The length of rectangle is 6 feet greater than the width. the perimeter is 40 ft. find the dimensions of the rectangle.

Answers

Answer 1

P=2(L+W)

if L is 6 great than W
L=6+W

and P=40

subsitute 40 for P and 6+W for l

40=2(6+W+W)
40=2(6+2W)
divide both sides by 2
20=6+2W
minus 6 both sides
14=2W
divide both sides by 2
7=W
W=7

sub back
L=6+W
L=6+7
L=13

the rectangle has a length of 13ft and width of 7ft

Answer 2

If the length of a rectangle is 6 ft greater than the width and the perimeter is 40 ft , then the dimensions of the rectangle will be 6ft x 7ft.

What is the Area of Rectangle?

The area of the rectangle is length times of width.

Let the Length and Width of the rectangle be 'L' and 'B' , then the dimensions of the rectangle will be L x B

Given data , we have L = 6 + B

The perimeter of the rectangle = 40 ft

= 2 x ( L + B ) = 40 ft

= 2 x ( 6 + B + B ) = 40 ft

= ( 6 + 2B ) = 20 ft

Substract both sides by 6

2B = 14 ft

Divide both sides by 2

B = 7 ft

Now , Length of the rectangle will be L = 6 + 7 = 13 ft

Hence, the dimensions of the rectangle is Length x Width = 13 ft x 7 ft

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Related Questions

Define a function pyramid volume with double parameters baselength, basewidth, and pyramid height, that returns as a double the volume of a pyramid with a rectangular base. relevant geometry equations: volume = base area x height x 1/3 base area = base length x base width. (watch out for integer division).

Answers

Declaring the volume function double PyramidVolume(double baseLength, double baseWidth, double pyramidHeight){ double baseArea = baseLength * baseWidth; double vol = ((baseArea * pyramidHeight) * 1/3); return vol; } int main() { cout << "Volume for 1.0, 1.0, 1.0 is: " << PyramidVolume(1.0, 1.0, 1.0) << endl; return 0; } Defining the function, include <iostream> double PyramidVolume(double, double, double); int main() { std::cout << "Volume for 1.0, 1.0, 1.0 is: " << PyramidVolume(1.0, 1.0, 1.0) << std::endl; return 0; } double PyramidVolume(double length, double width, double height) { return length * width * height / 3; }

Number like 10 100,1,000 and so on are called what

Answers

These numbers are called power of ten. A power of ten is 10 multiplied by itself the exponent number of times. For example:

We can write 10 as 10¹

100 as 10²

1000 as 10³

The exponent is equal to the number of zeros in the number like 100 has 2 zeros so the exponent is 2 and write it as 10²

Jermaine’s father owes $6,300 in interest at the end of a 60-month car loan at a 7% simple annual interest rate. What was the original loan amount?

Answers

I = Prt
6300 = P * .07 * (60/12)
6300 = .35P
6300 / .35 = P
18000 = P

$18,000 is the answer you are looking for! I hope this helps! :D

Answer:

$18,000

Step-by-step explanation:

It is given that the interest amount $6,300

We will calculate the principal amount.

So we use the formula

I = prt

P = Principal amount

r = rate of interest 7% ( 0.07 )

t = time in years 60 months ( [tex]\frac{60}{12}[/tex] years )

6,300 = P × 0.07 × [tex]\frac{60}{12}[/tex]

6,300 = P × 0.07 × 5

6,300 = 0.35P

[tex]\frac{6,300}{0.35}[/tex] = P

P = $18000

The original loan amount was $18,000.

If 2a/b=1/2,what is the value of b/a?

Answers

Answer:

The value of [tex]\frac{b}{a}=4[/tex] .

Step-by-step explanation:

As given in the question

[tex]\frac{2a}{b}=\frac{1}{2}[/tex]

Now find out the value of [tex]\frac{b}{a}.[/tex]

[tex]\frac{b}{a}=\frac{2\times 2}{1}[/tex]

[tex]\frac{b}{a}=2\times 2[/tex]

[tex]\frac{b}{a}=4[/tex]

Therefore the value of [tex]\frac{b}{a}=4[/tex] .

The value of b/a from the equation; 2a/b=1/2 is; 4

Evaluation of inverse

The given equation is;

2a/b=1/2

Divide both sides of the equation by 2; we have;

a/b = 1/2 ÷ 2

a/b = 1/4

Hence, the inverse of a/b is b/a and;

b/a = 4

Answers

Density = mass/volume

volume cube = side^3 = 5^3 = 125 cm^3, don't forget units!

Density = 250 grams / 125 cm^3 = 2 g/cm^3, with all the units

Final answer:

The density of the cube is calculated to be 2 g/cm³ by dividing the mass (250 grams) by the volume of the cube (125 cm³).

Explanation:

To calculate the density of a substance, you divide its mass by its volume. In the given problem, the cube has a mass of 250 grams and each side of the cube is 5 cm. The volume of a cube is calculated by taking the cube of the side length, which in this case is 5^3 = 125 cm³.

By substituting the given mass and computed volume in the formula, we find that the density of the cube is 250 grams ÷ 125 cm³ = 2 g/cm³.

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Identify a reflection about the x-axis or a reflection about the y-axis of ƒ(x) = 7x2 – x3 by observing the equation of the function g(x) = –7x2 + x3.

Answers

Final answer:

The function g(x) = –7x² + x³ is the reflection of the function f(x) = 7x² – x³ about the x-axis. This is observed by the change in signs of each term in the function's equation after performing the reflection.

Explanation:

By observing the given equation, f(x) = 7x² – x³ and g(x) = –7x² + x³, it is clear that the function f(x) reflects about the x-axis to create function g(x). This is indicated by the change of signs of each term in the equation of the function.

To elaborate, a reflection about the x-axis sees a function's equation change y(x) to -y(x). In our example, f(x) becomes -f(x) or –(7x² – x³), which after simplifying gives us –7x² + x³ = g(x). Therefore, g(x) is the reflection of f(x) about the x-axis.

Furthermore, to identify a reflection about the y-axis, observe if the equation changes from f(x) to f(-x). An even function or a function symmetric about the y-axis would not change with this transformation. Conversely, an odd function would change signs, just like our function did when reflecting over the x-axis.

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Find three consecutive odd integers with a sum of -51 answer

Answers

hello :
let three consecutive odd integers : (2n+1) , (2n+3) ,(2n+5)
(2n+1)+ (2n+3)+(2n+5) = 51
6n + 9 = 51
6n = 45
n = 42/6
n = 7
if n = 7 : 2(7)+1 = 15
: 2(7) +3 =17
: 2(7) +5 = 19
three consecutive odd integers with a sum of 51 are: 15 , 17 , 19
15+17+19 =

Find the rectangular coordinates of the point that has polar coordinates , 4, −3π/4

Answers

hello :
x= r cosθ
y= r sinθ
r = 4 and θ = −3π/4
cos( −3π/4 ) = cos( 3π/4 ) = cos ( π - π/4) = - cos (π/4)= - √2/2
sin( −3π/4 ) = - sin( 3π/4 ) = - sin ( π - π/4) = -sin (π/4)= - √2/2
x = - 2 √2
y = - 2 √2

Find (f•g)(x)=x^2-7x+12 and g(x)=3/x^2-16

Answers

given f(x) = x^2 - 7x + 12 and g(x) = 3 / (x^2 - 16)

The product of the two functions, (f•g)(x) is equal to:

(x^2 - 7x + 12) * 3 / (x^2 - 16)

To simplify, factor the two polynomials:

x^2 - 7x + 12 = (x - 4 ) (x - 3 )

x^2 - 16 = (x - 4) (x +4)

=> (f•g)(x) = (x - 4)(x - 3) * 3 / [ (x - 4) (x +4) ] = 3 (x - 3) / (x + 4)

Answer: 3 (x - 3) / (x + 4)

=

Convert 5.4 ⋅ 103 to standard form.

Answers

5.4 * 10³ = 5,400 .
_____________________________

Martha will be entering high school in a couple of years. Which steps should she take to ensure she has money to pay for college? Check all that apply. She should start or add to a college savings account so it can grow with deposits and earned interest. She should ask her parents if they have a college savings account set up for her. She should work to maintain high grades throughout school so she can qualify for scholarships. She should get involved in extracurricular activities like clubs and sports so she can discover what she enjoys and qualify for scholarships. She should fill out the FAFSA immediately so she does not miss grants or scholarships she qualifies for. She should ask all her friends and neighbors to contribute to her college savings account so it will grow faster.

