Answer:
1) [tex]2,549,786\ people \approx3,000,000\ people[/tex]
2) [tex]3*10^6[/tex]
Step-by-step explanation:
1) To round a number to the nearest million, you must look at the digit located in the hundred thousands place. If this is greater than or equal to 5 you must round up, and if this is less than 5, you must round down.
In this case you know that the city has a population of [tex]2,549,786\ people[/tex].
You can notice that the digit located in the hundred thousands place is 5, therefore, you must round up:
[tex]2,549,786\ people \approx3,000,000\ people[/tex]
2) Scientific notation has the following form:
[tex]a*10^n[/tex]
Where "a" must be a number from 1 to 10 but not including 10 and "n" must be an integer.
To express [tex]3,000,000[/tex] in Scientific notation, the decimal point must be moved 6 places to the left; therefore, the exponent will be positive.
Then:
[tex]=3*10^6[/tex]
Evaluate the expression. 7⋅4+6−12÷4
The brain has been shut down, send help.
Answer:
4 is the answer
Step-by-step explanation:
Parenthesis
Exponents
Multiply
Division
Add
Subtract
or PEMDAS
Which linear inequality is represented by the graph?
Answer: postive
Step-by-step explanation:
Two less than three times a number is 28
Answer:
x = 10
Step-by-step explanation:
Two less than three times a number is 28
Let's break it up.
2 less than: -2
3 times a number: 3x (x is representing a number")
is 28: = 28
So, let's put that together.
Two less than three times a number is 28
3x - 2 = 28
Now, let's solve this.
First, let's isolate the x.
To do this, we must add 2 to each side.
3x - 2 = 28
+2 +2
3x - 2 + 2 = 3x
28 + 2 = 30
We have 3x = 30
Now, we must simplify.
To do this, we must divide each side by 3.
This, in term, will tell us what x equals.
3x = 30
--- ----
3 3
3x/3 = x
30/3 = 10
x = 10
Final answer:
The answer to the algebraic equation 'Two less than three times a number is 28' is 10. This is solved by setting up the equation 3x - 2 = 28 and solving for x.
Explanation:
The student's question involves solving a basic algebraic equation. To find the number in question, we can set up the equation 3x - 2 = 28, where x represents the unknown number. By adding 2 to both sides of the equation, we get 3x = 30, and then by dividing both sides by 3, we arrive at x = 10. Thus, the number that the student is looking for is 10.
Step-by-step-explanation:
Two less than three times a number is 28.
Let's define the unknown number as x.
Translate the given sentence into an equation: 3x - 2 = 28.
Solve for x: 3x = 30, x = 10.
What is "A number decreased by 4 is less than 14" written as an inequality?
Answer:
"A number decreased by 4 is less than 14" written as an inequality is [tex]x[/tex] - 4 < 14
Step-by-step explanation:
First: Figure out what a number decreased by 4 is.
Well, a number decreased by 4, how would that look like? To find out, we should look for some key words in the term. So, I will bold out the keywords in the term this time:
A number decreased by 4
That word 'decreased' gives us a hint. Out of the four basic operations (addition, subtraction, multiplication and division), 'decreased' fits into the subtraction category best. So we can replace 'decreased' with a minus sign. Since we don't know the specific value of 'A number', we will assign it a variable, the variable [tex]x[/tex]. 4 is just 4 so we can leave that number alone. So the first term would look like this:
A number decreased by 4 = [tex]x[/tex] - 4
Second: Since we know what the first term is, we need to find out what the second term is and the inequality sign.
This step is quite easy. Let's tackle the inequality sign first:
A number decreased by 4 is less than 14
The only words that would describe an inequality sign are the words: 'less than'. The less than sign looks like this: <
Fourteen [just like four] is just a number so we don't need to change that
So our final product is this: [tex]x[/tex] - 4 < 14
Thank you for reading.
Topic: Inequalities
6-6x = 2(x+5) need answer please
Answer:
[tex]\large\boxed{x=-\dfrac{1}{2}=-0.5}[/tex]
Step-by-step explanation:
[tex]6-6x=2(x+5)\qquad\text{use the distributive property}\ a(b+c)=ab+ac\\\\6-6x=(2)(x)+(2)(5)\\\\6-6x=2x+10\qquad\text{subtract 6 from both sides}\\\\6-6-6x=2x+10-6\\\\-6x=2x+4\qquad\text{subtract}\ 2x\ \text{from both sides}\\\\-6x-2x=2x-2x+4\\\\-8x=4\qquad\text{divide both sides by (-8)}\\\\\dfrac{-8x}{-8}=\dfrac{4}{-8}\\\\x=-\dfrac{4:4}{8:4}\\\\x=-\dfrac{1}{2}[/tex]
One candy making machine can produce 350 Swedish jelly candies per minute. At that rate, how many Swedish jelly fish candies could 6 identical machines produce in 10 minutes?
