WILL MARK BRAINLIEST !! PLEASE HELP ME OUT !!!

Omar runs about 0.12 miles per minute.

To find this answer, you simply divide both 104 and 12, by 104. In doing so, you'll get 0.115... miles per 1 minute. Rounding up, you'll get 0.12 miles per minute.

I hope this helps!

Answer:

2.8 = 2y

1. y= 1.4

Answer:

-3 = x/5

x= -15

Explanation:

To find the variable use the opposite function so if its multiplication find x by dividing and vice versa for division

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 :)

1. If the product of these integers is to be 1, then all of them must be either 1 or -1.

2. Since the product is positive (+1), it must be that there are an *even* number of negative ones (-1), if any.

3. If the sum were 0 it would mean that the number of +1's must equal the number of -1's. So that means there would have to be exactly 22/2=11 of each.

4. But if there were 11 of each, that means the number of -1's would be *odd* and there's no way the product could be +1 (as stated in 2 above).

Hence, the sum is never 0, if the product of 22 integers is equal +1.

Fun problem.

We have a positive product, so no zero factors.

We have a positive product, so an even number of negative factors.

We have a product of 1, so all the integers must be either +1 or -1.

If we have 2n factors of -1 we have 22-2n factors of 1 so a sum of

[tex]s = (-1)2n + (1)(22-2n) = 22-4n[/tex]

For that to be zero we need

[tex]0 = 22-4n[/tex]

[tex]n = 22/4 = 11/2[/tex]

That's not an integer; we've shown there's no even number of -1s that will make the sum zero, and since there must be an even number of -1s, the sum cannot equal zero.

you are multiplying 3 algebraic fractions together

[tex]\frac{1}{x-4}[/tex] × [tex]\frac{1}{x-4}[/tex] x [tex]\frac{1}{x-4}[/tex]

multiply the numerators together, that is 1 × 1 × 1 = 1

multiply the denominators together, that is

(x - 4 ) × (x - 4 ) × (x - 4 ) = (x - 4)³

thus the product of the multiplication is

[tex]\frac{1}{(x-4)^{3} }[/tex]

He weighs 5 times more

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

70 r − 21 < 19

70r<40

r=4/7

Answer:

r<  4/7

​

Step-by-step explanation:

The point (0,-5) is not located in Quadrant IV because it has a negative y-coordinate.

The point (0,-5) is not located in Quadrant IV because Quadrant IV is the bottom-right quadrant of the coordinate plane, where both the x-coordinate and the y-coordinate are positive. In Quadrant IV, the x-coordinate is positive and the y-coordinate is negative. A coordinate point with a negative y-coordinate would be located in Quadrants III or IV.

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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

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!

The answer is 5.84

   2.65

   3.19

 +------

5.84

Step by Step:

2.65 + 3.19 = Answer

Anwer:

A = 5.84 Miles

Comments:

N/A

x equals 12 because

3x-3= 2x+9

x=12

3(x-1) = 2x+9                  Remove the Brackets on the left

3x - 3 = 2x + 9               Add 3 to both sides

3x = 2x + 9 + 3              Collect like terms

3x = 2x + 12                   Subtract 2x from both sides.

3x - 2x = 2x-2x + 12

x = 12

5 • 7^0 = 35^0

You would ignore the 0. And Just multiply the 7 and 5 to get 35.

If the power of any number is zero then the a⁰ is equal to 1. Then the expression 5 × 7⁰ is equivalent to 5.

The equivalent is the expressions that are in different forms but are equal to the same value.

The expression is given below.

→ 5 × 7⁰

We know that if the power of any number is zero then the a⁰ is equal to 1.

⇒ 5 × 7⁰

⇒ 5 × 1

⇒ 5

More about the equivalent expression link is given below.

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M has to pay at least $200 against his debt over the 8 months. If he is to pay every month the same amount, he must pay (at least) 200/8 = $25 per month to meet his goal

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.

7 x 4 = 28

The least common multiple of 7 and 4 = 28

The answer is 28. I have to type this because it wont let me simply answer your question.

Hello!

[tex]\frac{4}{9}-\frac{2}{9}[/tex]

First you had to used apply rule -(-b)=b

[tex]\frac{4}{9}+\frac{2}{9}[/tex]

Since the denominators are equal to it should be combine by the fractions.

[tex]\frac{4+2}{9}[/tex]

Then add 4+2=6

[tex]\frac{6}{9}[/tex]

[tex]\frac{4}{9}-\frac{-2}{9}[/tex]

Finally you had to cancel by the common factor of 3.

[tex]=Answer--->\frac{2}{3}[/tex]

Hope this helps! And thank you for posting at here on Brainly. And have a great day! -Charlie :)

Answer:

fvbdsnbgb

Step-by-step explanation:

Answer:

Average decrease in car's value per year = 1800$

Explanation:

  The worth of car bought by Mr. Solan = 30000$

  Reduction of car's price = 5400$

  Number of years considered for measuring reduction of car's price = 3 years.

  Average of values = Total of the values/ Number of values.

  Average reduction per year = Total reduction/ Number of years.

                                                 = 5400/3 = 1800$

  So average decrease in car's value per year = 1800$

the answer to your question 7.2

The car goes 23.2 miles every gallon, so with 15 gallons (15 * 23.2 = 348) it can go 348 miles. With the extra .25 that the car has, it can go 0.25 * 23.2 = 5.8 miles. 348 miles plus the 5.8 miles gets you 353.8 miles on 15.25 gallons.

A car that averages 23.2 miles per gallon can travel approximately 353.8 miles using 15.25 gallons of gasoline.

If a car averages 23.2 miles per gallon of gasoline, we can calculate the distance it can travel on 15.25 gallons by multiplying the car's fuel efficiency by the amount of gasoline.

To find the distance:

Multiply the car's average miles per gallon (MPG) by the number of gallons of gasoline.

Distance = 23.2 MPG * 15.25 gallons

Distance = 353.8 miles

Therefore car that averages 23.2 miles per gallon can go approximately 353.8 miles on 15.25 gallons of gasoline.

Final answer:

The x-intercept of the graph 2(y+0.5) = 3.5x + 2y is 2/7, and the y-intercept is 0.5.

Explanation:

To find the x and y intercepts of the graph of the equation 2(y+0.5) = 3.5x + 2y, we first simplify the equation. Start by distributing the 2 on the left side:
2y + 1 = 3.5x + 2y. Next, subtract 2y from both sides to get:
1 = 3.5x. Now, to find the x-intercept, set y to zero and solve for x:

x-intercept: y = 0
1 = 3.5x
x = 1 / 3.5
x = 2/7

To find the y-intercept, set x to zero and solve for y:

y-intercept: x = 0
1 = 2y
y = 1 / 2
y = 0.5

The x-intercept is 2/7, and the y-intercept is 0.5.

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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6 because -12/-2 would be positive 2

V=6

divide both sides by -2 to get variable v on one side

-12/-2=6

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

take 5.99 divide by 13 and the unit rate is 0.46