What number is equivalent to the expanded form (2 x 100) + (3 x 1) + (4 x 1/10) + (3 x 1/1,000

Answer:

Α. 0

Step-by-step explanation:

Given A = -8 and B = 10

The distance between A and B

= B - A

= 10 - (-8)

= 10 + 8

= 18 units

4/9 of the way between A and B

= 4/9 of the distance between A and B

= 4/9 x 18 units

= 8 units.

Hence the location of the point that is 4/9 of the way from A to B

= value at point A + 8 units

= -8 + 8

= 0 (answer)

A. 0

Step-by-step explanation:

The answer is 0 (zero)

Answer:

63.69

Step-by-step explanation:

Answer:

It is an Algebraic Expression

Explanation:

An algebraic expression is a mathematical expression that consists of variables, numbers and operations.

Answer:

The answer is D

Step-by-step explanation:

Answer:

THE ANSWER D ON USATESTPREP

Answer:

b

Step-by-step explanation:

Answer:

84 and 85

Step-by-step explanation:

84+85=169

Answer:

b.

Step-by-step explanation:

4x + 2(y – 1) = 0

The variables are all of unit degree so it is linear.

Answer:

0

Step-by-step explanation:

12 + 8 = 20

If we then take 20 from 20, you get 0.

Answer:

Answer is 0

Step-by-step explanation:

[tex]s + t - u \\ 12 + 8 - 20 \\ 20 - 20 = 0[/tex]

Step-by-step explanation:

11-2 = 9

18x-3x = 15x

so, 15x+9 or 3(5x+3)

The simplified expression is 15x + 9.

To simplify the given expression, we combine like terms. The expression given is:

[tex]\[ 11 - 3x - 2 + 18x \][/tex]

First, we combine the constant terms (11 and -2):

[tex]\[ 11 - 2 = 9 \][/tex]

Next, we combine the terms with the variable x (which are -3x and 18x):

[tex]\[ -3x + 18x = 15x \][/tex]

Now, we combine the constant term with the x term:

[tex]\[ 9 + 15x \][/tex]

So, the simplified form of the expression is:

[tex]\[ 15x + 9 \][/tex]

Answer:

y = -7

Step-by-step explanation:

To solve for 'y', we need to isolate it, meaning to separate it from everything else. You move numbers in the equation around by canceling them out, which you do with opposite or reverse operations. (Addition and subtraction are opposites. Division and multiplication are opposites).

First, bring all of the numbers with 'y' to the left, and bring all of the numbers without 'y' to the right. Then isolate y.

7y + 3 = 4y - 18              Move 'y' to the left.

7y - 4y + 3 = 4y - 4y - 18     Subtract 4y from both sides.

7y - 4y + 3 = -18          Notice 4y - 4y cancelled out. Combine like terms on the left. 7y and -4y both have 'y'.

3y + 3 = -18                Move the numbers to the right.

3y + 3 - 3 = -18 - 3      Subtract 3 from both sides.

3y = -18 - 3             +3 and -3 cancelled out. Combine like terms on right.

3y = -21                 Cancel out the '3' attached to 'y'.

3y/3 = -21/3         Divide both sides by 3.

y = -21/3              3y/3 becomes just 'y' because 3 ÷ 3 is 1.

y = -7                  Answer for y.

Answer:

A. 1/4

Step-by-step explanation:

The attached picture is the complete question:

As you can see in the picture, the guage is divided into 4. The indicator is pointed at the at the first notch, from the empty area. This means that when it was full, it was at 4/4, as it goes towards empty, the notches decrease by 1/4. It is now on the 1st notch, that means that it is filled 1/4 or there is 1/4 left.