Answer:
21000
Step-by-step explanation:
We are given that
1 candy making machine can produce Swedish jelly candies per minute=350
We have to find the number of Swedish jelly fish candies could 6 identical machines produce in 10 minutes.
In 10 minutes, 1 candy making machine can produce candies=[tex]350\times 10=3500[/tex]
1 candy making machine can produce candies in 10 minutes=3500
If the rate same then
6 identical candy machine can produce candies in 10 minutes=[tex]3500\times 6=21000[/tex]
Hence, 6 identical machines can produce Swedish jelly fish candies in 10 minutes=21000
Answer:
366
Step-by-step explanation:
ADD
A checkers board has 64 squares. How many squares are in each row?
Answer:
8 rows and 8 columns
Step-by-step explanation:
8x8=64
Have a nice day!!!!!!! :-)
KA
There are 8 squares in each row of a standard checkers board, resulting in a total of 64 squares on the board.
We have,
A standard checkers board has 8 squares in each row.
It consists of 8 rows and 8 columns, for a total of 64 squares.
Each row has 8 squares, and each column also has 8 squares.
The rows are labelled with numbers from 1 to 8 (1 through 8), and each row contains 8 squares.
The columns are labelled with letters from A to H (A through H), and each column also contains 8 squares.
So, in each row, you have 8 squares, and since there are 8 rows in total, you have a total of:
= 8 rows * 8 squares per row
= 64 squares on the entire checkers' board.
Thus,
There are 8 squares in each row of a standard checkers board, resulting in a total of 64 squares on the board.
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What is the value of x? Enter your answer in the box. ___ °
Answer:
x = 84
Step-by-step explanation:
The sum of the interior angles of a polygon is
sum = 180° (n - 2) ← n is the number of sides
Here n = 5, thus
sum = 180° × 3 = 540°
Sum the given angles and equate to 540 to find x
x + 131 + 108 + 107 + 110 = 540, that is
x + 456 = 540 ( subtract 456 from both sides )
x = 84
Answer:
84 degrees.
Step-by-step explanation:
This is a pentagon . The sum of the 5 angles is 540 degrees.
x = 540 - (131 + 108 + 107 + 110)
= 84 degrees.
How do fraction tiles help me subtract unlike fractions?
Answer:
Step-by-step explanation:
They let you see how one fraction compares to another for one. Say you had 2/5 and 3/7 it may be tricky to tell which is bigger, but having the tiles will let you see that 3/7 is slightly bigger. And there are many many more complicated examples. So if you know which is bigger you will know subtracting the smaller one will keep it positive, while if you subtract the larger from the smaller one it will be negative.
Also, you can then find equivalent tiles. In the example I gave you would be able to see 2/5 = 14/35 and 3/7 = 15/35. Which are like fractions you can subtract simply.
Final answer:
Fraction tiles are a useful tool for subtracting unlike fractions by helping you visualize the process and find a common denominator, making the subtraction of different sized pieces understandable and accurate.
Explanation:
Fraction tiles are a visual and intuitive tool to help you understand how to subtract unlike fractions. When subtracting fractions with different denominators (unlike fractions), you cannot simply subtract the numerators because they represent different sized pieces. Fraction tiles help by providing a visual representation of different fractions and showing how they can be combined or separated into equivalent amounts with a common denominator.
To subtract unlike fractions effectively using your intuition and fraction tiles, first make sure that each fraction is represented by tiles that are all of the same size, which represent the common denominator. Once you have the common denominator for both fractions, you can easily remove the number of tiles corresponding to the smaller fraction from the larger one. The remaining tiles will show you the difference between the two fractions.
This approach will guide you in constructing the right rules for subtraction. Remember, the denominators in a fraction tell us how many equal parts the whole is divided into, while the numerators tell us how many parts we have. By using fraction tiles and aligning them to a common denominator, our intuition helps us understand the process mathematically, giving us confidence in the rules of subtracting fractions.
Prime fractorization of 47?
