Answer:
The solution is that there are 26 students in her class
Step-by-step explanation:
We know that 15 of her student are girls, and since there are more girls than boys in the class, there can at most be 15+14= 29 students in her class.
We need to find a number x between 16 (in the case where there is only one boy in the class) and 29, for which x/4 gives a remainder of 2, and x/5 gives a remainder of 1.
The numbers between 16 and 29, which when divided by 4 gives a remainder of 2 are:
18, 22, and 26
You can check yourself that these give a remainder of 2.
So it is one of these numbers. But the solution must also fulfill that the number divided by 5 gives a remainder of 1.
18/5 = 15 + remainder=3
22/5 = 4 + remainder=2
26/5 = 5 + remainder=1
Thus the only possible solution is 26.
To find the total number of students, we can use modular arithmetic and the Chinese Remainder Theorem. The number of students is 40k + 27, where 'k' is an integer.
To solve this problem, we can use the concept of modular arithmetic. Let's assume the number of students as 'x'. We are given that when the students are divided into groups of 4, there are 2 students left over. This can be written as x % 4 = 2. Similarly, when the students are divided into groups of 5, there is 1 student left over, which can be written as x % 5 = 1.
To find the value of 'x', we can solve these congruences simultaneously. One way to solve this is by brute force by trying different values of 'x'. However, a more efficient approach is to use the Chinese Remainder Theorem. By solving the congruences, we get x ≡ 21 (mod 20). This means that the number of students can be expressed as x = 20k + 21, where 'k' is an integer.
Since we are given that there are 15 girls and more girls than boys, we can say that the number of boys is 'x - 15'. Substituting the value of 'x' from the previous equation, we get the number of boys as 20k + 21 - 15 = 20k + 6. Therefore, the total number of students is 20k + 21 + 20k + 6 = 40k + 27.
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can someone help me with this im having a hard time
Answer:
-1/2
Step-by-step explanation:
Add 12 to both sides 8b=-4
Divide by 8 on both sides b=-4/8
Simplify b=-1/2
Answer:
B=-1/2
Step-by-step explanation:
8b-12=-16
fit’s you wanna try and get the variable on its own
8b-12=-16
8b=-4
b=-1/2
How is the factoring method GROUPING different from the factoring method GCF?
Answer:
Step-by-step explanation:
The basic concept for both is the same, except with grouping you have more than 3 terms and after factoring out what is common in each group, you are left with identical terms in a set of parenthesis that can then also be factored out. For example, this would be factoring by grouping (then I will show you a factoring by GCF to better illustrate the idea):
If our polynomial is
[tex]x^3-x^2+3x-3=0[/tex]
we could group those terms into groups of 2 (without changing their order at all) to get:
[tex](x^3-x^2)+(3x-3)=0[/tex]
and we factor out what's common in each group to get:
[tex]x^2(x-1)+3(x-1)=0[/tex]
You can see that the (x - 1) is common now and can be factored out, leaving us with
[tex](x-1)(x^2+3)[/tex] (the secod term now can be factored if you need the complete linear factorization, but it will lead to imaginary numbers).
An example of factoring out the GCF is to factor out what's common in all the terms. It HAS TO BE COMMON IN ALL THE TERMS to do it this way. For example, in the polynomial
[tex]6x^3-4x^2+2x-8=0[/tex] the GCF for all the terms is a 2, so that's all we can factor out. It has to factor out of every term every time, no exceptions:
[tex]2(3x^3-2x^2+x-4)=0[/tex]
The method of GCF factoring often just serves to simplify the polynomial down a bit, but sometimes will still require factoring.
Final answer:
Factoring by grouping is used for polynomials with four or more terms, arranging them into groups with common factors, while factoring by GCF involves finding the largest common factor for all terms in an expression.
Explanation:
Factoring by grouping and factoring by the Greatest Common Factor (GCF) are two methods used in algebra to simplify expressions or solve equations.
Factoring by GCF involves finding the largest factor that is common to all terms in an expression.
For example, in the expression 4x + 8, the GCF is 4, so we can factor it as 4(x + 2).
Factoring by grouping, on the other hand, is used when an expression has four or more terms.
The method involves grouping terms so that each group has a common factor that can be factored out.
For instance, with the polynomial x^3 + 3x^2 + 4x + 12, we group the terms into (x^3 + 3x^2) + (4x + 12).
We then factor out the GCF from each group, yielding x^2(x + 3) + 4(x + 3).
