[2+(-4)]+5-[(-11)x(-2)]-(-7)

Answer: -1>n

Step-by-step explanation:1) combine like terms (-5n+2n=-3n) so you have 3<-3n then you divide -3 on both sides and because it’s a negative you flip the sign so you end up with -1>n

Answer:

7 1/8 miles.

Step-by-step explanation:

The total number of miles Mary walked is 8 1/8.

Given that, Mary walked [tex]2\frac{1}{4}[/tex] miles around the park. In the afternoon, she  walked another [tex]5\frac{7}{8}[/tex] miles

We need to find the total distance walked by Mary.

Step I: Add the whole numbers together.

Step II: We take L.C.M. of the denominators and change the fractions into like fractions.

Step III: We add the like fractions and express the sum to its simplest form.

Now, [tex]2\frac{1}{4}+5\frac{7}{8}[/tex]=(2+5)(1/4 + 7/8)

=7 (2/8 + 7/8)

=7 9/8

=8 1/8

Therefore, the total number of miles Mary walked is 8 1/8.

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Answer:

32,40,48,56

Can u plz give me the brainliest answer?

Have a nice day!!!!! :-)

KA

Answer:

-33

Step-by-step explanation:

So we start out by plugging in the values for x and y which becomes:

-3 + (-3 x 10)

Then we do PEMDAS which tells us to solve the values inside the parentheses first( P in PEMDAS) which becomes:

-3 + -30

A negative number added to another negative number stays negative, giving us the answer:

-33

Answer:

7

Step-by-step explanation:

Divide 427 and 61 to find the quotient.

427 ÷ 61

= 7

Hey!

-----------------------------------

Question Explanation:

In other words you can write 200,00 using a whole number and a power 10 using scientific notation!

In scientific notation you want a number less than 10 multiplied by 10 to the power of a number.

-----------------------------------

Solution:

200,000 / 10 = 20,000

20,000 / 10 = 2,000

2,000 / 10 = 200

200 / 10 = 20

20 / 10 = 2

I divided 200,000 by 10 five times to get a number less than 10.

So, 5 is going to be the exponent.

-----------------------------------

Answer:

2 x 10^5

-----------------------------------

Hope This Helped! Good Luck!

200,000 can be expressed as 2 x 10^5 in scientific notation, which helps to simplify handling of large and small numbers by reducing the number of zeros.

To express 200,000 using a whole number and a power of 10, we need to move the decimal place. Start by writing the number as 2 followed by five zeros, or 2,00000. The power of 10 is determined by the number of places we move the decimal. In this case, the decimal is moved 5 places to the left, so we use 10 to the power of 5. Thus, 200,000 can be written as 2 x 105.

This method is known as scientific notation or powers-of-ten notation. It simplifies dealing with very large and small numbers by reducing the number of zeros we have to keep track of. It also makes mathematical operations easier. For instance, when multiplying numbers in this notation, we need to multiply the numbers out front and then add the exponents.

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Answer: 110.2 seconds

Step-by-step explanation:

Divide 1.9 by 7. That gets you 0.271428571428571. Then multiply that by 406. That in turn gets you 110.2 seconds. Alternatively, you could divide 406 by 7 and then multiply that answer by 1.9 to get the same answer.

Answer:

It's 771.4

Step-by-step explanation:

Step-by-step explanation:

70 = 1 · 70

70 = 2 · 35

70 = 5 · 14

70 = 7 · 10

70 = 2 · 5 · 7

Answer:

No

Step-by-step explanation:

[tex][x - 5][3x - 2] \\ \\ 3 {x}^{2} - 17x + 10[/tex]

F - Multiply the first terms in each set of parentheses FARTHEST TO THE LEFT

O - Multiply the first term in the first set of parentheses FARTHEST TO THE LEFT by the last term in the second set of parentheses FARTHEST TO THE RIGHT

I - Multiply the last term in the first set of parentheses FARTHEST TO THE RIGHT by the first term in the second set of parentheses FARTHEST TO THE LEFT

L - Multiply the last terms in each set of parentheses FARTHEST TO THE RIGHT

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Answer:

x = - 8, x = 6

Step-by-step explanation:

Given

(x - 6)(x + 8) = 0

Equate each factor to zero and solve for x

x - 6 = 0 ⇒ x = 6

x + 8 = 0 ⇒ x = - 8

Answer:

x =  -8, 6.

Step-by-step explanation:

(x– 6)(x + 8) = 0

Either factor can be zero:

x - 6 = 0 gives x = 6 and

x + 8 = 0 gives x = -8.

