The answer is x = 15
The equation would be x + 2 = 17
The product of two more than a number and seven is thirteen when x = 13/7 - 2.
Explanation:The question is asking us to find the product of two more than a number and seven, given that the result is thirteen. Let's call the number x. The expression "two more than a number" can be written as (x + 2). The equation can then be written as (x + 2) * 7 = 13. To solve for x, we divide both sides of the equation by 7, giving us x + 2 = 13/7. Subtracting 2 from both sides, we get x = 13/7 - 2.
So, the solution is x = 13/7 - 2.
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two-thirds of a number decreased by twelve
do you mean how do you write it? If so, 2/3x-12
|n-3|=5 solve for n and graph the solution set
[tex]|n-3|=5\iff n-3=5\ \vee\ n-3=-5\qquad|\text{add 3 to both sides}\\\\n=8\ \vee\ n=-2[/tex]
The solution for the equation |n-3|=5 is n=8, -2. These two points, when graphed on a number line represent the solution set.
Explanation:In Mathematics, the absolute value of a number can have two possible solutions because it represents the distance from zero, and distance is always positive. To solve the equation |n-3|=5, we need to break it down into two separate equations.
When the term inside the absolute value (n-3 in this case) is positive, the equation is simply n-3=5. Solving for n gives n=8.
When the term inside the absolute value is negative, the equation is -(n-3) = 5, or equivalently, 3-n=5. Solving for n in this case gives n=-2.
So the solution set for n is {8, -2}. To graph the solution set on a number line, draw a number line from -3 to 9 and put closed dots at n=-2 and n=8.
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what is the GCF of 18 and 20
A used motorcycle is on sale for $3,600. Erik makes an offer equal to 3/4 of this price. How much does Erik offer for the motorcycle?
"If triangle vuw is equiangular, find k and t
A. k = 62 , t = 74
B. k = 64, t = 52
C. k = 68, t = 52
D. k = 72, t = 64
The answer is b. k=64 t=52.
the senate passed a bill by an 8:1 ratio if 90 senators voted in all, how many voted for the bill?
a.) 80
b.) 89
c.) 11.25
d.) 10
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
Find the range of the graphed function.
The range of a graph is the high-and-low points of the graph on the y-axis.
The high point looks like it is at y = 5. The low point appears at y = - 9
Option D is your answer.
Answer:
The range is:
-9≤y≤5
Step-by-step explanation:
We have to find the range of the graphed function.
Here, the scale is of 2 units
The range is calculated as the values between the smallest value and the largest value
The smallest value graph attains is: -9
and the largest value graph attains is: 5
Hence, the range is:
-9≤y≤5
How is multiplying a whole number by a mixed number the same as multiplying two mixed numbers?
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.
Explanation: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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Anne gave birth to a pair of mice. The female gave birth to eight mice, four male and four female. The five females gave birth to eight more mice, four male and four female. If this happens again, how many males would Anne have?
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
Use the three steps to solve the problem. Mrs. West is 14 years younger than her aunt. If Mrs. West's age in years is as much below 60 as her aunt's age is over 40, how old is each?
43 and 57. Because 43 is 3 above 40 and 57 is 3 below 60.
Look at the figure. What is another way of naming line m?
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.
Which of the following numbers is greatest, or furthest to the right on the number line? {56, 39, 74, 81, 62}
Answer:
Greatest vales is 81 which furthest to right on number line.
Step-by-step explanation:
Given : {56, 39, 74, 81, 62}.
To find : Which of the following numbers is greatest, or furthest to the right on the number line?
Solution : We have given {56, 39, 74, 81, 62}.
We know that on the number line left side from the zero is negative values and right sides of zero are positive values.
As we move forward in right sides vales increaes.
Lesser vales come at left and greater values comes at right.
39 ,56 ,62 ,74 ,81.
Greatest vales is 81 which furthest to right on number line.
Therefore, Greatest vales is 81 which furthest to right on number line.
The sum of 5 and the twice a number is at most 27
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.
What is a linear equation?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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|2*z - 9| = 1
How do I find z in this equation?
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
can someone explain the law of syllogism and the law of detachment for geometry???
Law of detachment is used when you have a conditional statement and another statement that matches the hypothesis of the conditional. ... Law of syllogism is used when you have two conditionals and the hypothesis of one matches the conclusion of the other.
