my Christmas present to you​

Answer:

Thats one heck of a whole lot nuts

Step-by-step explanation:

The smallest integer from the given set {-17, -7, -12, 2} is -17, making option D the right choice.

An integer is a whole number that can be positive, negative, or zero and is not a fraction.

The integer values are in the following order: negative, zero, then positive.

The real value of a negative integer decrease as the number increases.

For positive integers, the real value increases as the number increases.

In the question, we have been asked for the integer with the smallest value in the set {-17, -7, -12, 2}.

As discussed above, we know the order for negative and positive integers.

Thus, arranging the set in ascending order, we get:

-17 < -12 < -7 < 2.

Thus, the smallest integer from the given set {-17, -7, -12, 2} is -17. Hence, option D is the right choice.

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[tex]\frac{13^5}{13^x} =13^4 =>13^{5-x} =13^4\\ =>5-x=4=> x=5-4=1[/tex]

ANSWER: x = 1

ok done. Thank to me :>

[tex]\dfrac{2x-3}x = \dfrac{14}{x+5}\\\\\implies (2x-3)(x+5) = 14x\\\\\implies 2x^2 +10x -3x -15 -14x=0\\\\\implies 2x^2-7x-15=0\\\\\text{Apply quadratic formula,}~~x= \dfrac{-b \pm \sqrt{b^2-4ac}}{2a}.\\\\\text{In this case,}~ a=2, b=-7~ \text{and}~ c = -15. \\\\\\x = \dfrac{-(-7) \pm \sqrt{(-7)^2 -4\cdot 2 \cdot (-15)}}{2(2)}\\\\\\\implies x = \dfrac{7 \pm \sqrt{169}}{4}\\\\\\\implies x = \dfrac{7 \pm 13}4\\\\\\[/tex]

[tex]\text{Hence} ~x = \dfrac{7+13}{4} = \dfrac{20}4 = 5 ~\text{or}~ x = \dfrac{7-13}4 = -\dfrac{6}4 = -\dfrac 32[/tex]

Answer:

2n + 9 = - 25

Step-by-step explanation:

let the number be n then twice the number is 2n

The sum of 2n and 9 is 2n + 9

the result is - 25 , that is

2n + 9 = - 25

Answer:

Step-by-step explanation:

The sum of twice a number and 9 is -25."

2x + 9 = -25

2x = -34

x = -17

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

check

2 * (-17) + 9 = -25

-25 = -25

the answer is good

Answer:

4 1/9

Step-by-step explanation:

Well we can infer that the whole number will be 4. And 0.111 repeating is 1/9 as a fraction.

The completed proof is presented as follows;

By definition of a rhombus [tex]\overline{JK} \cong \overline{KM}[/tex] and by the reflexive property of

congruence [tex]\overline{KP} \cong \overline{KP}[/tex], because the diagonals of a rhombus bisect a pair

of opposite angles, ∠JKP ≅ ∠MKP, making ΔJKP ≅ ΔMKP by the SAS

congruency postulate, because CPCTC, ∠JPK ≅ ∠MPK, and these angles

are right angles because two angles that form a linear pair are congruent,

thereby making, [tex]\overline{JK} \perp \overline{KM}[/tex] by definition of perpendicular segments.

Reasons:

Please find attached the drawing of the given rhombus JKMH, that show

the point of intersection of the diagonals JM and HK at point P.

Learn more about the properties of a rhombus here:

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Answer:

hope this helps

Step-by-step explanation:

192 fl oz. = 6 quarts

to get this you divide the fluid ounces by 32.

Answer:

See answer below.

Step-by-step explanation:

3x - 2 =  4                Given

   +2  =  +2

  3x     =  6               Addition Property of Equality

3x/3  = 6/3

     x = 2                  Division Property of Equality

Answer:

y= -10x-24

Step-by-step explanation:

To write the linear equation, first find the slope.

[tex]m=\frac{y2-y1}{x2-x1}[/tex]

Let's pick the first two x and y values as our coordinate points.

(1, -34) (2, -44)

[tex]\frac{-44-(-34)}{2-1} =-10[/tex]

The slope is -10.

Use the point-slope formula to write the equation.

y-y1= m(x-x1)

y-(-34)= -10(x-1)

y+34= -10x+10

y= -10x-24

It helps to set up a two way table as shown below. Such tables compare 2 different variables. In this case, we're comparing the variables "working status" and "age".

