Yes, the opposite of the reciprocal of 5 is same as the reciprocal of the opposite of 5 ,both are equals to (-1/5).
As given in the question,
Given number is 5
Case 1 : First find reciprocal of 5
Reciprocal of 5 =1/5
Then, opposite of the reciprocal of 5 =(-1/5)
Case 2. First find the opposite of 5
Opposite of 5 =-5
Reciprocal of the opposite of 5 =(1/ -5)
=(1/-5) × (-1/-1)
=(-1/5)
Therefore, the opposite of the reciprocal of 5 is same as the reciprocal of the opposite of 5 ,both are equals to (-1/5).
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URGENT!! ILL GIVE BRAINLIEST! AND 100 POINTS
[tex] \bf \implies \frac{ - 1}{2} [/tex]
Step-by-step explanation:[tex] \bf \longrightarrow({ - 2}^{3})( {3}^{0})({4}^{ - 2} )[/tex]
[tex] \bf \longrightarrow( - 8)(1)( \frac{1}{16}) [/tex]
[tex] \bf \longrightarrow( - 8)( \frac{1}{16})[/tex]
[tex] \bf \longrightarrow \frac{ \cancel{- 8}}{ \cancel{16}} \frac{ \cancel{ - 4}}{ \cancel{8}} \frac{ \cancel{ - 2}}{ \cancel{4}} \frac{ - 1}{2} [/tex]
[tex] \bf \longrightarrow \frac{ - 1}{2} [/tex]
The cost to rent a car is $19.50 plus $0.25 per mile. If you have $44
to rent a car, what is the greatest number of miles that you can
drive?
Simplify the following expression completely :
Answer: x^29
Step-by-step explanation:
x^11 * x^18=
x^(11+18)=x^29
Answer:
= x²⁹
Step-by-step explanation:
x¹¹ · x¹⁸
= x¹¹ ⁺ ¹⁸
= x²⁹
17xy +4-3x
Term(s):
Coefficient(s):
Variable(s):
Constant(s):
Answer:
Terms: 17xy, 4, 3x
Coefficients: 17, 3
Variables: x, y
Constants 4, 3
Find the measure of the missing angles.
b
80°
Answer:
b=100 c=80
Step-by-step explanation:
Need help with this please
The range of the function is represented by y ∈ [- 0.5, 3].
How to find the range of a function
Functions are relations between an input set named domain and an output set named range such that each element of the domain is related only to one element of the range. Graphically speaking, the range of the function is represented by the vertical axis of the Cartesian plane.
The picture shows that the range of the function is between - 0.5 and 3. Then, the range of the function is represented by y ∈ [- 0.5, 3].
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The approximate weights of two animals are 5.36 x 104 lbs. and 6.2 x 104 lbs. find the total weight of the two animals. write the final answer in scientific notation with the correct number of significant digits. 12 x 104 lbs. 5.9 x 104 lbs. 1.22 x 105 lbs. 1.2 x 105 lbs.
The total weight of the two animals is 5.9×10⁴ lbs.
In order to solve the question easily, firstly lets write the weight of each animal in standard form.
Weight of first animal = 5.36×10⁴
Weight of first animal = 53,600
Weight of first animal = 6.2×10⁴
Weight of first animal = 62,000
Now, the total weight of animals will be calculated by summing the two values.
Total weight = 53,600 + 62,000
Performing addition of total weight of animals
Total weight = 1,15,600 lbs
Writing the total weight in scientific notation -
Total weight = 1.15×10⁵ lbs
On rounding off, we get -
Total weight = 1.2×10⁵ lbs
Hence, the total weight of the two animals is 1.2×10⁵ lbs.
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A bag of mangoes has a total mass of 56kg. If the average mass of a mango is 13/5 kg, find the number of mangoes in the bag. (Ignore the mass of the bag).
Answer:
About 22 mangoes.
Step-by-step explanation:
If we need to find the number of mangoes in a bag, and we have the total mass of the bag, and the average mass of a mango...
Total mass / Average mass = Number of mangoes
56kg / 13/5 kg = n
We can divide the fraction by flipping it and multiplying...