Final answer:
In geometry, the law of syllogism allows for the combination of two conditional statements to reach a conclusion, while the law of detachment allows us to derive a conclusion from a known hypothesis and a conditional statement.
Explanation:
The Law of Syllogism and Detachment in Geometry
Both the law of syllogism and the law of detachment are forms of deductive reasoning used in geometry. The law of detachment is a process where we derive a conclusion from a single conditional statement and its hypothesis. For example, if we have a statement 'If a figure is a square, then it has four equal sides', and we know that a given figure is a square, we can deduce that this figure has four equal sides.
The law of syllogism, on the other hand, allows us to combine two conditional statements to derive a new conclusion. If we have two true statements, such as 'If an angle is acute, then it is less than 90 degrees' and 'If an angle is less than 90 degrees, then it is not a right angle', we can then conclude that 'If an angle is acute, then it is not a right angle'.
These laws form the backbone of logical reasoning in mathematics, allowing us to connect premises to reach valid conclusions and build upon established theorems and properties in geometry.
A planter in the shape of a cube has a volume of 1000in3 is the area of the base of the cube greater than or less than 1 square foot?explain
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.
Determine if each fraction is a terminating decimal or a repeating decimal. Write each fraction in the correct box.
Who's correct and why?
Please help!!! I don't understand sadly.
the sum of three numbers is 109. the Second number is 3 more than the first number, and the third number is 4 more than the second number. what are the numbers?
The equation created from this situation would be 109=3+n+n+4+3+n
Solve for n and n would be 33
The numbers would be 33, 36, and 40.
Match each concept with its key characteristic.
1. subset of a group survey
2. equally favors all members of a group sample mean
3. collects data on members of a group population
4. does not equally favor all members of a group random sample
5. includes all members of a group sample
6. analyzes data collected from a group biased sample
1. It is the subset of a group - Group sample.
2. It equally favors all members of a group sample - Random sample.
3. It collects data on members of a group - Survey.
4. It does not equally favor all members of a group - Biased sample.
5. It includes all members of a group - Population.
6. It analyzes data collected from a group - Mean.
I have matched all concepts in accordance with statistical use, hope it helps.
Matching each concept with its key characteristic are:
Group sample- It is the subset of a group.Random sample- It equally favors all members of a group sample.Survey- It collects data on members of a group.Biased sample- It does not equally favor all members of a group Population- It includes all members of a group.Mean- It analyzes data collected from a group.What is group sample and random sample?Group sample are sample collected from a population.Random sample are sample collected randomly from a population.Survey are data or information collected from a population so as to draw a conclusion.Biased sample occur when their is biased when taking a sample.Population are member of a group.Mean help to evaluate and analyze data from a group of population.Therefore Group sample- It is the subset of a group.
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georgia wants to cut the receipe for chocolate frosting in half for a small cake
that she is making. how much of each ingredient will she need
In Ping-Toss, the object is to toss two Ping-Pong balls so they each land in a red section of the stick-em board. Phil’s first toss landed in a red section. How does his chance of winning change if he is allowed to remove the first ball before he tosses the second?
Answer:
It increases, because if the first ball is left in a red section, there is less red area for the second ball to land on. - trust
Step-by-step explanation:
If a=2 and b=3 then what does ab^2 equal
If A=2 and B=3, then AB would be 23. 23 squared is 529.
joy knits a square blanket that has an area of 1,500 square inches . What is the approximant length for each side of the blanket ?
A. 16 inches
B.27 inches
c.39 inches
D. 42 inches
Jeff is an archetict and is drawing the plan for a room addition for a client. If the shape of the room is a cube, what is the volume in cubic feet if the length is 23 feet?
A.539
b.1024
c.12,167
D.32,768
Answer:
1) Option C - 39 inches
2) Option C - 12167 cubic feet
Step-by-step explanation:
1) Given : Joy knits a square blanket that has an area of 1,500 square inches
To find : What is the approximate length for each side of the blanket.
Solution: Area of square = 1500 square inches
Let the side of the blanket = s
Formula of area of square is [tex]A= s^2[/tex]
[tex]1500= s^2[/tex]
[tex]s= \sqrt{1500}[/tex]
[tex]s=38.7[/tex]
Approximately Side of blanket = 39 inches
Therefore, Option C is correct.
2) Given : Jeff is an architect and is drawing the plan for a room addition for a client. If the shape of the room is a cube.