Specifically, the working status separates the men into "working vs non-working". The age variable splits the men into groups of "35 or younger" and "over 35". Usually, but not always, each variable will take on two values.

Let's say this town had 1000 married men. 80% of this is 0.80*1000 = 800 to indicate there are 800 married working men. So we write this in the "total" column for the "working" row. This leaves 1000-800 = 200 nonworking married men, which will go right under the 800.

We're told that 75% of the married men are over 35, so 0.75*1000 = 750 married men are over 35. This goes in the "total" row for the "over 35" column. There are 1000-750 = 250 married men who are 35 and under.

As you can see, the stuff in the total column and the total row must add back to the grand total of 1000 married men overall.

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

Another bit of info given is that "Among the working married men, 70% are over 35". We'll only focus on the "working" row. We have 800 total and 70% of this is 0.70*800 = 560 which is the number of working married men over 35. This leaves 800-560 = 240 married men who are not over 35.

At this point, we have 2 spots left in the table. Through guess and check, or using algebra, you should find that there are 190 non-working men over 35 and 10 non-working men who aren't over 35. Make sure that each row and column total checks out.

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

By now, the table is fully filled out. See below.

Your teacher now asks "what proportion of non-working married men are over 35 years old?" which means we'll only focus on the "non-working" row. There are 200 men total here, and of this total, 190 are over 35.

So, 190/200 = 0.95 = 95% of the non-working married men are over 35.

Answer:

-0.8 (A) -2.25 (B) -2 (C) (Look at explanation to see answers for first bubbles.)

Step-by-step explanation:

A:

1.4 - 2.2 = -0.8

B:

-0.75 - 1.5 = -2.25

C:

-0.2 - 1.8 = -2

Answer:

A. 1.4 - (-0.8) = 2.2

B. -0.75 - (-2.25) = 1.5

C. -0.2 - (1.6) = -1.8

Step-by-step explanation:

i just took the test on edge, and got it right (pls mark me as brainliest)

The equivalent value of the expression 1, point, 86, divided by, 2 is given by A = 0.93.

Given data:

Let the expression be represented as A.

Now, the value of A is

A = 1, point, 86, divided by, 2.

Substituting the values in the equation:

[tex]A=\frac{1.86}{2}[/tex]

On simplifying the equation:

[tex]A=0.93[/tex]

Therefore, the value of A is 0.93

Hence, the equation is A = 0.93

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The complete question is attached below:

Find the equivalent value of the expression "1, point, 86, divided by, 2".

The sum in terms of p of four consecutive even integers with p been the smallest is 4(p + 3)

Even numbers are numbers that can be divided into two equal groups and they can be easily divisible by 2 without any remainder.

p is the smallest of the four consecutive even integers. This means p come first and it is the first term of the numbers.

Therefore, the 4 consecutive even integers is represented as follows;

p, p + 2, p + 4, p + 6

So the sum is equal to:

sum = p + p + 2 + p + 4 + p + 6

sum = 4p + 12

sum = 4(p + 3)

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Answer: I can help!

The answer is (B)

The answer is (B) because if you take 921 and remove all the other zeros which are just place holders, you get 9 move in the decimal and now there is 9.21 then you see how many zeros there are ans that gives you 3.

For the second one the answer is (A)

If you were to look up how much 2000% is you would get 20% so therefore that is the answer.

I hope you do good!

My apologies if anything is wrong.

Answer:

34.5

Step-by-step explanation:

The absolute value of -|-34.5| is -34.5. So, -34.5 is 34.5 away from 0.

Answer:

34.5 units.

Step-by-step explanation:

When we simplify -|-34.5|, we get -34.5, which is basically 34.5 units away from 0.

Hoped this helped.

Answer:

a = 19.6 (rounded to the nearest tenth)

Step-by-step explanation:

a^2 + b^2 = c^2

Hypotenuse - 35 m, Legs - 29 m, x

a^2 +29^2 = 35^2

a^2 + 841 = 1225

Subtract 841 from both sides

a^2 = 384

Square root both sides

√a^2 = √384

a = 19.595

Answer:

A

Step-by-step explanation:

Can't have 0 in the denominator

Answer:

4 weeks

Step-by-step explanation:

Wyatt's equation:

t=14w+40

Julian's equation:

t=19j+20

Since both equations equal the same thing, or t, we can equal them against each other as 1 equation

14t+40=19t+20

(subtract 20 from both sides)

14t+20=19t

(subtract 14t from both sides)

20=5t

(divide both sides by 5)

t=4 weeks

Answer:

Step-by-step explanation:

2

Answer:

Search Results

Featured snippet from the web

A solution for an inequality in x is a number such that when we substitute that number for x we have a true statement. So, 4 is a solution for example 1, while 8 is not. The solution set of an inequality is the set of all solutions.

