cm from the initial size of 95 cm is = 100 cm.
Now, the upper bound of the size of the television screen which is 100 is can be determined by the addition of a half value to 100 cm:
i.e.
= (1/2) + 100 cm
= 0.5 + 100 cm
= 100.5 cm
Therefore, we can conclude that the upper bound of the size of the television screen is 100.5 cm
Learn more about nearest value here:
https://brainly.com/question/16382026?referrer=searchResults
Which line is parallel to line r? line p line q line s line t
Answer:
I agree with the other person that Line S is the one parallel to line R.
Step-by-step explanation:
This is because they do not intersect each other and if they were to continue to go on forever, the lines would never intersect. Lines are parallel when they never intersect. Also, there are indication lines that show that the two lines are parallel, you see the arrows that are in the lines.
The line which is parallel to the line r will be line b
What is a line?A line section that can connect two places is referred to as a segment.
In other words, a line segment is just part of a big line that is straight and going unlimited in both directions.
The line is here! It extends endlessly in both directions and has no beginning or conclusion.
Parallel lines are those line which has the same slope or we can say the angle between the parallel line is always zero.
A parallel line is also called for the lines which do not intersect.
From the given question it is clearly visible that line q p t all are intersecting the line r and line s are not intersecting hence, line s will be parallel to the line r.
For more about line
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PLease help me and thank you
Answer:
Hey there!
First, let's identify the point. We always go x axis first, then y axis, so the point is at (3, 8).
From the graph, we see that it means the tree is 8 feet tall and three years old.
Let me know if this helps :)
I NEED HELP ON THE PROBLEM!!! I WILL GIVE BRAINLIEST TO THE BEST ANSWER!!!!!
Answer:
A.) As x increases, the rate of change of g exceeds the rate of change of f
Step-by-step explanation:
Let's take the options given and look at them to actually know which is true.
Option A
We notice that as x increase in value the rate of change of g starts exceeding the rate of change of f.
Then it's exceeds it from the value x = 5
Option B
At x= 4.39
F= 2616.689
G= 2606.657
They are different values
Option C
That's opposite of option A
But option A is true which signify option C to be false
Option D
Not true also.
We can see from x= 0 to 4 the rate of change of F exceeds that of G
Carrie rolls two 1-6 number cubes. How many outcomes are possible?
Answer:
36
Step-by-step explanation:
The first dies has 6 possible outcomes
1,2,3,4,5,6
The second die has 6 possible outcomes
1,2,3,4,5,6
6*6 = 36
There are 36 outcomes
First Sample space
[tex]\\ \sf\longmapsto S=\left\{1,2,3,4,5,6\right\}[/tex]
[tex]\\ \sf\longmapsto |S|=6[/tex]
Now There are two cubes mean n=2
[tex]\\ \sf\longmapsto |S|^n[/tex]
[tex]\\ \sf\longmapsto 6^2[/tex]
[tex]\\ \sf\longmapsto 36[/tex]
Find a101 of the sequence 5,8,11,
Answer:
305
Step-by-step explanation:
This sequence es the sum of 3
5+3 =8
8+3 = 11
then
101 = 100 + 1
the fisrt date is 5
the another 100:
100*3 = 300
300 + 5 = 305
a police car drives a constant speed of 64 mph.how far can it travel in 2 hours
ABCDEFGHIJKLMNOPQRSTUVWXYZ
Find the perimeter of the shape with vertices (2, 3), (5, 3) and (5, 7).
The sum of two consecutive odd integers is at least 36, find the integers
Answer:
The two integers are greater than or equal to 17 and 19
Step-by-step explanation:
Consecutive odd integers means 1, 3, 5, 7, 9 and so on
That means there is a always a gap of 2 in between each of them. Knowing this, we can set up an equation. Let x represent the first of the consecutive integers.
x+(x+2)=36
x+2 represents the second consecutive interger
x+x=34
2x=34
x=17
The two integers are 17 and 19
What the answer question
Answer:
117.79
Step-by-step explanation:
Write a division sentence that describe how many dispensers can be filled if the cafeteria uses 1/6 of coffee to fill a large coffee dispenser if the cafeteria has 2/3 pounds of coffee to use
Answer:
2/3 ÷ 1/6
I hope this helps.
The greatest number which on dividing 1657 and 2037 leaves nemainder 6 ands respectively is?
Answer:
It would be 127
Step-by-step explanation:
We see that they only have 127 common in their prime factorization. Hence, HCF(1651, 2032) = 127. Hence, the greatest number which divides 1657 and 2037 leaves a remainder of 6 and 5 respectively is 127.