Answer:
1 times 47
Step-by-step explanation:
Final answer:
The number 47 is a prime number; therefore, its prime factorization is the number 47 itself.
Explanation:
The prime factorization of a number is breaking it down into prime numbers that, when multiplied together, give the original number. For the number 47, it is actually a prime number itself, which means its prime factorization is simply 47. Prime numbers are numbers greater than 1 that have no divisors other than 1 and themselves. Therefore, since 47 cannot be divided evenly by any other numbers aside from 1 and 47, it does not have a prime factorization other than being considered a factor of itself.
Compare the number sentence to make it true
854,607,250,___854,606,250
Answer:
854,607,250 > 854,606,250
A set of ordered pairs (x, y) is called a . It may or may not also be a function.
Answer:
A relation is a set of ordered pairs.
Step-by-step explanation:
The set of all first components of the ordered pairs is called the domain of the relation and the set of all second components of the ordered pairs is called the range of the relation.
Explain why the diagram shows that
6(3 + 4) = 6.3 +6.4.
Luis found a new text messaging plan which will charge him $2.00 for 80 messages. Using this plan, how much would he pay for 900 text messages in one month
To find out how much Luis would pay for 900 messages, we first determine the cost per message using the given plan ($2.00 for 80 messages) and then multiply by the number of desired messages. Luis would pay $22.50 for 900 text messages.
To solve this, first, find the cost per message by dividing the total cost by the number of messages in the plan. Then, multiply the cost per message by the total number of desired messages.
Step 1: Calculate the cost per message.
Cost per message = $2.00 / 80 messages = $0.025 per message.
Step 2: Multiply the cost per message by the total number of messages Luis wants to send.
Total cost for 900 messages = 900 messages * $0.025 per message = $22.50.
Therefore, Luis would pay $22.50 for 900 text messages in one month using this plan.
What is 7396 divide by 25
The answer is 295.84!
Colleen compared the ratios 3:8 and 1/2.
Her work is shown below.
Write the ratios as fractions: 3/8 and 1/8 Compare the numerators: 3 > 1 Write the correct statement: 3/8 > 1/2
Where did Colleen make her first mistake?
A. The common denominator should be 4 rather than 8
B. The numerators are compared incorrectly.
C. The fraction 1/2 should have been rewritten as 6/8
D. The fraction 1/2 should have been rewritten as 4/8.
NEED HELP NOW PLZZZZZ HELP ME!!!!!!!!!!
To compare two fraction you need to rewrite the fractions so they have a common denominator.
1/2 should have been rewritten as 4/8
The answer is:
D. The fraction 1/2 should have been rewritten as 4/8.
Answer:
D.The fraction [tex]\frac{1}{2}[/tex] should have been rewritten as [tex]\frac{4}{8}[/tex].
Step-by-step explanation:
We are given that ratios as fraction
[tex]\frac{3}{8}[/tex] and [tex]\frac{1}{2}[/tex]
Colleen compared between given ratios
We have to find the first mistake of Colleen in her work.
First we make denominator of both fraction same
Therefore, we will divide and multiply by 4 in second fraction number
[tex]\frac{1}{2}\times \frac{4}{4}=\frac{4}{8}[/tex]
The numerator of [tex]\frac{4}{8}[/tex] is greater then the numerator [tex]\frac{3}{8}[/tex].
Hence, the [tex]\frac{4}{8} >\frac{3}{8}[/tex]
Therefore, option D is true.
Answer:D.The fraction [tex]\frac{1}{2}[/tex] should have been rewritten as [tex]\frac{4}{8}[/tex].
The graph shows how the length of Julia's essay depends on the number of hours she spends writing. Write an equation that relates the total pages written (y) to the number of hours spent writing (x). Answer format: y=kx k must be written in the format 0.10 *
Answer:
Step-by-step explanation: Would the answer be y=0.80x because the x=10 and y=8??
Answer:
[tex]y=0.80x[/tex]
Step-by-step explanation:
Let x represent number of hours spent writing and y represent total pages written.
We have been given a graph that represents how the length of Julia's essay depends on the number of hours she spends writing.
First of all, we will find slope of the line using point (0,0) and (5,4).
[tex]m=\frac{y_2-y_1}{x_2-x_1}[/tex]
[tex]m=\frac{4-0}{5-0}[/tex]
[tex]m=\frac{4}{5}[/tex]
[tex]m=0.80[/tex]
Now, we will substitute the slope in the slope-intercept form of equation [tex]y=mx+b[/tex], where,
m = Slope,
b = The y-intercept.