To find : what is the volume in cubic feet if the length is 23 feet?
Solution: Length of side of a cube (a)= 23 feet
Let the volume of a cube = V
Formula of Volume of cube is [tex]V= a^3[/tex]
[tex]V= (23)^3[/tex]
[tex]V= 12167[/tex]
Volume of a cube = 12167 cubic feet
Therefore, Option C is correct.
The approximate length for the blanket is given as 27 inches. Option B
The volume of the room addition is 12167 cubic feet (option C)
How to solve for the volumeLet's solve each problem:
1. Side length = √(Area)
Side length = √(1500 square inches)
Side length ≈ √(25 * 60) square inches
Side length ≈ 5√60 inches
This can be simplified further, but as an approximate answer, the length of each side is approximately 27.39 inches.
Approximately B.27 inches
2. Volume = (Side length)³
Volume = (23 feet)³
Volume = 12,167 cubic feet
So, the volume of the room addition is 12167 cubic feet (option C).
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Given a = 4, b = -2 and c = 8, evaluate 3abc.
3(4)(-2)(8) is what the equation looks like all you have to do is multiply all these numbers so 3 times 4 equals 12 and 12 times -2 equals -24 then lastly multiply -24 by 8 which gives you the product of -192.
HELP PLEASE. DON'T BAIL OUT! 60 POINTS!
THIS ISN'T A MULTIPLE CHOICE QUESTION
THIS ISN'T A MULTIPLE CHOICE QUESTION
(a), (b), and (c) are equations you need to solve, and then tell if it has an infinite number of solutions, one solution, or no solutions.
Please don't be blind and read it carefully! I've already wasted 120 points in the past 20 minutes.
Solve each given equation and show your work. Tell whether it has one solution, an infinite number of solutions, or no solutions, and identify each equation as an identity, a contradiction, or neither.
(a) 3x - 5 + x = 2x - 3 + 2 + 2x
(b) 4x + 5 - 6x = -x +3 -x +2
(c) 8x + 2 - 6 = 4x +8 +3x
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.
A package weighs 2.6 pounds how much do 8 of the same sized packages weigh
2.6 x 8
This will equal to 20.8 pounds
Why hello there
Your question: A package weighs 2.6 pounds how much do 8 of the same sized packages weigh
My answer: Well this answer is pretty simple. They key words are 2.6 8 and 8 of the same sized packages weigh. So you can conclude that you are multiplying.
Heres the equatiton for a better understanding
2.6 * 8 = 20.8
So your answer is 20.8
Important: If my answer did help you understand or even pass please mark me as brainliest thank you and have the best day ever!
There are 104 students in the fourth grade at Allison’s school one day 15 fourth-graders were absent how many fourth graders were at school that day
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.
Convert the decimal 3.88888 to a fraction
The fraction of 3.88888 will be [tex]3\frac{11111}{12500}[/tex]
FractionA fraction represents a part of a whole or, more generally, any number of equal parts.In arithmetic, a number expressed as a quotient, in which a numerator is divided by a denominatorHow to solve this problem?The steps are as follow:
Step 1: Make a fraction with the decimal number as the numerator (top number) and a 1 as the denominator (bottom number).Step 2: Remove the decimal places by multiplication. First, count how many places are to the right of the decimal. Next, given that you have x decimal places, multiply numerator and denominator by 10x.Step 3: Reduce the fraction. Find the Greatest Common Factor (GCF) of the numerator and denominator and divide both numerator and denominator by the GCFStep 4: Simplify the remaining fraction to a mixed number fraction if possible.So the 3.88888 can be written as in fraction as following:[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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The number 5/3 can be best described as a(n) _____. proper fraction improper fraction mixed number
Jonathanpalafox67,
In order to get your answer you must first know what each of the options are.
A proper fraction is a fraction where the numerator is smaller than your denominator. A improper fraction is a fraction where the numerator is greater than the denominator. A mixed number is a fraction mixed with a whole number.
[tex]\frac{5}{3}[/tex][tex]5 > 3[/tex]Therefore your answer is the second option "improper fraction."
Hope this helps!
Answer:
A proper fraction is a fraction where the numerator is smaller than your denominator. A improper fraction is a fraction where the numerator is greater than the denominator. A mixed number is a fraction mixed with a whole number.
Therefore your answer is the second option "improper fraction."
Hope this helps!