Is the expression 3(x+1 1/2)-3 equivalent to 3x+ 1 1/2

Here are the correct matches to the expressions to their solutions.

The GCF of 28 and 60 is 4.

(-3/8)+(-5/8) = -4/4 = -1.

-1/6 DIVIDED BY 1/2 = -1/6 X 2 = -1/3.

The solution of 0.5 x = -1 is x = -2.

The solution of 1/2 m = 0 is m = 0.

-4 + 5/3 = -11/3.

-2 1/3 - 4 2/3 = -10/3.

4 is not a solution of -4 < x.

1. The GCF of 28 and 60 is 4.

The greatest common factor (GCF) of two numbers is the largest number that is a factor of both numbers. To find the GCF of 28 and 60, we can factor each number completely:

28 = 2 x 2 x 7

60 = 2 x 2 x 3 x 5

The factors that are common to both numbers are 2 and 2. The GCF of 28 and 60 is 2 x 2 = 4.

2. (-3/8)+(-5/8) = -1.

To add two fractions, we need to have a common denominator. The common denominator of 8/8 and 5/8 is 8. So, (-3/8)+(-5/8) = (-3 + (-5))/8 = -8/8 = -1.

3. -1/6 DIVIDED BY 1/2 = -1/3.

To divide by a fraction, we can multiply by the reciprocal of the fraction. The reciprocal of 1/2 is 2/1. So, -1/6 DIVIDED BY 1/2 = -1/6 x 2/1 = -2/6 = -1/3.

4. The solution of 0.5 x = -1 is x = -2.

To solve an equation, we can isolate the variable on one side of the equation and then solve for the variable. In this case, we can isolate x by dividing both sides of the equation by 0.5. This gives us x = -1 / 0.5 = -2.

5. The solution of 1 m = 0 is m = 0.

To solve an equation, we can isolate the variable on one side of the equation and then solve for the variable. In this case, we can isolate m by dividing both sides of the equation by 1. This gives us m = 0 / 1 = 0.

6. -4 + 5/3 = -11/3.

To add a fraction and a whole number, we can convert the whole number to a fraction with the same denominator as the fraction. In this case, we can convert -4 to -4/3. So, -4 + 5/3 = -4/3 + 5/3 = -11/3.

7. -2 1/3 - 4 2/3 = -10/3.

To subtract two fractions, we need to have a common denominator. The common denominator of 1/3 and 2/3 is 3. So, -2 1/3 - 4 2/3 = (-2 + (-4))/3 = -6/3 = -10/3.

8. 4 is not a solution of -4 < x.

The inequality -4 < x means that x must be greater than -4. The number 4 is not greater than -4, so it is not a solution of the inequality.

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To find the combined rate of all the individuals working together, you must add the individual rates.

When calculating the combined rate of individuals working together, you need to add up the individual rates. Each worker contributes their own rate of work or productivity, and by adding these rates together, you can determine the combined rate at which they are working collectively.

This allows you to assess the overall efficiency and output of the team or group. By summing up the individual rates, we have better understanding of the overall productivity and performance of the group.

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Answer:

Step-by-step explanation:

The sum of 2/x^2 and 4/x^2 is:

2/x^2 + 4/x^2 = (2 + 4)/x^2 = 6/x^2

Therefore, the sum of 2/x^2 and 4/x^2 is 6/x^2.

Answer:

\(y=\frac{3}{2}x+8\)

Step-by-step explanation:

\(y=mx+b\\\)

slope=m

\(y=-\frac{2}{3} x-1\)

slope=\(-\frac{2}{3}\)

slope=\(\frac{3}{2} ,(-4,2)\)

\(y-y_{1} =m(x-1)\\\\y-_{2} =\frac{3}{2} (x-4)\\\\y-2=\frac{3}{2} x+6\\\)

Add 2 to both sides

\(Answer:y=\frac{3}{2} x+8\)

hope it helps!!

If the sequence be 2, 9, 22, 45, 82, 137, 214 then the pattern be 6, 13, 23, 37, 55, 77.

The term "patterns" describes common, repeatable sorts of practices or regulations. To forecast what has happened or what might happen, patterns are helpful. come following a group of integers that are ordered specifically. Sequence describes this grouping of numbers.