We can see that y-intercept is 0.
Therefore, our required equation would be [tex]y=0.80x[/tex].
Describe how the graph of y= x2 can be transformed to the graph of the given equation. y = (x - 12)2 + 3
To transform the graph of y = x2 to y = (x - 12)2 + 3, subtract 12 from the x-coordinate to shift the graph horizontally and add 3 to the y-coordinate to shift it vertically.
Explanation:To transform the graph of y = x^2 to the graph of y = (x - 12)^2 + 3, we need to understand the effect of each transformation on the original graph. Here are the steps:
To translate the graph horizontally 12 units to the right, we subtract 12 from the x-coordinate of each point on the graph. The equation becomes y = (x - 12)^2.To shift the graph vertically 3 units up, we add 3 to the y-coordinate of each point on the translated graph. The equation becomes y = (x - 12)^2 + 3.By applying these transformations, we obtain the graph of y = (x - 12)^2 + 3, which is the original parabola shifted 12 units to the right and 3 units up.
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Suppose that carpeting costs $1.20 per square foot.
How much would it cost to carpet every room in this house
except the kitchen. 35 feet
10 feet
5 feet
Kitchen
Dining
room
8 feet
Enclosed
10 feet
porch
Living
room
14 feet
10 feet
12 feet
Answer:
It would cost $580.8 to carpet every room except the kitchen
Step-by-step explanation:
* Lets explain how to find the area which will covered by carpet
- From the graph we can find the dimension of each room
# Enclosed porch
- It is shaped a square with side length 10 feet
∵ Area of the square = L² , L is the length of the side of the square
∴ A = 10² = 100 feet²
∴ The area of the Enclosed porch is 100 feet²
# Living room
- It is shaped L letter, so we can find its area by divide it into two
rectangles
- Rectangle 1 with dimensions 12 by 10
- Rectangle 2 with dimensions [(14 - 10) + 12] and [(5 + 10) - 8]
∵ Area of rectangle = l × w , where l , w are its dimensions
∴ Area of rectangle 1 = 12 × 10 = 120 feet²
∵ The dimension of rectangle 2 are 16 and 7
∴ Area of rectangle 2 = 16 × 7 = 112 feet²
∵ Area of the living room = Area rectangle 1 + area rectangle 2
∴ Area of the living room = 120 + 112 = 232 feet²
∴ The area of the living room is 232 feet²
# Dining room
- It is shaped a rectangle of dimensions (35 - 16) and 8
∵ The area of the dining room = l × w
∵ l = 19 and w = 8
∴ The area of the dining room = 19 × 8 = 152 feet²
∴ The area of the dining room is 152 feet²
* Lets find the total area to carpet
∵ The dining room , living room and enclosed porch would carpet
∴ The total area to carpet = 100 + 232 + 152 = 484 feet²
- Suppose that carpeting costs $1.20 per square foot
∵ The cost of the carpet is $1.20 per foot²
∵ The area will covered = 484 feet²
∴ The cost of the carpet = 484 × 1.2 = $580.8
* It would cost $580.8 to carpet every room except the kitchen
- Look to the attached figure for more understand
PLEASE HELP ASAP
Compare the expressions using <, >, or =. Show all your work. (18 – 3) ÷ (6 - 1) _____ 4 • (10 – 3) – 4 • 2
Step-by-step explanation:
Follow PEMDAS
(18 — 3) ÷ (6 — 1) __ 4 • (10—3) — 4 • 2
First do everything in parentheses
15 ÷ 5 __ 4 • 7 — 8
Then multiply and divide
3 __ 28 —8
Subtract
3 __ 20
Determine if it is <, >, or =
3 < 20
a type of taxation in which people and businesses with higher incomes have higher tax rates is known as ?
which people and businesses with higher incomes have higher tax rates is known as Progressive tax
James knows that when h walks, he takes about 120 steps per minute and that each step is 2.75 feet long. Which calculation is most reasonable for James to use to find out his walking speed in miles for hour?
