Evan said that the difference between two negative numbers must be negative. Was he right?

The given side dishes are rice potatoes and vegetables = 2

The given main dishes are chicken, fish and beef = 3

As there are 2 side dishes. With rice potatoes we can order any of the three main dish, so it is 3 combination. Similarly with vegetables also, we can order any of the three main dish, so it is 3 combination.

So, combined combination is 3+3 = 6

Hence, the correct answer is option A.

Answer:9 combinations

Step-by-step explanation:

3+3+3=9

Answer:

Line AB.

Step-by-step explanation:

Since we know that a line is a set of continuous points and it extends in both directions infinitely.

We can name a line either by a single small case letter or by labeling endpoints.

We can see that point A and point B lies on line m. We can name line m as line AB.

Therefore, another name for line m is line AB.

The cube volume is 10x10x10 inch3, so the base area is 10 inch x10 inch. On the other hand, we know that 1 square foot = 1 foot x 1 foot = 12 inch x 12 inch, so that is  *greater* than the cube base.

Answer:

area of the base of the cube is smaller than 1 square foot

Step-by-step explanation:

since the volume of the cube is 1000 in^3 then its side must be (1000)^{1/3}

which is equal to 10 in

now, we know that area of the base of the cube will have an square cross section area= side^2

there area of base of the cube = 10^2= 100 sq in

now 1 foot= 12 in

therefore, 1 square foot = 12*12 square in = 144 sq in

clearly, area of the base of the cube is smaller than 1 square foot.

hope you liked the explanation.

Answer:

Step-by-step explanation:

Problem A

3x - 5 + x = 2x - 3 + 2 + 2x

Bring like terms close to each other so they can be combined on both the  left and right sides.

3x + x - 5 = 2x+ 2x - 3 + 2      Combine like terms

4x - 5 = 4x - 1                          Stop. Nothing more is going to work and give you anything but  No Solution. You will wind up with - 5 = - 1 which is a contradiction.

Number of Solutions: None

Classification:  Contradiction  

Problem B

4x + 5 - 6x = -x + 3 - x + 2 Bring like terms close to each other so they can be combined on both the  left and right sides.

4x - 6x + 5 = -x - x + 3 + 2

-2x + 5 = - 2x + 5               Stop!!!

This will give an infinite number of solutions. Suppose x = 200. Then you will get

-2*200 + 5 = -2 * 200 + 5

- 400 + 5 = - 400 + 5

- 395 = - 395   No matter what you use, the same thing will happen. The equation is an identity. Identities are really useful when you are checking equations. The left side should always come out to be the right side.

Number of Solutions: Infinite

Classication: Identity.

Problem C

8x + 2 - 6 = 4x +8 +3x     Bring like terms close to each other so they can be combined on both the  left and right sides.

8x + 2 - 6 = 4x + 3x + 8     Combine like terms.

8x - 4 = 7x + 8                    Subtract 7x from both sides

8x - 7x - 4 = 7x - 7x + 8      Combine like terms

x - 4 = 8                               Add 4 to both sides

x = 4 + 8

x = 12

Solutions: 1

Classification: Neither. But it is actually classified as a conditional equation if it has 1 legitimate solution.

Note: I really hope I have not wasted your points.

Answer:

X multiplied by 25 subtract 3

(Sorry this is put in words)

Step-by-step explanation:

Multiply the cost of the game by the sales tax:

7% tax = 0.07

50 x 0.07 = 3.5

The tax would be $3.50

do you mean how do you write it? If so, 2/3x-12

because you make them all improper fractions

Multiplying a whole number by a mixed number involves the same principle as multiplying two mixed numbers in maths. Both first require converting the numbers into improper fractions, then multiplying the numerators together, and the denominators together, and finally simplifying the result.

In mathematics, multiplying a whole number by a mixed number is fundamentally the same as multiplying two mixed numbers because both processes follow the same principle. Let's break it down step by step: First, both whole numbers and mixed numbers can be converted into improper fractions. For example, if you are multiplying 3 (a whole number) by 2 1/2 (a mixed number), you would first convert them into improper fractions. So, 3 becomes 3/1, and 2 1/2 becomes 5/2.

Then, you would multiply the numerators (top numbers) together and the denominators (bottom numbers) together, i.e., (3 * 5)/(1 * 2) = 15/2. Then, you simplify the fraction if needed.

The same process applies when multiplying two mixed numbers, for example, 2 1/2 * 1 1/4. Convert them to improper fractions (5/2 * 5/4), then multiply the numerators and denominators and simplify the result. Thereby, the principles of multiplication and conversion of numbers apply identically in both scenarios.

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The answer is b. k=64 t=52.

Answer: A) It will have the same measure as the original angle

Step-by-step explanation:

When reflected, the angle will be the same. Essentially, reflecting is just like using a mirror. When you reflect something, or look in the mirror, it is the same only flipped. For this problem here, that would be the case. You are simply flipping the angle over the y-axis, therefore everything stays the same except the direction it faces.

If you have 104 students in the beginning and then 15 are absent, that's as simple as saying 104 - 15.