Step-by-step explanation:

The corresponding values of d, e ad f are 1, 1/16, and 1/256 respectively

Find the table of values attached. From the given table the function of the output is expressed as [tex]g(x) = 4^{-x}[/tex]

If x = 0, then;

[tex]g(0) = 4^{-0}\\g(0) = 1/4^0\\g(0)=1/1 = 1\\[/tex]

If x  = 2

[tex]g(2) = 4^{-2}\\g(2) = 1/4^2\\g(2)=1/16[/tex]

If x = 4;

[tex]g(4) = 4^{-4}\\g(4) = 1/4^4\\g(4)=1/256[/tex]

Therefore the corresponding values of d, e ad f are 1, 1/16 and 1/256 respectively

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Answer:

a =  ⇒ 1 

b = ⇒ 1/16

c = ⇒ 1/256

d =  ⇒ 1 

e =  ⇒ 4/9

f =   ⇒ 16/81

The Answer there are 9*8 = 72 ways to choose a president and vice president

Step-by-step explanation:

Answer:

- 90

Step-by-step explanation:

Evaluate 1*- 5 then the outer one

1*- 5 ( with x = 1 and y = - 5 )

= 1(- 5) + 2(- 5)

= - 5 - 10

= - 15

Then

4*- 15 ( with x = 4 and y = - 15 )

= 4(- 15) + 2(- 15)

= - 60 - 30

= - 90

Answer:

8/3

Step-by-step explanation:

The square root of 8 can actually be written [tex]2\sqrt2[/tex], so [tex]4\sqrt2 = 4 \cdot 2\sqrt2 = 8\sqrt2[/tex]

Now, we are looking for [tex]\frac{8\sqrt2}{3\sqrt2}[/tex]. Both the square root of 2s cancel, so we are left with 8/3

Answer:

  x³ +7x² +7x -15

Step-by-step explanation:

Apply the distributive property repeatedly, and/or recognize the ways that the coefficients of the product are formed.

distributive property

  (x -1)(x +3)(x +5)

  = (x -1)(x(x +5) +3(x +5))

  = (x -1)(x² +5x +3x +15) = (x -1)(x² +8x +15)

  = x(x² +8x +15) -1(x² +8x +15)

  = x³ +8x² +15x -x² -8x -15

  = x³ +7x² +7x -15

__

using knowledge of products of powers

The x³ term will be the product of all of the x-terms.

The x² term will be the pairwise sum of products of two x-terms and the third constant.

The x term will be the pairwise sum of products of one x-term and the two other constants.

The constant term will be the product of all of the constants.

These computations are simplified a bit because all of the x-coefficients are 1.

  = x³ +(-1 +3 +5)x² +(-1·3 +(-1)·5 +3·5)x +(-1)·3·5

  = x³ +7x² +7x -15

[tex]\dfrac 1{3x^2} = -3\\\\\implies -9x^2 = 1\\\\\implies x^2 = -\dfrac 19\\\\\implies x = \pm\sqrt{-\dfrac 19} = \pm \dfrac 13i[/tex]

Answer:

The weather forecast says that there is a "30% chance of rain," and we think we understand what it means. This quantitative statement is assumed to be unambiguous and to convey more information than does a qualitative statement like "It might rain tomorrow." Because the forecast is expressed as a single-event probability, however, it does not specify the class of events it refers to. Therefore, even numerical probabilities can be interpreted by members of the public in multiple, mutually contradictory ways. To find out whether the same statement about rain probability evokes various interpretations, we randomly surveyed pedestrians in five metropolises located in countries that have had different degrees of exposure to probabilistic forecasts--Amsterdam, Athens, Berlin, Milan, and New York. They were asked what a "30% chance of rain tomorrow" means both in a multiple-choice and a free-response format. Only in New York did a majority of them supply the standard meteorological interpretation, namely, that when the weather conditions are like today, in 3 out of 10 cases there will be (at least a trace of) rain the next day. In each of the European cities, this alternative was judged as the least appropriate. The preferred interpretation in Europe was that it will rain tomorrow "30% of the time," followed by "in 30% of the area." To improve risk communication with the public, experts need to specify the reference class, that is, the class of events to which a single-event probability refers.