Answer:
m = -14.6Step-by-step explanation:
Given Question:To find the value of mGiven Equation:-57 = 16 + 5mSolution:=> -57 = 16 + 5m
=> 16 + 5m = -57
(On subtracting -16 from both sides)=> 16 + 5m - 16 = -57 - 16
(On Simplification)=> 5m = - 73
(On dividing both sides with 5)[tex] = > \frac{5m}{5} = \frac{ - 73}{5} [/tex]
(On Simplification)=> m = -14.6
Hence, required value of m = -14.6 (Ans)
Answer:
_14.6
Step-by-step explanation:
-57 = 16 + 5m
-57 - 16 = 5m
-73 = 5m
÷5] - 14.6 = m
Nb.... M = - 14.6
Multiply. Write the answer in simplest form. 3/7 x 2 5/6
193/42
3×6+25×7÷4218+175÷42193/42Sarah buys a new car for $26,500 and pays 3% down payment the terms of her loan 4.5% apr over 4 years. How much is her monthly payment?
A. $586.16
B.558.99
C.562.61
D.549.74
Answer:
i guess it's will be C
Step-by-step explanation:
A regular polygon has 15 sides. Which is a possible angle of rotational symmetry for the figure? 12° 45° 72° 90°
Answer: 12° can be a possible angle of rotational symmetry
PLZ HELP WITH ME WITH MY MATH HOMEWORK!!!!! SHOW WORK!!!!!
Explanation:
(I). 5/6 (4X+8) = (3/8) X - (1/4)
→ [{5(4X) + 5(8)}/6] = (3/8)X - (1/4)
→ [{20X + 40}/6] = (3/8)X - (1/4)
→ [{(20X/6) + (40/6) = (3/7)X - (1/4)
Now,
shift all variables fraction on LHS and constant fraction on RHS.
→ [(20X/6) - (3X/7)]= -(1/4) - (40/6)
Take the LCM of LHS denominator of 6&7 is 42.
→ [(140X - 18X)/42] = -(1/4)-(40/6)
→ [(122X)/42] = -(1/4)-(40/6)
Again take the LCM of the denominator in RHS i.e 4&6 is 12.
→ [(122X)/42] = (-12 - 80)/4
→ [(122X)/42] = (-92)/4
By doing Cross multiply the fraction, we get
→ 4(122X) = 42(-92)
→ 488X = -3 864
→ X = -3 864÷488
Therefore, X = -3864/488
Answer: Hence, the value of X for the given problem is -3864:488.
Explanation:
ii)Given algebraic equation is: 5(3p-5)+4p=5p-6(p+4)
→ 15p - 25 + 4p = 5p - 6p + 24
Shift all variables in LHS and constant on RHS.
→ 15p + 4p +6p = 25+24
→ 19p + 6p = 49
→ 25p = 49
Shift the number 25 from LHS to RHS.
Therefore, p = 49/25.
Answer: Hence, the value of P for the given algebraic equation is 49/25.
I’m begging you please please answer my question please please answer me please please
Both factors of 20 and 10
Factors of 20 but not 10
Neither factors of 20 and 10
Answer:
Factors of 20 and 10: P ∪ Q
Factors of 20 but not 10: U ∩ (P ∪ Q)c
Neither factors of 20 or 10: (P ∪ Q)c
Please help mee!!! I really need it Thank youu!!! <3
Answer:
k < 3 should do it
Step-by-step explanation:
Miriam has 3 packages of pencils. Each
package has 6 pencils. She needs an
eraser for each pencil. How many erasers
will she need to buy?
Tell which OPERATIONS you will use. Then
solve the problem. (Very important).
Answer:
18
Step-by-step explanation:
you will use multiplication
3(packages of pencils)×6(pencils)=18pencils
so she will need 18 erasers for each pencil
What is the slope of the line?
Answer:
[tex] - \frac{2}{3} [/tex]
Step-by-step explanation:
Pick two points on the graph: (4, -5) and (1, -3)
[tex]\boxed{ slope = \frac{y _{1} - y_2 }{x_1 - x_2} }[/tex]
Slope
[tex] = \frac{ - 5 - ( - 3)}{4 - 1} [/tex]
[tex] = \frac{ - 5 + 3}{3} [/tex]
[tex] = - \frac{2}{3} [/tex]
What is the vertex of f(x) = 3Ix-2I +4?
Answer: (2,4)
Step-by-step explanation:
Vertex
|0-2| = 0
|-2| = 0
The graph is shifted 4 units up so therefore (2,4) is the vertex
Chandra has 15 feet of ribbon to make bows for 6 teams how much ribbon can she use for each bow if she cuts the ribbon into equal pieces
Answer:
2.5 feet for each bow
Step-by-step explanation:
15/6= 2.5
What is the solution to this system?
8
Answer:
(2,2)
Step-by-step explanation:
The solution to a system is the point on the graph where both lines intersect.
You start at (5, 0). You move left 1 unit and up 1 unit. Where do you end?
Answer:
(4; 1)Step-by-step explanation:
Look at the picture.
(x, y)
left 1 unit: (5 - 1 = 4)
up 1 unit: (0 + 1 = 1)
You need to buy bananas at the store, but you realize you only have $2. How many bananas could you buy if they each cost 30 cents?
Answer:
6 bananas
Step-by-step explanation:
2 ÷ 0.30 = 6.6 repeating so 6 bananas
2. Kiant is having a sale on ketchup. All
ketchup is 70% of its original
price. You want to buy Meinz' ketchup with an original price of $8.90.
What is the sale price?
Answer: $2.67
Step-by-step explanation:
$8.90 - $6.23 = $2.67
Brainliest? Im just trying to get to a higher rank
What is the value of the expression
Answer:
Step-by-step explanation:
2 1/2
Negative five times a number decreased by ten is negative twenty five
What is the equation
every week james skis 8 miles and swims 12 miles, write an order that represents the miles he skies and swims in 8 weeks.
Answer:
Every eight weeks, James skis 64 miles and swims 96 miles.
Step-by-step explanation:
12×8=96
8×8=64
opposite = 1.5.
adjacent = 4.
find the acute angle
Answer:
Step-by-step explanation:
tanθ = opp/adj
θ = arctan(1.5 / 4)
θ = 20.55604521958346...
θ = 20.6°
Answer
20.56
Step-by-step explanation:
tan∅=opposite/adjacent
=1.5÷4
=0.375
then to get ∅ find the tan inverse of 0.375 you'll get 20.55604...
put it in two decimal point...20.56°
I need help with pre calculus.
Problem 1
Answer: Choice A. (0,9)---------------------
Explanation:
The first task is to determine the function for f(x). Because it's linear, it's in the form y = mx+b. Let's find the slope m.
Select any two columns to pick out (x,y) points from the f(x) function. I'll pick the first two columns to select the points (-6,15) and (-4,11). Apply the slope formula to these two points to get...
m = (y2-y1)/(x2-x1)
m = (11-15)/(-4-(-6))
m = (11-15)/(-4+6)
m = -4/2
m = -2
Then use this m value along with any of the points of the table to determine the y intercept b. I'll use the point (-6,15)
y = mx+b
b = y-mx
b = 15-(-2)*(-6)
b = 15-12
b = 3
The y = mx+b equation becomes y = -2x+3 and that leads directly to the function f(x) = -2x+3.
Repeat all of those steps but do so for g(x) this time. I'll skip those steps over but you should get the function g(x) = 5x-6.
The y intercepts of f(x) and g(x) found were 3 and -6 respectively. Subtract those values to find the y intercept of h(x) = (f-g)(x) = f(x)-g(x).
So we get 3-(-6) = 3+6 = 9 which leads to the location (0, 9).
=========================================================
Problem 2
Answer: Choice Ax is any real number but x cannot equal -2, -1 or 1.---------------------
Explanation:
Through trial and error, the factor by grouping method, or using your graphing calculator, factor the denominator to get
g(x) = x^3+2x^2-x-2 = (x+2)(x+1)(x-1)
The factors (x+2), (x+1) and (x-1) lead to the roots of x = -2, x = -1, and x = 1 in that order. Those three roots of g(x) will make g(x) = 0 and cause a division by zero error in the denominator. So we must kick out those three values from the domain. Every other real number is allowed in the domain. So that's how we get the notation for choice A. It starts off saying x is a real number. Then it goes onto say that -2, -1 and 1 aren't allowed.