Recognizing that (x + 3) is common between the groups, we can then factor further to get (x^2 + 4)(x + 3).
p ={all even numbers that are less than or equal to 20}
Answer:
[tex]p =\{\text{all even numbers that are less than or equal to 20}\}\\\\p=\{n|n=2k\ \wedge\ n\leq20\ \wedge\ k\in\mathbb{N}\}=\{0,\ 2,\ 4,\ 6,\ 8,\ 10,\ 12,\ 14,\ 16,\ 18,\ 20\}[/tex]
Which set(s) of points show x in DIRECT PROPORTION to y?
A) {E, C, B} only
B) {G, C, A} only
C) {F, E, D} and {E, C, B} only
D) {F, G, H} and {G, C, A} only
Answer: OPTION D.
Step-by-step explanation:
For this exercise it is important to remember that:
1. Direct proportion equations have the following form:
[tex]y=kx[/tex]
Where "k" is the constant of proportionality.
2. The graph of Direct proportions is an straight line that passes through the origin.
Observe the picture attached.
If you join the points G, C and A, you get a straight line that passes through the origin,
If you join the points F, G and H, you also get a straight line that passes through the origin,
Therefore, the sets of points show "x" in Direct proportion to "y", are:
[tex]\{F, G, H\}[/tex] and [tex]\{{G, C, A}\}[/tex]
Answer:D){F, G, H} and {G, C, A} only
Step-by-step explanation:
3y + 8 + (-7y) +9 expression in an equivalent. a) -10y +1 b) -4y + c) -9y d) 3y
Answer:
Step-by-step explanation:
3y + 8 +(-7y) + 9 =
3y + 8 - 7y + 9 =
-4y + 17
What is the domain of the function f(x)=2/5 sqrt x
The domain of the function f(x) = (2/5) * sqrt(x) is all real numbers x ≥ 0, or in interval notation, [0, ∞). This is because square roots are only defined for non-negative real numbers.
Explanation:The domain of a function refers to all possible values that can be input into the function, usually represented by 'x'. For the given function f(x) = \frac{2}{5} \sqrt{x}, we need to determine the set of x-values for which the function is defined. Since we cannot take the square root of a negative number in the set of real numbers, the smallest value for 'x' must be 0. Thus, the domain of the function f(x) = \frac{2}{5} \sqrt{x} includes all real numbers greater than or equal to 0.
This is written mathematically as “x ≥ 0” or in interval notation as [0, ∞). It's important to note that, for real numbers, square roots are only defined for non-negative values, which is why the domain starts at 0 and continues to positive infinity.
when the function p(x) is divided by x - 1 the quotient is x^2 + 7 + 5/x - 1. State P(x) in standard form.
Answer:
We know that
P(X) = Dividor × Quotient
So dividor = x-1
Quotient = x2 + 7 + 5/x-1
So,
P(x) = x3 - x2 + 7x -2
Step-by-step explanation:
Taking LCM of quotient we will get
(x3 - x2 + 7x - 2)/(x-1)
Now by multiplying the above equation with x-1,
Only thing remaining will be
x3 - x2 + 7x - 2
This is P(x).
The polynomial p(x) in standard form, when given the quotient formed from dividing p(x) by (x - 1), is x^3 - x^2 + 7x - 2.
Explanation:The function p(x) can be expressed in standard form by multiplying divisor (x - 1) by the quotient, (x^2 + 7 + 5/(x - 1)) according to polynomial division rules. To get p(x), you multiply the quotient by the divisor and add the remainder. However, since there is no remainder mentioned, we assume it's zero and ignore it.
Therefore, p(x) is (x - 1)(x^2 + 7 + 5/(x - 1)). To simplify further, distribute (x - 1) across each term in the parenthesis:
Multiplying (x - 1) by x^2 yields x^3 - x^2. Multiplying (x - 1) by 7 results in 7x - 7. Multiplying (x - 1) by 5/(x - 1), the (x - 1) factors cancel, leaving 5.So, the polynomial p(x) is x^3 - x^2 + 7x - 7 + 5 or, simplified further, x^3 - x^2 + 7x - 2.
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solve each proportion using cross product property
Using the cross product property on this proportion gives us the following equation:
6 (3x + 3) = 7 (x + 16)
Use the distributive property
18x + 18 = 7x + 112
Subtract both sides by 7x
11x + 18 = 112
Subtract both sides by 18
11x = 94
Divide both sides by 11
x = 94/11
This fraction is already fully simplified and cannot be simplified further. This should be your answer.
Let me know if you need any clarifications, thanks!
Answer:
Step-by-step explanation:
6(3x+3) = 7(x+16)
18x+18=7x+112
-7 on both sides
11x+18=112
-18 on both sides
11x/11 = 94/11
x=8.5
please help me solve step by step it's urgent
Answer:
2i: 169.71
2ii: 0.17L
3a: 4×10⁻⁵
3b: 110011
Step-by-step explanation:
2i. The surface of the top and bottom of the tin is two times (top and bottom) π·r² = 2·π·3² = 18π cm².
The circumference of the circle is 2·π·r = 6π cm².
The area of the material connecting top and bottom is a rectangle of the tin height times the circumference: 6·6π = 36π cm².
This gives a total of 18π + 36π = 54π cm².
With π approximated by 22/7 the total surface area is 54*22/7 ≈ 169.71.
Notice how the calculation is simple by waiting until the very last moment to substitute π.
2ii. The volume is the area π·r² of the circle times the height of the tin: 9π*6 = 54π cm³ ≈ 169.71 cm³.
Since 1L = 1000 cm³ the volume is 0.16971 litres, which should be rounded to 0.17 L.
3a: If we rewrite P as 36 x 10⁻⁴ and realize that 36/2.25 = 16, then the fraction can be written as
16 x 10⁻⁴⁻⁶ = 16 x 10⁻¹⁰.
The square root of that is taking it to the power of 1/2, so (16x10⁻¹⁰)^0.5 = 4x10⁻⁵ = 0.00004
3b: 1111 1111 is 255 in decimal. 101 is 5 in decimal. 255/5 is 51 in decimal. 51 in binary is 110011.
What is an equation of the line that passes through the point (-2, 1) and is parallel to the line whose equation is 4x-2y=8?
The equation of the line is y = 2x+ 5.
1. Identify the slope:
Lines are considered parallel if they have the same slope.
To find the slope of the given line, we can rearrange the equation 4x-2y=8 to slope-intercept form (y = mx + b) by isolating y: y = 2x - 4.
Therefore, the slope of both the given line and the parallel line we want to find is 2.
2. Use the point-slope form:
We can use the point-slope form of the equation to create the equation of the new line: y - y₁ = m(x - x₁)
Substituting the known point (-2, 1) and the slope (2): y - 1 = 2(x - (-2))
Simplifying the equation: y - 1 = 2x - 4
Combining like terms: y = 2x + 5
Therefore, the equation of the line that passes through (-2, 1) and is parallel to the line 4x-2y=8 is y = 2x + 5.
To find a parallel line to 4x-2y=8 that passes through (-2, 1), we determine the slope of the given line (which is 2) and use point-slope form to write the equation of the new line, resulting in y = 2x + 5.
Explanation:The student is asking for the equation of a line that passes through a specified point and is parallel to a given line. The equation of the existing line is 4x-2y=8. To find a parallel line, we must have the same slope. First, let's find the slope of the given line by rewriting its equation in slope-intercept form (y=mx+b), where m is the slope and b is the y-intercept. The original equation is 4x - 2y = 8, which can be rewritten as y=2x-4. Thus, the slope is 2.
Since the new line must be parallel, it will also have a slope of 2. Using the point-slope form of a line, which is y - y1 = m(x - x1), where (x1,y1) is the point the line passes through, we substitute the point (-2,1) and the slope of 2 to get the equation y - 1 = 2(x + 2). Simplifying this, we get y = 2x + 5 as the equation for the line that is parallel to 4x-2y=8 and passes through the point (-2, 1).
Hans is at the observatory of the Empire State Building in New York City. The observatory is on the 86th floor of the building. Hans will take the elevator down from the 86th floor to the first floor, a distance of 320 meters. If the ride takes 50 seconds to descend, what is the rate of descent in meters per second?
Answer:
6.4 meters per second
Step-by-step explanation:
Rate of Change
If two variables x and t are to be related as the rate x changes when t changes, it can be expressed as:
[tex]\displaystyle v=\frac{x}{t}[/tex]
Hans takes a ride in the elevator down from the 86th floor to the first floor, a distance of x=320 meters in t=50 seconds. The rate of descent is
[tex]\displaystyle v=\frac{320}{50}[/tex]
[tex]v=6.4\ m/s[/tex]
3. Matt bought 12 packages of hot dogs and hamburgers for a barbecue. Let x represent the number of packages of hot dogs, which cost $2.75 each. Let y represent the number of packages of hamburgers, which cost $3.20 each. Matt spent a total of $35.25. Write and solve a system of equations that can be used to represent the amount of hot dogs and hamburger packages Matt bought. Are there any constraints on your variables? Is the solution viable or non-viable?