Putting events or information in a precise order is referred to as sequencing. Higher-order thinking abilities—such as those for detecting patterns, figuring out causes and effects, and more—are necessary for sequencing. Sequencing aids students in both understanding and organizing the material they have learnt and in problem-solving.

Let the given sequence be 2, 9, 22, 45, 82, 137, 214

The differences to a pattern in the sequence be

= 9 - 2, 22 - 9, 45 - 22, 82 - 45, 137 - 82, 214 - 137

= 6, 13, 23, 37, 55, 77

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Answer:

24<x

Step-by-step explanation:

you need to multiply the numbers then you add the 51 to the answer

Answer:

Opinas que la sociedad donde vives sabe el valor adaptarse a otras culturas? Explica

tu respuesta con detalles

Step-by-step explanation:

NRX Woopie

The ratio of green to red pens. is 3 : 5

The given parameters are:

Red = 3

Green = 5

The ratio is represented as:

Ratio = Red : Green

So, we have

Ratio = 3 : 5

Hence, the ratio of green to red pens. is 3 : 5

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The image is reflected over the y-axis. Then the correct option is B.

Given that:

Point of the polygon VWXYZ, W(2, 4)

Point of the polygon V'W'X'Y'Z', W'(-2, 4)

The translation does not change the shape and size of the geometry. But changes the location.

The reflection does not change the shape and size of the geometry. But flipped the image.

The point W' can be obtained by reflecting the shape across the y-axis.

Thus, the correct option is B.

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The missing diagram is given below.

Answer:

29) x> or equal to 0 and y= all real number

30) x= all real y> or equal to 0

Answer:

y - 2x + 6 = 0

Step-by-step explanation:

y + 2 = 2(x - 2)

y + 2 = 2x - 4

y + 6 - 2x = 0

y - 2x + 6 = 0

Answer:

f(x) = 26

Step-by-step explanation:

Evaluate the Function

f (x) = −4x + 6  f (−3) + 8

Replace the variable x with −3 in the expression.

f (−3) = −4 ⋅ −3 + 6

Simplify (−4 ⋅ −3 + 6) + 8

Multiply −4 by −3.

12 + 6 + 8

Add 12 and 6.

18 + 8

Add 18 and 8.

26

hope this helps :)

114 is 95% of 120

100% of 120 is 120, therefore 95 percent of 120 equals 114. To learn how to solve 114 is 95 percent of what number, see the step-by-step instructions below.

114 is 95 Percent of What Number?

Formula = Number x 100

Percent = 114 x 100

95 = 120

The following shows the steps to derive this formula and find out 95% of the number is 114.

Step 1: If 95% of a number is 114, then what is 100% of that number? Set up the equation.

114

95% = Y

100%

Step 2: Solve for Y

Using cross multiplication of two fractions, we get

95Y = 114 x 100

95Y = 11400

Y = 11400

100 = 120

Answer:

17

Step-by-step explanation:

Seeing that traingle ABC is = to triangle DEF.

It means that the angles are equal too.

So you would equate them to each other.

Hence 5X+2=87

5X=87-2

5X=85 (divide by 5)

X=17

Hope that helps :)

Answer:

p=43

Step-by-step explanation:

Answer:

d

Step-by-step explanation:

d

Answer:

P(S or T) = 3/4

Step-by-step explanation:

Answer:

14

Step-by-step explanation:

Given the following equation;

4³ - (2 + 2³) * 5

4*4*4 - (2 + 2*2*2) * 5

64 - (2 + 8) * 5

64 - (10) * 5

64 - 50 = 14

Note: the rule of BODMAS was applied.

Answer:

Plot B

Step-by-step explanation:

Plot B has a negative slope.

Answer:

I usually try and practice changing my mindset. Just try to look at things from another perspective, and if you can't, try thinking the OPPOSITE of what you thought.

Think homework is hard? Say to yourself, "Homework is easy." and trudge on through. After some time, your mindset *will* improve, and your attitudes will change from negative to positive.

Also, try to go out more often. Doing exercise, socializing, all of which will produce serotonin and will improve your outlook on life and attitude.

Step-by-step explanation:

Thanks, and please give me Brainliest!