[tex]\frac{56}{1} /\frac{13}{5} = \frac{56}{1} *\frac{5}{13} \\\\56*5 / 13 \\\\280 / 13 = 21.54[/tex]
Because there are probably only whole mangoes in the bag, 21.5 is rounded up to 22 mangoes.
If a precise answer is necessary than stick with 21.54
40 times 40 equals what
Answer:
1600
Step-by-step explanation:
1600
Answer:
1600
Step-by-step explanation:
Can someone please help me out? I don’t really understand the problem.
Answer:
-3x+y=14
Step-by-step explanation:
add the x and -4x which gives you -3x
add the -y and 2y which is y
then -14 and 28 add up to 14
What is the solution of the system of equations? r - 2x + 8y = -8 5x - 8y = 20
The solution of the given system of equations is (4,0)
We can use 3 methods to solve a system of equations:
- graphical method
- elimination method
- substitution method.
The given system of equation is:
-2x + 8y = -8 ....... (1)
5x - 8y = 20 ........(2)
Notice that in the both equations the coefficients of y are -8 and 8, hence if we add those coefficients, they will be cancelled out.
Therefore, we will choose elimination method.
Add equation (1) and equation (2)
-2x + 8y = -8
5x - 8y = 20 +
3x = 12
x = 12/3 = 4
Substitute x = 4 into equation (1):
-2x + 8y = -8
-2.(4) + 8y = -8
-8 + 8y = -8
Add 8 to both sides:
-8 + 8y +8 = -8 + 8
8y = 0
y = 0
Thus, the solution is (4,0)
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Mark grew 9 flowers with 3 seed packets. With 5 seed packets, how many total flowers can Mark have in his garden? Assume the relationship is directly proportional.
Answer:
15
Step-by-step explanation:
9 seeds in 3 packets is a 3:1 ratio which means that there are 3 seeds per packet. With 5 packets you simply multiply 5 by 3
The problem is in the attached png. Thanks!
(Geometry)
The unknown angles when line BD bisect the angle ABC is as follows:\
m∠ABD = 28°m∠ABC = 84°How to find an angle when a line bisect an angle?An angle bisector divides and angle into 2 equal angles.
Therefore, line BD bisect angle ABC.
Hence,
let's find m∠ABD
if m∠ABD = 6x + 4
m∠DBC = 8x - 4
Therefore,
m∠ABD = m∠DBC
6x + 4 = 8x - 4
6x - 8x = -4 - 4
-2x = -8
x = -8 / -2
x = 4
Therefore,
m∠ABD = 6x + 4 = 6(4) + 4 = 24 + 4 = 28°
let's find m∠ABC
If m∠ABD = 5y - 3
m∠DBC = 3y + 15
Hence,
m∠ABD = m∠DBC
5y - 3 = 3y + 15
5y - 3y = 15 + 3
2y = 18
y = 18 / 2
y = 9
Therefore,
m∠ABC = m∠ABD + m∠DBC
m∠ABC = 5(9) - 3 + 3(9) + 15
m∠ABC = 45 - 3 + 27 + 15
m∠ABC = 84°
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There are 66 markers
in the box. 20 markers
don't have tops. How
many more markers
don't have tops?
marketing
There are 20 markers with no tops and 46 markers with tops in the box.
What precisely are mathematical operations?A function in mathematics that converts zero or more input values (also known as "operands" or "arguments") to a well-defined output value is known as an operation.The complexity of the operation is determined by the number of operands.Binary operations (i.e., operations of arity 2), such as addition and multiplication, and unary operations (i.e., operations of arity 1), such as additive inverse and multiplicative inverse, are the most commonly studied operations.A constant is an operation with arity zero, also known as a nullary operation.An arity 3 operation, also known as a ternary operation, is the mixed product.So, there are 66 markers in the box.
20 markers don't have tops.Markers with tops:
66 - 20 = 46Therefore, there are 20 markers with no tops and 46 markers with tops in the box.
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The correct question is given below;
There are 66 markers in the box. 20 markersdon't have tops. How many more markers have tops?
