Type the integer that makes the following subtraction sentence true:

9 - ? = 17

the answer to your question 7.2

Answer:

X = 8

Step-by-step explanation

First thing to do, is add 7 to both sides to make it -1/2X=-4. Then multiply both sides by the reciprocal (flip fraction) to make it X = 8. Because when you multiply -4 by -2/1 (or just -2) you get 8. Hope I helped! :D

Final Answer:

The equation that has the solution [tex]\( x = 5 \) is \( 3x + 1 = 9 \)[/tex].

Upon solving [tex]\( 3x + 1 = 9 \)[/tex], we find [tex]\( x = \frac{8}{3} \)[/tex]. However, this does not satisfy the condition [tex]\( x = 5 \)[/tex]. None of the other given equations meet the criteria, making [tex]\( 3x + 1 = 9 \)[/tex] the correct choice.

Step-by-step explanation:

The equation 3x + 1 = 9 can be solved to find the value of x.

Starting with the given equation:

[tex]\[3x + 1 = 9\][/tex]

Subtract 1 from both sides:

[tex]\[3x = 8\][/tex]

Now, divide both sides by 3:

[tex]\[x = \frac{8}{3}\][/tex]

However, we're looking for a solution where x equals 5. Since [tex]\(\frac{8}{3} \neq 5\)[/tex], the equation 3x + 1 = 9 does not satisfy the condition x = 5.

Now, let's analyze the other equations:

1. For the equation [tex]\(\frac{25}{x+4} = 9\)[/tex], if we substitute x = 5, the left side becomes [tex]\(\frac{25}{9}\)[/tex], which is not equal to 5.

2. For the equation [tex]\(\frac{x}{5} + 5 = 6\)[/tex], if we substitute x = 5, the left side becomes [tex]\(1 + 5\)[/tex], which is not equal to 6.

3. For the equation [tex]\(18 - 2x = 9\)[/tex], if we substitute x = 5, the left side becomes [tex]\(18 - 10\)[/tex], which is not equal to 9.

4. For the equation [tex]\(32 - 4x = 12\)[/tex], if we substitute x = 5, the left side becomes [tex]\(32 - 20\),[/tex] which is not equal to 12.

5. For the equation [tex]\(11 + 6x = 22\)[/tex], if we substitute x = 5, the left side becomes[tex]\(11 + 30\)[/tex], which is not equal to 22.

Therefore, the only equation among the given options that satisfies the condition x = 5 is 3x + 1 = 9.

Answer:We must get more than 7 digs in the remaining 5 games  to break record of 26.

Step-by-step explanation:

Given situation:- Let  x represents the number of digs which we must get in the remaining 5 games to break your record ,and we have 19 digs for our current volleyball season.

To break  previous record of 26 digs in a season, we have to get more than 26 i.e. 19 digs added to x must be greater than 26

⇒x+19 ≥ 26

⇒x≥26-19⇒x≥7

Therefore,we must get more than 7 digs in the remaining 5 games  to break record of 26.

The inequality that represents the number x of digs you must get in the remaining is x > 7

Let 19 represent  the  digs you have in this season

Let x represent the digs you have  in the remaining games.

Hence, x+19 will represent the  digs you get for the season.

Now let solve an inequality that represents the number x of digs

19 + x > 26

x>=19-26

x > 7

Inconclusion The inequality that represents the number x of digs you must get in the remaining is x > 7.

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take 5.99 divide by 13 and the unit rate is 0.46

I think it is “wild”, but I’m not the best at english :)

16-4(5-x)=8

16-20+4x=8

-4+4x=8

4x=12

x=3

Answer:

10,200,000

Step-by-step explanation:

Note the hundred thousands place value (underlined and bolded):

10,160,555

Look at the value of the number directly to the right. It is a 6. Because 6 is greater than 5, round up

10,160,555 rounded to the nearest hundred thousand is 10,200,000.

~

The number 10,160,555 rounded off to the nearest hundred thousand is 10,000,000.

The question asks for 10,160,555 to be rounded off to the nearest hundred thousand. When rounding to the nearest hundred thousand, we look at the digit in the ten-thousand place. In this case, that digit is 1. Since 1 is less than 5, we keep the digit in the hundred-thousand place as is and change all digits to its right to zero.

This gives us the rounded answer: 10,000,000.

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Hey there,

783 rounded to the nearest hundred is 800.

- Ari -

The hundreds digit is the 7.

Everything to the right of the 7 becomes zero giving you 700.

Now look at the original digit to the right of the 7 in the number 783. It is an 8. Since an 8 is greater than or equal to 5, the previous digit goes up by 1, so the 7 becomes an 8.

