what two integer are closest to negative 20​

Answer:

splitting it evenly among all three sides gives us the greatest area. ( for example if we had to split the number 10 into 2 and find the greatest area, out of all possible ways 5*5 is the greatest). Two sides have to be equal since it's a rectangle.

918/3=306

So we can make the two equal sides 306, and the longer side 308 which makes sure that we have the greatest area.

306 * 308

Step-by-step explanation:

Using common factor method, sum of the given expressions is 17.14m + 9.37

what is common factor ?

In mathematics, a common factor is a factor that two or more numbers have in common. For example, the numbers 12 and 18 have common factors of 1, 2, 3, and 6. The greatest common factor (GCF) is the largest number that divides evenly into two or more numbers.

In algebra, we often use the term "common factor" when referring to expressions. When two or more algebraic expressions have a factor in common, we can use the distributive property to factor out the common factor.

According to the question:
To add the expressions (5.19+4m)+(4.18+3.95m), we can first group the like terms:

(5.19 + 4.18) + (4m + 3.95m)

9.37 + 7.95m

So, the sum of the expressions is:

(5.19+4m)+(4.18+3.95m) = 9.37 + 7.95m

Now, we can use the distributive property to factor out a common factor of m from 7.95m:

9.37 + 7.95m = 4m + (5.19 + 7.95)m

We can factor out a common factor of 1 from (5.19 + 7.95)m:

4m + (5.19 + 7.95)m = (4 + 5.19 + 7.95)m

Adding the coefficients, we get:

4 + 5.19 + 7.95 = 17.14

Therefore, the sum of the expressions is:

(5.19+4m)+(4.18+3.95m) = (4m+5.19)+(3.95m+4.18)= 17.14m + 9.37.

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Answer:

a) 3/100

Step-by-step explanation:

There are 25 total chips

P(Yellow) = 3/25

With no replacement P(Blue) = 6/24 = 1/4

Multiply 3/25* 1/4= 3/100

1) Considering that Rational numbers are all numbers that can be written as a ratio (fraction) a/b and Irrational the ones that can not be written as a ratio. Let's examine

Among the numbers

9.68 is a repeating number = 9.6888888.. and every repeating number can be rewritten as a ratio.

2.010010001... does not have a period, since this part after the dot:

2.010010001...is getting larger and larger and therefore that's a non-periodic (no repeating number(s)) and an irrational number

√64= 8 and 8 can be written as 8/1 so that's a rational number.

-51/5 = is already a ratio, then it is a rational number

√6 = is 2.449489749... and infinite a non-periodic number, so that's an irrational number. √6 does not have an exact root.

In short, infinite non-periodic numbers are irrational, like π, √6, √2, etc.

All of the others including the infinite periodic numbers are rational ones like 2, √64, -51/5,

⇒Given the equation \(f(x)=-\frac{1}{2} x+3\) to get f(-6) it means that in the place of x in the given function plug in -6 and simplify

⇒\(f(-6)= -\frac{1}{2} (-6)+3\\f(-6)=3+3\\f(-6)=6\)

⇒The answer is f(-6)=6

Step-by-step explanation:

Given the equation f(x)=-\frac{1}{2} x+3f(x)=−

2

1

x+3 to get f(-6) it means that in the place of x in the given function plug in -6 and simplify

⇒\begin{gathered}f(-6)= -\frac{1}{2} (-6)+3\\f(-6)=3+3\\f(-6)=6\end{gathered}

f(−6)=−

2

1

(−6)+3

f(−6)=3+3

f(−6)=6

⇒The answer is f(-6)=6

To find out how many students took history and math, but not psychology, we need to first calculate how many students took history and math, and then subtract the number of students who took all three subjects.

From the given information, we know that:

24 students took history (including those who took history and math, and those who took all three subjects).

23 students took math (including those who took history and math, and those who took math and psychology).

26 students took psychology (including those who took all three subjects).

We also know that:

19 students took history but not math (including those who took history and psychology, but not math, and those who took only history).

11 students took math and psychology (including those who took only math and psychology, and those who took all three subjects).

10 students took history and psychology (including those who took only history and psychology, and those who took all three subjects).

2 students took all three subjects.

