Which number is the same distance from 0 on a number line as 3/2 answers -3 -3/2 -2/3 2/3 3
Answer:
-3/2
Step-by-step explanation:
You are going a distance of 3/2 to the right, to get 3/2. You are going the same distance of 3/2 to the left, to get -3/2. Same distance traveled on a number line, just in different directions making it positive/negative.
A television with a 6:4 screen shows an image with a ratio of 6:5 which creates a letter boxed image. What percent of the screen’s area is occupied by the image? 1.25% 80% 20% 400%
Answer:
i hope this is the right answer 1.25%
Step-by-step explanation:
6:4 and 6:5 is one away from each other so it must me 1.25%
How do you evaluate 6-2
Answer:
4
Step-by-step explanation:
6 - 2 = 4
the difference of a number k and 8.1 is greater than 24
Difference means subtract.
Set up the equation:
K - 8.1 > 24
Solve for k by adding 8.1 to both sides:
K > 32.1
What is the first step when adding the fractions 2/5+7/10
Answer:
firs find the least common multiple (LCM) of the denominators
Step-by-step explanation:
2/5+7/10
Multiples of 5 = {5,10,15,20,25,30,35...}
Multiples of 10 = {10,20,30,40,50...}
Common multiples = {10,20,30,...}
Least Common Multiples = {10}
2/5+7/10
= 2(2) + 7(1)
= 11/LCM
But the LCM = 10
11/10
What is the equation of the line that passes through the point (-2,-2) and
has a slope of 42
Answer:
The answer is
[tex]y = 42x + 82[/tex]Step-by-step explanation:
To find an equation of a line in point slope form when given the slope and a point we use the formula
[tex]y - y_1 = m(x - x_1)[/tex]
where
m is the slope
( x1 , y1) is the point
From the question the point is (-2,-2) and slope 42
The equation of the line is
[tex]y + 2 = 42(x + 2) \\ y + 2 = 42x + 84 \\ y = 42x + 84 - 2[/tex]
We have the final answer as
[tex]y = 42x + 82[/tex]
Hope this helps you
Use the Rational Zeros Theorem to write a list of all possible rational zeros of the function. f(x) = -2x4 + 4x3 + 3x2 + 18
Step-by-step explanation:
USING RATIONAL ROOT THEOREM:
a = ±2
Factors of a are ±1 ,±2
For the constant term
c= ±18
The factors of c are ±1,±2,±3,±6,±9 and ±18
THE POSSIBLE ZEROES ARE GIVEN BY
c/a=(±1,±2,±3,±6,±9,±18)/(±1 ,±2)
Therefore, the possible zeroes are
±1,±2,±3,±6,±9,±18,±1/2,±3/2,±9/2
Find the point P where the line x = 1 + t, y = 2t, z = -3t intersects the plane x + y - z = -5.
Replace x, y, and z in the plane's equation with their appropriate parametric equations, then solve for t, then evaluate x, y, and z at this t to find the point P.
[tex]x+y-z=-5[/tex]
[tex](1+t)+2t-(-3t)=-5[/tex]
[tex]6t+1=-5[/tex]
[tex]6t=-6[/tex]
[tex]t=-1[/tex]
[tex]\implies x=0,y=-2,z=-3[/tex]
So the point P is (0, -2, -3).
Here, we are required to find the point, P where the lines:
x = 1 + t x = 1 + ty = 2t x = 1 + ty = 2tz = -3tintersects the plane x + y - z = -5.
The point, P where the lines intersects the plane is given by;
he point, P where the lines intersects the plane is given by;P (0, -2, 3)
Therefore, to find this point, we have to substitute for x, y and z in the equation of the plane.
Therefore, we have;
1 + t + 2t -(-3t) = -5.therefore 6t = - 6and ultimately t = -1To get the coordinates of the point P where the lines intersect the plane; we can then find x, y and z by substituting t into each of their equations.
Therefore;
x = 1 + (-1) = 0x = 1 + (-1) = 0y = 2(-1) = -2x = 1 + (-1) = 0y = 2(-1) = -2z = -3(-1) = 3Therefore, the point, P where the lines intersects the plane is given by;
P (0, -2, 3)Read more:
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Help i dont understand this please help :(
Answer:
-16
Step-by-step explanation:
-5(4)+2
-18+2
-16
60 is 150% of what in math
Answer:
40% is the answer to your question.
If M2BAC = (3x – 1)º, m_chD = (6x + 10)°, m2DAE (2x + 6)°, and m_BAE = 103°, then find the mZCAD
Answer:
mZCAD=310°
Step-by-step explanation:
M2BAC=1,m2DAE=3 and m-BAE=0 therefore solution will be 310°
Please Please help! I am so beyond stuck. I have figured out what is wrong with the first step but I cant figure out what is going on with the second one!
