x = -3 a possible solution for |x| = 3, |–x| = 3 and –|x| = –3.
Here, we are given 6 equations and we need to check for which of the following, x = -3 is a solution.
Let us look at each equation one by one,
1. |x| = 3
if x = -3
|-3| = 3
3 = 3
Hence, -3 is a solution to this equation.
2. |x| = –3
if x = -3
|-3| = -3
3 ≠ -3
Hence, -3 is not a solution to this equation.
3. |–x| = 3
if x = -3
|3| = 3
3 = 3
Hence, -3 is a solution to this equation.
4. |–x| = –3
if x = -3
|3| = -3
3 ≠ -3
Hence, -3 is not a solution to this equation.
5. –|x| = –3
if x = -3
-|3| = -3
-3 = -3
Hence, -3 is a solution to this equation.
4. –|x| = 3
if x = -3
-|3| = 3
-3 ≠ 3
Hence, -3 is not a solution to this equation.
Thus, equations |x| = 3, |–x| = 3 and –|x| = –3 are correct.
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Your solution was incomplete. Check for full content below-
For which equations below is x = –3 a possible solution? Check all that apply.
|x| = 3
|x| = –3
|–x| = 3
|–x| = –3
–|x| = –3
–|x| = 3
x=-5
help me and solve this
x+5=0 is ans
Step-by-step explanation:
x=-5
therefore,x+5=0
how to solve inequality geometrically
Answer:
This article is about the basic inequality {\displaystyle z\leq x+y}{\displaystyle z\leq x+y}. For other inequalities associated with triangles, see List of triangle inequalities.
Three examples of the triangle inequality for triangles with sides of lengths x, y, z. The top example shows a case where z is much less than the sum x + y of the other two sides, and the bottom example shows a case where the side z is only slightly less than x + y.
In mathematics, the triangle inequality states that for any triangle, the sum of the lengths of any two sides must be greater than or equal to the length of the remaining side.[1][2] This statement permits the inclusion of degenerate triangles, but some authors, especially those writing about elementary geometry, will exclude this possibility, thus leaving out the possibility of equality.[3] If x, y, and z are the lengths of the sides of the triangle, with no side being greater than z, then the triangle inequality states that
{\displaystyle z\leq x+y,}z\leq x+y,
with equality only in the degenerate case of a triangle with zero area. In Euclidean geometry and some other geometries, the triangle inequality is a theorem about distances, and it is written using vectors and vector lengths (norms):
{\displaystyle \|\mathbf {x} +\mathbf {y} \|\leq \|\mathbf {x} \|+\|\mathbf {y} \|,}\|\mathbf {x} +\mathbf {y} \|\leq \|\mathbf {x} \|+\|\mathbf {y} \|,
Step-by-step explanation:
Answer:
by triangular inequality
Step-by-step explanation:
Виконайте завдання:
Запишіть речення, підкресліть граматичні основи, визначте односкладні та двоскладні речення.
Тихий прихід осені
У лісі з'явилися жовті фарби. Крони дерев ще зелені. Дивишся під ноги, помічаєш перше опале листя. Тиша. Не чути співу пташок. Пташенята давно вивелись. Гнізда порожні. Ледь чутний шум листя, хруст сухого гілля. Природа чекає на зміни.
Перепишіть прислів'я. Де потрібно, поставте тире між підметом і присудком. Підкресліть граматичні основи.
1. Вірний приятель то найбільший скарб.
2. Розум скарб людини.
3. Вовка боятися в ліс не ходити.
4. Щастя біжить, а нещастя лежить.
Перепишіть і визначте вид односкладних речень (за зразком першого речення).
1. Усі національні культури побудовано на шануванні предків (побудовано - присудок, виражений формою дієслова на -но, -то; речення розповідне, неокличне, односкладне, безособове).
2. За рідний край і життя віддай.
3. Батьків і Батьківщину не вибирають.
4. Сучасне українське мистецтво...
5. Ніколи не можна забувати про мовний етикет.
6. Усі ми не в тім'я биті.
How many times larger is (1.143 x 101) than (9 x 10−1)?
0.127
7.87
10.287
12.7
how did you get your answer?
(1.143 × 10¹) is 12.7 times larger than (9 × 10⁻¹). The correct option is the last option 12.7
Calculating magnitudeFrom the question, we are to determine the factor by which 1.143 × 10¹ is larger than 9 × 10⁻¹
To determine how many times larger the number is, we will divide 1.143 × 10¹ by 9 × 10⁻¹
Carrying out the division operation
(1.143 × 10¹) ÷ (9 × 10⁻¹)
= (1.143 ÷ 9) × (10¹ ÷ 10⁻¹)
= (1.143 ÷ 9) × (10¹ ÷ 10⁻¹)
= 0.127 × (10¹ ⁻ ⁽⁻¹⁾)
= 0.127 × (10¹ ⁺ ¹)
= 0.127 × (10²)
= 0.127 × 10²
= 12.7
Hence, (1.143 × 10¹) is 12.7 times larger than (9 × 10⁻¹). The correct option is the last option 12.7
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Chris is studying a type of coral that grows at a constant rate. They measured the age and height of 3
pieces of the coral. Here's what they found:
h = height (cm)
45-
40+
35-
30-
25-
20-
15-
10-
10
5-
●
1 2
●
5 6
a = age (years)
Chris wants an equation they can use to find the height in centimeters (h) of any piece of this coral based
on its age in years (a).
The required equation Chris wants is is h = 7.5a.
What is an equation ?An equation is a mathematical expression for equation two similar terms in different form.
According to the given question Chris is studying a type of coral that grows at a constant rate.
Given at 2 years the height of the coral is 15 cm,At 4 years the height of the coral is 30 cm and at 6 years the height of the coral is 45 cm.
To find the constant rate of change we divide height by age which is
= 15/2
= 7.5.
Thus an equation can be formed by h= 7.5a where h represents height and a represents age.
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Answer: h=7.5a
Step-by-step explanation: The only reasonable answer
Which function graph represents the following scenario?
The number of students per classroom can be represented by the equation y = 22x.
Question 9 options:
Answer:
The third graph
Step-by-step explanation:
We can immediately eliminate the 1st and last graphs because they are decreasing, not increasing. It wouldn't make sense that the more classrooms there are, the fewer students. Y = 22x would be increasing in the graph.
Let's plug some x values into the equation first, to see where our points are at.
Plug 1 into x
Y = 22(1)
Y= 22
(1,22)
Plug 2 into x
Y = 22(2)
Y = 44
(2,44)
Plug 3 into x
Y = 22(3)
Y = 66
(3,66)
Plug 4 into x
Y = 22(4)
Y = 88
(4,88)
The second graph matches the coordinates, so it works, but it isn't a complete function graph. A function graph needs a line drawn through the points. The second graph isn't your answer.
Let's look at the third graph. The coordinates also match up with the graph and it has a line drawn through the points. It's an accurate function graph representing this scenario. Therefore, the third graph is your answer.
Have a lovely day! :)
Answer: the 2nd graph is what i got right on the test
Step-by-step explanation:
question 14: please help asap !!!!
Answer:
practice to do your self
Complete the equation and tell which property you used 21× =9×21
After cross multiplying the given equation the value of x turns out to be 9.
What is cross multiplication?
In mathematics, specifically in abecedarian computation and abecedarian algebra, given an equation between two fragments or rational expressions, one can cross-multiply to simplify the equation or determine the value of a variable.In cross-multiplication, we multiply the numerator of the first bit with the denominator of the alternate bit and the numerator of the alternate bit with the denominator of the first bit. Cross-multiplication can be used to add or abate unlike fragments snappily.Cross-multiplication is also appertained to as a butterfly system.21 × X =9×21
X = 9
After cross multiplying the given equation the value of x turns out to be 9.
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A high school student decides to apply four of six famous colleges. I’m how many possible ways can the four colleges be selected
If a high school student decides to apply four of six famous colleges, then the four colleges can be selected in as many as 15 different combinations.
As per question statement, a high school student decides to apply four of six famous colleges.
We are required to calculate the number of combinations in which the four colleges can be selected.
To solve this question, we need to know the formula of Combination which goes as [tex](nCr)=\frac{n!}{r!(n-r)!}[/tex]
, i.e., we are to select a set or "r" from a set of "n".
Here, we have to select a combination of 4 from a set of 6.
Therefore applying (nCr) formula with (n = 6) and (r = 4), we get,
[tex](6C4)=\frac{6!}{4!(6-4)!} =\frac{6!}{4!2!}=\frac{4!*5*6}{4!*2}=\frac{5*6}{2}=(5*3)=15[/tex].
Combinations: In mathematics, a combination is a method of selecting items from a particular set, where the order of selection does not matter, i.e., if we have a set of three P, Q and R, then in how many ways we can select two numbers from each set, can be easily defined by combination.To learn more about combinations, click on the link below.
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Square LMNO has vertices, L(−4, 2), M(1, 2), N(1, −3), and O(−4, −3). Square LMNO is translated 3 units left and 4 units up to produce square L′M′N′O′.
Which coordinates describe the vertices of the image?
L′(−7, 6), M′(−2, 6), N′(−2, 1), and O′(−7, 1)
L′(−1, 6), M′(4, 6), N′(4, 1), and O′(−1, 1)
L′(0, −1), M′(5, −1), N′(5, −6), and O′(0, −6)
L′(0, 5), M′(5, 5), N′(5, 0), and O′(0, 0)
PLS HELP ME IS ANYONE SPAMS I WILL REPORT YOU AND BAN YOU IMMEDIATLEY BUT IF CORRECT I WILL GIVE BRAINLIESTPLS HURRRY THIS IS DUE TODAY
The coordinate of the square L'M'N'O' will be L′(−7, 6), M′(−2, 6), N′(−2, 1), and O′(−7, 1). Then the correct option is A.
What is a transformation of a point?Each higher dimensional space mapping to itself constitutes a spatial transformation, which preserves some spatial link between the figures.
Square LMNO has vertices, L(−4, 2), M(1, 2), N(1, −3), and O(−4, −3). Square LMNO is translated 3 units left and 4 units up to produce square L′M′N′O′.
The transformation rule will be given as,
(x', y') = (x - 3, y + 4)
Then the coordinate of the square L'M'N'O' will be
L′(−7, 6), M′(−2, 6), N′(−2, 1), and O′(−7, 1)
Then the correct option is A.
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In a sample of 10,000 observations from a normal population, how many would you expect to lie beyond three standard deviations of the mean? Group of answer choices About 100 About 127 None of them About 27
Around 27 of the observations are expected to lie beyond this interval.
Given data values of 10000 observations, 0.27 percent of 10000 is 0.27∗10000100=27. 0.27 ∗ 10000 100 = 27.
A set of real numbers known as an interval in mathematics contains all real numbers falling inside any two of the set's numbers. For instance, the interval containing 0, 1, and all integers in between is the set of values x satisfying 0 x 1.
The numbers in between any two particular provided numbers are referred to as an interval. For instance, the interval containing 0, 5, and all values between 0 and 5 is the set of numbers x satisfying 0 x 5.
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a population has mean of 0.1 and standard deviation of 2.1.what is the probability that the mean of a random sample of size 900 will be negative
Answer on Question #54875
–
Math
–
Statistics
and Probability
A normal population has a mean of 0.1 and standard deviation 2.1. Find the probability that the
mean of a sample of size 900 will be negative.
Solution
In accordance with the given problem, we have the following data:
μ
=
0
.
1
,
σ
=
2
.
1
and
n
=
900
. It is known that
푥
~
M
(
μ
,
σ
2
)
and
z
~
N
(
0
,
1
)
could I have some help on my patterns assignment
Answer:
1. 13, 18, 23, 28, 33, 38, 43, 48, 53
Conjecture: Each term is 5 more than the previous term.
2. 512, 256, 128, 64, 32, 16, 8, 4, 2
Conjecture: Each term is half of the previous term.
3. 1, 8, 27, 64, 125, 216, 343, 512, 729
Conjecture: Each term is a cube. To find the nth term, cube n.
4. 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31
Conjecture: Each term is the next consecutive prime number.
5. Correct as is
6. 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89
Conjecture: Each term is the sum of the 2 previous numbers.
Step-by-step explanation:
1.
Given: 13, 18, 23, 28
We add 5 to each number
13 + 5 = 18
18 + 5 = 23
23 + 5 = 28
28 + 5 = 33
33 + 5 = 38
38 + 5 = 43
43 + 5 = 48
48 + 5 = 53
2.
Given : 512, 256, 128, 64
Divide each number by 2
512 ÷ 2 =256
256 ÷ 2 = 128
128 ÷ 2 = 64
64 ÷ 2 = 32
32 ÷ 2 = 16
16 ÷ 2 = 8
8 ÷ 2 = 4
4 ÷ 2 = 2
3.
Given: 1, 8, 27, 64
We have to cube n:
n³ = consecutive number cubed
1³ = 1 or 1 × 1 × 1
2³ = 8 or 2 × 2 × 2
3³ = 27 or 3 × 3 × 3
4³ = 64 or 4 × 4 × 4
5³ = 125 or 5 × 5 × 5
6³ = 216 or 6 × 6 × 6
7³ = 343 or 7 × 7 × 7
8³ = 512 or 8 × 8 × 8
9³ = 729 or 9 × 9 × 9
4.
Consecutive prime number: Consecutive prime numbers are those that have no gaps or prime numbers between them.
Look at the picture in the link:
6.
Given: 1, 1, 2, 3, 5, 8
We must add the two previous numbers to get the next term:
1 + 1 = 2
1 + 2 = 3
2 + 3 = 5
3 + 5 = 8
5 + 8 = 13
8 + 13 = 21
13 + 21 = 34
21 = 34 = 55
34 + 55 = 89
How many terms are in the polynomial abcd + e- h??
Step-by-step explanation:
There are 3 terms. A term is either a single number or variable or numbers and variables multiplies together
Answer:
Step-by-step explanation:
there are 3 terms
Help
Find a if A = 8a
Answer:
a(A) = 0
Step-by-step explanation:
A quadrilateral is shown. One pair of opposite sides have lengths of 10 inches and (x + 2) inches. The other pair of opposite sides have lengths (x + 5) inches and (2 x minus 3) inches. Based on the measures shown, could the figure be a parallelogram? Yes, one pair of opposite sides could measure 10 in., and the other pair could measure 13 in. Yes, one pair of opposite sides could measure 10 in., and the other pair could measure 8 in. No, there are three different values for x when each expression is set equal to 10. No, the value of x that makes one pair of sides congruent does not make the other pair of sides congruent
Yes, one pair of opposite sides could measure 10 in., and the other pair could measure 13 in.
=============================================================
Explanation:
Let's say the top and bottom sides are 10 inches and (x+2) inches.
If this was a parallelogram, then those opposite sides must be parallel and the same length. So x+2 = 10 which leads to x = 8 after subtracting 2 from both sides.
Now let's consider the other pair of opposite sides (x+5) and (2x-3), which would be the left and right sides. Set them equal to one another and solve for x.
x+5 = 2x-3
x-2x = -3-5
-x = -8
x = 8
We arrive at the same x value, which confirms we do have a parallelogram.
Use this x value to find the unknown sides
x+2 = 8+2 = 10
x+5 = 8+5 = 13
2x-3 = 2(8)-3 = 13
This parallelogram has sides of 10, 13, 10, 13
It might be helpful to think of a 10 by 13 rectangle. However, the parallelogram may or may not be a rectangle.
if a horizontal straight line is on a graph is it proportional or no proportional
pls ASAP
Stretch
1. John has 15 bills in his wallet that total $145. He has a mix of five-dollar bills, ten-dollar bills, and twenty-
dollar bills. The number of ten-dollar bills is one less than twice the number of twenty-dollar bills.
a. Write a system of three linear equations in three variables to represent this situation. Be sure to
define your variables.
b. How many of each denomination does John have in his wallet? Solve this system using Gaussian
elimination.
John has 7 five-dollar bills, 5 ten-dollar bills and 3 twenty-dollar bills.
Total number of bills with John = 15
Total money with John = $145
John has a mix of $5, $10 and $20 bills
Let the number of $5 bills be x, $10 bills are y and $20 bills be z
Formulating the equations:
5x + 10y + 20z = 145-------(1)
x + y + z = 15--------(2)
As per the question, the number of ten dollar bills is one less than twice the number of twenty dollar bills:
y = 2z - 1
Putting y = 2z-1 in equating (1) and (2) we get:
5x + 10(2z-1) + 20z = 145
5x + 20z - 10 + 20z = 145
5x + 40z = 155--------(3)
x + y + z = 15
x + 2z - 1 + z = 15
x + 3z = 16--------(4)
Multiplying equation (4) with 5 and using Gaussian Elimination to equate (3) and (4)
5x + 40z = 155
5x + 15z = 80
25z = 75
z = 3
Putting z=3 in (4) we get
x = 7 and y = 5
So, John has 7 five-dollar bills, 5 ten-dollar bills and 3 twenty-dollar bills.
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What is the domain and range for this problem?
Answer:
2-18
2,5
7,18
Step-by-step explanation:
Graph the line containing the given pair of points and find
the slope.
(-5,5), (0,1)
Answer: See attached for the graph. The slope is [tex]\frac{-4}{5}[/tex].
Step-by-step explanation:
First, we will graph the points.
See attached.
Next, we will find the slope. This can be done with "rise over run". We will start at (-5, 5) and count 4 down and 5 right to (0, 1). This gives us a slope of;
[tex]\frac{-4}{5}[/tex]
Solve for y.
5. x = 1/3y +2
Answer: y=3x-6
Step-by-step explanation:
ANSWER:y=1/(3x-6)
Step-by-step explanation:
i think you are asking for the change of subject of formula(Transposition of subjects).
x=1/3y+2
multiply both sides by 3y
x × 3y=1/3y × 3y + 2 × 3y
3xy=1+6y
collect like terms
3xy-6y=1
fractionalize
y(3x-6)=1
divide both sides by (3x-6)
y=1/(3x-6)
please rate as brainliest
5(x+4) =1/2(12) (2X-6) STEPS TO SOLVE
hi
5(x+4) =1/2 *(12)* (2X-6)
5x+20 = 6 * ( 2x-6)
5x+20 = 12x-36
5x-12x = -36-20
-7x = -56
x = -56/-7
x = 8
Omar has 24 camival ride tickets and it takes 5 tickets to ride the roller coaster how many times can he ride the ride and how many tickets will have left over
Answer:
Omar can ride the roller coaster 4 times and will have 4 tickets leftover.
Step-by-step explanation:
For a more simple problem like this, long division is not necessary.
You may have learned the technique of finding how many times a divisor can "go in" to the dividend.
In this case, 5 (the cost of riding the coaster) can go into 24 (the amount Omar has) 4 times, because 5, 10, 15, 20. However, going in one more time puts us at 25, which Omar does not have, so 5 can only go into 24 5 times.
Since there is still 4 tickets leftover, Omar can ride the coaster 4 times, and will have 4 tickets left.
PLS ANSWER ASAP
Solve for g. − 3 + 5 + 6 g = 11 − 3 g
Can someone help me pls
Answer:
a)9
b)3
c)22
Step-by-step explanation:
(only in 7th so could be wrong)
a
13+7·2
13+14
27
-----------
8-(3+2)
8-3-2
3
----------
27/3
9
------------------------------------------------------------------
b
9+3²
9+9
18
----------
2²+2
4+2
6
--------
18/6
3
-----------------------------------------------------------------------------------
c
(10+2)+(4²-6)
10+2+4²-6
12+16-6
12+10
22
Question 6 (10 points)
=) Listen
The ratio of outdoor outdoor swimmers to indoor swimmers at the recreation center
is 3:2. If the center has 55 swimmers altogether, how many of them are indoor
swimmers?
22
44
none
33
Answer:
22
Step-by-step explanation:
The ratio tells us 2/5 of the swimmers are indoor swimmers.
55(2/5)=22
Ross has $2 and $5 notes.
There are 15 more $2-notes than $5-notes.
The total amount of $5-notes is $90 more than the total amount of $2-notes.
What is the total value of all the $5-notes that Ross has?
p.s. get the qn right i will mark u brainliest
By solving a system of equations we can conclude that ross has a total of $200 in $5-notes.
What is the total value of all the $5-notes that Ross has?
Let's define the variables:
x = number of $5-notes that Ross has.y = number of $2-notes that Ross has.We know that there are 15 more $2-notes than $5-notes, then:
y = x + 15
And the total amount of $5-notes is $90 more than the total amount of $2-notes.
x*5 = 90 + y*2
Then we have a system of equations:
y = x + 15
x*5 = 90 + y*2
Replacing the first equation into the second one we get:
x*5 = 90 + (x + 15)*2
Now we can solve this for x:
x*5 = 90 + x*2 + 30
5*x - x*2 = 90 + 30
3*x = 120
x = 120/3 = 40
x = 40
In this way, we conclude that Ross has 40 of the $5-notes, then the total value is:
40*$5 = $200
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Which of the following statements represents a function?
A. Students of their current age?
B. Countries to its capital?
C. A store to its merchandise
D. Teacher and student’s relationship
Answer:
B
Step-by-step explanation:
Capitals represents countries as the function
26.
12/2(x+6)=2x-9
21
[tex]\frac{12}{2} (x+6)=2x-9[/tex]
[tex]6x+36=2x-9[/tex]
[tex]6x - 2x = -9 + 36[/tex][tex]4x = -45[/tex]
[tex]x = -\frac{45}{4}[/tex]
Hope that I helped you!
Please me with this. I got it wrong. I will give extra points and a Brainly.
Answer:
24
Step-by-step explanation:
First, we know the total number of students: 135
Then we can see that 22+31+28 students like two flavours: 81
Then we can see how many students like all three flavours: 15
Because the students who like two flavours are counted twice, we need to subtract them once.
Because the students who like three flavours are counted three times, we need to subtract them twice.
So we get 135-81-15*2
135-81-30
24
24 students do not like any of the given flavours
if this was helpful pls give me brainliest <3
Answer: 24 students dislike any of the flavors
Step-by-step explanation:
Soo since you have the diagram without any error it the other question soo at the start of the question they have told that in total there are 135 students.
so at the all the number of students with the different types of flavors then you will get the total amount of students who like 2 kinds of flavors and all three flavors.
31+22+28+15+15= 111 students (since the students who like three flavors are counted three times, we need to subtract them twice, I add it here to make it easier *15+15*)
so next you should subtract that amount from the total amount of students who likes multiple flavors in order to get the number of students who dislikes and of the flavors.
135-111= 24 students dislike any of the flavors
I hope this helped you I tried my best... I hope this is understandable and good luck!