7766 rounded ot the nearest thousands would be 8000, since the hundreds place value, 7, is going to be rounded up to 8000.

Hope this helped!

Nate

Answer:

8000

Step-by-step explanation:

|Thousands||Hundreds||Tens||Ones|

|       7          ||        7       ||   6  ||    6   |

5 or more, raise the score (turn the 7 into an 8 and make the three other numbers 0)

4 or less, let it rest (leave the 7 as a 7 and make the other 3 numbers 0).

The number that we are looking at changing will be bold. The number that determines if we change that number will be underlined.

7766

The 5 or more, raise the score rule applies to 7.

So, we will make the 7 thousand (7000) 8 thousand (8000)

We will make the seven hundred sixty six (766) zero (0).

Our final answer is 8000.

Answer:

[tex]3.51%[/tex]

Step-by-step explanation:

To find percent of a number, what you have to do is as followed.

Multiply the percent by the number

[tex]5.4 * 65[/tex]

[tex]= 351[/tex]

Divide the answer by 100

3.51

Add percent symbol

3.51%

The value of 5.4% of 65 is 3.51.

This is the amount, number or rate of something, regarded as part of a total of 100. For instance,

20% of 100 equals 20

5% of 50 equals 2.5

So,

5.4% of 65

= 5.4/100 × 65

= 0.054 × 65

= 3.51

In conclusion, 5.4% of 65 equals 3.51

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Answer:

Translate

Step-by-step explanation:

To shift a graph vertically and/or horizontally is to  Translate it.

Translation--

A translation is a rigid transformation in which the graph of the original function is shifted some units to the left or to the right( i.e. horizontal shift) or some units up or down ( i.e. vertical shift ).

The horizontal shift of the function f(x) by k units is given by:

   f(x) → f(x+k)

and the vertical shift of the function f(x) by k units is given by:

   f(x) → f(x)+k

Answer:

y<6

Step-by-step explanation:

You will solve it like a one-step equation but just leave the less then symbol. so anything less then 6 is your answer

The solution of provided inequality equation y - 4 < 2 is y<6 and the number line for this is plotted below.

The number line is the way of representation of number and digits in a arranged form to understand the data batter.

Characteristics of the graph of the inequality-

The equation which need to be solve is,

[tex]y - 4 < 2[/tex]

Add 4 both side of the equation to solve it further,

[tex]y < 2+4\\y < 6[/tex]

This is the simplified form of the equation. This equation suggest that the value of y is less than the number 6.

Thus, the arrow should be point left side and the open circle is put on number 6 to make the number line for given equation as shown in figure attached below.

Thus, the solution of provided inequality equation y - 4 < 2 is y<6 and the number line for this is plotted below.

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The correct expression is 3a + 17.

The correct expression that represents 'Three times a number, increased by seventeen' is 3a + 17. Option B is the correct answer.

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Answer:

See below.

Step-by-step explanation:

1 ÷ loga ab + 1 ÷ logb ab

=  1 / (loga ab)  +   1 /  (loga ab / loga b)    { change of log base)

= 1 / (loga ab) +  loga b / (loga ab)

=  (1 + loga b) / loga ab

=  (1 + loga b) / (loga a + loga b)    Now loga a = 1 so we have:

((1 + loga b) / (1 + loga b)

= 1.

Answer:

A farmer sells an average of 15 3/5 bushels of corn each day.

In mixed fraction it is ;

[tex]\frac{78}{5}[/tex]

Let us say he has a total of x bushels.

So, after 6 days, he will sell, [tex]6\times\frac{78}{5}[/tex] bushels of corn.

= [tex]\frac{468}{5}[/tex] bushels of corn.

Hence, his left over inventory will have = [tex]x-\frac{468}{5}[/tex] bushels.

Answer:5

Step-by-step explanation:

Answer:

y = - 6x - 19

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

y = - 6x - 4 ← is in slope- intercept form

with slope m = - 6

• Parallel lines have equal slopes, thus

y = - 6x + c ← is the partial equation

To find c substitute (- 3, - 1) into the partial equation

- 1 = 18 + c ⇒ c = - 1 - 18 = - 19

y = - 6x - 19 ← in slope- intercept form

Answer:

6 packs of sugar cookies and 10 packs of chocolate chip cookies.

Step-by-step explanation:

Let the quantity of sugar cookies be x packs and the quantity of chocolate chip cookies be y packs. Total packs are 16. Therefore: x + y = 16. This implies y = 16 - x (Equation 1).

It is given that a pack of sugar cookies is priced at $2.5 and a pack of chocolate chip cookies is priced at $3.5. It is also given that the student spends a total of $50 on the cookies. Since x packs of sugar cookies and y packs of chocolate chip cookies are to be bought, therefore:

2.5x + 3.5y = 50 (Equation 2).

Put equation 1 in equation 2.

2.5x + 3.5(16 - x) = 50.

2.5x + 56- 3.5x = 50.

-x = -6.

x = 6.

Put x = 6 in equation 1.

y = 16 - 6.

y = 10.

Therefore, Angelina will buy 6 packs of sugar cookies and 10 packs of chocolate chip cookies!!!

Answer:

Step-by-step explanation:

the system of equations are : one solution or infinity

Answer:

Step-by-step explanation:

Product of -4 and a number x   is  -4 * x = - 4x

-4x  + 2  < 20

Answer:

Step-by-step explanation:

Turning the word problem into equations:

[tex]-4x+2 = 20[/tex]

Subtracting 2 on both sides

[tex]-4x+2 -2= 20 -2[/tex]

[tex]-4x = 18[/tex]

Dividing by -4

[tex] -4x/(-4) = 18/(-4)[/tex]

Considering that -4x/(-4) = x

Then the answer is x = -18/4 = - 9/2 = - 4 1/2

Answer:

d) 3x - 1

Step-by-step explanation:

Since the divisor is in the form of x - c, use what is called Synthetic Division. Remember, in this formula, -c gives you the OPPOSITE terms of what it really is, so do not forget it. Anyway, here is how it is done:

-3| 3 8 -3

↓ -9 3

__________________

3 -1 0 → 3x - 1

You start by placing the c in the top left corner, then list all the coefficients of your dividend [3x² + 8x - 3]. You bring down the original term closest to c then begin your multiplication. Now depending on what symbol your result is, tells you whether the next step is to subtract or add, then you continue this process starting with multiplication all the way up until you reach the end. Now, when the last term is 0, that means you have no remainder. Finally, your quotient is one degree less than your dividend, so that 3 in your quotient can be a 3x, then -1 follows right behind it.

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9x3 - 9x2y + 4x - 4y A) (x + y)(9x2 - 4) B) (x - y)(9x2 + 4) C) (9x + y)(x - 2)(x + 2) D) (x + y)(3x - 2)(3x + 2)

Final answer:

To find 15% of 75% of 80, calculate 75% of 80 first (0.75  imes 80 = 60), then find 15% of 60 (0.15  imes 60 = 9), resulting in an answer of 9.

Explanation:

The student has asked: What is 15% of 75% of 80?

To solve this problem, we'll need to follow these steps:

First, find 75% of 80.

Then, find 15% of the result from step 1.

Let's start with the first step:

75% of 80 is equivalent to 0.75  imes 80, which equals 60.

Now, for the second step:

15% of 60 is equivalent to 0.15  imes 60, which equals 9.

Therefore, 15% of 75% of 80 is 9.

Answer:

NO Pick none :) Step-by-step explanation:

Answer:

69.1

Step-by-step explanation:

Mean height of 14 students = 69.0 inches

Mean = sum of data/number of data

69 = sum of data/14

sum of data = 966

FOR NEW MEAN:

Height of additional student = 70.5

Mean = sum of data/ number of data

Mean = 966+70.5/14+1

Mean = 1036.5/15

Mean = 69.1

Therefore, the mean height of the 15 students in the class is 69.1

Final answer:

To find the new mean height after Danielle joins the class, calculate the total height of all students, add Danielle's height, and divide by the new number of students. The mean height increases to 69.1 inches.

Explanation:

Mr. Zuro finds the mean height of all 14 students in his class to be 69.0 inches. When Danielle, who is 70.5 inches tall, walks in late, we need to calculate the new mean height of all 15 students.

First, we find the total height of the initial 14 students by multiplying the mean height by the number of students: 69.0 inches × 14 = 966 inches. Next, we add Danielle's height to this total: 966 inches + 70.5 inches = 1036.5 inches. Finally, to find the new mean height, we divide this total by the number of students, now 15: 1036.5 inches ÷ 15 = 69.1 inches.

Therefore, the mean height of the 15 students in the class, including Danielle, is now 69.1 inches.

Answer:

Step-by-step explanation:

ANS:

y = 2x − 5 y = mx + b

−1 = 2(2) + b

−5 = b