Which of the following expressions are equivalent to -3 x 3 x -4/9


Choose all that apply:


A. -3 x 3 x - 4/-9


B. 3 x -3 x - 4/9


C. None of the above

please help

Answer:

-0.2

Step-by-step explanation:

The answer is 18.2.

I would say why but I wrote to much math on my paper to put it on here :,( Im sorry. But this is the correct answer.

P/4 < 2

Isolate p by multiplying both sides by 4:

p < 8

Answer:

p=8

Step-by-step explanation:

put 9 to the power of 4 in prentices and outside of the prentices is to the power of 2

and multiply the exponents

Answer: 2.8, hope it helps.

Answer:280 in

Step-by-step explanation: First we multiply the length by the width and that would be 7 by 10 and we would get 70. Next we multiply the height by the total of (l x w), so 4 x 70 would be 280. Margo needs a total of 280 inches of wrapping paper to cover the entire box. Hope this helps! :)

Answer:

7$x(the number of students)=(cost)

7$x26=182$

Step-by-step explanation:

if there are 26 kids going and each cost 7$ all you need to do is times the amount if students by the cost of each student

Answer:

(10, 8) is the distance.

Step-by-step explanation:

The x's are 10 points away from each other and y's are 8 points away from each other.

By the way, there is no second picture.

Sorry if I'm wrong. I might be more helpful if you upload the second picture.

Answer:

(10, 8) is the distance.

Step-by-step explanation:

its 10 across and down 8 (for some reason I was reported so I guess this is more professional)

Answer:

x = 11

BC = 23

AD = 29

EF = 26

Step-by-step explanation:

Given:

Trapezoid ABCD, having,

median = EF = 4x - 18

base BC = x + 12

base AD = 3x - 4

Required:

Part I: value of x

Part II: Length of BC, AD, and EF.

Solution:

Part I: Value of X

The median length of a trapezoid is said to be the ½ of the sum of the 2 bases of the trapezoid.

Therefore, EF = ½(BC + AD)

4x - 18 = ½((x + 12) + (3x - 4)

4x - 18 = ½(x + 12 + 3x - 4)

4x - 18 = ½(x + 3x +12 - 4)

4x - 18 = ½(4x + 8)

Multiply 2 by both sides

2(4x - 18) = 4x + 8

8x - 36 = 4x + 8

Add 36 to both sides

8x - 36 + 36 = 4x + 8 + 36

8x = 4x + 44

Subtract 4x from both sides

8x - 4x = 4x + 44 - 4x

4x = 44

Divide both sides by 4

x = 11

Part II:

BC = x + 12 = 11 + 12 = 23

AD = 3x - 4 = 3(11) - 4 = 33 - 4 = 29

EF = 4x - 18 = 4(11) - 18 = 44 - 18 = 26

Answer:

The slope of the line that passes through that point is 2.

Step-by-step explanation:

plz mark me brainliest

Answer:

2 is the answer of the question

Answer:

8x = ____

Step-by-step explanation:

you could also do:

8 × x = _____

hope this helps :)

8 + x = 8x

Step-by-step explanation:

this is the answer

Step-by-step explanation:

1. 18^2 - 10^2 = 324 - 100 = 224

Sqt(224)=14.9666

Approximate = 14.97

2. 100 - 16 = 84

Sqrt 84 = 9.1652

Approximate = 9.17

3. 225 - 49 = 176

Sqrt 176 = 13.2665

Approximate = 13.27

4. 361 - 144 = 217

Sqrt 217 = 14.7309

Approximate = 14.73

#1

#2

#3

#4

Answer:

Step-by-step explanation:

c=  29*2

why 29*2? because the problem says that jorge baked 2 cookies per person, so we multiply 2 times 29

c= 58

Answer:

17

Step-by-step explanation:

Look at any 2 adjacent numbers and find the difference between them.

Starting with numbers 1 and 2, subtract the first from the second:

\(-7-(-15)=-7+15=8\)

That's a difference of 8, meaning the second number increased by 8.

Check the next numbers, 2 and 3:

\(1-(-7)=1+7=8\)

It increased by 8 again. Now that we know for sure that each term in the sequence increases by 8 over the previous one, we can find the number in the green box. Just add 8 to the number before it:

\(9+8=17\)

Answer:

It can be written as a multiplication problem with 8 factors of 2

It has a power of 256

It can be read as "two raised to a power of eight"

It has a base of 2

Hope this helps! <3

Answer:

6 1/3

Step-by-step explanation:

All of them are equivalent expressions, except for the fourth one

Answer: All of the above, apart from four.

Step-by-step explanation:

Answer:

58

Step-by-step explanation:

It is the middle point/dot

in the box with the line

Answer:

\(\frac{16}{27}\)

Step-by-step explanation:

From the table, we notice that the total number of students is:

\(3+10+8+6=27\)

Then, along the second column of the table, we notice that the number of students who do not have a brother is:

\(10+6=16\)

So, the probability that a randomly chosen student does not have a brother is:

\(\frac{\text{number of students who do not have a brother}}{\text{total number of students}}=\frac{16}{27}\)

Answer:

D

Step-by-step explanation:

The two legs ( shorter sides) have the right angle between them in a right triangle and

5^2 + 9^2   DOES equal 13^2

Answer:

352

Step-by-step explanation:

The formula is 1/2(B1 + B2)H  

1/2(13 + 31)16  

1/2(44)16  

1/2(704)  

352

Answer:

Step-by-step explanation: 352ft^2 A=a+b

2h=13+31

2·16=352

Answer:

129

Step-by-step explanation:

Answer:

48/62 is approzimately 77%

Step-by-step

ou can write it in fraction form and divide.

48/62

=0.774193548387

multiply by 100 and round

48/62 is approzimately 77%

Answer: 26

We would add the total responses recorded in the Girls row, which is equal to 32. We would then subtract it from the total of that row, 38. 38 - 32 is equal to 6. 6 girls chose their answer as English. We can check our work by adding the responses to see if they added up to the total. Now we move to the boys. The Maths column is 5. The boys row is missing 2 things - english and total. We can find the total by subtracting 38 from 70. This is equal to 32. Now, we can add 7 and 5 (12) and subtract from the row total (32). This is equal to 20. 20 boys chose English.

Now we add the girls and boys. 6 + 20 is equal to 26. 26 is your answer.

Hope this helps.

Answer:

How to Find Common Denominators

If you are trying to add or subtract fractions with different denominators, you’ve come to the right place! In order to add or subtract fractions, we have to have common denominators. Sometimes, though, you’re given a problem that looks like this:

Those are definitely not common denominators! In order to get the denominators the same, follow these steps:

1. List multiples of both numbers. Start by listing four multiples for each number.

4: 4, 8, 12, 16

2: 2, 4, 6, 8

2. Look at the lists you’ve made. Underline any numbers that are on both lists.

4: 4, 8, 12, 16

2: 2, 4, 6, 8

3. Look for the smallest underlined number (known as the least common multiple, or LCM). This is your common denominator.

Common denominator: 4

4. Multiply the numerator and denominator by the factor that it would take to get to your common denominator…like this:

and this:

For this multiplication, the first number you use is the fraction you are changing, and the second number comes from the answer to this question: “what number would I multiply the denominator by to get to the common denominator?” For the first fraction, your denominator is already your common denominator, so you simply multiply it by 1/1. We multiply by 1 (or a fraction equaling one) because this does not change the amount of the fraction, it just changes the name of the fraction. For the second fraction, you would multiply by 2/2 because your denominator (2) needs to be multiplied by 2 to reach the common denominator of 4.

Now that you have common denominators, you can simply add the fractions together. Remember, when you add fractions, the numerators (top numbers) add and the denominators (bottom numbers) stay the same!

Your new problem would look like this:

Once you add them, you should get 5/4

If you know how to simplify this (by changing it into a mixed number), please do so. If not, please review how to deal with improper fractions.

Want one more practice problem with finding common denominators? This time, we’ll do a subtraction problem. Here it is:

Follow the same steps. They are:

1. List the multiples for each number.

3: 3, 6, 9, 12

4: 4, 8, 12, 16

2. Look at the lists you’ve made. Underline any numbers that appear on both lists.

3: 3, 6, 9, 12

4: 4, 8, 12, 16

3. Look for the smallest underlined number (least common multiple, or LCM). This is your common denominator.

Common denominator: 12.

4. Multiply the numerator and denominator of each fraction by the factor that it would take to get to your common denominator. Think about it like this:

What do you multiply by 3 to get to 12? Well, we know that 3 x 4 = 12, so we know we need to multiply by 4:

Now, we do the same thing with 1/4 to get:

What do you multiply 4 by to get to 12? Well, we know that 4 x 3 = 12, so we know we're going to multiply by 3. That looks like this:

Now we have both of our fractions with common denominators, so we can subtract! Remember, in a subtraction problem, the numerators subtract but the denominators stay the same. It looks like this:

Now see if you can fill in the answer. If you got 1/12, you're right!

Step-by-step explanation:

Answer:

Common denominator: 40

Step-by-step explanation:

Using LCM (Lowest Common Multiple) method,  if you add in the values of the given denominators of the equation,  the answer should be 40.

Answer:

1) width = 10 + 2x

length = 20 + 2x

2) area = (10 + 2x)(20 + 2x)

= 4(5 + x)(10 + x)

3) 4(5 + x)(10 + x) = 600

(5 + x)(10 + x) = 150

50 + 15x + x^2 = 150

x^2 + 15x - 100 = 0

(x - 5)(x + 20) = 0

x = 5 feet

The width of the walkway is 5 feet.