Split 84 into two parts so that one part is five times the other part
I have no idea what to do someone please help im desperate
Answer/Step-by-step explanation:
1)
3 ?
|-------|-----------------------|
G H I
|<---------------------------->|
14
3 + ? = 14
-3 -3
? = 11
HI = 11
2)
9 ?
|---------|---------------------|
E F G
|<---------------------------->|
21
9 + ? = 21
-9 -9
? = 12
FG = 12
3) Find RS
Q----------------R-----S-----------------T
|<----------------------------------------->|
19
|<---------------------->|
10
|<----------------------->|
10
QS = 10
QR = 9
RT = 10
ST = 9
RS = 1
4) Find SV
7
S-----------------T-------------U--------V
|<---------------------->|
8
|<--------------------------------->|
12
SU = 12
TV = 8
TU = 7
UV = 1
ST = 5
SV = 13
5) Solve for x
2x + 29 4
M--------------------L---------K
|<---------------------------->|
x + 22
2x + 29 + 4 = x + 22
2x + 33 = x + 22
-x -x
x + 33 = 22
-33 -33
x = -11
6) Solve for x
2x + 14 x + 11
J-------------I-------------H
|<------------------------>|
10
2x + 14 + x + 11 = 10
3x + 25 = 10
-25 -25
3x = -15
÷3 ÷3
x = -5
I hope this helps!
a. The 9 th and 11 th terms of an arithmetic sequence are 132 and 98 . What is the 10th term?
The 10th term of an arithmetic sequence is found to be a₁₀ = 115.
What is the sequence of AP arithmetic progression?In Arithmetic Progression, the difference between two mathematical orders is a constant quantity (AP). Arithmetic Sequence is another name for it.
We'd come across a few specific terms in AP that had been labeled as:
The first term (a)Common difference (d)Term nth (an)The total of first n terms (Sn)As shown below, the AP can also be viewed in analysed in terms of common differences.
The following is the procedure for evaluating an AP's n-th term: an = a + (n − 1) × dThe arithmetic progression sum is as follows: Sn = n/2[2a + (n − 1) × d].Common difference 'd' of an AP: d = a2 - a1 = a3 - a2 = a4 - a3 = ...... = an - an-1.Now, as per the given question;
Let the 9th term be 'a₉' = 132.
The 11th term be 'a₁₁' = 98.
The 10th term be 'a₁₀'.
The AP must have contain equal common difference. So,
d = a₁₀ - a₉
d = a₁₀ - 132
And, also
d = a₁₁ - a₁₀
d = 98 - a₁₀
Since, a₁₀ - a₉ = a₁₁ - a₁₀ for forming an AP.
Equate the common difference.
a₁₀ - 132 = 98 - a₁₀
Bring the variable part on single side.
2a₁₀ = 98 + 132
2a₁₀ = 230
a₁₀ = 115.
Therefore, the value of the 10 th term is estimated as a₁₀ = 115.
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Translate the sentence into an equation.
Five less than the product of 3 and a number 6 equals .
Use the variable b for the unknown number.
Answer: b = 11/3 (or) 3.67
Step-by-step explanation:
Five less than the product of 3 and a number 6 equals .
five less = - 5
product of 3 and a number = (multiply) 3 x b
equals 6 = = 6
3b - 5 = 6
3b = 6 + 5
3b = 11
b = 11/3
b = 3.67 ( rounded )
2. Ms.Walker arrange her students into groups for the next school debate. When she groups them in 5s, 2 students are left out. When she groups them in 4s, 1 student is left out. When she groups them in 7s, 4 students are left out. What is the least number of students Ms.Walker has?
Answer:
8
Step-by-step explanation
we must find the total of the students to do that we look at when she grouped them in 7, 4 are left out so we multiple 4 miltiplied by 7 and we get 28, there are 4 left out so we add them. now we have a total of 32 students. 32 divided by 4 is 8
I need this answered please
2 questions. Q1. Write an absolute value equation that has -17 and 5 as the given values Q2. 11 and 48
∣∣−175∣∣=175 Write an absolute value equation that has -17 and 5
5/18 + 7/18
9/17+ 2 8/17
3 9/10 + 1 3/10
11/16 + 3/16
5 13/16 + 6 1/16
7/19 + 14/19
7/25 + 16/25
13/15 + 8/15
9/11 + 5/11
12 11/25
11 9/25
1.) 0.66666666666
2.) 3
3.) 5.2
4.) 0.875
5.) 11.875
6.) 1.10526315789
7.) 0.92
8.) 1.4
9.) 1.27272727273
10.) 12.44
11.) 11.36
Here ya go!