What is the least common multiple of all positive integers smaller than 8?
Answer:
420
Step-by-step explanation:
We need to find the LCM of 1, 2, 3, 4, 5, 6 and 7. The LCM of 1, 2, and 4 is 4 and the LCM of 3 and 6 is 6 so the list becomes the LCM of 4, 5, 6 and 7. The LCM of 4 and 5 is 20, the LCM of 20 and 6 is 60 and the LCM of 60 and 7 is 420.
Answer:
420
Step-by-step explanation:
Prime factorization:
7 = 7
6 = 2 × 3
5 = 5
4 = 2 × 2
3 = 3
2 = 2
1 = 1
LCM: 7, 6, 5, 4, 3, 2, 1
2 × 2 × 3 × 5 × 7 = 420
In the expression 2^3 the 2 is known as the
base
exponent
rational number
irrational number
Answer:
Hey there!
In this problem, 2 is known as the base.
Let me know if this helped :)
Answer:
The Base
Step-by-step explanation:
The base in a power is the number being raised to the exponent's power. It is the bigger number in the power.
2 is being raised to the third power. This means that 2 is the base of the power.
3 would be the exponent in the power.
Brainilest Appreciated.
1,2,3,5 and 7 are all common factors of two numbers. Write down the digit that the two numbers must end in? pls explain briefly
Answer:
9 or 11
Step-by-step explanation:
Find the image of the given point
under the given translation.
P(-7,1) T(x,y) = (x + 9, y-3)
P' = ([?], []).
Answer:
P' = (2, -2)
Step-by-step explanation:
You have the x-value and the y-value of the pre-image, so all you have to do is plug that into the translation statement (x + 9 , y - 3).
Since x = -7 and y = 1 that would be (-7 + 9, 1 - 3), or (2, -2).
What is the solution to this system of equations? x+3y−z=6 4x−2y+2z=−10 6x+z=−12 (−4, 0, 12) (0, −2, −12) (2, 1, −3) (−3, 5, 6)
Answer:
Solution : (− 3, 5, 6)
Step-by-step explanation:
We have the following system of equations that we have to solve for,
[tex]\begin{bmatrix}x+3y-z=6\\ 4x-2y+2z=-10\\ 6x+z=-12\end{bmatrix}[/tex]
To solve this problem we can start by writing the matrix with their respective coefficients --- (1)
[tex]\begin{bmatrix}1&3&-1&|&6\\ 4&-2&2&|&-10\\ 6&0&1&|&-12\end{bmatrix}[/tex]
Now we can reduce this to row echelon form, receiving our solution --- (2)
[tex]\begin{pmatrix}1&3&-1&6\\ 4&-2&2&-10\\ 6&0&1&-12\end{pmatrix}[/tex] Swap row 1 and 3,
[tex]\begin{pmatrix}6&0&1&-12\\ 4&-2&2&-10\\ 1&3&-1&6\end{pmatrix}[/tex] Cancel leading coefficient in row 3,
[tex]\begin{pmatrix}6&0&1&-12\\ 0&-2&\frac{4}{3}&-2\\ 0&3&-\frac{7}{6}&8\end{pmatrix}[/tex] Swap row 2 and 3
[tex]\begin{pmatrix}6&0&1&-12\\ 0&3&-\frac{7}{6}&8\\ 0&-2&\frac{4}{3}&-2\end{pmatrix}[/tex] Cancel leading coefficient in row 3
[tex]\begin{pmatrix}6&0&1&-12\\ 0&3&-\frac{7}{6}&8\\ 0&0&\frac{5}{9}&\frac{10}{3}\end{pmatrix}[/tex]
At this point you can see that we have to cancel the leading coefficient in each row, to row echelon form. Continuing this pattern we have the following matrix,
[tex]\begin{bmatrix}1&0&0&|&-3\\ 0&1&0&|&5\\ 0&0&1&|&6\end{bmatrix}[/tex]
As you can see, x = - 3, y = 5, and z = 6, giving us a solution of (− 3, 5, 6). This is the fourth option.
Which of the following would cause an increase in heat? freezing compression stirring friction
Answer:
Compression, stirring, and friction all increase heat
Step-by-step explanation:
I did a lesson on it and got it right
Dave solved a quadratic equation. His work is shown below, with Step 111 missing. What could Dave have written as the result from Step 111? \begin{aligned} \dfrac{1}{3}(x+4)^2&=48 \\\\ &&\text{Step }1 \\\\ x+4&=\pm 12&\text{Step }2 \\\\ x=-16&\text{ or }x=8&\text{Step }3 \end{aligned} 3 1 (x+4) 2 x+4 x=−16 =48 =±12 or x=8 Step 1 Step 2 Step 3 Dave solved a quadratic equation. His work is shown below, with Step 111 missing. What could Dave have written as the result from Step 111? \begin{aligned} \dfrac{1}{3}(x+4)^2&=48 \\\\ &&\text{Step }1 \\\\ x+4&=\pm 12&\text{Step }2 \\\\ x=-16&\text{ or }x=8&\text{Step }3 \end{aligned} 3 1 (x+4) 2 x+4 x=−16 =48 =±12 or x=8 Step 1 Step 2 Step 3
From the calculation above, Dave may have jumped the expression
[tex](x+4)^2= 144[/tex]
Given the expression solved by Dave from step 1 as;
[tex]\dfrac{1}{3}(x+4)^2&=48[/tex]
In order to determine what Dave would have written, we will solve the expression above as shown
[tex]\dfrac{1}{3}(x+4)^2&=48\\(x+4)^2 = 3*48\\(x+4)^2 = 144 ..............eqn \ 2\\[/tex]
Take the square root of both sides
[tex]\sqrt{(x+4)^2} =\pm\sqrt{144}\\x+4=\pm12[/tex]
Hence from the calculation above, Dave may have jumped the expression in equation 2 as shown below;
[tex](x+4)^2= 144[/tex]
Learn more on radical equations here: https://brainly.com/question/20931859
Answer:
previous answer is correct
Step-by-step explanation:
What is the height of the building?
(33.85307637623) = 33.9m
the answer is option d
How to do this question plz answer my question step by step plzz plz plz plz plz
I hope this helps you!
Use a calculator to find the mean of the data. {20.9, 24.6, 20.3, 24, 20.9, 24.9, 22.4,
23.5, 21.9, 21.9, 22.3, 21.2, 19.9, 23.2, 23.1, 21.6, 24, 20.8, 24.2, 20.1, 22.9, 25}
Answer:
The mean will be 22.436363636364.. or 22.4 (rounded to the nearest tenth)
you add them then divide by 22 since it has 22 terms, to find the mean
Answer:
use a calculator and add all values and divide by 22
u et final value as ( as per me not sure..maybe mistake) is
493.6/22 and ans Is 22.4363636364
Nala has 'n' marbles. Paul has three times as many marbles as Nala. Nala loses 5 marbles and Paul buys 10 marbles. Together they now have 105 marbles. Write down and solve an inequality in 'n'
Answer:
Step-by-step explanation:
Nala's marbles = n
Paul's marbles = 3n
nala loses 5 marbles
so nala's marbles = n - 5
paul buys 10 marbles
so paul's marbles = 3n + 10
Total marbles = 105
so,
n - 5 + 3n + 10 = 105
By transposing,
n + 3n = 105 - 10 + 5
4n = 100
n = 100 / 4
n = 25
Hope this helps
plz mark as brainliest!!!!!!!
2, Nine people fit comfortably in a 3 ft. by 3 ft. area. Use this value to
estimate the size of a crowd that is 8 yards deep and 1 mile long.
Determine the Ratio? A
Ratio = 9 x (3x3). B
O Ratio = 9/3
C
Ratio = 9/(3x3)
D Ratio = 8/5280
The ratio for Nine people fit comfortably in a 3ft by 3ft area is [tex]\frac{9}{3X3}[/tex]
Option C [tex]Ratio =\frac{9}{3X3}[/tex]
Size of crowd: [tex]\frac{9}{3 \cdot 3} \cdot 24 \cdot 5280[/tex]
Given :
Nine people fit comfortably in a 3 ft. by 3 ft. area
To find : we need to estimate the size of a crowd that is 8 feet deep and 1 mile long. we need to determine the ratio as well
Ratio = number of people / total area
[tex]Raio=\frac{9}{3X3}[/tex]
To find the size of the crowd , convert yards into feet and mile into feet
1 yard = 3 miles
8 yards= 3 times 8 = 24 feet
1 mile = 5280 feet
Now we find the area in feet
[tex]24 \cdot 5280[/tex]
size of the crowd=ratio times the area in feet
[tex]\frac{9}{3 \cdot 3} \cdot 24 \cdot 5280[/tex]
Learn more : brainly.com/question/24367786