Answer:
[tex]x<-\frac{1}{2}\text{ or } x>1[/tex]
Step-by-step explanation:
So we have the equation:
[tex]|-4x+1|>3[/tex]
First, note that since the sign is greater than, this is an or inequality (not an "and" inequality). This is the student's first mistake.
So, let's solve this inequality.
Case 1:
[tex]-4x+1>3[/tex]
Subtract 1 from both sides:
[tex]-4x>2[/tex]
Divide both sides by -4:
[tex]x<-\frac{1}{2}[/tex]
The student did not flip the sign when doing this step, hence the incorrect answer.
You correctly spotted the student's mistake. Nicely done!
Case 2:
[tex]-4x+1<-3[/tex]
This is what you're missing: for this second instance, we must flip the sign to less than right away. This is because we are essentially multiplying the 3 by a negative. So, we must flip the sign in order to be correct.
Now solve. Subtract 1 from both sides:
[tex]-4x<-4[/tex]
Divide both sides by -4. Since we're dividing by a negative, flip the sign:
[tex]x>1[/tex]
So, our solutions are:
[tex]x<-\frac{1}{2}, x>1[/tex]
As mentioned previously, this is an or inequality. Therefore, our final answer is:
[tex]x<-\frac{1}{2}\text{ or } x>1[/tex]
Edit: Improved Answer
Setup an equation then find x
Answer: 2
Step-by-step explanation:
Which angles are congruent to each other?
Answer:
<8 and <6 are congruent to each other.
Step-by-step explanation:
A protractor was used to determine the answer. They both measured to 140 degrees.
Find the value of Y
a) 10
b)28
c)20
d)152
e)128
Answer:
I THNK MAY BE 28 by putting value of x and finding value of y.
Step-by-step explanation:
4x-12=2x+8
or,4X-2x=12+8
or,2x=20
or,x=20/2
therefore, x=10
then do, 4x-12+7y+12=180 the answer which comes is your required ans . it may be 28
What’s the value of x in both a & b?
Answer:
a) 7
b) 2 2/7
Step-by-step explanation:
A) 2/7=2/x
x=7
B) 2/7=x/8
cross multiply
16=7x
x=16/7, or 2 2/7, or 2.2857
(-5) (-10) what does this equal
Answer:
50
Step-by-step explanation:
When parethesis are next to each other than you need to multiply them.
- times - is positive so -5*--10 would be 50.
Does anyone know how to answer this? The Probability that you draw a mechanical pencil from a group of 25 mechanical and wooden pencils is 3/5. How many are mechanical pencils?
Answer:
There are 15 mechanical pencils
Step-by-step explanation:
Recall that the probability of drawn a mechanical pencil from a larger group is given by the quotient of the number of mechanical pencils divided the total number of pencils in the sample.
so that means:
[tex]P=\frac{x}{25} \\[/tex]
being x the number of mechanical pencils and 25 the total of all pencils in the sample. Since they give as P as 3/5, we can solve for the number of mechanical pencils (x) using the equation:
[tex]P=\frac{x}{25} \\\\\frac{3}{5} =\frac{x}{25}\\x=\frac{3\,*\,25}{5} \\x=15[/tex]
So there are 15 mechanical pencils in the sample.
−6x+2x−5+2: simplified
Answer:
-4x-3
Step-by-step explanation:
all you do is combine like terms: -6x+2x=-4x and -5+2=-3
so the answer would be -4x-3
What is 1.13 with 13 repeating as a fraction
Answer:
x = 17/15 or 1 2/15
Step-by-step explanation:
I got it directly from Khan
write an equation for the difference of p and 4
Answer:
p-4
Step-by-step explanation:
Difference means subtraction
p-4
Answer: p - 4
Explanation: The word difference tells us that we need to subtract.
So the difference between p and 4 can be represented as p - 4.
PLZ HELP I NEED TO SUMMIT THIS
Question 3
4
If JL = 9x - 5, LR = 7x - 2, and JR = 35, find JL. Round your answer to the nearest tenth.
Answer:
JL = 166 units
Step-by-step explanation:
Given that,
JL = 9x - 5, LR = 7x - 2, and JR = 35
Let us assume that, R is the midpoint of J and L. So,
JL = JR + RL
Putting all the values,
9x - 5 =35 + 7x - 2
Taking like terms together as follows :
9x-7x = 33 + 5
2x = 38
x = 19
Put the value of x inm, JL = 9x-5
JL = 9(19)-5
JL = 166
The value of JL is 166 units.
Enter the answer in the space provided.
Mariah walks 6 miles per hour. Bobby walks 4, 400 yards in a half-hour.