Answers

Final answer:

Martha can ensure she has money to pay for college by starting or adding to a college savings account, maintaining high grades, getting involved in extracurricular activities, and filling out the FAFSA immediately.

Explanation:

Martha can take the following steps to ensure she has money to pay for college:

Start or add to a college savings account: By saving money early, Martha can let it grow with deposits and earn interest.Work towards maintaining high grades: This will help her qualify for scholarships that can assist in paying for college.Get involved in extracurricular activities: Participating in clubs and sports can help Martha discover what she enjoys and also qualify her for scholarships.Fill out the FAFSA immediately: By submitting the FAFSA, Martha can ensure that she doesn't miss out on any grants or scholarships she may qualify for.

The steps Martha should take to ensure she has money to pay for college are as follows:

1. She should start or add to a college savings account so it can grow with deposits and earned interest. This is a proactive step that allows the money to benefit from compound interest over time.

2. She should ask her parents if they have a college savings account set up for her. It's important to know if there are existing funds that can be used for her education.

3. She should work to maintain high grades throughout school so she can qualify for scholarships. Many scholarships are merit-based, and good grades are often a key criterion.

4. She should get involved in extracurricular activities like clubs and sports so she can discover what she enjoys and qualify for scholarships. Participation in these activities can make her a well-rounded candidate for scholarships that value leadership and community involvement.

5. She should fill out the FAFSA (Free Application for Federal Student Aid) when she is eligible, which is typically during her senior year of high school. This form is crucial for accessing federal grants, loans, and work-study opportunities, as well as some state and college-specific aid.

6. While asking friends and neighbors to contribute to her college savings account could potentially help the account grow faster, it is not a conventional or reliable method for funding college education. Therefore, it is not a primary step she should take.

In summary, Martha should focus on saving money, exploring existing savings, maintaining good grades, engaging in extracurricular activities, and preparing to fill out the FAFSA. These steps will help her secure funding for college through savings, scholarships, and financial aid.

Hellllp pleaseeeee !

Answers

The answer is false. I hope this helps love! :)

Let f(x) = x2 and g(x) = x − 3. Evaluate (g ∘ f)(0).

Answers

f(0) = 0
g(f(0)) = 0 - 3 = -3

answer
(g ∘ f)(0) = -3

The value of ( g o f ) (0) is -3.

Here,

The function is given as;

[tex]f (x) = x^{2}[/tex] and [tex]g (x) = x-3[/tex]

We have to find the value of ( g o f ) (0).

What is Composite function?

Composite function is an operation that takes two functions f and g and produces a function k such that k (x) = g(f(x)).

Now,

The function are;

[tex]f (x) = x^{2}[/tex] and [tex]g (x) = x-3[/tex]

Simplify ( g o f ) (0) as;

⇒ [tex]( g o f ) (0) = g ( f (0)) = g (0) = 0-3 = -3[/tex]

Hence, The value of ( g o f ) (0) is -3.

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Lucy is thinking of a number. the number is greater than two hundred twenty-five. her number is less than 2hundred, 2 tens,7 ones. what is lucy number? howq do i solve this

Answers

2hundred, 2tens, 7ones is 227.
so the answer is 226 coz its smaller than 227 and larger than 225

find the value of x for the triangle or rectangle... plz help asap 4 both

Answers

9.) Perimeter=23
23=x+x+3+2x
23=4x+3
23-3=4x
20=4x
20/4=x
x=5
10.) Perimeter=24
24=x+3+2x+x+3+2x
24=6+6x
24-6=6x
18=6x
18/6=x
x=3

Final answer:

The value of 'x' in a triangle is determined by using the Pythagoras theorem, while in a rectangle, it's determined by algebraic equations.

Explanation:

In order to find the value of 'x' in both cases, we need to understand that two different concepts potentially apply; Pythagoras theorem for the triangle, and algebra for the rectangle. The Pythagorean theorem applies to right angle triangles and is expressed as x² + y² = h² where 'x' and 'y' are sides and 'h' is the hypotenuse. In a rectangle, to find 'x' related to an equation like y = 9 + 3x, you substitute values for 'y' and solve for 'x'. An example is given in Table A1 where we see an instance of substituting values for 'x' and then calculating what value of 'y' results. These points are then plotted on a graph.

Learn more about Pythagoras theorem and Algebra

How to complete the square when a is greater than 1?

Answers

when a is greater then 1...

example :

2x^2 + 6x + 3 = 0.....x^2 has to have a coefficient of 1 in order to complete the square. So, in this case, we divide everything by 2.

x^2 + 3x + 3/2 = 0....now u move the constant over
x^2 + 3x = -3/2...and continue as usual.

just remember, u have to divide by the coefficient of x^2 before moving the constant over.

To get the perfect square when a is greater than 1 divide the whole equation by a.

What is a perfect square?

When a given expression is simplified to the square of a sub-function is called a perfect square.

What is simplification?

The process in mathematics to operate and interpret the function to make the function or expression simple or more understandable is called simplifying and the process is called simplification.

Here,
Let's presume with an example,
ax² + bx + c =0
In order to get the perfect square the whole equation must be divided by a for a greater than 1

x² + b/a x + c/a = 0

Thus, to get the perfect square when a is greater than 1 divide the whole equation by a.

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The sum of three consecutive even integers is less than 84. find the set of these three integers with the greatest sum.

Answers

Let the 3 numbers be x, x+2 and x+4, then

x + x + 2 + x + 4 < 84
3x + 6 < 84
3x < 84-6
3x < 78
x < 26

so highest possible value of x is 24 so lets add up the 3 numbers to
check if the sum is < 84

we have 24 + 26 + 28 = 78

so answer is 24, 26 and 28.

In exercises 83–86, verify that the intermediate value theorem applies to the indicated interval and find the value of guaranteed by the theorem.

Answers

The intermediate value theorem states that suppose f is a function continuous on every point of the interval [a, b], for any L between the values f(a) and f(b), there exist at least one number, c, in [a, b] for which f(c) = L.

83.
Given
[tex]f(x)=x^2+x-1[/tex]
on the interval [0, 5], with f(c) = 11

[tex]f(0)=0^2+0-1=-1[/tex]
and
[tex]f(5)=5^2+5-1=25+4=29[/tex]
Clearly, f(c) = 11 is between f(0) = -1 and f(5) = 29

Thus, the intermediate value theorem is satisfied.

To find the value of c, we solve the equation
[tex]c^2+c-1=11[/tex]
as follows:
[tex]c^2+c-1=11 \\ \\ c^2+c-12=0 \\ \\ (c-3)(c+4)=0 \\ \\ c=3 \ or \ -4[/tex]

Because, c is in the interval [0, 5], therefore, the value of c is 3.

84.
Given
[tex]f(x)=x^2-6x+8[/tex]
on the interval [0, 3], with f(c) = 0

[tex]f(0)=0^2-6(0)+8=8[/tex]
and
[tex]f(3)=3^2-6(3)+8=9-18+8=-1[/tex]
Clearly, f(c) = 0 is between f(0) = 8 and f(3) = -1

Thus, the intermediate value theorem is satisfied.

To find the value of c, we solve the equation
[tex]c^2-6c+8=0[/tex]
as follows:
[tex]c^2-6c+8=0 \\ \\ (c-4)(c-2)=0 \\ \\ c=4 \ or \ 2[/tex]

Because, c is in the interval [0, 3], therefore, the value of c is 2.

85.
Given
[tex]f(x)=x^3-x^2+x-2[/tex]
on the interval [0, 3], with f(c) = 4

[tex]f(0)=0^3-0^2+0-2=-2[/tex]
and
[tex]f(3)=3^3-3^2+3-2=27-9+1=19[/tex]
Clearly, f(c) = 4 is between f(0) = -2 and f(3) = 19

Thus, the intermediate value theorem is satisfied.

To find the value of c, we solve the equation
[tex]c^3-c^2+c-2=4[/tex]
as follows:
[tex]c^3-c^2+c-6=0 \\ \\ (c^2+c+3)(c-2)=0 \\ \\ c=2[/tex]

Therefore, the value of c is 2.

86.
Given
[tex]f(x)= \frac{x^2+x}{x-1} [/tex]
on the interval [tex]\left[ \frac{5}{2}, \ 4\right] [/tex], with f(c) = 6

[tex]f\left(\frac{5}{2}\right)= \frac{\left(\frac{5}{2}\right)^2+\left(\frac{5}{2}\right)}{\left(\frac{5}{2}\right)-1}= \frac{ \frac{25}{4}+ \frac{5}{2} }{ \frac{3}{2} } = \frac{35}{4} \cdot \frac{2}{3} =5 \frac{5}{6} [/tex]
and
[tex]f(4)= \frac{4^2+4}{4-1}= \frac{ 16+ 4 }{ 3 } = \frac{20}{3}=6 \frac{2}{3}[/tex]
Clearly, f(c) = 6 is between [tex]f\left(\frac{5}{2}\right)= 5 \frac{5}{6} [/tex] and [tex]f(4)=6 \frac{2}{3}[/tex]

Thus, the intermediate value theorem is satisfied.

To find the value of c, we solve the equation
[tex]\frac{c^2+c}{c-1}=6[/tex]
as follows:
[tex]c^2+c=6(c-1)=6c-6 \\ \\ \Rightarrow c^2-5c+6=0 \\ \\ \Rightarrow(c-2)(c-3)=0 \\ \\ \Rightarrow c=2 \ or \ 3[/tex]

Because, c is in the interval [tex]\left[ \frac{5}{2}, \ 4\right] [/tex], therefore, the value of c is 3.

The Porter family is moving from Baltimore, Maryland, to San Francisco, California. They would like to know what the difference will be in their family budget. How would you explain cost of living to them?

Answers

In a business perspective, we need to consider cost of living and rent index (considering they will rent in both cities) difference in response to net earnings. Per data in general, we can say that it would cost ~$5000+ to live in California and around $4000+ in Maryland. These values should be directly related to the indices difference of these underlying factors: consumer prices (CA is 4% lower than MD), consumer prices + rent (CA is 7% higher than MD), rent (CA is 28% higher than MD), restaurant (CA is 3% lower than MD), groceries (CA is 4% lower than MD), and local purchasing power is 10% higher in CA than MD.

Answer:

Cost of living is the amount of money needed for fixed expenses such as housing, food, taxes, and health care, as well as variable expenses. Big cities tend to have a higher cost of living than smaller cities.

Step-by-step explanation:

The mean lifespan of a sylvania light bulb is 1600 hours with a standard deviation of 300 hours, an iqr of 450 hours, and a range of 690 hours. the lifespan distribution is relatively symmetric. which measure of spread is the best measurement?

Answers

Given that the mean lifespan of a sylvania light bulb is 1600 hours with a standard deviation of 300 hours, an iqr of 450 hours, and a range of 690 hours. the lifespan distribution is relatively symmetric.

Since, the distribution is relatively symmetric, the measure of spread that is the best measurement is the standard deviation.

Tony made 14L of lemonade for a party. His guests drank 9500 mL of the lemonade. How many milliliters of lemonade did tony have left?

Answers

1L = 1000ml

14L = 14000ml

14000-9500 = 4500ml left

the answer is 4500ml

In combining like terms when adding or subtracting do you add the exponents together

Answers

when adding and subtracting with exponents....combining like terms....exponents are not added/subtracted...but coefficients are.
example : 2b^2 + 3 + 3b^2 = 5b^2 + 3
but keep in mind, they have to be like terms to be able to add and subtract them...for instance 2b^2 + 3b^3...u cannot add/subtract them because they are not like terms.

Answer: If adding exponents, they have to the same value or same coefficient.

For example:

1) 2x^2+2x^2= 4x^2

If there are 30 red and 45 blue marbles in a jar with 200 marbles. what percent of the marbles are red

Answers

just divide 30 into 200. its 15%

What is [tex] \frac{8m}{n} ^7[/tex] simplified?

Answers

[tex]\bf \cfrac{8m^7}{n}\implies 8m^7n^{-1}\implies 2^3m^{3+3+1}n^{-1}\implies 2^3m^3m^3m^1n^{-1} \\\\\\ 2^3(m^2)^3mn^{-1}\implies (2m^2)^3mn^{-1}[/tex]

If the absolute value of a nonzero real number is equal to the opposite of the number, the number is __________.

positive
negative
zero
irrational

Answers

TBH, I'm really thinking about this one.... but I think I'd have to say that it's the negative.

If the absolute value of a nonzero real number is equal to the opposite of the number then the number is negative.

What is Number system?

A number system is defined as a system of writing to express numbers.

We have to find the number for the absolute value of a nonzero real number is equal to the opposite of the number

The absolute value of a number is its numerical value without regard to its sign.

So if the absolute value of a number is equal to the opposite of the number, it means that the sign of the number must be negative.

Hence, if the absolute value of a nonzero real number is equal to the opposite of the number then the number is negative.

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In how many ways can 15 identical math books be distributed among 6 students?

Answers

1 book for each student with 9 books left over, or 2 books each student with 3 books left over. so two ways.

There was some gas in the tank. I added 13.3 gallons to it. After that, there was 21 gallons. How many gallons were in the tank at the start?

Answers

answer:
17.7
work:
-subtract to find the original number.
21 - 13.3
17.7
hope this helps! :D

1. find the LCD of 3/5 and 1/6.
A. 5
B. 6
C. 11
D. 30

2. what is the difference between 3/7 and 1/14.
A. 1\2
B. 4/14
C. 5/14
D. 9/14

3. if Sandy's cookie recipe calls for 1/3 cup of brown sugar and she increases it by 2/9 of a cup, how much brown sugar does she use?
A. 7/9 cup
B. 5/9 cup
C. 4/9 cup
D. 1/9 cup

4. what value could be added to 2/15 to make the sum greater than 1/2?
A. 1/15
B. 8/30
C. 5/15
D. 8/15

5. which set of mixed numbers has a difference less than 1?
A. 1 2/9, 1 1/9
B. 3 4/7, 2 1/7
C. 2 4/5, 1 1/3
D. 2 7/9, 1 1/3

Answers

1. LCD of 3/5 and 1/6 is 30

2. 3/7 - 1/14 = 6/14 - 1/14 = 5/14

3. 1/3 + 2/9 = 3/9 + 2/9 = 5/9

4. 8/15

5. 1 2/9 - 1 1/9

Answer:

1. D. 30

2. C. [tex]\frac{5}{14}[/tex]

3. [tex]\frac{5}{9}[/tex]

4. D. [tex]\frac{8}{15}[/tex]

5. A. [tex]\frac{12}{9}, \frac{11}{9}[/tex]

Step-by-step explanation:

1. LCD or lowest common denominator for a set of fractions is lowest common multiple of all the denominators in that set of fractions

∴ for [tex]\frac{3}{5}[/tex] and [tex]\frac{1}{6}[/tex] LCD will be 5×6 = 30

2. [tex]\frac{3}{7} - \frac{1}{14} = \frac{6-1}{14} = \frac{5}{14}[/tex]

3. [tex]\frac{1}{3} - \frac{2}{9} = \frac{3+2}{9} = \frac{5}{9}[/tex] = [tex]\frac{5}{9}[/tex]

4. [tex]\frac{2}{15} + \frac{1}{15} = \frac{1}{5}\\\\\frac{2}{15} + \frac{8}{30} = \frac{2}{5}\\\\\frac{2}{15} + \frac{5}{15} = \frac{7}{15}\\\\\frac{2}{15} + \frac{8}{15} = \frac{2}{3}[/tex]

5. [tex]\frac{12}{9} - \frac{11}{9} = \frac{1}{9} \\\\\frac{34}{7} - \frac{21}{7} = \frac{13}{7} \\\\\frac{24}{5} - \frac{11}{3} = \frac{17}{15}\\\\\frac{27}{9} - \frac{11}{3} = \frac{-6}{9}[/tex]

Round to the nearest hundredth what is the positive solution to the quadratic equation 0 = 2x^2 + 3x -8

Answers

We can use the quadratic formula to solve the quadratic equation

Quadratic formula is given by
[tex]x_1= \frac{-b+ \sqrt{b^2-4ac} }{2a} [/tex], and
[tex]x_2= \frac{-b- \sqrt{b^2-4ac} }{2a} [/tex]

We are given [tex]2x^2+3x-8=0[/tex], where:
[tex]a=2[/tex], [tex]b=3[/tex], and [tex]c=-8[/tex]

Substitute the values of [tex]a, b, c[/tex] into the formula:
[tex]x_1= \frac{-3+ \sqrt{3^2-4(2)(-8)} }{2(2)}=1.39 [/tex] (rounded to two decimal places)
[tex]x_2= \frac{-3- \sqrt{3^2-4(2)(-8)} }{2(2)}=-2.89 [/tex] (rounded to two decimal places)

The positive solution is x = 1.39

Answer: the guy above is right for anyone looking at this and was sceptical

Step-by-step explanation:

(11p + 3q + 4) + (-5p + 8q)

Answers

11p + 3q + 4 -5p +8q

6p + 11q + 4 is your answer

hope this helps

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