Answer:
120*2.75*60/5280
= 3.75
Step-by-step explanation:
So James is walking at 120 steps a minute, there are 60 minutes in one hour, and 5,280 feet in a mile. So, to find how quickly James is walking, we multiply how many steps he is taking a minute by how much distance each step is (120 * 2.75) that gives us how much distance in one minute, so we then multiply by 60 because there are 60 minutes in one hour. Then divide the entire equation by how many feet are in one mile (5,280) giving us the answer 3.75 miles per hour. And the equation 120*2.75*60/5280
Answer:
120 steps/1 minute • 2.75 feet/1 step • 1 mile/5,280 feet • 60 minutes/1 hour
Step-by-step explanation:
What is the range of this data?
{3, 3, 0, 8, 7, 10, 2, 6, 12, 0}
SOMEBODY HELP MEEEE !!!!!!!!!!!!
The range is 12 because range means is finding the distance of the numbers which is 0-12 so our answer is 12.
Hey!
----------------------------------
Range - is the value of subtracting the highest number by the lowest number.
----------------------------------
Highest Number: 12
Lowest Number: 0
Subtract: 12 - 0 = 12
----------------------------------
Answer:
12 is the range of this data.
----------------------------------
Hope This Helped! Good Luck!
A college football team wins eight games and loses three during its season. The margins of victory in the eight wins are (in points scored): 11 14 12 16 25 45 1 49 The relationship between the mean and median margin of victory is typical of distributions which, like this one, are
A) skewed to the right
B) nearly symmetric
C) skewed to the left
D) all positive
E) football shaped
Final answer:
The relationship between the mean and median margin of victory in a right-skewed distribution is explained.
Explanation:
The relationship between the mean and median margin of victory in this case defines a right-skewed distribution. In a skewed distribution, the mean tends to be farther out on the tail compared to the median. This is because in a right-skewed distribution, there are a few large values that pull the mean towards the right and away from the median, which represents the middle value. In this case, the mean margin of victory is 88.2, and the median margin of victory is 87.5. Therefore, the correct answer is option A) skewed to the right.
Suppose you have lunch with four friends and the total check (with tax and tip) is $155. How much should you each pay if you split the check evenly?
Answer: $31
Step-by-step explanation:
155/5 = 31
Missing angles in triangles worksheet
Answer:
A.) = 40° B.) = 90° C.) = 53.5° D.) = 34° E.) = 90° F.) = 52.9° G.) = 90°
H.) = 59.6° I.) = 119.1° J.) = 30.4° K.) = 90° L.) = 72° M.) = 107.3°
N.) = 47.7° O.) = 36° P.) = 90°
Step-by-step explanation:
All triangles are 180°
So:
A.) 72 + 68 = 140 180 - 140 = 40
The little boxes in the triangle indicates that the angle is a right angle. Right angles are 90°
B.) Is a right angle
C.) 36.5 + 90 = 126.5 180 - 126.5 = 53.5
D.) 56 + 90 = 146 180 - 146 = 34
E.) Is a right angle
F.) 95 + 32.1 = 127.1 180 - 127.1 = 52.9
G.) Is a right angle
H.) 30.4 + 90 = 120.4 180 - 120.4 = 59.6
To find angle I you have to find angle J first. So, because there is a box. That indicates that both angle equal 90°.
So you have to subtract H from 90° H = 59.6
J.) 59.6 - 90 = 30.4
I.) 30.5 + 30.4 = 60.9 180 - 60.9 = 119.1
K.) 45 + 45 = 90 180 - 90 = 90
L.) 33 + 75 = 108 180 - 108 = 72
M.) 37 + 35.7 = 72.7 180 - 72.7 = 107.3
N.) 92.3 + 40 = 132.3 180 - 132.3 = 47.7
O.) 54 + 90 = 144 180 - 144 = 36
P.) Is a right angle
Hope this helps : )
The missing angles are
A = 40°, B = 90°
C = 53.5°, D = 34°
E = 90°, F = 52.9°
G = 90°, H = 59.6°
I = 119.1°, J = 30.4 °
K = 90°, L = 72°
M = 107.3°, N = 47.7°
O = 36°, P = 90°
Sum of angles in a triangleThe Sum of angles in a triangle is 180 degrees. Therefore,
A = 180 - 72 - 68 = 40 degrees(sum of angles in a triangle)
B = 90 degrees(right angle)
C = 180 - 90 - 36.5 = 53.5 degrees(sum of angles in a triangle)
D = 180 - 90 - 56 = 34 degrees(sum of angles in a triangle)
E = 90 degrees(right angle)
F = 180 - 95 - 32.1 = 52.9 degrees(sum of angles in a triangle)
G = 90 degrees(right angle)
H = 180 - 90 - 30.4 = 59.6 degrees(sum of angles in a triangle)
I = 180 - 30.4 - 30.5 = 119.1 degrees(sum of angles in a triangle)
J =90 - 59.6 = 30.4 degrees
K = 180 - 45 - 45 = 90 degrees(sum of angles in a triangle)
L = 180 - 75 - 33 = 72 degrees(sum of angles in a triangle)
M = 180 - 35.7 - 37 = 107.3 degrees(sum of angles in a triangle)
N = 180 - 40 - 92.3= 47.7 degrees(sum of angles in a triangle)
O = 180 - 90 - 54 = 36 degrees(sum of angles in a triangle)
P = 90 degrees(right angle)
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Find the area of a square with side a when a=2 in, a=12 in, and a=0.8 in. Are the area of a square and the length of its side directly proportional quantities? Why or why not?