Answer:
Matt bought 7 packages of hot dogs and 5 packages of hamburger.
Step-by-step explanation:
We are given the following in the question
Let x represent the number of packages of hot dogs.
Cost of one packet of hot dog = $2.75
Let y represent the number of packages of hamburgers
Cost of one packet of hamburgers = $3.20
Then, we can write the following equations:
[tex]x + y = 12\\2.75x + 3.2y = 35.25[/tex]
Solving the two equations,
[tex]2.75x + 2.75y = 33\\2.75x + 3.2y = 35.25\\\Rightarrow 0.45y = 2.25\\y = 5\\x = 7[/tex]
Thus, Matt bought 7 packages of hot dogs and 5 packages of hamburger.
The solution is viable.
Constraints to the system of equation:
[tex]x,y \geq 0 \\x + y = 12\\2.75x + 3.2y = 35.25[/tex]
What’s the answer?? Please
There are (42)3 ⋅ 40 horses on a stud farm. What is the total number of horses on the farm?
Answer:
5040
Step-by-step explanation:
When a number is in the Parenthesis that means you multiply. First you do 42*3 The answer would be 126. Since there is another Multiplication sign you just plug in your quotient (answer) into the problem. Now the equation is 126*40. 126*40=5040
Answer:
4^6
Step-by-step explanation:
115 On a coordinate plane, draw triangle ABC with vertices
A(-1, -1), B(3, -1), and C(-1, 2). Find the area of the triangle
in square units.
Final answer:
The area of triangle ABC with vertices A(-1, -1), B(3, -1), and C(-1, 2) is calculated using the determinant method and results in 6 square units.
Explanation:
To find the area of a triangle with vertices on a coordinate plane, you can use the formula that requires knowing the coordinates of all three vertices.
For triangle ABC with vertices A(-1, -1), B(3, -1), and C(-1, 2), we can use the determinant method:
The area of triangle ABC is ½ |x₁(y₂ - y₃) + x₂(y₃ - y₁) + x₃(y₁ - y₂)|. Substituting our given coordinates into this formula, we get:
Area = ½ |(-1)(-1 - 2) + 3(2 - (-1)) + (-1)((-1) - (-1))|
Area = ½ |(-1)(-3) + 3(3) + (-1)(0)|
Area = ½ |3 + 9 + 0|
Area = ½ × 12
Area = 6 square units
The area of triangle ABC is therefore 6 square units.
Can someone help me!!!!!!
Answer:
The value of x is 4, 3rd point.
Step-by-step explanation:
Move all the variables to one side & move unknown value to the other side :
4x - 3 = 2x + 5
4x - 2x = 5 + 3
2x = 8
Then solve it :
2x = 8
x = 8/2
x= 4
Answer:
C. x = 4
Step-by-step explanation:
4x - 3 = 2x + 5
4x - 2x - 3 = 2x - 2x + 5
2x - 3 = 5
2x - 3 + 3 = 5 + 3
2x = 8
(1/2) 2x = 8 (1/2)
x = 4
What is 18,157 rounded to the nearest thousand
Answer:
18,000
Step-by-step explanation:
because its closer to 18,000 then 19,000.
6. Solve the equation. Then check your solution. -5d + 10 = 2d - 25
Answer:
d=5
Step-by-step explanation:
-5d+10=2d-25
-5d-2d=-25-10
-7d=-35
7d=35
d=35/7
d=5
Leah is masking a picture frame. The perimeter of her picture is 24 inches and the area is35 square inches. What are the lengths of the picture sides?
The sides are 7 inches and 5 inches. To get the perimeter, it's 7 +7 +5 + 5, which equals 24, and then 7 x 5 = 35 for the area.
Determine whether each mapping represents a function. Explain your reasoning.
Answer:
The first picture is a function and the second picture is not.
Step-by-step explanation:
Reason - In the first picture, there is no repeating value of x. In other words, every x value has a y value. However, in the second picture, the x value, 2 goes to 2 and -3.
Karina read a total of 20 2/4 pages in her science and social studies books combined she read 12 3/4 pages in her science book how many pages did she read in her social studies book
Answer:
8 1/4
Step-by-step explanation:
20 2/4
-
12 3/4
__________
8 1/4
7 1/4
You subtract 20 and 2/4 by 12 3/4 and you get 8 1/4
I NEED HELP ASAP
Grandma bakes the world's best and favorite cookies. Grandma's cookies have a half-life of 2 hours. One day, Grandma baked a lot of cookies. If 2 days and 6 hours later, 2 cookies still remain, how many cookies did Grandma make?
A) 3.6 × 10^16
B) 4 dozen cookies
C) 268,435,456 cookies
D) 153 cookies
Answer:
C
Step-by-step explanation:
What is the remainder when 4x^3+2x^2-18+38/x-3
Answer:
110
Step-by-step explanation:
You want the remainder from the division ...
[tex]\dfrac{4x^3+2x^2-18x+38}{x-3}[/tex]
RemainderThe remainder theorem tells you the remainder of ...
f(x)/(x -a)
is f(a).
We can compute f(a) directly, or we can do it using synthetic division. The attachment shows the synthetic division approach.
If we want to evaluate f(x), it is convenient to write it in Horner Form:
f(x) = 4x³ +2x² -18x +38 = ((4x +2)x -18)x +38
Then, for x = 3, this is ...
((4·3 +2)·3 -18)·3 +38 = (14·3 -18)·3 +38 = 24·3 +38 = 110
The remainder from the division is 110.
The sum of two numbers is 33.the larger number is 3 more than two times the smaller number.what are the numbers?
Answer: The numbers are 10 and 23
Step-by-step explanation:
Let the smaller number be x
And the larger number be y
Ist sentence;
1. The sum of two numbers is 33.
X + y= 33 .........eqn 1
2. second sentence
the larger number is 3 more than two times the smaller number.
Y = 3 +2x
Put y into eqn 1
X+ 3 +2x = 33
3x= 33- 3
3x= 30
X = 30/3
X= 10 and y= 3+ 2x
Y= 3+ 2(10)
Y = 3+ 20
Y= 23
Therefore the two numbers are 10 and 23
In ΔQRS, RS = 19, SQ = 20, and QR = 18. Which statement about the angles of ΔQRS must be true?
Triangle with sides RS=19, SQ = 20, AND QR = 18 must have unequal angles as triangles with unequal sides have unequal angles.
A triangle with unequal sides is known as the Scalene triangle. As mentioned in the question triangle QRS has unequal sides of length RS = 19, SQ = 20, and QR = 18.
Then we can say that triangle Δ QRS is a Scalene triangle.
A scalene triangle has unequal angles. It has no line of symmetry present in a scalene triangle.
In a scalene triangle, the angle opposite to the longest side is the greatest.
Hence, we can say that the angles of Δ QRS are unequal.
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The correct statement is that at least two angles of ΔQRS are equal, and one angle is different.
Here,
In a triangle, the sum of the measures of the three interior angles is always 180 degrees.
This is known as the triangle angle sum property.
Therefore, if we know the lengths of two sides of a triangle, you can determine the measure of the third angle using the Law of Cosines or the Law of Sines.
In the case of ΔQRS, we can use the Law of Cosines to find the measure of angle ∠Q:
Cos(∠Q) = (RS² + QR² - SQ²) / (2 * RS * QR)
Cos(∠Q) = (19² + 18² - 20²) / (2 * 19 * 18)
Cos(∠Q) = (361 + 324 - 400) / (2 * 19 * 18)
Cos(∠Q) = 285 / 684
Cos(∠Q) ≈ 0.416667
Now, to find the measure of ∠Q, we take the inverse cosine (arccos) of 0.416667:
∠Q ≈ arccos(0.416667) ≈ 65.392°
Now that we know the measure of ∠Q, we can find the measures of the other angles:
∠R = 180° - ∠Q - ∠S
∠R = 180° - 65.392° - ∠S
And
∠S = 180° - ∠Q - ∠R
∠S = 180° - 65.392° - (180° - 65.392° - ∠S)
∠S = 180° - 65.392° - 180° + 65.392° + ∠S
∠S = 2 * 65.392° - ∠S
2 * ∠S = 2 * 65.392°
∠S = 65.392°
So, the measures of the angles in ΔQRS are approximately:
∠Q ≈ 65.392°
∠R ≈ 49.608°
∠S ≈ 65.392°
As we can see, two of the angles (∠Q and ∠S) are equal, while the third angle (∠R) is different.
Therefore, the correct statement is that at least two angles of ΔQRS are equal, and one angle is different.
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Evaluate (24 + 2y) + (7y), if y=4
(24 + 2y) + (7y)
(24 + 8) + 28
32 + 28
60
Answer:
60
Step-by-step explanation:
(24 + 2y) + (7y)
(24 + 2 x 4) + (7 x 4)
(24 + 8) + (28)
32 + 28 = 60
Required that there must be chaperones for every 25 how many chaperones must there be for 80 students
Answer:
6 chaperones on 80 students.
Step-by-step explanation:
Here is the complete question: School guideline required that there must be 2 chaperones for every 25 students on a school trip. how many chaperones must there be for 80 students?
Given: There must be 2 chaperones on every 25 students.
Now, we will use unitary method to solve.
We know 2 chaperones = 25 students
∴ one student required [tex]\frac{2}{25}\ chaperones[/tex]
Next for 80 students, we require= [tex]\frac{2}{25} \times 80 = \frac{160}{25}[/tex]
∴ For 80 students, we require [tex]6.4 \ chaperones[/tex], however, we cannot use decimal for number of person, so we can round off the number to 6 chaperones on every 80 students.
Find the value of x in each of the given figures.
Answer:
Step-by-step explanation:
1) Given figure is a parallelogram
Area = 144 cm²
base * altitude = 144
16 * x = 144
x =144/16
x = 9 cm
2)2) Trapezium
Area = [tex]\frac{a+b}{2}*h[/tex] ; {a and b are parallel sides of trapezium}
( 37 +27 /2) * x = 480 cm²
64/2 * h = 480
32 * h = 480
h = 480/32
h = 15 cm
Cassidy has saved $8,000 this year in an account that earns 9% interest annually. Based on the rule of 72, it will take about years for her savings to double.
Answer:
The number of years in which saving gets double is 8 years .
Step-by-step explanation:
Given as :
The principal amount saved into the account = p = $8,000
The rate of interest applied = r = 9%
The Amount gets double in n years = $A
Or, $A = 2 × p = $8,000 × 2 = $16,000
Let the number of years in which saving gets double = n years
Now, From Compound Interest method
Amount = Principal × [tex](1+\dfrac{\textrm rate}{100})^{\textrm time}[/tex]
Or, 2 × p = p × [tex](1+\dfrac{\textrm r}{100})^{\textrm n}[/tex]
Or, $16,000 = $8,000 × [tex](1+\dfrac{\textrm 9}{100})^{\textrm n}[/tex]
Or, [tex]\dfrac{16,000}{8,000}[/tex] = [tex](1.09)^{n}[/tex]
Or, 2 = [tex](1.09)^{n}[/tex]
Now, Taking Log both side
[tex]Log_{10}[/tex]2 = [tex]Log_{10}[/tex] [tex](1.09)^{n}[/tex]
Or, 0.3010 = n × [tex]Log_{10}[/tex]1.09
Or, 0.3010 = n × 0.0374
∴ n = [tex]\dfrac{0.3010}{0.0374}[/tex]
I.e n = 8.04 ≈ 8
So, The number of years = n = 8
Hence, The number of years in which saving gets double is 8 years . Answer
Zoey is 362 meters below sea level while visiting a part of Israel. She descends 71 meters to visit the Dead Sea. Which integer represents the elevation, in meters, of the Dead Sea?
In the beginning, 362 meters below sea level, or -362 meters (if we consider sea level as 0).
Because the Dead Sea is 71 meters below where she was, the equation to solve this would be
-362 - 71 = -433
The answer is -433.
Hope this helps!
Since Zoey is 362 meters below sea level while visiting a part of Israel and she descends 71 meters to visit the Dead Sea, the integer that represents the elevation, in meters, of the Dead Sea is a) -433.
How the elevation is computed:We can use the mathematical operation of subtraction to determine the elevation of the Dead Sea as follows:
The present elevation of Zoey = -362 meters
The descent that she makes to visit the Dead Sea = -71 meters
The elevation of the Dead Sea = -433 (-362 - 71).
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#SPJ3
Complete Question:
Zoey is 362 meters below sea level while visiting a part of Israel. She descends 71 meters to visit the Dead Sea. Which integer represents the elevation, in meters, of the Dead Sea?
a) -433
b) -391
c) -311
d) -291