So overall the domain is described as: "x can be almost any real number except x cannot be -2, cannot be -1, and it cannot be 1".
Side note: We don't involve the numerator function at all.
=========================================================
Problem 3
Answer: Choice B. 2x+1 and x-3---------------------
Explanation:
The height is x, which we can factor out like this
2x^3-5x^2-3x
2x^2*x - 5x*x - 3*x
x(2x^2-5x-3)
Effectively you would use the distribution rule in reverse.
Now let's factor the remaining expression in the parenthesis.
I'll use the factor by grouping method.
2x^2-5x-3
2x^2-6x+1x-3
(2x^2-6x) + (1x-3)
2x(x-3) + 1(x-3)
(2x+1)(x-3)
Therefore, the full factorization is
x(2x+1)(x-3)
which shows we have the dimensions of x, (2x+1) and (x-3). The order doesn't matter so we could easily have (2x+1) the length and (x-3) the width, or we could have it the other way around.
You can verify that (2x+1)(x-3) expands out to 2x^2-5x-3 using either the FOIL method or the box method.
8) A school community had planned to reduce the number of grade 9 students per class room by constructing additional class rooms. However, they constructed 4 less rooms than they planned. As the result, the number of students per class 10 more than they planned. If there are 1200 grade nine students in the school, determine the current number of class rooms and the number of students per class.
Step-by-step explanation:
Let "c" be the original number of classrooms.
The 1200/c was the original number of students per classroom.
----
Equation:
1200/(c-4) = (1200/c)+10
Multiply thru by c(c-4)
---
1200c = 1200(c-4)+10c(c-4)
---
1200c = 1200c-4800 + 10c^2-40c
----
10c^2-40c-4800 = 0
c^2-4c-480 = 0
Factor:
(c-24)(c+20) = 0
---
Positive solution:
c = 24 (# of classrooms originaly planned)
Which expression is equivalent to 3(2t + 6) – 4t?
A. 8t
B. 20t
C. 2t +6
D. 2t +18
HELP PLS
Answer:
b part 20 t or i think c part 2t +6
pls help me!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Answer:
2 dashes to the left
Step-by-step explanation:
just plot a point two dashes to the left
5x – 1 = 7x – 4
operacion y comprobacion prfa
Answer:
x=3/2 Espero que esto te ayude
Answer:
x=3/2
hope this helps mate
A ladder is 65 inches tall. How tall is it in feet and inches?
1 foot = 12 inches
65 inches / 12 = 5.41 feet
5 x 12 = 60
65-60 = 5
Answer: 5 feet 5 inches
if you are in a 200 meter race and finish 19 meters ahead of your opponent, if you were to run the race again, where woild you have to start to end the race in a tie?
Answer:
i haven't done this in years but i'm pretty sure -19 meters
Step-by-step explanation:
Find the length of the diagonal of square if each side of the square is 16 inches long. Give in simplest radical form where possible.
How would you write the quotient as a simplified fraction?
A) 851÷46 = 18 23/36
B) 851÷46 = 18 1/2
C) 851÷46 = 18.5
D) 851÷46 = 17 23/46
Answer:
The answer is b
Step-by-step explanation:
Evaluate 3x + 34 if x = 5.
Answer:
49
Step-by-step explanation:
3x + 34
x = 5
3 * 5 + 34
15 + 34
49
Help pls!!!! Help PLs Help pls
Answer: mmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmm
Step-by-step explanation:
Please Like!
PLEASE HELP ME!!!
Which expression has a value of 8?
a: 10−(−2)
b: (−10)−(−2)
c:(−2)−(−10)
d: (−2)−10
Answer:
c:(-2)-(-10)
Step-by-step explanation:
When two minus symbols are next to each other in an expression, they become a plus sign.
a: 10-(-2)
10+2
12
b: (-10)-(-2)
-10+2
-8
c: (-2)-(-10)
-2+10
8
d: (-2)-10
-12
C.
-2 - -10= 8
The negative stays the same. The two dashes in between 2 and 10 become pluses.
10 - 2 = 8
The bigger number positive or negative is the dominant passing down their + or - to the value.