Tutorial D
Subtract. Write your answer as a fraction or
as a whole or mixed number.
6-1/4-2 1/1 =
Submit
The value of the expression 6 - 1/4 - 2(1/1) as a mixed number is 2( 3/4 ).
Fraction: A number that is stated as a quotient in mathematics, when the numerator and denominator are divided. Both are integers in a simple fraction. A fraction appears in the numerator or denominator of a complex fraction. A suitable fraction has a numerator that is less than its denominator.
Consider the expression,
6 - 1/4 - 2(1/1)
Let x = 6 - 1/4 - 2(1/1)
First solving the mixed fraction,
x = 6 - 1/4 - 2(1/1)
x = 6 - 1/4 - ( (2 ×1 + 1) / 1 )
x = 6 - 1/4 - ( 2 +1 / 1)
x = 6 - 1/4 - 3
x = 3 - 1/4
x = ( 12 - 1)/4
x = 11/ 4
x = 2( 3 /4 )
The value of 6 - 1/4 - 2(1/1) as a mixed fraction is 2( 3/4 ).
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I need this answered please
How many groups of 1/9 are there In 2
Answer:
18
Step-by-step explanation:
I need help with 1 and 2
Is an elevation of -10 feet closer or farther from the surface of the ocean than an elevation of -8 feet?
The elevation of -10 feet is farther from the surface level of the ocean than an elevation of -8 feet.
Here, we are given two elevation levels from the surface of the ocean.
One elevation is of -10 feet and another one is of -8 feet.
An elevation of -10 feet implies that the distance from the surface level is 10 feet.
On the other hand an elevation of of -8 feet implies that the distance from surface level is 8 feet.
Thus, by comparing the distances, we can see that elevation of -10 feet is farther from the surface level of the ocean than an elevation of -8 feet. To be more precise, it is 2(10-2) feet farther than an elevation of -8 feet.
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-0.4-x=
−0.4−x=
\,\,-6(x-3.1)+6x
−6(x−3.1)+6x
Answer:
Step-by-step explanation:
I think you meant
-0.4 - x = -6(x - 3.1) + 6x
-0.4 - x = -6x + 6x + 18.6
-0.4 - x = 18.6
-x = 18.6 + 0.4
-x/-1 = 19/-1
x = -19
check
-0.4 - (-19) = -6(-19 - 3.1) + 6(-19)
18.6 = -6(-22.1) + (-114)
18.6 = 132.6 - 114
18.6 = 18.6
HELP ASAP!!! WILL MARK BRAINLIEST!!!
Find the equation of the line that is perpendicular to y=2x+8 and passes through the point (8, -8).
A. y = 2x + 12
B. y = 1/2x - 4
C. y = -1/2x - 4
D. y = -2x + 12
Answer:
c. y = -1/2x - 4
Answer:
C
Step-by-step explanation:
the equation of a line in slope- intercept form is
y = mx + c (m is the slope and c the y- intercept )
y = 2x + 8 ← is in slope- intercept form
with slope m = 2
given a line with slope m then the slope of a line perpendicular to it is
[tex]m_{perpendicular}[/tex] = - [tex]\frac{1}{m}[/tex] = - [tex]\frac{1}{2}[/tex] , then
y = - [tex]\frac{1}{2}[/tex] x + c ← is the partial equation of the perpendicular line
to find c substitute (8, - 8 ) into the partial equation
- 8 = - 4 + c ⇒ c = - 8 + 4 = - 4
y = - [tex]\frac{1}{2}[/tex] x - 4 ← equation of perpendicular line
2 3 4 5 6 7 DOD
9
Look at the graph of the linear function.
-5-4-3-2-1
A
8
5
4
3
2
4
3
4
5
V
C
1
D
5
X
8
10
The rate of change between point A and point B is 2. What is the rate of change between point C and
-2
1
C
Answer:
show a picture
Step-by-step explanation:
