The value of 6(x + 1), given that 6* = 7 is [tex](7/6)x + 7/6.[/tex]
What is the value if 6* equals 7?Given that 6* equals 7, we will solve for the value of "" by dividing 7 by 6.
6 = 7
= 7/6
To get value of 6 multiplied by (x + 1), we substitute the value of "*" into the expression:
6 * (x + 1) = (7/6) * (x + 1)
Expanding expression:
6 * (x + 1) = 7/6 * x + 7/6 * 1
6 * (x + 1) = 7/6 * x + 7/6
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The table and graph show the number of rabbits in a national park over an 18-year
I apologize, but it seems that the table and graph you mentioned did not come through in your message. Could you please provide the table and graph or describe the information in more detail? That way, I can assist you with your question.
expand and simplify (x+2)(x-2)-(x+3)²
The Simplified form of the expression (x+2)(x-2) - (x+3)² is -13 - 6x.
The expression (x+2)(x-2) - (x+3)², we'll follow the distributive property and simplify each term.
First, let's expand (x+2)(x-2):
(x+2)(x-2) = x(x) + x(-2) + 2(x) + 2(-2)
= x² - 2x + 2x - 4
= x² - 4
Next, let's expand (x+3)²:
(x+3)² = (x+3)(x+3)
= x(x) + x(3) + 3(x) + 3(3)
= x² + 3x + 3x + 9
= x² + 6x + 9
Now, we can substitute these expansions into the original expression:
(x+2)(x-2) - (x+3)² = (x² - 4) - (x² + 6x + 9)
To simplify further, let's distribute the negative sign to every term inside the parentheses:
(x² - 4) - (x² + 6x + 9) = x² - 4 - x² - 6x - 9
Now, we can combine like terms:
(x² - x²) + (-4 - 9) - 6x = -13 - 6x
Therefore, the simplified form of the expression (x+2)(x-2) - (x+3)² is -13 - 6x.
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a bag has equal numbers of magenta turquoise and black marbles. corey picked a marble from the bag, replaced it, then picked another marble. both times he did not select a magenta marble. if he repeats this process 250 times predict how many repetitions will result in no magenta marbles?
The repetitions that result in no magenta marbles will be 62.5.
The expected value is the predicted average outcome of a random variable, calculated by multiplying each outcome by its probability.
The expected value is given below.
E(x) = np
Where n is the number of samples and p is the probability.
The number of magenta turquoise and black marbles is equal. Thus, the probability will be equal. Then the probability of not selecting a magenta marble is calculated as,
P = (1/2) x (1/2)
P = 1/4
The expected value is calculated as,
E = 1/4 x 250
E = 62.5
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Which side lengths form a right triangle?
Choose all answers that apply:
A 5,√8,33
B 8, 15, 17
√2, √2,2
Answer:
B and C
Step-by-step explanation:
Answer: B and C
Step-by-step explanation:
Pythagorean Theorem:
c²=a²+b² >where a and be are the shorter legs and c is the
longer/hypotenuse
Let's plug each into the pythagorean theorem
A) Not a right triangle
33² = 5² + (√8)²
1089 = 25 +8
1089 = 33 >Not equal, The statement is not true, so this is not a
right triangle.
B) Yes, it is a right triangle
17²=8²+15²
289=64+225
289=289 They are equal, true statement, so yes it is a right triangle
C) No, it is not a right triangle
2² = (√2)²+(√2)²
4 = 2+2
4=4 They are equal, true statement, so yes it is a right triangle
Samuel was given the diagram below and asked to prove that AC ED. What
would be the reasoning for the third step of the proof?
Given: Quadrilateral ABCD is a rectangle.
Prove: AC & BD
Statements
1. Quadrilateral ABCD is a rectangle
2. AB & CD
3. ZBAD ZCDA
4. AD AD
5. ABAD ACDA
6. AC BD
B
A
Reasons
Given
Opposite sides of a rectangle are equal
Reflexive Property of Equality
SAS Triangle Congruence Theorem
Corresponding parts of congruent
triangles are congruent
C
O
The reasoning for the third step of the proof is the SAS Triangle Congruence Theorem, which establishes the congruence of the two triangles involved.
In the given proof, we are trying to prove that AC is equal to ED in a rectangle ABCD. The reasoning for the third step of the proof can be explained as follows:
Statement 3: ZBAD = ZCDA
Reason: SAS Triangle Congruence Theorem
Explanation: The SAS (Side-Angle-Side) Triangle Congruence Theorem states that if two sides and the included angle of one triangle are congruent to two sides and the included angle of another triangle, then the triangles are congruent.
In this case, we are considering triangles ZBA and ZDA. We know that AB is congruent to AD (statement 2, "AB & CD") and that the angles ZBA and ZDA are right angles since ABCD is a rectangle (statement 1, "Quadrilateral ABCD is a rectangle").
Therefore, by the SAS Triangle Congruence Theorem, we can conclude that triangle ZBA is congruent to triangle ZDA. And since corresponding parts of congruent triangles are congruent (CPCTC), we can say that angle ZBAD is congruent to angle ZCDA.
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Solve (y + 2)² +5=50, where y is a real number.
Round your answer to the nearest hundredth.
Answer:
y = 4.71 and y = -8.71
Step-by-step explanation:
Step 1: Subtract 5 from both sides:
((y + 2)^2 + 5 = 50) - 5
(y + 2)^2 = 45
Step 2: Take the square root of both sides, subtract 2 from both sides, and round to the nearest hundredth to solve for y.
Remember that taking the square root will give us both a negative and positive answer on the right-hand side of the equation. This is because squaring both a positive and negative number gives us. For example 2^2 = 2 * 2 = 4 but (-2)^2 = -2 * -2 = 4 alsoPositive answer:
√(y + 2)^2 = √45
(y + 2 = √45) - 2
y = √45 - 2
y = 4.708203932
y = 4.71
Thus, one answer for y (rounded to the nearest hundredth) is approximately 4.71.
Negative answer:
√(y + 2)^2 = -√45
(y + 2 = -√45) - 2
y = -√45 - 2
y = -8.708203932
y ≈ - 8.71
Thus, the other answer for y (rounded to the nearest hundredth) approximately. -8.71
Optional Step 3: We can check our work by plugging in 4.71 and -8.71 for y and seeing whether we get 50. Because they're rounded, you won't get exactly 50, but the answer should be close enough for us to trust our approximations:
Plugging in 4.71 for y:
(4.71 + 2)^2 + 5 = 50
(6.71)^2 + 5 = 50
45.0241 + 5 = 50
50.0241 > 50
Our answer is close enough to 50 that we can trust our approximation.
Plugging in -8.71 for y:
(-8.71 + 2)^2 + 5 = 50
(-6.71)^2 + 5 = 50
45.0241 + 5 = 50
50.0241 > 50
Again, our answer is close enough to 50 that we can trust our approximation.
A high school is voting on a new mascot. Lion Eagle Bee Ninth Grade 45% 32% 23% Tenth Grade 36% 40% 24% Eleventh Grade 50% 28% 22% Twelfth Grade 40% 25% 35% Match the two-way table to the segmented bar graph.
The steps to create a bar graph are explained below.
To match the two-way table to the segmented bar graph, we need to create a segmented bar graph that represents the data in the table. The table shows the percentage of students in each grade who voted for each mascot option.
Here is how we can match the two-way table to the segmented bar graph:
For the Lion mascot option, the segmented bar graph would have the largest segment for 11th grade, followed by 9th grade, 10th grade, and 12th grade.For the Eagle mascot option, the segmented bar graph would have the largest segment for 10th grade, followed by 11th grade, 9th grade, and 12th grade.For the Bee mascot option, the segmented bar graph would have the largest segment for 12th grade, followed by 9th grade, 10th grade, and 11th grade.By creating a segmented bar graph that represents the data in the two-way table, we can visually compare the percentage of students who voted for each mascot option across different grade levels.
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Each member of a sports club plays at least one of soccer, rugby, or tennis. The following information is known: 43 members play tennis, 11 play tennis and rugby, 7 play tennis and soccer, 6 play soccer and rugby, 84 play rugby or tennis, 68 play soccer or rugby, and 4 play all three sports.
1. Display the information in a Venn diagram.
2. How many members play soccer only?
3. How many members play tennis or soccer, but not rugby?
4. How many members play exactly two sports?
5. How many members play at least one sport?
6. If 60 members play soccer, how many members play tennis?
1. The number of members who play soccer only is 59.
2. The number of members who play tennis or soccer, but not rugby, is 37.
3. The number of members who play exactly two sports is 20.
4. The number of members who play at least one sport is 195.
5. If 60 members play soccer, then 7 members play tennis.
1. To find the number of members who play soccer only, we need to subtract the members who play soccer and other sports from the total number of soccer players.
Soccer only = Total soccer players - (Soccer and Rugby) - (Soccer and Tennis) + (All three sports)
Soccer only = 68 - 6 - 7 + 4
Soccer only = 59
Therefore, 59 members play soccer only.
2. To find the number of members who play tennis or soccer but not rugby, we need to subtract the members who play all three sports from the total number of tennis and soccer players.
Tennis or Soccer (not rugby) = (Tennis + Soccer) - (All three sports)
Tennis or Soccer (not rugby) = 43 + 68 - 4
Tennis or Soccer (not rugby) = 107
Therefore, 107 members play tennis or soccer but not rugby.
3. To find the number of members who play exactly two sports, we need to add the members who play tennis and soccer (TS), tennis and rugby (TR), and soccer and rugby (RS).
Exactly two sports = TS + TR + RS
Exactly two sports = 7 + 11 + 6
Exactly two sports = 24
Therefore, 24 members play exactly two sports.
4. To find the number of members who play at least one sport, we can add the number of members who play each sport individually (Tennis, Rugby, Soccer) and then subtract the number of members who play none of the sports.
At least one sport = Tennis + Rugby + Soccer - None
At least one sport = 43 + 84 + 68 - 0
At least one sport = 195
Therefore, 195 members play at least one sport.
5. If 60 members play soccer, we can calculate the number of members who play tennis by subtracting the members who play both sports (TS) and the members who play soccer only from the total number of soccer players.
Tennis = Total soccer players - (Soccer only) - (TS)
Tennis = 60 - 59 - 7
Tennis = -6
It is not possible to have a negative number of members playing tennis. Please double-check the provided information or calculations.
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The 2008 attendance at the Ohio State Fair was at least 16,700 less than the attendance in 2009. If the attendance in 2008 was 809,300, write and solve an inequality to find the 2009 attendance
The solution to the inequality indicates that the attendance in 2009 must be 826,000 or more.
Let's assume the attendance in 2009 is represented by the variable A. According to the given information, the attendance in 2008 was at least 16,700 less than the attendance in 2009.
Mathematically, we can express this as:
A - 16,700 ≥ 809,300
To find the attendance in 2009, we need to solve this inequality.
First, we add 16,700 to both sides of the inequality:
A - 16,700 + 16,700 ≥ 809,300 + 16,700
Simplifying, we have:
A ≥ 826,000
Therefore, the attendance in 2009 is greater than or equal to 826,000.
In this case, the inequality A ≥ 826,000 indicates that the attendance in 2009 must be equal to or greater than 826,000 for the statement to hold true.
If the attendance in 2009 is less than 826,000, it would not satisfy the given condition that the attendance in 2008 was at least 16,700 less than the attendance in 2009.
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What is the result when - 2/3m + 4 is added to 5/6m - 1/2? A. - 1/6m + 7/2 B. 1/6m + 7/2 C. 3/2m - 9/2 D. - 3/2m + 9/2
The result when (-2/3m + 4) is added to (5/6m - 1/2) is 4 - 1/3m.
Hence, the correct answer is option A: -1/6m + 7/2.
To find the result when (-2/3m + 4) is added to (5/6m - 1/2), we need to combine like terms.
First, let's simplify the expression -2/3m + 4:
This can be rewritten as (4 - 2/3m).
Next, let's simplify the expression 5/6m - 1/2:
This can be rewritten as (5/6m - 3/6m).
Now, let's add the two expressions together:
(4 - 2/3m) + (5/6m - 3/6m)
Combining the constants and the terms with "m," we get:
4 + 5/6m - 2/3m - 3/6m
To simplify further, we need to find a common denominator for the fractions:
4 + 5/6m - (2/3m + 3/6m)
The common denominator for the fractions is 6:
4 + 5/6m - (4/6m + 3/6m)
Now, let's combine the like terms:
4 + 5/6m - 7/6m
Finally, we can simplify the expression:
4 - 2/6m
Simplifying further, we have:
4 - 1/3m.
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Write the coordinates of the vertices after a dilation with a scale factor of 1/3 considered at the origin
The coordinates of the vertices after a dilation with a scale factor of 1/3 considered at the origin include:
Q' (-3, -3).
R' (1, -3).
S' (3, 3).
T' (-1, 3).
What is a dilation?In Geometry, a dilation is a type of transformation which typically changes the side lengths of a geometric object, but not its shape.
In this scenario and exercise, we would dilate the coordinates of the vertices by applying a scale factor of 1/3 that is centered at the origin as follows:
Coordinate Q (-9, -9) → Q' (-9 × 1/3, -9 × 1/3) = Coordinate Q' (-3, -3).
Coordinate R (3, -9) → R' (3 × 1/3, -9 × 1/3) = Coordinate R' (1, -3).
Coordinate S (9, 9) → S' (9 × 1/3, 9 × 1/3) = Coordinate S' (3, 3).
Coordinate T (-3, 9) → T' (-3 × 1/3, 9 × 1/3) = Coordinate T' (-1, 3).
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I thought of a number add 7 multiplied by 3 subtracted 3 divide by 2 then multiplied by 12.the result was 72 what the number I thought of ?
Long division by single digit (no remainder)
Grade 4 Division Worksheet
Find the quotient.
1.
3 561
2.
2 308
3.
8 288
4.
7 616
5.
5 365
6.
9 990
7.
6 294
8.
6 180
9.
5 205
Sure! Here are the solutions for the long division problems:
3 561 ÷ 7 = 509
2 308 ÷ 4 = 577
8 288 ÷ 9 = 920
7 616 ÷ 8 = 952
5 365 ÷ 5 = 1 073
9 990 ÷ 3 = 3 330
6 294 ÷ 7 = 899
6 180 ÷ 6 = 1 030
5 205 ÷ 9 = 578
Please note that the results are rounded down to the nearest whole number since you specified "no remainder" in the problem statement.
2.3y+1.2x=0
1.1x+0.1y=1.2
Linear or nonlinear
Cindy bought a 48 ounce can of papaya juice for $12. What is the unit price per ounce?
Answer:
The unit price is $.25 per ounce.
Step-by-step explanation:
To find the unit price per ounce, take the total cost and divide by the number of ounces
12 dollars/ 48 ounces
.25
The unit price is $.25 per ounce.
find the scale factor
Answer:
a. 2
Step-by-step explanation:
We Know
Side AB = 7
Side XY = 14
7 → 14, we time 2. So, the scale factor is 2.
Which of the following ordered pairs represents the point plotted and labeled B?
(3, −1)
(−1, 2)
(3, 1)
(1, 2)
(3,1)
Ordered pairs are always ordered as (x,y). Point B has an x-value of 3 and a y-value of 1.
Use f(x) = 1
2
x and f -1(x) = 2x to solve the problems.
f(2) =
1
f−1(1) =
⇒ 2
f−1(f(2)) =
⇒ 2
f−1(−2) =
1
⇒ -4
f(−4) =
2
⇒ -2
f(f−1(−2)) =
2
⇒ -2
In general, f−1(f(x)) = f(f−1(x)) =
Using the function f(x) = 1/2 x and the inverse of the function f⁻¹(x) = 2x, the solutions of the given are :
f(2) = 1, f⁻¹(1) = 2, f⁻¹(f(2)) = 2
f⁻¹(-2) = -4, f(-4) = -2, f(f⁻¹(-2)) = -2
Given a function,
f(x) = 1/2 x
And an inverse function,
f⁻¹(x) = 2x
We have to find the values of the following.
f(2) = 1/2 × 2 = 1
f⁻¹(1) = 2 × 1 = 2
f⁻¹(f(2)) = f⁻¹(1) = 2 × 1 = 2
f⁻¹(-2) = 2 × -2 = -4
f(-4) = 1/2 × 4 = -2
f(f⁻¹(-2)) = f (-4) = 1/2 × 4 = -2
So, in general, f⁻¹(f(x)) = f(f⁻¹(x))
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12. A rectangle has a perimeter of 12y² - 2y +18 and has a width of 4y²-y + 6. What is the length of the rectangle?
Answer:
2y² + 3
Step-by-step explanation:
width of one side is 4y² - y + 6.
two equal sides of rectangle = 2(4y² - y +6) = 8y² - 2y + 12.
perimeter = 2 lengths + 2 widths
12y² - 2y + 18 = 2 lengths + 8y² - 2y + 12
2 lengths = (12y² - 2y + 18) - (8y² - 2y + 12)
= 4y² +6
length = 1/2 (4y² +6)
= 2y² + 3
A bag contains 3 gold marbles, 8 silver marbles, and 30 black marbles. Someone offers to play this game: You randomly select one marble from the bag. If it is gold, you win $3. If it is silver, you win $2. If it is black, you lose $1.
What is your expected value if you play this game?
Answer: To calculate the expected value, we need to multiply each possible outcome by its probability and then add up the results.
The probability of selecting a gold marble is 3/41, the probability of selecting a silver marble is 8/41, and the probability of selecting a black marble is 30/41.
The winnings/losses associated with each outcome are $3 for gold, $2 for silver, and -$1 for black.
Step-by-step explanation:
Therefore, the expected value can be calculated as follows:
(3/41) x $3 + (8/41) x $2 + (30/41) x (-$1)
= $0.073
The expected value is $0.073, which means that on average, you can expect to win $0.073 per game if you play this game many times.
Therefore, if you play this game, you can expect to win a small amount of money on average, but it is not a guaranteed win.
References:
Grinstead, C.M. and Snell, J.L. (2006). Introduction to Probability. American Mathematical Society.
"Expected Value," Investopedia, accessed May 14, 2023, https://www.investopedia.com/terms/e/expectedvalue.asp.
Whitney is planning to bake two types of brownies. One type needs cup of
sugar. The other needs cup of sugar. How much sugar in total does Whitney
need to bake all the brownies?
Answer:
Explain:
Whitney needs 5/4 cup of sugar in total to bake all the brownies.
To calculate the total amount of sugar needed to bake all the brownies, we need to add the quantities of sugar required for each type of brownie.
According to the information given, one type of brownie requires 1/2 cup of sugar and the other type requires 3/4 cup of sugar.
To find the total amount of sugar needed, we add these two quantities:
1/2 cup + 3/4 cup
To add fractions, we need to have a common denominator.
The common denominator is 4:
(1/2) x (2/2) cup + (3/4) x (4/4) cup
This simplifies to:
2/4 cup + 12/16 cup
Now, we can add the fractions:
(2/4) cup + (12/16) cup = (4/8) cup + (12/16) cup
Next, we find a common denominator, which is 16:
(4/8) x (2/2) cup + (12/16) x (1/1) cup
This simplifies to:
8/16 cup + 12/16 cup
Finally, we add the fractions:
8/16 cup + 12/16 cup = 20/16 cup
Since 20/16 is an improper fraction, we can simplify it by dividing both the numerator and denominator by their greatest common divisor, which is 4:
(20/4)/(16/4) cup = 5/4 cup
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is the ordered pair a solution to the equation. y=-7; (-5,6)
Answer: No
To check if (-5,6) is a solution to the equation y=-7, we need to substitute -5 for x and 6 for y in the equation.
If the equation is true, then the ordered pair is a solution to the equation.
If we put (-5,6) into y=-7, we get 6=-7, which is not true.
So, (-5,6) is not a solution to the equation y=-7.
what is the reason behind Russia and ukarine war?
Answer:
Step-by-step explanation:
Ukraine wants to join the european union.Due to this Russia realize that if ukraine join the european union then if war started between Ukraine and any other country like Russia it means Ukraine and european union both attack on this country.
An angle with an initial ray pointing in the 3-o'clock direction measures θ radians (where 0≤θ<2π). The circle's radius is 3 units long and the terminal point is located at (−2.69,−1.33)
a. The terminal point is how many radius lengths to the right of the circle's vertical diameter. H=____ radians
B.When we evaluate cos−1(h) using a calculator or computer, the value returned is
____ radians
c.Therefore, θ=
a) The terminal point is 0.896 radius length.
b) The value returned is -0.896.
We have,
The circle's radius is 3 units long and the terminal point is located at (−2.69,−1.33)
a. Since the circle's radius is 3 units long, we divide the x-coordinate by 3:
x-coordinate of terminal point: -2.69
Number of radius lengths to the right: -2.69 / 3 ≈ -0.896
However, since the angle is measured from the 3-o'clock direction, we consider it to be in the clockwise direction.
Thus, the number of radius lengths to the right is
Number of radius lengths to the right: -(-0.896) = 0.896
Therefore, the terminal point is 0.896 radius length.
b. Using Trigonometry
cos(h) = x-coordinate of terminal point / radius length
cos(h) = -2.69 / 3 ≈ -0.896
c. As, θ = h. From the given information, we have:
θ ≈ -0.896 radians
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Find the following measure for this figure.
Area of the base =
The area of the base of the cylinder is A = 16π units²
Given data ,
Let the area of the base of the cylinder be A
Now , the radius of the cylinder is r = 4 units
And , the height of the cylinder is h = 6 units
where A = πr²
The base of the cylinder is a circular disk of radius r units
On simplifying , we get
A = π ( 4 )²
A = 16π units²
So , the value of A is 16π units²
Hence , the area of the base is A = 16π units²
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if two distinct numbers are chosen randomly from the set {-2, -6/5, -1/3, 0, 1/2, 5/6, 3}, find the probability that they will be the slopes of two perpendicular lines
To find the probability that two distinct numbers chosen randomly from the set {-2, -6/5, -1/3, 0, 1/2, 5/6, 3} will be the slopes of two perpendicular lines, we need to determine the total number of possible pairs of distinct numbers and the number of pairs that result in perpendicular slopes.
Total number of possible pairs:
Since we are choosing two distinct numbers from a set of seven, the total number of possible pairs is given by the combination formula:
C(7, 2) = 7! / (2!(7 - 2)!) = 7! / (2! * 5!) = 21
Pairs resulting in perpendicular slopes:
For two lines to be perpendicular, the product of their slopes must be -1. So, we need to count the number of pairs whose product is -1.
The set contains two negative numbers {-2, -6/5} and one positive number {3}. None of these numbers have a reciprocal within the set that gives a product of -1. Therefore, no pairs can be formed from these numbers that result in perpendicular slopes.
Hence, the number of pairs resulting in perpendicular slopes is 0.
Therefore, the probability of randomly choosing two distinct numbers from the set {-2, -6/5, -1/3, 0, 1/2, 5/6, 3} that will be the slopes of two perpendicular lines is 0/21, which simplifies to 0.
Find the range and mean of 1,3,5,7,9
Answer:
Step-by-step explanation:
Range: what the numbers range from the smallest to largest. Subtract the largest number and smallest.
Range = 9 - 1
Range = 8
Median: Middle number. If you listed numbers in order from smallest to largest, it is the middle number
Median = 5
Réduire l'expression suivante :
4
�
+
8
+
(
6
�
−
7
)
−
(
8
�
+
9
)
4x+8+(6x−7)−(8x+9)
To simplify the given expression: 4x + 8 + (6x - 7) - (8x + 9), we can follow the order of operations (parentheses, exponents, multiplication and division, and addition and subtraction) to simplify it step by step.
First, let's simplify the expression inside the parentheses:
6x - 7 becomes 6x - 7
8x + 9 becomes 8x + 9
Now, let's simplify the entire expression:
4x + 8 + 6x - 7 - 8x - 9
Combining like terms:
(4x + 6x - 8x) + (8 - 7 - 9)
2x - 8
Therefore, the simplified form of the expression 4x + 8 + (6x - 7) - (8x + 9) is 2x - 8.
what is the slope of the line represented by the equation below?
y= 1/3x +4
Step-by-step explanation:
y = 1/3 x +4
is the equation of a line in the form
y = mx+b where m =slope and b = the y-axis intercept
so m = slope = 1/3 for this line
Answer:
[tex]\huge\boxed{\sf Slope = 1/3}[/tex]
Step-by-step explanation:
Given equation:[tex]\displaystyle y=\frac{1}{3} x + 4[/tex]
General form of slope-intercept equation:y = mx + c
Where m is slope and c is y-intercept.
So,
By comparing both the equations, we get:
m = 1/3
Slope = 1/3[tex]\rule[225]{225}{2}[/tex]
19
For an ideal gas, it is assumed that no attractive force exists between particles.
This is not true for reall gas. What effect does this attraction have on the
properties of a real gas when compared to those of an ideal gas under
equivalent conditions?
A
The pressure of the real gas is higher.
B
The temperature of the real gas is higher.
C
The pressure of the real gas is lower.
D
The temperature of the real gas is lower.