Write an expression to represent the product of -3 and the square of a number decreased by 8

Part A: The student was supposed to divide before subtracting

Part B: The student was supposed to simplify the parentheses before finding the exponents

Part C: The simplification of the expression gives -16.

From the question, we are to simplify the given expression

The given expression is

(∛64 - 16 ÷ 2)(2 - 4)²

Part A:

The mistake the student made was not applying the PEMDAS rule

P - Parentheses

E - Exponent

M - Multiplication

D - Division

A - Addition

S - Subtraction

Since division comes before subtraction, the student was supposed to divide before subtracting

Part B:

The student mistake was trying to simplify the exponent before simplifying the parentheses. The student was supposed to simplify the parentheses before finding the exponents.

Part C:

Simplifying the expression

(∛64 - 16 ÷ 2)(2 - 4)²

Simplify the cube root

(4 - 16 ÷ 2)(2 - 4)²

Divide

(4 - 8)(2 - 4)²

Simplify the parenthesis

(-4)(-2)²

Simplify the exponent

(-4)(4)

Evaluating

-16

Hence, the simplification of the expression gives -16.

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From the question, the first table is not a function while the other two tables are functions.

A function is a correspondence or mapping from a first set of numbers, called the domain of the function, to a second set of numbers, called the range of the function, such that for each member of the domain there is exactly one member of the range.

A function is said to be one-to-one if every y value has exactly one x value mapped onto it, and many-to-one if there are y values that have more than one x value mapped onto them. This graph shows a many-to-one function.

4) We see that all the y-values are the same or equal. Thus, we can say that it is not a function because it doesn't match the definition above.

5) Yes the table describes a function because all input values produces a unique output y-value.

6) Yes, the table represents a function because all input values produces a unique output y-value.

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3/8 pints of milk will fill an empty mug of the same size.

In this question, we have been given Pia poured 1/4 pint of milk into an empty mug.

The milk filled 2/3 of the mug.

We need to find the pints of milk that will fill an empty mug of the same size.

Let 'm' pints of milk will fill an empty mug of the same size.

From given data, we get proportion.

⇒ (1/4) / (2/3) = m / 1

We simplify above equation to find the value of m.

⇒ (2/3) m = 1/4

⇒ m = (1/4) × (3/2)

⇒ m = 3/8

Therefore, 3/8 pints of milk will fill an empty mug of the same size.

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The equation that could be used to determine, m, the average number of miles she would have to ride to meet her goal is; m = (55.5 - 19)/5

Distance that she wants to ride this week = 55.5 miles

Distance she has already ridden so far = 19 miles

Now, we are told that she will ride 5 more days.

If m is the average number of miles she has to ride to meet her goal, then we can say that;

5m + 19 = 55.5

Making m the subject by, we have;

m = (55.5 - 19)/5

Thus, the equation that could be used to determine, m, the average number of miles she would have to ride to meet her goal is;

m = (55.5 - 19)/5

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Four less than a number is tripled. The result is 15. Equations properly models this information  is x - 9.

When you need to multiply the supplied number by the sum of the two numbers, you apply the distributive property. Following the order of operations in such situations often entails adding the numbers first, followed by multiplying them by the specified quantity.

Based on the given condition formulates = 3 (z - 4) = 15

Applying the distributive property 3z - 12 - 15

Rearrange variables to the left side of the equation 3z - 15 + 12

Calculate the sum of difference 3z- 27

Divide both sides of the  equation by the coefficient of variable w = 27/3

Cross out the common factors : x - 9

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The numbers as powers of 5 are 5^-1, 5^-2, 5^-3 and 5^0

The numbers are given as:

• 0.2

• 0.04

• 125^-1

• 15^0

Number 1: 0.2

Express as fraction

1/5

Apply the power rule of indices

5^-1

Number 2: 0.04

Express as fraction

1/25

Express 25 as 5^2

1/5^2

Apply the power rule of indices

5^-2

Number 3: 125^-1

Express as fraction

1/125

Express 125 as 5^3

1/5^3

Apply the power rule of indices

5^-3

Number 4: 15^0

Evaluate the exponent

15^0 = 1

Express 1 as 5^0

15^0 = 5^0

Hence, the numbers as a power of 5 are 5^-1, 5^-2, 5^-3 and 5^0

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Answer:

15. x = 4

17. AB = 9

Step-by-step explanation:

15.

Since B is in the middle of AC, AB + BC = AC

So,

x + 5 + 2x - 4 = 13

3x + 1 = 13

3x = 12

x = 4

17.

Since B is in the middle of AC, AB + BC = AC

So,

x + 16 + x + 17 = 19

2x + 33 = 19

2x = -14

x = -7

Going back to the question, it says to find the length of AB.

AB = x + 16 = -7 + 16 = 9

Answer:

In ascending order:8,12,16,18,20

Step-by-step explanation:

median=?

N=5

now

median =(N±1/2)th item

=(5±1/2)th item

(6/2)th item

=3rd item

so median quiz score is 16

Hope its helpful for you

The value of x by simplified the given equation is 5/12.

By considering the given equation

3/2x - 2/3x =2

We are finding the value of x by simplify it.

(9-4)/6x=2

5/6x=2

5=12x

x=5/12

To simplify simply means to make anything easier. In mathematics, simplifying an equation, fraction, or problem means taking it and making it simpler. Calculations and problem-solving techniques simplify the issue.

If a fraction's top and bottom share only one additional common factor, it is said to be in its simplest form. In other words, the top and bottom cannot be divided further and remain full numbers. Simplest form is also referred to as "lowest words."

The reduced form of a fraction is another name for its most basic form. For instance, the simplest representation of a fraction with a common component of 1 is 34 The simplest form, however, is not 2/4 because 12 is a further simplification of 2/4 that can be written.

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1. A. 2/3 of the volume of the rectangular prism crate = 5.7 ft³

B. Amount of space the dog will occupy is: 2.55 ft³. Josiah should buy the medium crate.

2. 21.05 ft²

The volume of a rectangular prism = (length)(width)(height).

1. Part A:

Length of the rectangular prism crate = 2.5 ft

Width = 1.7 ft

Height = 2 ft

Volume of the rectangular prism crate = (2.5)(1.7)(2)

Volume of the rectangular prism crate = 8.5 ft³

2/3 of the volume of the rectangular prism crate = 2/3(8.5) = 5.7 ft³

Part B:

Amount of space the dog will occupy = volume = (length)(width)(height).

Length = 2 ft

Height = 1 2/3 = 1.7 ft

Width = 3/4 = 0.75 ft

Amount of space the dog will occupy = volume = (2)(0.75)(1.7)

Amount of space the dog will occupy = volume = 2.55 ft³

The space the dog will occupy is less than 2/3 of the space of the crate, therefore, Josiah should buy the medium crate.

2. Amount of fabric needed to cover the crate = surface area of rectangular prism - (lw) = 2·(1.7·2.5+2·2.5+2·1.7) - (2.5)(1.7)

= 25.3 - 4.25

= 21.05 ft²

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L = 1.3245 is  the legnths of the pen's sides .

What is area and perimeter?

Perimeter is the distance around the outside of a shape. Area measures the space inside a shape.

The equation for perimeter is 2L + W = 30 ( I'm assuming that the shed takes up one of the Widths, but you can use the Length if you want, it doesn't matter.)

So W = 30 - 2L.

Area = L x W = L (30 - 2L) = 30L - 2L^2.

This is a quadratic equation, easily graphed as a parabola, with a maximum point at L = 1.3245 .

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Answer: 2x+9>17 or  5x+10<10 compound inequalities is x<0

Step-by-step explanation:

What is Meant by Compound Inequality?

In Mathematics, a compound inequality is a sentence which has two statements connected using the word “and” or by the word “or”. If the statements are connected using the word “and”, then both the statements of the compound sentence are true at the same time. If the statements are connected using “or”, then the compound sentence is true if at least one statement is true.

2x+9>17 or  5x+10<10

Let take 2x+9>17

Subtract -9 on both sides

2x+9-9>17-9

2x+0>8

2x>8

Now we need to divide by 2 both sides

2x÷2>8÷2

x>4

Now we solve 5x+10<10

we need to subtract -10 on both side

5x+10-10<10-10

5x+0<0

5x<0

Now we need to divide  5 on both sides

5x÷5<0÷5

x<0

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0<x>4

the value of x lies between 0 and 4.

A compound inequality is an inequality that combines two simple inequalities. A compound inequality is made up of two inequalities connected by the word “and” or the word “or.” To solve a compound inequality means to find all values of the variable that make the compound inequality a true statement.

lets take 2x+9>17

now lets subtract 9 from both sides.

2x + 9 > 17

     - 9 > -9

2x > 8

now divide both sides by 2

2x ÷ 2 > 8 ÷ 2

x > 4

lets take the second part i.e 5x +10 <10

substract 10 from both sides

5x + 10 < 10

     - 10 < -10

5x < 0

now divide both sides by 5

5x ÷ 5< 0 ÷ 5

x < 0

0<x>4

the value of x lies between 0 and 4.

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Answer:

19.56

Step-by-step explanation:

Number of pages x copies

164 x 16 = 2608

Divided by number of pages per ream

2608 ÷ 50 = 5.216

Total Reams by cost

5.216 x 3.75 = 19.56

======================================================

Explanation:

To find the inverse, we swap x and y, then solve for y.

y = 2x-3

x = 2y-3

x+3 = 2y

2y = x+3

y = (x+3)/2

y = x/2 + 3/2

y = (1/2)x + 3/2

This shows the original function y = 2x-3 leads to the inverse y = (1/2)x+3/2, and vice versa.

--------------

Another approach:

Since we're given a list of multiple choice answers, we can rule out the non-answers.

Plug x = 0 into the first equation of choice A. It leads to y = 2

That output 2 is then plugged into the second equation for choice A. It leads to y = 13/2. We do not get the original input 0, which shows that the equations in choice A do not undo one another. They aren't inverses of each other.

This allows us to rule out choice A. Choices B and C are similar stories.

Notice that plugging x = 0 into the first equation of choice D leads to the output y = -3. Then plug this as the input into y = (1/2)x+3/2 and you should get y = 0 to get us back where we started. This partially helps confirm we have a pair of functions that are inverses of each other. I'll let you try other values.

Answer:

Step-by-step explanation:

Algorithm for deriving the formula of the inverse function

Step 1. In the formula for the original function, replace the notation of the argument and the value:

Step 2. From the resulting formula, express y(x).

Step 3. Take into account the constraints on the area of definition and the area of values of the original and/or inverse functions.

[tex]\displaystyle\\ y=\frac{1}{2}x+2\\\\ 1.\ x=\frac{1}{2}y+2\\ \Rightarrow\ x-2=\frac{1}{2}y \\2.\ Multiply\ both\ parts\ of\ the\ equation\ by\ 2:\\\\2(x-2)=y\\\\2x-4=y\\Thus,\\y=2x-4\neq 3x+\frac{1}{2} \\Answer:\ no\\\\2.\ y=5(x-2)\\\\1.\ x=5(y-2)\\\\2.\ Divide\ both\ parts\ of\ the\ equation \ by\ 5:\\\\\frac{x}{5} =y-2\\\\\Rightarrow\ \frac{x}{5}+2=y \\Thus,\\\\y=\frac{x}{5}+2 \neq \frac{1}{5}(x+2)\\ Answer:\ no[/tex]

[tex]y=2x-3\\1.\ x=2y-3\\\\2,\ x+3=2x\\\\Divide\ both\ parts\ of\ the \ equation\ by \ 2:\\\\\frac{1}{2}(x+3)=y\\\\ Thus,\\\\y=\frac{1}{2}x+\frac{3}{2} \equiv\frac{1}{2}x+\frac{3}{2} \\\\Answer:\ yes[/tex]

A large mean difference and small sample variances. The correct option is B.

A statistical measure known as the effect size () assesses the magnitude of the link (numerically) between two variables. The difference between the weights of male and female candidates, for instance, is known as the effect size. If we obtain information on the weights of male and female candidates and discover that men are, on average, heavier than women, for example.

The weight difference between men and women will increase as the effect size increases. Statistic effect size aids in determining whether a difference is real or the result of changing variables. Effect size, power, sample size, and critical significance level are all related to hypothesis testing.

Therefore, a large mean difference and small sample variances. The correct option is B.

The complete options are given below:-

a. A small mean difference and small sample variances ​

b. A large mean difference and small sample variances ​

c. A small mean difference and large sample variances ​

d. A large mean difference and large sample variances

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The hypothesis of both statements are false.

1) Collinear points are the points that lie on the same straight line or in a single line. If two or more than two points lie on a line close to or far from each other, then they are said to be collinear,

Thus, if A, B, C, and D are collinear, then they cannot lie in the same plane.

Thus, the hypothesis is not true.

2) When we bisect an angle, it is possible that one of the endpoints of the line may be outside the interior of the bisected angle. Thus, the hypothesis is Not true.

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The area of a triangle is 4 square units.

Given that, the coordinates of the triangle ABC are A(4, 3), B(5, 1) and C(1, 1).

We need to find the area of a triangle ABC.

The area of a triangle is defined as the total space occupied by the three sides of a triangle in a 2-dimensional plane. The basic formula for the area of a triangle is equal to half the product of its base and height, i.e., A = 1/2 × b × h.

The base of the triangle = |5-1|=4

From vertices, A(4, 3) to the base the distance is 2 units at the vertice (4, 1)

So, the height of the triangle = 2 units

Now, the area of a triangle ABC = 1/2 × 4 × 2 = 4 square units.

In the given solution the height of a triangle is wrongly calculated.

Therefore, the area of a triangle is 4 square units.

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The number of books taken by each student is 6.

Average is defined as the ratio of the sum of the number of the data sets to the total number of the data. The average actually determines the middle value of the data.

Given that the total number of books checked out of the library at your high school is 14,400 and the student population is about 2400.

The average is calculated by dividing the sum of the total number of items by the total counts of the items.

Average = 14400 / 2400

Average = 6

Therefore, the number of books taken by each student is 6.

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[tex]{ \qquad\qquad\huge\underline{{\sf Answer}}} [/tex]

No, The given relation isn't a function.

[ For a relation to be a function, every value that lies in the domain ( set A ) should have only one corresponding value in its Range ( set B ) but here, -1 has two corresponding values that are : (-1) and (2) ]

Therefore, conclusion can be made that the given relation isn't a function.

Answer:

Not a function.

Step-by-step explanation:

Functions

A function is a special type of relation where each input (x-value) has a single output (y-value).

The given function is not a function as the input value of x = -1 has multiple output values of y = 2 and y = -1.

Using linear function concepts, the correct option is given by:

The slope is −0.3. Starting at 3.6, the GPA will decrease by 0.3 for every text sent in class.

A linear function is modeled by:

y = mx + b

In which:

For this problem, the function is:

y = 3.6 - 0.3x.

The function has a initial GPA of 3.6(student who sends 0 texts), then for each text the student sends, the GPA falls by 0.3(slope of -0.3), hence the correct option is:

The slope is −0.3. Starting at 3.6, the GPA will decrease by 0.3 for every text sent in class.

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Answer: 5b-40

Step-by-step explanation:

You have to distribute the 5 into both of the variables in the parenthesis

Hope this helps!

Step-by-step explanation:

13 is the answer that is need

As a reminder, an arithmetic sequence or arithmetic progression (AP) is a progression in which the difference (called the tolerance) between two consecutive terms in the progression is constant.

Therefore, the expression for the nth term is

an = a₁ + (n − 1) d

and in general

an = am + (n - m) d.

where d is the difference.

For an arithmetic series with initial term a₁ and difference between terms of d

an = a₁ + (n − 1) d

We are told

d = -2 and

S8 = 240

So,

a1 = 240 = a1 + ( 30 - 1) * ( -2 ) = a1 - 58

a1 = 240+58 =298

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Answer: 120km/hr

He went from A to B in 1 hour

Answer:

Step-by-step explanation:

 a : b

 9 : 6

 2 : x

Cross multiply

6*2 = 9x

12 = 9x

12/9 = x

4/3 = x