To find out how many students took history and math, we can subtract the number of students who took only history or only math from the total number of students who took history or math (including those who took history and math, math and psychology, and all three subjects):

Total number of students who took history or math = 24 + 23 - 2 = 45

Number of students who took only history or only math = 19 + (23-11) = 31

Number of students who took history and math = 45 - 31 = 14

To find out how many students took history and math, but not psychology, we need to subtract the number of students who took all three subjects (2) from the number of students who took history and math (14):

Number of students who took history and math, but not psychology = 14 - 2 = 12

Answer:

0.5

Step-by-step explanation:

its hard to explian how to do it but you can find a video im sure

Answer:

105/16

Step-by-step explanation:

12 * 16 = 192

192 + 13 = 205

I hope this helped, please mark Brainliest, thank you!

Answer: The multiplicative inverse of – 1 in the set {-1,1} is -1.

Step-by-step explanation:

In algebra, the multiplicative inverse of a number(x) is a number (say y) such that

\(x\times y=1\)  [product of a number and its inverse =1]

if x= -1, then

\(-1\times y=1\Rightarrow\ y=-1\)

That means , the multiplicative inverse of -1 is -1 itself.

Hence, the multiplicative inverse of – 1 in the set {-1,1} is -1.

The total weight of Rice that Mark buys is given as follows:

2.5 pounds.

The total weight of Rice that Mark buys is obtained applying the proportions in the context of the problem.

The weight of each bag is given as follows:

5/8 pounds = 0.625 pounds.

The number of bags is given as follows:

4 bags.

Hence the total weight of Rice that Mark buys is given as follows:

4 x 0.625 = 2.5 pounds.

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Answer:

15 miles per day

Step-by-step explanation:

75 miles/3 days = 15 miles/1 day

Answer:

  √2

Step-by-step explanation:

The ratio of the hypotenuse to the leg in any isosceles right triangle is √2.

_____

Perhaps you want to figure the hypotenuse, then compute the ratio.

  c = √(a²+b²) = √(3² +3²) = √18 = 3√2

Then the ratio to a leg is ...

  c/a = (3√2)/3 = √2

Answer:

1.4

Step-by-step explanation:

i just did it.

Answer:

  (c)  8

Step-by-step explanation:

You want the x-coordinate of the point where the lines on the graph cross.

The equilibrium point, as the problem statement tells you, is the point where the two lines have the same x- and y-values. That is the point where the lines cross.

The problem statement also tells you that the x-coordinate represent the number of games, in thousands, that will be sold at the price represented by the y-coordinate. By asking for the number of games sold, the question is asking for the x-coordinate of the point where the lines cross.

The lines cross at a grid intersection that is 4 squares right of the y-axis. The label 10 on the 5th square tells you that each square represents 2 (thousands). Hence the x-coordinate of the equilibrium point is ...

  8 . . . . . (thousands of games sold)

The sum ​(5.3x+4​)+​(−4.7x+7​) is ​0.6x+11.

The sum of two or more numbers, magnitudes, quantities, or specifics as established by or as if determined by the mathematical addition process: 14 is the result of the combination of 6 and 8. a specific sum, particularly when referring to money: The costs were a huge amount. The outcome of adding two or more numbers or phrases is known as the sum in mathematics. As a result, the sum serves as a means of bringing everything together. To put it another way, combining two or more numbers yields a new outcome or sum.

(5.3x+4)+(-4.7x+7)

Determine the sign.

5.3x+4-4.7x+7

Combine like terms.

0.6x+11

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Answer:

I think it is 24

Step-by-step explanation:

I don't think this is wrong

Answer: C is the correct answer!I don't feel like explaining. sorry.Please let me know if I am wrong.

Answer:

Parrelelogram

Step-by-step explanation:

Conggruent means sam angle but diiferent length and a parrelelogram has s standardized size deviation where the symmetry monsizes the ooppiosite size

Answer: The scaffolding to storage framework was proposed to account for the movement from _unconscious_______ to __conscious______.

conscious ; unconscious

Step-by-step explanation:

Hope this helps

It is not possible for Andrew to have spent 80 minutes running on the treadmill if he spends exactly 120 minutes total at the gym and runs on the treadmill for 60 minutes longer than he does strength training.

what is arthematic equation?

Arithmetic equations are mathematical statements that use numbers and arithmetic operations such as addition, subtraction, multiplication, and division to express the relationship between the quantities involved.