Given that 1 mile = 1,760 yards, how much faster does Mariah walk than Bobby, in miles per hour?
Enter the answer in the space provided.
Shaun rides his bike at a speed of 19 miles per hour. How far, in miles, does Shaun travel in 25 minutes when rounded to the nearest
hundredth?
Answer:
Part 1: 1 mile.
Part 2: 1.32 mph.
Step-by-step explanation:
The correct speed of Mariah walks faster than Bobby, in miles per hour - 1 mile per hour.
Shaun travel in 25 minutes in the given case, when rounded to the nearest hundredth - 7.92 miles.
Part 1.
Given:
speed of Mariah = 6 miles per hour
speed of Bobby = 4, 400 yards per half hour
= 8800 yards per hour
1 mile = 1760 yards
Solution:
To find out the speed difference of both Mariah and Bobby, we need to convert speeds in the same units that is mile:
=> speed of bobby = [tex]\frac{8800}{1760}[/tex]
=> speed of bobby = 5 miles per hour
as it is given 1 mile = 1760 yards
=> Now, the speed difference between Mariah and Bobby is
= 6 - 5
= 1 mile per hour.
Thus, Mariah walks faster than Bobby, in miles per hour - 1 mile per hour.
Part 2:
Given:
Speed of Shaun = 19 miles per hour
distance traveled in 25 minutes = ?
Solution:
To find out the traveled distance by Shaun in 25 minutes we need to find the speed per minute:
1 hour = 60 minutes
So as given, 19 miles per 60 minutes
then speed per minute = [tex]\frac{19}{60}[/tex]
= 0.316
then traveled in 25 minutes-
=> [tex]0.316*25[/tex]
=> = 7.92
Thus, Shaun travel in 25 minutes in the given case, when rounded to the nearest hundredth - 7.92 miles.
Learn more about:
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How is mulhplying intergers
Similar to multiplying whole
numbers?
Answer:
Multiplying integers is similar to multiplying whole numbers because integers are whole numbers. An integer is a whole number that is not a fraction.
Hope This Helps :)
[tex] \frac{3}{4} x + \frac{5}{6} = 5x - \frac{125}{3} [/tex]
Answer:
nos agoi o se
Step-by-step explanation:
Answer:
[tex]\boxed{\bold{\huge{\boxed{x = 10}}}}[/tex]
Step-by-step explanation:
=> [tex]\sf \frac{3}{4} x + \frac{5}{6} = 5x - \frac{125}{3}[/tex]
Combining like terms
=> [tex]\sf \frac{3x}{4} - 5x = -\frac{125}{3} - \frac{5}{6}[/tex]
Taking LCM to make the denominator same
=> [tex]\sf \large{\frac{3x-20x}{4} = \frac{-250-5}{6} }[/tex]
=> [tex]\sf \frac{-17x }{4} = \frac{-255}{6}[/tex]
=> [tex]\sf \frac{17x }{4} = \frac{255}{6}[/tex]
Cross Multiplying
=> [tex]\sf 17x * 6 = 4 * 255[/tex]
=> [tex]\sf 102x = 1020[/tex]
Dividing both sides by 102
=> x = 10
I feel that I can divide the least count into 5 segments. How would I express my uncertainty of this ruler with one significant digit?
Answer:
depression
Step-by-step explanation:
Add 15,7,.5 PLEASE WILL MARK U BRAINLEST PLEASE HELP
Answer:
27
Step-by-step explanation:
15+7=22+7=22
Answer: 27
Step-by-step explanation:
15+7=22
22+5=27
I hope this helped!!
Determine the number of degrees for the angle in section B of the pie chart . Round to the nearest whole degree Please assist me
Answer:
115°
Step-by-step explanation:
Measure of the degree of the angle represented by section B on the chart = percentage in the pie chart ÷ 100 × 360. A full circle makes 360°.
Section B represents 32% of the pie chart, therefore, number of degrees for section B = [tex] \frac{32}{100}*360 = \frac{32*360}{100} [/tex]
[tex] = 115.2 [/tex]
Section B = 115° (to the nearest whole number)
Give the most appropriate reason for using three significant figures in reporting results of typical engineering calculations.a. Three significant figures gives better than one-percent accuracy. b. Most of the original data used in engineering calculations do not have accuracy better than one percent. c. Historically slide rules could not handle more than three significant figures. d. Telephone systems designed by engineers have area codes consisting of three figures
Answer:
The answer is "Option b".
Step-by-step explanation:
In the calculation of engineering or modeling, it is used to assess its necessary system, that performance, and also used to evaluate the distribution network adjustments, which is used to accommodate the slew of other distribution network adjustments, that's why except "choice b" all were incorrect.