And 104 - 15 = 89

This is what the problem looks like: 104 - 15 = ?

Your answer is 89.

ANSWER TO PART A

The mapping for the reflection in the line [tex]y=x[/tex], is given by

[tex](x,y)\rightarrow (y,x)[/tex].

That is the coordinates swap position .

The only way we can construct a function [tex]f(x)[/tex], such that;

[tex](x, f(x))\rightarrow (f(x),x)[/tex] are equal is when

[tex]f(x)=x[/tex].

So that when [tex]x=a, f(a)=a[/tex] .

The mapping then becomes

[tex](a,a)\rightarrow (a,a)[/tex].

Therefore the function, [tex]f(x)=x[/tex] is the function whose reflection in the line

[tex]y=x[/tex] is itself.

ANSWER TO PART B

The function is symmetrical with respect to the origin. That is to say the function is an odd function.

A function is symmetric with respect to the origin, if it satisfies the condition,

[tex]f(-x)=-f(x)[/tex]

For instance,

[tex]f(a)=a[/tex]

[tex]f(-a)=-a[/tex]

Since

[tex]f(-a)=-a=-f(a)[/tex]

We say the function is symmetric with respect to the origin.

d. 10

8+1=9

90/9=10 people voted in all

Answer: a) 80

Step-by-step explanation:

8: 1

8+1= 9

8/9 × 90

=8 × 10 = 80

The fraction of 3.88888 will be [tex]3\frac{11111}{12500}[/tex]

The steps are as follow:

[tex]3.88888= \frac{3.88888}{1}\\ \frac{3.88888}{1} * \frac{100000}{100000} \\ \frac{388888/8}{100000/8} = \frac{48611}{12500}\\ 3\frac{11111}{12500} \\\\3.88888=3\frac{11111}{12500}[/tex]

So the fraction of 3.88888 will be [tex]3\frac{11111}{12500}[/tex]

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x = 2 is the answer.

Answer:  The required value of x in the given equation is 2.

Step-by-step explanation:  We are given to find the value of x in the following equation :

[tex]2.5(6x-4)=10+4(1.5+0.5x)~~~~~~~~~~~~~~~~~~~~~~~~~~~(i)[/tex]

To find the value of x, we need to solve the given equation (i).

The solution of equation (i) is as follows :

[tex]2.5(6x-4)=10+4(1.5+0.5x)\\\\\Rightarrow 15x-10=10+6+2x\\\\\Rightarrow 15x-10=16+2x\\\\\Rightarrow 15x-2x=16+10\\\\\Rightarrow 13x=26\\\\\Rightarrow x=\dfrac{26}{13}\\\\\Rightarrow x=2.[/tex]

Thus, the required value of x in the given equation is 2.

Let's solve your equation step-by-step.

|2z − 9| = 1

Solve Absolute Value.

|2z − 9| = 1

We know either 2z − 9 = 1 or 2z − 9 = −1

2z − 9 = 1 (1 is a possibility)

2z − 9 + 9 = 1 + 9 (Add 9 to both sides)

2z = 10

2z /2  =  10 /2   (Divide both sides by 2)

z=5

2z − 9 = −1 (Possibility 2)

2z − 9 + 9 = −1 + 9  (Add 9 to both sides)

2z = 8

2z /2   =   8 /2   (Divide both sides by 2)

z = 4

1

Two solutions were found :

    z=5

    z=4

Absolute Value Equation entered :

     |2z-9|=1

Step by step solution :

Step  1  :

Rearrange this Absolute Value Equation

Absolute value equalitiy entered

     |2z-9| = 1

Step  2  :

Clear the Absolute Value Bars

Clear the absolute-value bars by splitting the equation into its two cases, one for the Positive case and the other for the Negative case.

The Absolute Value term is |2z-9|

For the Negative case we'll use -(2z-9)

For the Positive case we'll use (2z-9)

Step  3  :

Solve the Negative Case

     -(2z-9) = 1

    Multiply

     -2z+9 = 1

    Rearrange and Add up

     -2z = -8

    Divide both sides by 2

     -z = -4

    Multiply both sides by (-1)

     z = 4

    Which is the solution for the Negative Case

Step  4  :

Solve the Positive Case

     (2z-9) = 1

    Rearrange and Add up

     2z = 10

    Divide both sides by 2

     z = 5

    Which is the solution for the Positive Case

Step  5  :

Wrap up the solution

z=4

z=5

brainliest plzz

For this case we have an expression of the form:

[tex]a + b (x-c)\\[/tex]

We then define the following variables:

a: represents the base salary

b: is the percentage of sales commissions

c: It is a cutoff point to obtain or not commission.

If x> c: you get commission

If x ≤ c: you do not get commission

Thus, x represents the amount of sales made above $ 300.

Answer:

option 1

They both flow into the Gulf of Mexico

Gulf of Mexico is where they both flow into

Here is your inequality:

[tex]z + \frac{1}{8} > \frac{1}{5}[/tex]

You're looking for z. To do that, you need to remove everything on the same side of z. The only thing with z is positive [tex]\frac{1}{8}[/tex] . To remove it, you need to do the opposite of it, which is negative [tex]\frac{1}{8}[/tex], which is the same as subtracting [tex]\frac{1}{8}[/tex]. Subtract:

[tex]z+\frac{1}{8} - \frac{1}{8} > \frac{1}{5} - \frac{1}{8} \\ \\z = \frac{1}{5} - \frac{1}{8}[/tex]

Subtract [tex]\frac{1}{8}[/tex] from [tex]\frac{1}{5}[/tex]. Since they have a different denominator(bottom number in a fraction), change them into fractions with common denominator. To find a common denominator, list the multiples of both numbers and see what is common.

[tex]5 - 5, 10, 15, 20, 25, 30, 35, 40, 45 \\8- 8, 16, 24, 32, 40, 48[/tex]

In the numbers listed above ↑, the only common multiples is 40. That means you need to change both fractions so that they both have a denominator of 40.

[tex]\frac{1 \times 8}{5 \times 8} = \frac{8}{40}[/tex]

[tex]\frac{1 \times 5}{8 \times 5} = \frac{5}{40}[/tex]

Here is your new equation:

[tex]z> \frac{8}{40} - \frac{5}{40}[/tex]

Subtract:

[tex]\frac{8}{40} - \frac{5}{40} = \frac{3}{40} \\\\z> \frac{3}{40}[/tex]

Your answer is z > [tex]\bf \frac{3}{40}[/tex]

If you have any questions, feel free to ask in the comments! :)

To solve the inequality z + 1/8 > 1/5, subtract 1/8 from both sides to isolate z. The solution to the inequality is z > 3/40. Graphically, represent the solution set by shading all values greater than 3/40 on a number line.

To solve the inequality z + 1/8 > 1/5, we need to isolate z. First, we subtract 1/8 from both sides of the inequality: z + 1/8 - 1/8 > 1/5 - 1/8. This simplifies to z > 3/40. Therefore, the correct solution for the inequality is z > 3/40.

To graph this inequality on a number line, we draw an open circle at 3/40 and shade all the values greater than 3/40 to the right. This represents the solution set of the inequality.

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We are given

A cell phone company charges $45 a month for phone service and

$0.25 for each text message

(a)

Let's assume

total number of messages sent on each month is x

total monthly bill is $ y

so, we can set up  equation

[tex]y=45+0.25x[/tex]

now, we can solve for x

Subtract both sides by 45

[tex]y-45=45+0.25x-45[/tex]

[tex]y-45=0.25x[/tex]

[tex]x=\frac{y-45}{0.25}[/tex]

[tex]x=4y-180[/tex]...........Answer

(b)

we can plug y=75

and then we can solve for x

[tex]x=4*75-180[/tex]

[tex]x=300-180[/tex]

[tex]x=120[/tex]

so, total number messages sent were 120...........Answer

If you are looking to write an inequality equation that models this situation, then the answer would be: [tex]5+2x\leq 27[/tex].  The "at most" signals to use the less than or equal to sign.

The number is 11 if the sum of 5 and twice a number is at most 27 the answer is 11.

It is defined as the relation between two variables, if we plot the graph of the linear equation we will get a straight line.

If in the linear equation, one variable is present, then the equation is known as the linear equation in one variable.

The question is incomplete.

The complete question is:

The sum of 5 and the twice a number is at most 27.

What is the number?

Let the number is x

A number is a mathematical entity that can be used to count, measure, or name things. For example, 1, 2, 56, etc. are the numbers.

We can frame a linear equation in one variable.

2x + 5 = 27

2x = 27 - 5

2x = 22

x = 22/2

x = 11

Thus, the number is 11 if the sum of 5 and twice a number is at most 27 the answer is 11.

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Hey there!!

Given :

The total cost for 2 pairs of pants and 5 shirts is $61.

The total cost for 3 pairs of paints and 4 shirts is $67.

Let's take the cost for each pair of paints as 'p' and the cost for each shirt as 's'.

Now, let's get these into an equation.

Peter's equation :

... 2p + 5s = 61

Jessica's equation :

...3p + 4s = 67

......................................................................................................

2p + 5s = 61 --- (1)

3p + 4s = 67 --- (2)

Multiply the first equation with 3 and the second equation with 2.

6p + 15s = 183

6p + 8s = 134

Subtract both the equations -

... 7s = 49

Divide both sides with 7.

... s = 7

Hence, the cost of each shirt is $7.

Hope my answer helps!!

If Anne gave birth to four males and four females, and they all gave birth the same way again, they would have eight males, but if it were to happen again, there would be 12 males and 12 females in total if you don't count all of the females giving birth EACH to four males and four females. Otherwise it would be 40 males, and 40 females.

24 male mice trick question

43 and 57. Because 43 is 3 above 40 and 57 is 3 below 60.

The answer is 29.

The equation is 2x - 6 = 52

Reverse the operation;

52 x 2 = 104

104 - 6 = 98

So, there 98 alternative schools in the county.