Jasmine (j) and Samir (s) will attend the event, while Kanti (k) will not. This can be expressed using the logical connective (∧) and its negation (¬).

j ∧ s ∧ ¬k

j - Jasmine attends

s - Samir attends

¬k - Kanti does not attend

∧ - Logical And operator

j ∧ s ∧ ¬k -

Jasmine (j) and Samir (s) will attend the event, while Kanti (k) will not. This can be expressed using the logical connective (∧) and its negation (¬). The resulting statement is j ∧ s ∧ ¬k. This statement means that Jasmine and Samir will attend the event, but Kanti will not. This statement can be read as "Jasmine and Samir attend and Kanti does not attend".The resulting statement is j ∧ s ∧ ¬k. This statement means that Jasmine and Samir will attend the event, but Kanti will not. This statement can be read as "Jasmine and Samir attend and Kanti does not attend".

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Answer:

A and 2

B and 4

C and 5

D and 1

E and 3

Step-by-step explanation:

Answer:

0.5 (2\(x\) + 3) -----> \(x\) + 1.5

-3 (2/3\(x\) - 1) -----> -2\(x\) + 3

-5 (2\(x\) + 3/5) -----> -10\(x\) - 3

1/3 (9 + 81) -----> 30

2 (4\(x\) - 2) -----> 8\(x\) - 4

Hope it helps and have a great night! =D

Answer: the distance between the points (-2, 5) and (-4, -5) is approximately 10.198 units.

Step-by-step explanation:

(-2, 5) and (-4,-5) are two points in the coordinate plane.

The first point (-2, 5) has an x-coordinate of -2 and a y-coordinate of 5. This point is 2 units to the left of the y-axis and 5 units above the x-axis.

The second point (-4, -5) has an x-coordinate of -4 and a y-coordinate of -5. This point is 4 units to the left of the y-axis and 5 units below the x-axis.

To find the distance between these two points, we can use the distance formula:

distance = sqrt[(x2 - x1)^2 + (y2 - y1)^2]

Plugging in the coordinates of the two points, we get:

distance = sqrt[(-4 - (-2))^2 + (-5 - 5)^2] = sqrt[(-2)^2 + (-10)^2] = sqrt[104]

So the distance between the points (-2, 5) and (-4, -5) is approximately 10.198 units.

Answer:

y=4x-3

Step-by-step explanation:

Answer:

DO i care... no ask your dam teacher won der why u aint pass

Step-by-step explanation:

Answer:$1.4

Step-by-step explanation:4.90 / 3.5 = 1.4   Hope tis helps :)

Answer:

$0.70  

Step-by-step explanation:

4.90=7   1/2 pounds therefore 4.90 divided by 7 equals $0.70

The actual length of the bus is given as follows:

45 feet.

The actual length of the bus is obtained applying the proportions in the context of the problem.

The scale drawing is of 0.5 inches to 5 feet, hence the length represented by each inch of drawing is given as follows:

5/0.5 = 10 feet.

The length of the drawing is given as follows:

4.5 inches.

Hence the actual length of the bus is given as follows:

4.5 x 10 = 45 feet.

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Answer:

A. Schaid draws a white sock and a green sock. It did not talk about no green sock

Step-by-step explanation:

Answer:

integer, rational number

Step-by-step explanation:

-57 is an integer because integers include negative and positive numbers that are not decimals or fractions. it is also a rational number because it can be converted into a fraction. these are subsets of the real numbers category.

According to the information we can infer that the change between 11 and 12 is 1.3 m/hr

To establish the value of the change in height between 11 and 12 we must look at the values of the y axis. According to this information we can establish that 11 o'clock coincides with 5.2 and 12 o'clock coincides with 3.9. So we must subtract these two values:

According to the above, we can infer that the change between these two hours is 1.3 m/hr.

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Answer:

\( \boxed{66}\)

Step-by-step explanation:

\( if \: the \: question \: is \: f[g(4)] \\ then \: at \: first \: solve \: for \: g(4) \\ g(4) = {4}^{2} \\ f[g(4)] = 4( {4}^{2} ) + 2 \\ f[g(4)] = 4(16) + 2 \\ f[g(4)] =64 + 2 \\ f[g(4)] = \boxed{66}\)