Answer:

a) The next three terms are -1,-3,-5,-7,-9,-11,-13

b) This is arithmetic sequence

C) The difference of second term and first term is -2 in given sequence so the given sequence is an arithmetic sequence.

d) The 27 th term is -53

Step-by-step explanation:

a)  the given sequence is arithmetic sequence

the difference of second term and first term is -2

given sequence is -1,-3,-5,-7.....

the nth term in arithmetic sequence

[tex]t_{n} = a+(n-1)d[/tex]

First term is a = -1 and difference is d = -2

finding fifth term is

[tex]t_{5} = -1 +(5-1)(-2)[/tex]

[tex]t_{5} = -1-8 =-9[/tex]

finding sixth term is

[tex]t_{6} = -1 +(6-1)(-2)[/tex]

[tex]t_{6} = -1-10 =-11[/tex]

finding seventh term is

[tex]t_{7} = -1 + (7-1)(-2)[/tex]

[tex]t_{7} = -1 -12 =-13[/tex]

The next three terms are  -9,-11,-13

The given sequence is -1,-3,-5,-7,-9,-11,-13

b) This is arithmetic sequence.

C) because the difference of second term and first term is -2 so the given sequence is arithmetic sequence.

d) by using nth term formula in arithmetic sequence

[tex]t_{n} = a+(n-1)d[/tex]

a= -1 and d =-2

find 27 t h term :-

[tex]t_{27} = -1 + (27-1)(-2) = -1-52=-53[/tex]

Answer:   -13.9

This value is approximate.

==================================================

Explanation:

This angle is in quadrant Q2, which is where x is negative and y is positive.

The angle shown of 65 degrees is added to the 90 degree angle to the right resulting in 65+90 = 155 degrees overall. See diagram below.

The x component of the vector is found by the formula

x = r*cos(theta)

we will plug in r = 15.3 as the magnitude of the vector and theta = 155 as the angle

x = 15.3*cos(155)

x = -13.8665 approximately

x = -13.9 rounding to one decimal place (as 15.3 and 65.0 are both rounded to one decimal place)

Answer:

No solution

Step-by-step explanation:

-x + y = 8..............(1)

1/2x - 1/2y = 3......(2)

Multiply (2) by 2

x - y = 6 ............(3)

Adding (1) and (3)

-x + x + y - y = 8 + 3

x and y are both eliminated so no solution

Answer:

5x

Step-by-step explanation:

Because the inequality sign means it greater and if it turned around than it means it less than and the = sign means it equal to

If x is positive, 5x is greater than 4x and if x is negative, 5x is less than 4x.

To determine whether 5x is greater than 4x, we need to consider the value of "x." The comparison between 5x and 4x depends on the value of "x."

If x is a positive number, then 5x will be greater than 4x because 5 is larger than 4, and multiplying by a positive number increases the value.

For example:

If x = 1, then  5x = 5, and 4x = 4. Since 5 is greater than 4, 5x is greater than 4x.

If x is a negative number, then 5x will be less than 4x because multiplying by a negative number changes the inequality sign.

For example:

If x = -1, then 5x = -5, and 4x = -4. Since -5 is less than -4, 5x is less than 4x.

Thus, it can be concluded that

If x is positive, 5x is greater than 4x. If x is negative, 5x is less than 4x.

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Answer:

pressure

Step-by-step explanation:

the root words for isobar are

iso - same or equal

bar - pressure (from greek "baros")

Answer:

Pressure

Step-by-step explanation:

Answer:

x = [tex]\frac{c-k}{3}[/tex]

Step-by-step explanation:

Given

3x + k = c ( isolate the term 3x by subtracting k from both sides )

3x = c - k ( divide both sides by 3 )

x = [tex]\frac{c-k}{3}[/tex]

Answer:

2.3

Step-by-step explanation:

.

By dividing the total vacation hours Malcolm earns in a year (120) by the total number of weeks in a year (52), we find that Malcolm earns approximately 2.31 hours of vacation time per week.

The question is asking us to find out how many vacation hours Malcolm earns per week. To solve this, we can simply divide the total vacation hours Malcolm earns in a year (120) by the total number of weeks in a year (52).

Here's the step by step process:

Therefore, Malcolm earns approximately 2.31 hours of vacation time per week.

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Answer:

17.8

Step-by-step explanation:

First, round the two. umbers to the nearest the th, or the first number past the decimal.  19.28 rounds to 19.3 (round up because 8 is bigger than 5) and 1.546 rounds to 1.5 (round down because 4 is smaller than 5).  Then subtract.  19.3 - 1.5 = 17.8

For x=2, the value of the expression 4(5x–8) is 4 more than the value of the expression 2(4–x)

Step-by-step explanation:

We have to convert the given statement in mathematical or algebraic form to get the value of x for which the given condition is true.

So,

The problem can be written as:

[tex]4(5x-8) = 2(4-x)+4[/tex]

Applying distributive property

[tex]20x-32 = 8-2x+4\\20x-32 = 12-2x\\[/tex]

Adding 32 on both sides

[tex]20x-32+32 = 12-2x+32\\20x = 44-2x[/tex]

Adding 2x on both sides

[tex]20x+2x = 44-2x+2x\\22x=44[/tex]

Dividing both sides by 22

[tex]\frac{22x}{22} = \frac{44}{22}\\x = 2[/tex]

Hence,

For x=2, the value of the expression 4(5x–8) is 4 more than the value of the expression 2(4–x)

Keywords: Linear equation, variables

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Answer:

I believe the answer to this question is: X= -3  3/4

Answer:

The values are [tex]x=\frac{35}{493}[/tex] and

[tex]y=\frac{26}{493}[/tex]

The solution is  ([tex]\frac{35}{493},\frac{26}{493}[/tex])

Step-by-step explanation:

Given equations are [tex]23x-12y=1\hfill (1)[/tex]

[tex]-43x+y=-3\hfill (2)[/tex]

To solve the given equations :

Multiply the equation (2) into 12 we get

[tex]-516x+12y=-36\hfill (3)[/tex]Now adding equations (1) and (3) we get

23x-12y=1

-516x+12y=-36

____________

-493x=-35

[tex]x=\frac{35}{493}[/tex]

Substitute the value of [tex]x=\frac{35}{493}[/tex] in equation (1) we get

[tex]23\times (\frac{35}{493})-12y=1[/tex]

[tex]\frac{805}{493}-12y=1[/tex]

[tex]-12y=1-\frac{805}{493}[/tex]

[tex]-12y=\frac{-312}{493}[/tex]

[tex]y=\frac{26}{493}[/tex]

Therefore the values are [tex]x=\frac{35}{493}[/tex] and

[tex]y=\frac{26}{493}[/tex]

The solution is  ([tex]\frac{35}{493},\frac{26}{493}[/tex])

Answer:

a= 2s-b-c

Step-by-step explanation:

s=a+b+c/2

1) Multiply everything by 2, to get rid of the /2.

2s=a+b+c

2s-b=a+c

2s-b-c=a

Answer:

Its D TRUST ME IT IS

Step-by-step explanation:

He messed up but i got it right

Answer:

-1.83 (repeating decimal)

Step-by-step explanation:

Final answer:

After analyzing both pairs, it is evident that only the second pair, f(x) = x - 9 and g(x) = x + 9, meet the requirements for inverse functions, as both compositions f(g(x)) and g(f(x)) return the original input x. Hence, option b: only 2 is an inverse function, is correct.

Explanation:

To determine whether each pair of functions are inverse functions, we must check if applying one function following the other returns the original input value. For two functions, f(x) and g(x), to be inverses of each other, the following must hold true:

f(g(x)) = x

g(f(x)) = x

Pair 1: f(x) = 10x + 9/8, g(x) = 25x - 9/10

Applying g to f:

g(f(x)) = g(10x + 9/8) = 25(10x + 9/8) - 9/10

After simplifying, this does not equal x, so f and g are not inverse functions.

Pair 2: f(x) = x - 9, g(x) = x + 9

Applying g to f:

g(f(x)) = g(x - 9) = (x - 9) + 9 = x

Applying f to g:

f(g(x)) = f(x + 9) = (x + 9) - 9 = x

In the second pair, both compositions return the input x, so f and g are inverse functions of each other. Therefore, the answer is option b: only 2 is an inverse function.

Answer:

216

Step-by-step explanation:

There are 6 options for the first digit.

There are 4 options for the second digit.

There are 9 options for the third digit.

The total number of combinations is 6 × 4 × 9 = 216.

Answer:

17.1

Step-by-step explanation:

Final answer:

The percent change in total computer sales from June to July cannot be calculated without the specific numerical sales data for each model. We need the quantities sold in May and June to determine the rate of change and project this to July.

Explanation:

To determine the percent change in total computer sales from June to July, based on the provided sales chart data, we first need to calculate the change from May to June for each computer model separately. If we assume that the sales data numbers in the chart represent the quantity of computers sold, we can take the difference in sales of each model between the two months and then sum these differences to get the total change in sales. Afterward, we'll need to express this total change as a percentage of the total sales in June.

However, the actual sales data with quantity figures are not provided; hence, we cannot calculate the exact percent change. The question seemingly requires specific numerical data to calculate the change in percentage, which is not included in the text above. Without such data, it is impossible to provide a step-by-step solution to the question regarding calculating the percent change in total computer sales.

Answer:

x = 9.

Step-by-step explanation:

42 - 15 = 27

27 ÷ 3 = 9

Answer:

No.

Step-by-step explanation:

On the number line, a number is greater than a number to its left. For example, 3 is to the left of 5, so 5 is greater than 3.

On the number line, -3.5 is to the left of -1.5, so -1.5 is greater than -3.5.

After comparing the given two negative numbers we conclude that,

the number -3.5 is not greater than -1.5.

A negative number is one that always has a value lower than zero and is denoted by the minus (-) symbol.

The given numbers are,

-3.5 and  -1.5

Subtract -1.5 from -3.5

-3.5 - (-1.5)

Remove bracket by multiplying signs,

-3.5 + 1.5

= -2.0

Now it can be written,

-3.5 = -1.5 - 2.0

Since,

-1.5 - 2.0 < -1.5

Therefore,

-3.5 < -1.5

Hence,

The number -3.5 is not greater than -1.5.

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Answer:

You could use surface area to find the amount of wrap needed for a bale. You could use surface area to figure out how much frosting is needed to frost a cake. You could use surface area to find out how much paint is needed to paint a house.

Step-by-step explanation:

Surface area and volume have numerous real-world applications. They are employed in Biology to understand cell functioning, in Physics to calculate celestial volumes, and in Environmental Studies to assess pollution levels and treat diseases. Accurate measurements and unit consistency are crucial for these applications.

Volume and surface area can be implemented in an array of real-world scenarios. For instance, in Biology, the calculation of surface area to volume ratios is essential in understanding how cells function. Larger cells have a smaller surface area to volume ratio, which can impact how efficiently they can transfer nutrients or remove waste. If the cell becomes too large, it might not be able to sustain itself sufficiently with the nutrients absorbed, or remove waste effectively. Thus, we see here that surface area to volume ratios can even be essential for life itself.

In Physics, we can extrapolate the volume of Earth's oceans or the galaxy by observing specific measurements. Volume calculations are also used in Engineering and Construction to estimate the quantity of material needed for a particular project. In Environmental Studies, we can evaluate the pollution affecting species habitat or resolve diseases impacting humans, using these geometric concepts.

In all these cases, a consistent usage of appropriate units (likes meters, kilograms, and others depending on the context) is key to getting accurate results. Also, bear in mind that the application of these mathematical concepts often requires creativity and insight to solve problems effectively.

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