Answer:
4 inches²
144 inches²
0.64 inches²
Yes, the area of a square and the length of its side directly proportional quantities.
Step-by-step explanation:
In this question, we have to find the area of square by changing the lengths of a side. Given lengths are: 2, 12, 0.8. I will evaluate the area of each side and try to find out the relation between area and length of side.
First, we start with the smallest length (a=0.8 inches)
Area of a square is calculated by taking the square of single side (since both sides are equal).
Area of square = a²
Area of square = 0.8²
Area of square = 0.64 inches²
Area of square with smallest side length (a=0.8 inches) = 0.64 inches²
Secondly, we start with the 2nd highest length (a=2 inches)
Area of square = a²
Area of square = 2²
Area of square = 4 inches²
Area of square with second largest side length (a=2 inches) = 4 inches²
Thirdly, we start with the highest length (a=12 inches)
Area of square = a²
Area of square = 12²
Area of square = 144 inches²
Area of square with highest side length (a=12 inches) =144 inches²
As we can see, with the increase in the length of a side, area of square is also increasing. Therefore, yes the area of a square and the length of its side are directly proportional quantities as the area increases or decreases when the length of the side increases or decreases.
Answer:
They are directly proportional quantities.
Step-by-step explanation:
DEFINITION
Two quantities are said to be directly proportional if an increase in one quantity lead to an increase in the other quantity.
Area of a Square = [tex]Length^2[/tex]
Area of a Square of Length 2 inch = [tex]2^2=4 \:square \:inch[/tex]
Area of a Square of Length 12 inch = [tex]12^2=144 \:square \:inch[/tex]
Area of a Square of Length 0.8 inch = [tex]0.8^2=0.64 \:square \:inch[/tex]
Arranging the sides and corresponding area in ascending order:
(0.8, 2, 12) = (0.64, 4, 144)
We notice that as the length increases, the area also increases.
Therefore, the area of a square and the length of its side are directly proportional quantities.
One quarter has a mass of 5.67 grams.Which is the mass of 50 quarters
Answer:
203.5 grams
Step-by-step explanation:
50 x 5.67 = 203.5
4x+1=9+4y solve for y
Answer:
y = x-2
Step-by-step explanation:
The value of y in the given equation; 4x+1=9+4y is y = x-2
What does it mean to solve an equation?An equation represents equality of two or more mathematical expression.
When someone asks you to solve an equation, then they usually mean to find the values of the unknowns for which that equation would be true (the equality between expressions should hold true for those values).
Thus the Solutions to an equation are those values of the variables involved in that equation for which the equation is true.
Given that 4x+1=9+4y
We need to solve for y;
4x+1=9+4y
4x - 4y = 9 -1
4x - 4y = 8
x - y = 2
Therefore, the value of y in the given equation; 4x+1=9+4y is y = x-2
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If a number is positive then it is a whole number and an integer. which is the conclusion of the conditional ?
A . A number is an integer
B. A number is either a whole number or an integer
C. A number is a both a whole number and an integer
D. A number is positive
Answer:
A a number is an interger
The conclusion of the given conditional statement 'If a number is positive then it is a whole number and an integer' is 'A number is both a whole number and an integer', which corresponds to option C.
Explanation:In a conditional statement, the conclusion is what is conjectured or inferred from the given hypothesis. For the statement 'If a number is positive then it is a whole number and an integer', the part after 'then' forms the conclusion, that a given number is both a whole number and an integer.
So the correct conclusion for the given conditional is 'A number is both a whole number and an integer'. Therefore, option C is the correct answer to this question.
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