17/3 as a mixed number

Answer:

11

Step-by-step explanation:

Answer: 11

Step-by-step explanation: Hope this helps:)

Answer:

-35

Step-by-step explanation:

−X=35

Multiply both sides by −1.

X=−35

I hoped this helped! Contact me for more information if you need anything else!

Only students who score in the top 30% will be offered admission - this statement is accurate.

In insights, the standard deviation is a proportion of how much variety or scattering of a bunch of values. A low standard deviation shows that the qualities will generally be near the mean of the set, while an elevated expectation deviation demonstrates that the qualities are fanned out over a more extensive territory. The standard deviation can generally be determined considerably more effectively with a number cruncher, and this might be satisfactory in certain tests. On my adding machine, you go into the standard deviation mode. Consequently, the main distinction among change and standard deviation is the units. For instance, in the event that we took the hours of 50 individuals running a 100-meter race, we would catch their time like a flash. Standard deviation assumes a vital part in the realm of money. In finance standard deviation is a factual estimation, when it's applied to the yearly pace of return of a venture.

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Answer:

this should be the answer 4x^3 & 2x^2

Answer:

-2.

Step-by-step explanation:

x = 0 where the line passes through the y axis.

So, from the diagram we see that at x = 0,  f(x) = -2.

Answer:

The first one

Step-by-step explanation:

Answer:

See explanation

Step-by-step explanation:

a. [tex]\sqrt{49}[/tex]=7

b. 0, [tex]\sqrt{49}[/tex]   ==> 0 is a whole number, not a natural number

c. -9, 0, [tex]\sqrt{49}[/tex]

d. -9, -3/7, 0, 0.25, 6.7, [tex]\sqrt{49}[/tex]

e. [tex]\sqrt{2}[/tex] since it has an infinite number of digits and can't be given as a ratio of two integers.

f. -9, -3/7, 0, 0.25, [tex]\sqrt{2}[/tex], 6.7, [tex]\sqrt{49}[/tex] ==> Real numbers consist of both rational and irrational numbers

Answer:

It is a rational number because it is a repeating number.

Step-by-step explanation:

One might think it isn't rational because it isn't just one number repeating. But because it has a consistent number, it is rational.

Multiplying (-4) × (-5) we get 20. Here is the reason.

There are a few properties of integers which determine its operations. These principles or properties help us to solve many equations. To recall, integers are any positive or negative numbers, including zero. Properties of these integers will help to simplify and answer a series of operations on integers quickly.

All properties and identities for addition, subtraction, multiplication and division of numbers are also applicable to all the integers. Integers include the set of positive numbers, zero and negative numbers which are denoted with the letter Z.

Z= ( -5, -4,-3,-2,-1,0,1,2,3,4,5)

Integers have 5 main properties of operation which are:

Closure Property

Associative Property

Commutative Property

Distributive Property

Identity Property

While doing multiplication we use the following rules:

So using second rule we can write (-4×-5)= 20.

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Answer:

the answer will be

b.)

4 = -6x+3y+3x

4 = -3x+3y

3y = 3x+4

y. = x+4/3

Answer:

x = 24.5

Step-by-step explanation:

First find angle G: 90 degrees

Then do 90 degrees minus 41: 49 degrees

Find 49 = 2x - 8

Do 49 + 8: 57

57/2 = x

X = 24.5

Answer:

301

Step-by-step explanation:

bro :(

Answer:

301

Step-by-step explanation:

Answer:

16, 13, 5

Step-by-step explanation:

h(-3)=13-(-3)

h(-3)=13+3

h(-3)=16

h(0)=13-(0)

h(0)=13

h(8)=13-(8)

h(8)=5

Hope this helps.

Answer:

-2

Step-by-step explanation:

2(2x + 3) + 5x + 1 = -11

x = -2

2(2× +3) + 5× +1 = -11

Multiply the 2 to what is in the bracket

4×+ 6 + 5× +1 = -11

Group liketerms

4× + 5× = -11 - 1 -6

simply it

9× = - 18

we will divide them by the co-efficient of ×

9× = - 18

________

9 9

x = - 2

Answer:

Graph A shapes are not congruent.
Graph B Shapes are congruent.

Step-by-step explanation:

For Graph A, Shape EFGH is 1 unit longer than shape ABCD.

For Graph B, the are the same, but rotated 90 degrees.

Answer:

Step-by-step explanation:

I have a tip for you have you ever used the website Desmos graphing calculatr if you havnt i can help you a lot thats how i passed that class

If -3r + 1/2 = 4, then it is true that r=-7/6

The equation is given as:

-3r + 1/2 = 4

And the solution is given as

r=-7/6

The two-column proof is as follows:

Hence, if -3r + 1/2 = 4, then it is true that r=-7/6

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Answer:

Side 3 = 5cm

Step-by-step explanation:

135/9=15

15/3=5

The volume of the rectangular prism is 243 cm³

given that

The top face of the cube has an area of 9 cm²

since All the faces of the cube are squares

therefore The top face is a square

∵ Area of any square = L² , where L is the length of the side of

 the square

∵ Area of the top face is 9 cm²

∴ L² = 9 ⇒ take √ for both sides

∴ L = 3 cm

∵ The volume of any cube = L³

∵ L = 3 cm

∴ The volume of the cube = (3)³ = 27 cm³

- We will use 9 cubes to make a rectangle prism

∴ The volume of the rectangle prism is equal to the volume of

 the 9 cubes

∴ The volume of the prism = 9 × volume of a cube

∵ The volume of the cube is 27 cm³

∴ The volume of the prism = 9 × 27 = 243 cm³

* The volume of the rectangular prism is 243 cm³

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The equation of the lines in slope intercept form and standard form is y = -2x + 10 and 2y+3x = 10

The equation of a line in point slope form is y = mx + b.

Given the equation below:

y-7 =-5/2(x+4)

2(y-7) = -5(x+4)

2y-14 = -4x - 20

2y = -4x-20+40

2y = -4x + 20

y = -2x + 10

For the equation;

y = -3/2 x + 5

Multiply through by 2

2y = -3x + 2(5)

2y = -3x + 10

2y+3x = 10

Hence the equation of the lines in slope intercept form and standard form is y = -2x + 10 and 2y+3x = 10

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Answer:

D

Step-by-step explanation:

y < 3

According to the length, the length of the NP become 18.

According to the statement

We have to find that the length of the NP.

So, For this purpose, we know that the

The length of this line segment is the distance between its endpoints A and B.

From the given information:

Point O is on live segment NP.

If OP= 3 and NO=15,

Then

Let draw a diagram and after seeing it in image we know that the:

NO=15 and OP= 3

And

Np is the sum of the op and no.

Then

NP = OP + NO

NP = 3+ 15

NP = 18.

Then the length of the NP become 18.

So, According to the length, the length of the NP become 18.

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Answer: 26

Step-by-step explanation:

Answer:

26 is the answer because we have to subtract when the signs of the number are diffrent and add when it is same . so +18 - (-8) = 26

No ,the team will not make the first down.

The definition of a yard is an outdoor area of a house or other building. An example of a yard is the lawn in front of your house; a front yard. An example of a yard is the area around a train repair center where trains are stored; a rail yard.

the first of a series of usually four downs in which a football team must net a 10-yard gain to retain possession of the ball.

If the team with the ball can pick up one yard or more on the third-down play, then they will be given a first down, which means they get to start all over with a new set of four downs. A team can continue moving the football down the field as long as they continue to pick up first downs.

we have been given that -

the ball forward at least 10 yards from its starting point to make a first down if the team has 2 losses of 2 yards each and a gain of 12 yards

Here are the integers that are represented by the scenario.

-2 + -2  = -4

-4 + 12 =8 yard gain.

There are 2 yards less of the first down.

Hence, the team will not make the first down.

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Answer: her average is 84

Step-by-step explanation:

88+80=168/2 =84

Martha's claim that the 25% of the learners are girls, is correct.

In this question,

There are 900 boys and 300 girls at Eqinisweni secondary school.

Martha claims that 25% of the learners are girls.

We need to verify her claim by means of calculations.

Based on the given conditions, we formulate:

300 / (900 + 300)

We simplify above expression.

= 300 / 1200

= 1/4               ..................(Cross out the common factor)

Now multiply a number 25 to both the numerator and the denominator:

= (1 × 25)/(4 × 25)

= 25/200

Now we rewrite a fraction with denominator equals 100 to a percentage: 25%

This means, Martha's claim that the 25% of the learners are girls, is correct.

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Answer:

price of oranges is 6.63

Step-by-step explanation:

1)59.53-6.49=53.04

2) 53.04/8=6.63

The total area of the shaded regions in fraction of the total area of the block is 3/8 as the common fraction.

A common fraction, sometimes known as a common fraction, is a fraction with an integer numerator and denominator. A common fraction may be used to identify a portion of a larger whole or set.

Multiply each component of a fraction by both the denominator of another fraction to find the common denominator. To calculate the common denominator of 1/3 + 2/5, multiply the 1 through 3 by 5 and the 2 and 5 by 3. You should obtain a total of 5/15 + 6/15. The fractions can then be calculated.

Let's divide each square across four equal sections, for a total of 16 sections..

Using symmetry, one of the four portions in the top left square is shaded, and the same is true for the bottom right square.

Furthermore, two of the four squares inside this top right and bottom left corners are darkened.

Consequently,

the shaded area is:

{1 + 1 + 2 + 2}/ 16

6 /16 =  3 / 8

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The bacterial cell is about 7 × 10^(1) times smaller than the amoeba cell in scientific notations.

What are scientific notations?

Scientific notations are a way of representing either a very small or a very large number in the powers of 10. Scientific notations comprise digits from 1 to 9 with powers of 10.

Calculation of the amount by which a bacterial cell is smaller than the amoeba cell

Given the length of amoeba cell in scientific notations is 3.5 × 10^(- 4)

The length of a bacterial cell in scientific notations is 5 × 10^(- 6)

To obtain how small the bacterial cell is from the amoeba cell, we need to divide both the lengths i.e.

= 3.5 × 10^(- 4) / 5 × 10^(- 6)

= 0.7 × 10^(2)

= 7 × 10^(1)

Hence, the bacterial cell is about 7 × 10^(1) times smaller than the amoeba cell in scientific notations.

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