Let's assume that Andrew spends x minutes doing strength training, and according to the problem statement, he spends 60 minutes more running on the treadmill than strength training. So the time he spends running on the treadmill is x + 60.

The total time Andrew spends in the gym is 120 minutes, so:

x + (x + 60) = 120

Simplifying this equation, we get:

2x + 60 = 120

2x = 60

x = 30

Therefore, Andrew spends 30 minutes on strength training and (30 + 60) = 90 minutes on the treadmill.

So, it is not possible for Andrew to have spent 80 minutes running on the treadmill if he spends exactly 120 minutes total at the gym and runs on the treadmill for 60 minutes longer than he does strength training.

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no, it's not possible for andrew to have spent 80 minutes running on the treadmill. if we subtract 80 from 120 (the total) we get 40 which means he had to have spent 40 minutes doing strength training but if we subtract 60 (how many more mins he spent on running than he did strength training) minutes from 80 we get 20. he spent 20 minutes on strength training which adds up to 100 minutes, not 120 minutes.

NSQ can be turned into SQ through hypothesis testing and statistical analysis to determine significant relationships and patterns in the data.

To turn a non-statistical question (NSQ) into a statistical question (SQ), we need to rephrase it in a way that allows for statistical analysis. A statistical question is one that can be answered by collecting and analyzing data. Here is an example of how to turn an NSQ into an SQ:

This is a non-statistical question because it cannot be answered by collecting and analyzing data. It is purely a matter of personal preference and cannot be measured quantitatively. However, we can turn it into a statistical question by rephrasing it as:

To answer this question, we would need to collect data from a sample of the population and analyze it statistically. For example, we could conduct a survey of 1000 people and ask them which beverage they prefer. We would then calculate the percentage of respondents who prefer tea over coffee and use statistical methods to estimate the margin of error and confidence interval.

By turning the non-statistical question into a statistical question, we have made it possible to collect and analyze data to answer it. This approach is useful in many fields, including market research, social sciences, and healthcare, where data-driven decisions are increasingly important.

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The three consecutive numbers that have a sum of 12 is 3, 4 and 5. The formula for calculation is x + x + 1 + x + 2 = 12.

Let the first number in three consecutive numbers be x. So, the next two numbers will be (x+1) and (x+2). Now, their sum wil be represented as mathematical equation -

x + x + 1 + x + 2 = 12

Performing addition on Left Hand Side of the equation

3x + 3 = 12

Rewriting the equation

3x = 12 - 3

Performing subtraction on Right Hand Side of the equation

3x = 9

x = 9/3

Performing division on Right Hand Side of the equation

x = 3

So, next number = x+1

Second number = 3+1

Second number = 4

Third number = x+2

Third number = 3+2

Third number = 5

Hence, the three consecutive numbers are 3, 4 and 5.

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Answer:

5 cups

Step-by-step explanation:

HOPE THIS HELPS!!

Answer:

1)  The functions are not inverses.

\(\textsf{2)} \quad g^{-1}(n)=&\dfrac{3}{8}n-\dfrac{7}{8}\)

\(\textsf{3)} \quad g^{-1}(x)&=\sqrt[3]{\dfrac{1}{2}-\dfrac{1}{2}x}\)

Step-by-step explanation:

The inverse composition rule states that if two functions are inverses of each other, then their compositions result in the identity function.

Given functions:

\(g(x) = 4 + \dfrac{7}{2}x \qquad \qquad f(x) = 5 - \dfrac{4}{5}x\)

Find g(f(x)) and f(g(x)):

\(\begin{aligned} g(f(x))&=4+\dfrac{7}{2}f(x)\\\\&=4+\dfrac{7}{2}\left(5 - \dfrac{4}{5}x\right)\\\\&=4+\dfrac{35}{2}-\dfrac{14}{5}x\\\\&=\dfrac{43}{2}-\dfrac{14}{5}x\\\\\end{aligned}\)                 \(\begin{aligned} f(g(x))&=5 - \dfrac{4}{5}g(x)\\\\&=5 - \dfrac{4}{5}\left(4 + \dfrac{7}{2}x \right)\\\\&=5-\dfrac{16}{5}-\dfrac{14}{5}x\\\\&=\dfrac{9}{5}-\dfrac{14}{5}x\end{aligned}\)

As g(f(x)) or f(g(x)) is not equal to x, then f and g cannot be inverses.

\(\hrulefill\)

To find the inverse of a function, swap the dependent and independent variables, and solve for the new dependent variable.

Calculate the inverse of g(n):

\(\begin{aligned}y &= \dfrac{8}{3}n + \dfrac{7}{3}\\\\n &= \dfrac{8}{3}y + \dfrac{7}{3}\\\\3n &= 8y + 7\\\\3n-7 &= 8y\\\\y&=\dfrac{3}{8}n-\dfrac{7}{8}\\\\g^{-1}(n)&=\dfrac{3}{8}n-\dfrac{7}{8}\end{aligned}\)

Calculate the inverse of g(x):

\(\begin{aligned}y &= 1-2x^3\\\\x &= 1-2y^3\\\\x -1&=-2y^3\\\\2y^3&=1-x\\\\y^3&=\dfrac{1}{2}-\dfrac{1}{2}x\\\\y&=\sqrt[3]{\dfrac{1}{2}-\dfrac{1}{2}x}\\\\g^{-1}(x)&=\sqrt[3]{\dfrac{1}{2}-\dfrac{1}{2}x}\\\\\end{aligned}\)

Answer:

1.

If the composition of two functions is the identity function, then the two functions are inverses. In other words, if f(g(x)) = x and g(f(x)) = x, then f and g are inverses.

For\(\bold{g(x) = 4 + \frac{7}{2}x\: and \:f(x) = 5 -\frac{4}{5}x}\), we have:

\(f(g(x)) = 5 - \frac{4}{5}(4 + \frac{7}{2}x)\\ =5 - \frac{4}{5}(\frac{8+7x}{2})\\=5 - \frac{2}{5}(8+7x)\\=\frac{25-16-14x}{5}\\=\frac{9-14x}{5}\)

\(g(f(x)) = 4 + (\frac{7}{5})(5 - \frac{4}{5}x) \\=4 + (\frac{7}{5})(\frac{25-4x}{5})\\=4+ \frac{175-28x}{25}\\=\frac{100+175-28x}{25}\\=\frac{175-28x}{25}\)

As you can see, f(g(x)) does not equal x, and g(f(x)) does not equal x. Therefore, g(x) and f(x) are not inverses.

Sure, here are the inverses of the functions you provided:

2. g(n) = (8/3)n + 7/3

we can swap the roles of x and y and solve for y to find the inverse of g(n). In other words, we can write the equation as y = (8/3)n + 7/3 and solve for n.

y = (8/3)n + 7/3

n =3/8*( y-7/3)

Therefore, the inverse of g(n) is:

\(g^{-1}(n) = \frac{3}{8}(n - \frac{7}{3})=\frac{3}{8}*\frac{3n-7}{3}=\boxed{\frac{3n-7}{8}}\)

3. g(x) = 1 - 2x^3

We can use the method of substitution to find the inverse of g(x). We can substitute y for g(x) and solve for x.

\(y = 1 - 2x^3\\2x^3 = 1 - y\\x = \sqrt[3]{\frac{1 - y}{2}}\)

Therefore, the inverse of g(x) is:

\(g^{-1}(x) =\boxed{ \sqrt[3]{\frac{1 - x}{2}}}\)

Answer:

.aabc=amn0#1211

Step-by-step explanation:

nosascoOsasco n=12.8

Answer:

k = -2

j = 5

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Equality Properties

Algebra I

Step-by-step explanation:

Step 1: Define Systems

j + k = 3

j - k = 7

Step 2: Rewrite Systems

j - k = 7

Step 3: Redefine Systems

j + k = 3

j = 7 + k

Step 4: Solve for k

Substitution

Step 5: Solve for k

Answer:Associative property of addition: Changing the grouping of addends does not change the sum. For example, ( 2 + 3 ) + 4 = 2 + ( 3 + 4 ) (2 + 3) + 4 = 2 + (3 + 4) (2+3)+4=2+(3+4

Step-by-step explanation:

Answer:

  6(5 +13) = 108

Step-by-step explanation:

The GCF can be found by considering the factoring of the two numbers:

  30 = 2·3·5

  78 = 2·3·13

The greatest common factor is 2·3 = 6. Then the sum is ...

  30 +78 = 6(5 +13) = 6(18) = 108