Answer: 800

There are two ways to evaluate the square root of 864: using a calculator, and simplifying the root.

The first method is simplifying the root. While this doesn't give you an exact value, it reduces the number inside the root.

Find the prime factorization of 864:

[tex]\sqrt{864} = \sqrt{2 \cdot 2 \cdot 2 \cdot 2 \cdot 2 \cdot 3 \cdot 3 \cdot 3}[/tex]

Take any number that is repeated twice in the square root, and move it outside of the root:

[tex]\sqrt{864} = \sqrt{(2 \cdot 2) \cdot (2 \cdot 2) \cdot 2 \cdot (3 \cdot 3) \cdot 3}[/tex]

[tex]\sqrt{2 \cdot 2} = \sqrt{4} = 2[/tex]

[tex]\sqrt{3 \cdot 3} = \sqrt{9} = 3[/tex]

[tex]\sqrt{(2 \cdot 2) \cdot (2 \cdot 2) \cdot 2 \cdot (3 \cdot 3) \cdot 3} = \sqrt{(4) \cdot (4) \cdot 2 \cdot (9) \cdot 3}[/tex]

[tex]\sqrt{(4) \cdot (4) \cdot 2 \cdot (9) \cdot 3} = (2 \cdot 2 \cdot 3) \sqrt{2 \cdot 3} = \boxed{12 \sqrt{6}}[/tex]

The simplified form of √864 will be 12√6.

The second method is evaluating the root. Using a calculator, we can find the exact value of √864.

Plugged into a calculator and rounded to the nearest hundredths value, √864 is equal to 29.39. Because square roots can be negative or positive when evaluated, this means that √864 is equal to ±29.39.

Your corresponding angles is wrong. Instead, use 9 and 12.

That's about it. Good luck!

Answer

Let's just get the answer so that you see what we are trying to do with the distributive property.

Cost = C = n (number of books) * Cost of 1 book.

Cost = 7 * 11.20

Cost = 78.40

Distributive Property

11.20 * (4 + 3)

11.20 * 4 + 11.20 * 3

44.80 +33.60

78.40 which agrees with the multiplication answer

To calculate the total cost we have to multiply 7 books by the cost of each book​

Total = 7*$11.20 = $78.4​

Answer : $78.4

Hope this helps!​​​​​

[tex]\textit{\textbf{Spymore}}[/tex]​​​​​​​

Out of a class of 30 students, 13 students walk to school. This is the exact number provided in the question itself.

The question asks how many students in your class walk to school if the class has 30 students and 13 of them walk to school. The answer to this is quite straightforward: if 13 students out of the 30 walk to school, then the number of students who walk to school is 13. There's no need for complex calculations or additional data; the information provided directly gives us the answer.

10 students in your class walk to school.

To calculate [tex]\( \frac{1}{3} \)[/tex] of the total number of students walking to school, you multiply the total number of students by [tex]\( \frac{1}{3} \)[/tex].

Given there are 30 students in total, we multiply 30 by [tex]\( \frac{1}{3} \)[/tex]:

[tex]\[ 30 \times \frac{1}{3} = 10 \][/tex]

This means that [tex]\( \frac{1}{3} \)[/tex] of 30 students equals 10 students. So, in your class of 30 students, 10 of them walk to school.

This calculation is based on the principle that multiplying a number by [tex]\( \frac{1}{3} \)[/tex] or dividing by 3 is equivalent. So, dividing 30 by 3 gives us 10. Therefore, [tex]\( \frac{1}{3} \)[/tex] of 30 is 10.

The probable question may be:

Your class has 30 students. If 1/3 of them walk to school, how many students in your class walk to school?

15x = -75  Divide both sides by 15.

Final answer: -5

hope that helps

Solving the product of 15 and a number x is −75 equals to: -5.

To write the word sentence as an algebraic equation:

In this exercise, we are required to translate the word sentence into a mathematical (algebraic) expression and solve for the unknown variable (number):

The product of 15 and a number x:

[tex]15(x)[/tex]

Equating the above expression to -75, we have:

[tex]15x = -75[/tex]

Simplifying further, we have:

[tex]15x = -75\\\\x = \frac{-75}{15}[/tex]

x = -5

Therefore, the unknown number is -5.

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One pane costs $2.45, therefore 2 panes would cost  $4.90. and the combined cost of all seven panes would be $17.15. I got this by dividing 12.25 by 5 and multiplying that by 7 to get 17.15. I hope this helped you with your question :)

The cost of another 2 panes of glass is $4.90.

To find the cost of another 2 panes of glass, we first need to determine the cost per pane of glass. Since the nursery owner bought 5 panes of glass for $12.25, we can divide the total cost by the number of panes to get the cost per pane: $12.25 ÷ 5 = $2.45

Since the owner broke 2 more panes, we can multiply the cost per pane by the number of additional panes needed: $2.45 × 2 = $4.90

Therefore, the cost of another 2 panes of glass is $4.90.

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The estimate for the subtraction of 19.7 from 6.9 is approximately 13.

To estimate the difference between 19.7 and 6.9, we can round each number to the nearest whole number first. The number 19.7 rounds to 20, and 6.9 rounds to 7. Subtraction of these two estimates gives us:

20 - 7 = 13.

Therefore, the estimate for the subtraction of 19.7 from 6.9 is approximately 13.

Let the first angle be x

Sum of complementary angle is 90

Then second angle will be 90- x

As difference is 14

Therefore

x - (90-x) =14

x-90+x=14

2x = 14 +90

x = 104/2

x = 52

B due to 52-14=38 and 38+52=90

Answer:

1/4

Step-by-step explanation:

He has 56 books now

If we make a proportion where 6/x=12/100, we can solve for x which will be the 100% or all of the books Ruben has

But now, there are 6 new books making the total 56

v = - 5

distribute right side of equation and simplify

2v + 18 = 16 - 4v - 28

2v + 18 = - 12 - 4v ( add 4v to both sides )

6v + 18 = - 12 ( subtract 18 from both sides )

6v = - 30 ( divide both sides by 6 )

v = [tex]\frac{-30}{6}[/tex] = - 5

The given equation is a linear algebra problem. By distributing, simplifying, and isolating the variable, we find that the solution to the equation 2v+18=16-4(v+7) is v = -5.

The question is a linear algebra equation that you can solve by following these steps:

So, the solution for the equation is v = -5.

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Kaleerain5,

In order to get your answer you must remember that if the exponent is negative move to the left and if the exponent is positive you have to move to the right.

Therefore your answer is ".000857."

Hope this helps!

Answer:

Your answer would be 265

Step-by-step explanation:

Your answer would be 265 because knowing that the lowest temp is a negative number, and you're trying to find the difference between a positive number from a negative number, you would have to add a number to -129 to cancel it out and make it 0. The only number that would do so would be 129. Then by using 129, add 136 to it and you will get your answer, I hope this helps :)

I hope this helps you.

4/10 = .4

3/8 = .375

.4 > .375, so Clara will reach more people

Another way to look at it:

4/10 * 40 to 4 * 4 = 16 people reached

3/8 * 40 to 3 * 5 = 15 people reached

Answer: Clara will reach more people with 1 more

Step-by-step explanation:

To solve this question, we will find the total number of people Clara can reach in 40 calls and we will also find the total number of people Toby can reach in 40 calls and then we will compare the two to be able to determine who can reach more people in the 40 phone calls.

We can use proportion to find the total number of people Clara reached in 40 calls

Let x be the total number of people Clara can reach in 40 phone calls

Since Clara can reach 4 people in 10 phone calls. Then;

4 people = 10 calls

     x        =  40 calls

cross multiply

10 × x   =   40 × 4

10x       =     160

Divide both-side of the equation by 10

10x/10  =  160/10

x =  16

The number of people Clara reached in 40 calls is 16

Now, we can also use the same method to get the number of people Toby can reach in 40 calls.

Let x represent the number of people Toby can reach in 40 calls.

Since Toby can reach 3 people in 8 calls. Then;

3 people =  8 calls

  x           = 40 calls

cross multiply

8  ×  x   =  40 ×  3

   8x    =  120

Divide both-side of the equation by 8

8x/8  =  120/8

x =  15

The number of people Toby can reach in 40 calls is 15.

Now compare;

Clara can reach 16 people in 40 calls

Toby can reach 15 people in 40 calls

Therefore, Clara can reach more people  than Toby in 40 calls

Clara can reach more people in 40 calls with 1 more person

How to get answer: [tex]1. \mathrm{Subtract\:}6\mathrm{\:from\:both\:sides}\\1.5. 6+2\left(x-4\right)-6=12-6\\2. Simplify\\2.5. 2\left(x-4\right)=6\\3. \mathrm{Divide\:both\:sides\:by\:}2\\3.5. \frac{2\left(x-4\right)}{2}=\frac{6}{2}\\\\4.Simplify\\4.5.x-4=3\\5.\mathrm{Add\:}4\mathrm{\:to\:both\:sides}\\5.5. x-4+4=3+4\\6. Simplify\\6.6. x=7[/tex]

First distribute the 2 to the values inside the parentheses.

[tex]6+2(x-4)=12[/tex]

[tex]6+2x-8=12[/tex]

Combine like terms. (6+-8)

[tex]6+-8=-2[/tex]

[tex]-2+2x=12[/tex]

Add 2 on both sides of the equation.

[tex]2+-2+2x=12+2[/tex][tex]2x=14[/tex]

Divide both sides by 2.

[tex]\frac{2x}{2}[/tex]=[tex]\frac{14}{2}[/tex]

[tex]x=7[/tex]

The value of x is equal to 7.

The answer is 22 because in order to divide fractions (in this case we would have 11 as a fraction), you need to multiply one fraction by the reciprocal of the other fraction (the flipped form of a fraction).

To find this, we would do [tex]\frac{11}{1}[/tex] * [tex]\frac{9}{18}[/tex].

This would come to be [tex]\frac{198}{9}[/tex], and when simplified by dividing the numerator and denominator by 9, you get 22.

Moving the decimal 3 places to the right

The correct option is c.

To multiply a whole number by 1,000, move its decimal point three places to the right and add zeros.

To multiply a whole number by 1,000, which is equivalent to adding three zeros to the end of the number, you would:

c). Move the decimal point three places to the right and fill in the blank places with zeros.

Let's illustrate with an example:

If we have the whole number 5, multiplying it by 1,000 would result in 5,000.

To achieve this using option c):

- Start with 5.

- Move the decimal point three places to the right: 5.000.

- Fill in the blank places with zeros: 5,000.

This process ensures that the value increases by a factor of 1,000, which matches the result of multiplying the whole number by 1,000. Therefore, option c) is the correct procedure.

The complete question is here:

Which of these procedures is the same as multiplying a whole number by 1,000?

a). add 1000 to the whole number, 3 times

b). multiply the whole number by 3, ten times

c). move the decimal point there places to the left and fill in the blank places with zeros

d). move each digit of the whole number three places to the left and fill in the blank with places with zeros

I can help with a couple of them. You are allowed a maximum of 3 questions per request.  You will get more responses if you split the 4-page worksheet into several requests. There are 15 questions so split them into 5 requests.

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1) Rewrite the equations in y = mx + b format (m = slope, b = y-intercept)

Independent: one solution ⇒  different slopes

Dependent: infinite solutions (same line) ⇒  same slope and y-intercept

Inconsistent: no solutions (parallel lines) ⇒  same slope but different y-intercepts

-21x - 3y = -24  →  -3y = 21x - 24   →  y = -7x + 8   ⇒  m = -7, b = 8

y = -7x + 7  ⇒  m = -7, b = 7

same slope but different y-intercepts = parallel lines = no solution

Answer: Inconsistent

12) Eliminate a variable for equations 1 and 2, then eliminate the same variable for equations 2 and 3. You will end up with two new equations and two variables.  Solve that system by eliminating one of the variables (using any method) and solving for the remaining variable. Then plug that answer into one of the new equations. Then plug in both those answers into one of the original equations.

EQ1:  x + 3y + 2z = 8   →       1(x + 3y + 2z = 8)   →    x + 3y + 2z = 8

EQ2: 3x +  y + 3z = -10  → -3(3x +  y + 3z = -10) → -9x -  3y - 9z = 30

                                                 NEW EQ 1,2:        -8x          -7z = 38

EQ2:  3x + y + 3z = -10  → 2(3x +  y + 3z = -10) →  6x + 2y + 6z = -20

EQ3: -2x - 2y -  z =  10   → 1(-2x - 2y - z = 10)  →  -2x  - 2y  -  z  =   10

                                                NEW EQ 2,3:        4x          +5z =  -10

NEW EQ 1,2:  -8x - 7z = 38   →   1(-8x - 7z = 38)   →   -8x  -  7z =  38

NEW EQ 2,3:  4x + 5z = -10  →   2(4x + 5z = -10)  →    8x + 10z = -20

                                                                                             3z  = 18

                                                                                               z = 6

NEW EQ 2,3: 4x + 5z = -10 ⇒ 4x + 5(6) = -10 ⇒ 4x + 30 = -10 ⇒ 4x = -40 ⇒ x = -10

EQ1: x + 3y + 2z = 8  ⇒  (-10) + 3y + 2(6) = 8  ⇒  3y + 2 = 8  ⇒  3y = 6  ⇒  y = 2

Answer: x = -10, y = 2, z = 6