1/2 = 1/3 − |x−3/6 +x|

Answer:

$26

Step-by-step explanation:

$6.75 - $7

$3.75 - $4

2 adults = 7x2= $14

3 children = 4x3= $12

$14 + $12 = $26

The answer is D. $26.

Answer:

6C

Step-by-step explanation:

Final answer:

By subtracting the 4°C decrease from the initial temperature of 2°C, it is determined that the temperature on Sunday was -2°C.

Explanation:

The question involves a basic mathematics operation related to temperature changes. The temperature on Saturday was 2°C, and on Sunday, it became 4°C colder. To find the temperature on Sunday, you simply need to subtract 4°C from Saturday's temperature:

Saturday's temperature: 2°C

Temperature decrease: 4°C

Sunday's temperature: 2°C - 4°C = -2°C

Thus, the temperature on Sunday was -2°C.

Answer:

23.9

Step-by-step explanation:

A circle has a diameter of 7.6 feet. Which measurement is closest to the circumference of the circle in feet?

TRUST ME

Answer:

y = - [tex]\frac{1}{2}[/tex] x + 4

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

Here m = - [tex]\frac{1}{2}[/tex] and c = 4, thus

y = - [tex]\frac{1}{2}[/tex] x + 4 ← equation of line

Answer:

[tex]Number\ of\ science\ books=7[/tex]

Step-by-step explanation:

[tex]Let\ number\ of\ science\ books=x\\\\Story\ books=18\\\\2\times science\ books+4=Story\ books\\\\2x+4=18\\\\Subtract\ 4\ from\ both\ the\ sides\\\\2x+4-4=18-4\\\\2x=14\\\\Divide\ both\ sides\ by\ 2\\\\\frac{2x}{2}=\frac{14}{2}\\\\x=7\\\\Number\ of\ science\ books=7[/tex]

Answer:

Rate of the plane in calm air is  90 miles/hr and rate of the wind of wind is 10 miles/hr

Step-by-step explanation:

Average speed of plane in with wind = 400 /4 = 100 miles/hr

Average speed of plane against wind = 400/5 = 80 miles/hr

Consider the speed of plane in wind be  x miles/hr and speed of plane against wind  be  y  miles/hr

As such speed of plane in wind would be  x + y miles/hr and speed of plane  against wind would be  x - y miles/hr . i.e

x+y = 100

x-y = 80

by solving these two equation, we get

2x=180

x= 90 miles/hr

y=100-90

y= 10 miles/hr

hence, Rate of the plane in calm air is  90 miles/hr and rate of the wind of wind is 10 miles/hr

Answer:

31.166 repeating

Step-by-step explanation:

Answer:

49.4

Step-by-step explanation:

Round up, since the 8 [tex]\geq[/tex] 5

Answer:

The lengths of side A is 22.4 and B is 11.9.

Step-by-step explanation:

Given:

If side A is twice as long as B and C is 25 using the Pythagorean Theorem.

Now, to find the lengths of side A and B.

Let the side B be [tex]x.[/tex]

So, the side A be [tex]2x.[/tex]

Side C = 25.

Now, to solve by using Pythagorean Theorem:

A² + B² = C²

[tex](2x)^2+(x)^2=(25)^2[/tex]

[tex]4x^2+x^2=625[/tex]

[tex]5x^2=625[/tex]

Dividing both sides by 5 we get:

[tex]x^2=125[/tex]

Using square root on both sides we get:

[tex]x=11.18.[/tex]

B rounding to the nearest tenth =  11.9.

Now, to get A by substituting the value of [tex]x[/tex]:

[tex]2x\\=2\times 11.18\\=22.36.[/tex]

A rounding to the nearest tenth =  22.4.

Therefore, the lengths of side A is 22.4 and B is 11.9.

Answer:

-8y = -9x - 5

y = (9/8)x + 5/8

Step-by-step explanation:

y-int 5/8

The y-intercept of the given line equation 9x – 8y + 5 = 0, is 5/8, which is obtained by rearranging the equation into the slope-intercept form.

The subject pertains to finding the y-intercept of a line from a given equation, which is a topic in Algebra.

The equation given is 9x – 8y + 5 = 0. First, we need to rearrange the equation into the slope-intercept form, y = mx + b, where m is the slope and b is the y-intercept.

Arranging the equation, we get: -8y = -9x -5, which simplifies further to y = 9/8x + 5/8. So, the y-intercept of the line is 5/8.

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Answer:

1) 3 (6y+7) (2y−7)

2) 12y2+28y−49

3) 36y2+168y+147

4) 36y2−84y−147

5) 3(6y+7)(2y−7)

Answer:

75

Step-by-step explanation:

45*1/3=15

15*5=75

Answer: 75 problems

Step-by-step explanation:

3/5 of an hour is the same as 3/5 x one hour.

one hour is the same as 60 minutes , this means that 3/5 of an hour is the same as :

3/5 x 60 = 36 minutes

This means that , the teacher graded 45 problems in 36 minutes. then in 1 minutes ;

The teacher will grade 45/36 problems

so in 60 minutes ;

the teacher will grade 45/36 x 60 = 75 problems

Answer:

x[tex]\leq[/tex]38

Step-by-step explanation:

bring back the x and the 38 with a space between to decide on the symbol put back i the less than sign between both terms then put a line underneath to form the symbol less than or equal to.

Answer:

See diagram and explanation

Step-by-step explanation:

A number on the right is greater than a number on the left on the number line.

Mark numbers 2 and 3 on number line (number 3 is to the right from number 2, because 3 > 2).

Divide the unit segment  between numbers 2 and 3 into 8 equal parts (this segment is the unit segment because the distance between 3 and 2 is 1).

Each such part represents [tex]\frac{1}{8}[/tex] of the segment.

Mark the number [tex]2\dfrac{1}{8}[/tex] next to the right from 2 (you have to take 2 and 1/8).

Answer:

10

Step-by-step explanation:

$15.00 / $1.50 = 10

Step-by-step explanation:

The given equation:

[tex]28v^3+16v^2-21v-12[/tex]

To find, the factors of [tex]28v^3+16v^2-21v-12[/tex] = ?

∴ [tex]28v^3+16v^2-21v-12[/tex]

[tex]=(4\times 7)v^3+(4\times 4)v^2-(3\times 7)v-(3\times 4)[/tex]

= [tex]4v^2(7v+4)-3(7v+4)[/tex]

= [tex](7v+4)(4v^2-3)[/tex]

= [tex](7v+4)[(2v)^2-\sqrt{3}^2][/tex]

Using the algebraic identity,

[tex]a^{2}-b^{2}=(a+b)(a-b)[/tex]

= [tex](7v+4)(2v+\sqrt{3})(2v+\sqrt{3})[/tex]

∴ The factor of [tex]28v^3+16v^2-21v-12[/tex] = [tex](7v+4)(2v+\sqrt{3})(2v+\sqrt{3})[/tex] or [tex](7v+4)(4v^2-3)[/tex]

Option A:

Difference of cubes

Solution:

Given expression is [tex]27 x^{3}-64[/tex].

27 can be written as [tex]3^3[/tex].

64 can be written as [tex]4^3[/tex].

[tex]27 x^{3}-64=3^3x^3-4^3[/tex]

[tex]27 x^{3}-64=(3x)^3-4^3[/tex]

To find the identity to rewrite the given expression:

Option A: Difference of cubes

[tex]27 x^{3}-64[/tex] can be rewritten as [tex](3x)^3-4^3[/tex].

That means the difference of two cubes.

So, it is true.

Option B: Difference of squares

[tex]27 x^{3}-64[/tex] cannot be written as square terms.

So, it is false.

Option C: Sum of cubes

[tex]27 x^{3}-64[/tex] cannot be written as sum of cubes.

So, it is false.

Option D: Pythagorean Triples

[tex]27 x^{3}-64[/tex] cannot be written as Pythagorean Triples.

So, it is false.

Hence difference of cubes if the correct answer.

Answer:

So the factors and multiples of 42 are 1, 2, 3, 6, 7, 14, 21, 42

Step-by-step explanation:

Factors are what you can multiply to get a number and a multiples are what you get after multiplication. We can determine the factors of 42. The multiples of 42 are:

[tex]1 x 42= 42[/tex]

[tex]2 x 21= 42[/tex]

[tex]3x 14 = 42[/tex]

[tex]6 x 7 = 42[/tex]

So the factors of 42 are 1, 2, 3, 6, 7, 14, 21, 42

The multiples of 42 are 1,2,3,4,5,6 etc

So common multiples and factors are 1, 2, 3, 6, 7, 14, 21, 42

In the equation 6 X 7 = 42, 6 and 7 are factors and 42 is the multiple. Factors are numbers that can be exactly multiplied to get another number, while a multiple is a number that can be divided evenly by another number. Hence, the relationship between factors and multiples is inherently interconnected.

In the equation 6 X 7 = 42, 6 and 7 are the factors, and 42 is the multiple. Factors are numbers you can exactly multiply together to get a another number, in this case 6 and 7 are factors of 42 because when multiplied together, they equal 42. On the other hand, a multiple is a number that can be divided by another number without leaving a remainder, so 42 can be evenly divided by 6 or 7, making it a multiple of those numbers. The relationship between factors and multiples can be seen as two sides of the same coin - factors are what you multiply together to get a multiple.

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Step-by-step explanation:

From the looks of it, it seems that you're factoring out the greatest common factor. I gotcha covered.

The square boxes are the biggest common factors in those equations. Hopefully, this helps!

Answer:

this expression is not factorable

Step-by-step explanation:

Answer:

x =(-5-√57)/2=-6.275

Step-by-step explanation:

Answer:

Option A) -2(a+7b) is correct

Therefore -2(3a+6b)+(4a-2b)=-2(a+7b)

The equivalent expression to the given expression is -2(a+7b)

Step-by-step explanation:

Given expression is -2(3a+6b)+(4a-2b)

To find the equivalent expression to the given expression :

-2(3a+6b)+(4a-2b)

=-2(3a)-2(6b)+4a-2b ( apply the distributive property a(x+y)=ax+ay )

=-6a-12b+4a-2b

=-2a-14b ( adding the like terms )

=-2(a+7b) ( taking common term -2 outside  )

Therefore -2(3a+6b)+(4a-2b)=-2(a+7b)

The equivalent expression to the given expression is -2(a+7b)

Therefore option A) -2(a+7b) is correct

so the right option is A.

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Answer:

No, a 24 square centimeter rectangle is smaller than a 24 square inch rectangle

Step-by-step explanation:

we know that

[tex]1\ in=2.54\ cm[/tex]

so

Convert in^2 to cm^2

[tex]24\ in^2=24(2.54)^2=154.8\ cm^2[/tex]

so

[tex]24\ cm^2 < 154.8\ cm^2[/tex]

therefore

[tex]24\ cm^2 < 24\ in^2[/tex]

A 24 square inch rectangle is larger than a 24 square centimeter rectangle due to unit conversion.

No, a 24 square inch rectangle is larger than a 24 square centimeter rectangle.

To compare rectangles of different units, we need to convert the units to the same measurement. Since 1 inch is equal to 2.54 centimeters, a square inch is larger than a square centimeter.

Therefore, a 24 square inch rectangle has a greater area than a 24 square centimeter rectangle.

Answer:

1/2

Step-by-step explanation:

u could simplify it to 1/2 pls give brainliest answer

Answer: 1/2 and if you mean multiplying 4/8 because 2 ÷ 2 = 1 and 4 ÷ 2 = 2, and if you mean multiplying 2 • 2 = 4 and 4 • 2 = 8 so those are two answers.

Answer: The right answer is [{-5,-6]}

Explanation: I got it right on my test

Answer:

[{-5,-6]}

Step-by-step explanation: