l...................................................
Create a very long sentence with at least four phrases using only three propositions. identify the propositions and create logic sentences.
(q ∨ (¬r ∧ ¬q)) → ¬p is the propositions and create logic sentences.
What is propositions ?
An axiom is a mathematical assertion that is predicated on a proposition, such as "3 is greater than 4," "an infinite set exists," or "7 is prime."
If you are more than 18 years old or if you are above 18 but lack identification proving your age, you are not permitted to to watch cartoon.
Prepositions -
p = You are allowed to watch cartoon.
q = your age is more than 18 years old
r = you have age proof
(q ∨ (¬r ∧ ¬q)) → ¬p
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EASY NEED THE ANSWER FAST
b: 3 x 10 to the power of 7
can you please give brainliest
1/4(x-2) +4=12
how do i solve thisssss plssss help it’s for tmr
Answer:
x = 34
Step-by-step explanation:
1/4(x - 2) + 4 = 12
Subtract 4 from both sides.
1/4(x - 2) = 8
Multiply both sides by 4.
x - 2 = 32
Add 2 to both sides.
x = 34
[tex]\bf{\dfrac{1}{4}(x-2)+4=12 }[/tex]
Use the distributive property to multiply 1/4 times x−2.[tex]\bf{\dfrac{1}{4}x+\dfrac{1}{4}(-2)+4=12 }[/tex]
Multiply 1/4 and −2 to get -2/4.[tex]\bf{\dfrac{1}{4}x+\dfrac{-2}{4}+4=12 }[/tex]
Reduce the fraction -2/4 to its minimum expression extracting and canceling 2.[tex]\bf{\dfrac{1}{4}x-\dfrac{1}{2}+4=12 }[/tex]
Convert 4 to the fraction 8/2.[tex]\bf{\dfrac{1}{4}x-\dfrac{1}{2}+\dfrac{8}{2} =12 }[/tex]
Since -1/2 and 8/2 have the same denominator, add their numerators to add them together.[tex]\bf{\dfrac{1}{4}x+\dfrac{-1+8}{2 }=12 \ \ \longmapsto \ \ [Sum \ -1 \ and \ 8] }[/tex]
[tex]\bf{\dfrac{1}{4}x+\dfrac{7}{2 }=12 }[/tex]
Subtract 7/2 from both sides.[tex]\bf{\dfrac{1}{4}x=12-\dfrac{7}{2} }[/tex]
Convert 12 to the fraction 24/2.[tex]\bf{\dfrac{1}{4}x=\dfrac{24}{2}-\dfrac{7}{2} }[/tex]
Since 24/2 and 7/2 have the same denominator, subtract their numerators to subtract them.[tex]\bf{\dfrac{1}{4}x=\dfrac{24-7}{2} \ \ \longmapsto \ \ [Subtract \ 7 \ from \ 24] }[/tex]
[tex]\bf{\dfrac{1}{4}x=\dfrac{17}{2 }[/tex]
Multiply both sides by 4, the reciprocal of 1/4.[tex]\bf{x=\dfrac{17}{2}\times4 \ \longmapsto \ \ x=\dfrac{17\times4}{2} \ \ \ [Multiply \ 17 \ and \ 4.] }[/tex]
[tex]\bf{x=\dfrac{68}{2} \ \ \longmapsto \ \ \ [Split] }[/tex]
[tex]\red{\boxed{\bf{\blue{Answer \ \ \longmapsto \ \ x=34}}}}[/tex]
Skandar(-1)X 12 times=(-1) to the 12th power. Will these products be negative or positive?
[tex](-1)x\times(-1)^{12}\implies -x\times(-1)^{2+2+2+2+2+2} \\\\\\ -x\times(-1)^2 (-1)^2 (-1)^2 (-1)^2 (-1)^2 (-1)^2 \implies -x\times 1\cdot 1\cdot 1\cdot 1\cdot 1\cdot 1\implies -x[/tex]
bear in mind that any value raised to an even power, will always positivize.
The infant has apgar scores of 7 at 1 minute and 9 at 5 minutes. what is the indication of this assessment finding?
An infant may have had birthing complications that reduced the amount of oxygen in her blood if her Apgar score ranges from 7 at 1 minute to 9 at 5 minutes. In this situation, the hospital nurses will most likely vigorously dry her with a towel while holding oxygen under her nose.
What are Apgar scores?The Apgar score is a recognized and practical way to report on the newborn baby's condition right after birth and their reaction to resuscitation, if necessary. One's particular neonatal mortality or neurologic prognosis cannot be predicted by the Apgar score alone, nor can it be regarded as a result of suffocation. It should also not be utilized to do so. An infant's spontaneous breathing score and the Apgar score given after resuscitation are not the same thing. An enhanced Apgar score reporting form that takes into account concurrent resuscitative treatments is encouraged by both the American Academy of Pediatrics and the American College of Obstetricians and Gynecologists.
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8.) What is the circumference of a circle?
It is the perimeter of the circle?
It is the area of the circle?
Answer:
[tex]\large\boxed{\textsf{The Circumference is the Perimeter of the circle.}}[/tex]
Step-by-step explanation:
[tex]\textsf{We are asked to identfy what the Circumference is.}}[/tex]
[tex]\Large\underline{\textsf{What is the Circumference?}}[/tex]
[tex]\textsf{The Circumference is a fancy word to describe the sum of the arcs of a circle.}[/tex]
[tex]\textsf{The total of the area 'on' the circle is commonly referred to as the Perimeter.}[/tex]
[tex]\mathtt{Circumference = (diameter)\pi }[/tex]
Which equation is true when c = 3?
2c + 8 = 31
35 − 5c = 32
9 − 6c = 0
4c + 8 = 20
Answer:
4c + 8 = 20
Step-by-step explanation:
To find which equation is true, we have to plug 3 into x in each equation.
2c + 8 = 31
Plug in 3 into c
2(3) + 8 = 31
6 + 8 = 31
14 = 31
Since 14 doesn't equal 31, this equation isn't true.
35 − 5c = 32
Plug in 3 into c
35 − 5(3) = 32
35 - 15 = 32
20 = 32
Since 20 doesn't equal 32, this equation isn't true.
9 − 6c = 0
Plug in 3 into c
9 − 6(3) = 0
9 − 18 = 0
-9 = 0
Since -9 doesn't equal 0, this equation isn't true.
4c + 8 = 20
Plug in 3 into c
4(3) + 8 = 20
12 + 8 = 20
20 = 20
Since 20 equals 20, this equation is true.
Have a lovely rest of your day! :)
22 17 25 41 39 4
Work out the difference between the two prime numbers in the list above.
The difference between the two prime numbers 17 and 39 is 22.
What are referred as the prime numbers?Prime numbers are those who have only two factors: 1 and the number on its own.
A prime number is a number greater than one with precisely two factors, i.e., 1 as well as the number itself. For example, the number 7 has only two factors: 1 and 7. As a result, it is a prime number. However, the number 6 has four factors: 1, 2, 3, and 6. It is a composite numbers.A prime number is one that is the whole number larger than one.It has only two factors: 1 and the number it's own.There's only the one even prime number: 2.Such a two prime numbers always are co-prime numbers.Every number can be represented as a prime number product.For the number given:
22 17 25 41 39 4
The two primes numbers are 17 and 39.
The difference is 39 - 17 = 22.
Thus, the difference between the two prime numbers is 22.
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Roslan had a total of 50$ in 10-cents coins,20- cent coins and 50-cents coins .the value of his 10- cents coins was 30% of the total value of all his coins.the value of his 20-coins wad 28% of the total value of all his coins. what was the value of his 50-cents coins?
The value of 50-cents coins is $21, the value of 10-cents coins is $15 and the value of the 20-cents coins is $14.
Percentage of the number:
Percentage is defined as the a number or ratio that can be expressed as a fraction of 100.
If we have to calculate percent of a number, divide the number by the whole and multiply by 100.
Given,
Roslan had a total of 50$ in 10-cents coins,20- cent coins and 50-cents coins.
The value of his 10- cents coins was 30% of the total value of all his coins.
The value of his 20-cents coins was 28% of the total value of all his coins.
Here we need to find the value of 50-cent coins.
We know that,
Total value = $50
So the value of 10-cent coins
=> 30% × $50 = $15
Then the value of 20-cent coins
=> 28% × $50 = $14
Through the known values of 10-cents and 20-cents we have calculate the value of 50-cents coins as,
=> $50 – $15 – $14 = $21
Therefore, the value of 50-cents coins is $21.
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637,982 + 2,819 i need it
Answer: 640801
Step-by-step explanation: Simply add both together, 637,982 plus 2819.
Answer:
637, 982 + 2,819 = 640,801
solve the question 3/8x-1/4=1/2
x=?
Answer:
Step-by-step explanation:
the answer is simply 2
A scale that allows us to rank individuals or objects, but not to say anything about the meaning of the differences between the ranks, is a(n)?
A scale that allows us to rank individuals or objects, but not say anything about the meaning of the differences between the ranks, is an ordinal scale.
What is an ordinal scale?An ordinal scale is one that allows us to rank individuals or objects without saying anything about the significance of the differences between the ranks. The ordinal scale is the second level of measurement that reports data ranking and ordering without determining the degree of variation between them. Cases in the same class are regarded as equivalent. Movie ratings, political affiliation, military rank, and other variables that use ordinal scales are examples."Movie ratings" is an example of an ordinal scale. Students in a class, for example, could rate a movie using the scale below.Therefore, a scale that allows us to rank individuals or objects, but not say anything about the meaning of the differences between the ranks, is an ordinal scale.
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Hi I need help solving and graphing this. Both in interval and set builder notation as well 4<2y+6<10
Answer:
Step-by-step explanation:
Graph the equation. Plot at least five points on the graph and label them with their
coordinates.
3. (-1,-2), (0,-1), (1,0), (2,1), and (3,2)
3. (0,0), (-1,2), (1,2), (-2,4), and (2,4)
To complete bookshelves a customer at your store needs to purchase vertical brackets to attach to the wall the customer wants the shelving to be 9 ft high and 10 ft long the wall brackets come in 48 in and 60-in sections the 48-in sections cost $12.95 each the 60-in sections cost $16.95 each the brackets should be 1 ft from each end and no more than 24 inches apart what will be the total cost of the brackets before tax
The total cost of the brackets before tax = $89.70
Height = 9 feet
length = 10 feet
Wall brackets come in 48-in cost $12.95 and 60-in costing $16.95
Distance of brackets from ends = 1 foot
Maximum distance between brackets = 24 inches
The brackets are:
48/12= 4feet, and 60/12 = 5feet
One of each must be used to cover the height of the shelf.
The length of the shelf is 60 inches
On subtracting 1 foot from each side of the allowance we get, 60-2 = 58-in
Then dividing by 24 we get
58/24 ≈3
The Total cost = (12.95 + 16.95)×3
= $89.70
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6/7 x 2 2/14 please answer my question and tell me how to get the answer
Answer:
90/49
Step-by-step explanation:
you want to convert 2 2/14 into 30/14 (2 x 14 is 28, 28 + 2=30)
reduce 30/14 into 15/7 by dividing by 2
multiply 6 x 15 and 7 x 7
90/49 is the answer and you cannot reduce it so that's the answer
What is 166.44 dived by 4. PLEASE USE LONG DIVISION. The person who USES LONG DIVISION TO GET THE ANSWER GETS 10 points and brainiest.
Answer:
41.61
Step-by-step explanation:
Just divide.
[tex]\begin{matrix}4\overline{|\smallspace166.44}\:\:\:\:\:\:\:\end{matrix}[/tex]
Answer: We have the equation:
166.44 ÷ 4 = 41.610
Calculated to 3 decimal places.
0 4 1. 6 1 0
4 1 6 6. 4 4 0
− 0
1 6
− 1 6
0 6
− 4
2 4
− 2 4
0 4
− 4
0 0
− 0
0
Step-by-step explanation: hope this helps
Help please this is kinda hard and important for me.
Applying the angle relationship, the measures of the angles are:
m<a = 126°
m<b = 54°
m<c = 126°
m<d = 54°
m<e = 126°
m<f = 54°
m<g = 126°
What are Angles formed by Transversal and Parallel Lines?The diagram shows different angles that are formed when a transversal crosses two parallel lines. To find the measure of the missing angles, we would apply the angle relationship.
m<a = 180 - 54 [linear pair]
m<a = 126°
m<b = 54° [vertical angles pair]
m<c = m<a [vertical angles pair]
m<c = 126°
m<d = 54° [corresponding angles]
m<e = m<a [corresponding angles]
m<e = 126°
m<f = m<d [vertical angles pair]
m<f = 54°
m<g = m<e [vertical angles pair]
m<g = 126°
Therefore, applying the angle relationship, the measures of the angles are:
m<a = 126°
m<b = 54°
m<c = 126°
m<d = 54°
m<e = 126°
m<f = 54°
m<g = 126°
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Ricky has some cookies. he ate 1/8 of his cookies and an additional 14 cookies on friday. he then ate 3/10 of the remaining cookies and an additional 24 cookies on saturday. he ate 40 cookies on sunday and had 34 cookies left. how many cookies did ricky have at first?
Ricky had 176 cookies initially
Let Ricky has x number of cookies
Cookies left after he ate 1/8 of his cookies and additional 14 cookies:
x - (1/8x + 14)
Cookies left after he ate 3/10 of the remaining cookies and an additional 24 cookies on Saturday:
x - (1/8x + 14) - 3/10(x - (1/8x + 14)) + 24)
Cookies left after he ate 40 more cookies on Sunday
x - (1/8x + 14) - 3/10(x - (1/8x + 14)) + 24) - 40 ------(1)
Cookies left with him at the end = 34
Therefore, equating equation (1) with 34
(7/10)((7x/8) - 14) - 64 = 34
x = 176
Thus Ricky had 176 cookies intially
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1) 6х - 4 = 5х - 11 ; ??
2) 0,3( х -2) = 0,6 + 0,2(х+4) ; ??
Answer:
1 ans
Step-by-step explanation:
6x - 4 = 5x-11
6x- 5x = -11+ 4
x = -7
what is the equation in point-slope form of the line passing through (0, 5) and (−2, 11)? (1 point) y − 5
y - 11 = -3 ( x + 2) is the equation in point-slope form of the line .
What is slope ?
The inclination of a line with respect to the horizontal is measured numerically. The ratio of the vertical to the horizontal distance between any two points on a line, ray, or line segment is known as its slope in analytic geometry ("slope equals rise over run").Given points : (0, 5) and (−2, 11)
Slope of the line passing through given points
[tex]m = \frac{y_{2}- y_{1} }{x_{2} - x_{1} } = \frac{11 - 5}{-2 - 0} = \frac{6}{-3} = -3[/tex]
Thus, slope of line passing through given points m=-3
We know that the equation of a line passing through points ( x₀ , y₀) with slope 'm' is ( y - y₀ ) = m(x - x₀)
Thus, equation of a line passing through (−2, 11) with slope m=-3 will be
( y - 11 ) = -3 ( x - (-2))
y - 11 = -3 ( x + 2)
Hence, the equation of line is y - 11 = -3 ( x + 2).
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please help me out with 2, 5, 8, 9, 7, and 10!
Considering the condition for a relation to be a function, we have that:
These items represent functions: 2, 5, 9, 10B.These items do not represent functions: 7, 8, 10A.When does a relation represents a function?A graph represents a function if each value of the input is mapped to only one value of the output.
When does a graph represents a function?A graph represents a function if it has no vertically aligned points, that is, each value of x is mapped to only one value of y.
Hence:
The table in item 2 represents a function, as each value of x is mapped to only one value of y.The relation in item 5 represents a function, as each value of x is mapped to only one value of y.The table in item 7 does not represent a function, as the input -4 is mapped to two outputs, -2 and 2.The relation in item 8 does not represent a function, as the input 1 is mapped to two outputs, -1 and 1.The graph in item 9 represents a function, as it has no vertically aligned points.The table A in item 10 does not represent a function, as the input -9 is mapped to multiple(four) outputs.The table B in item 10 represents a function, as each value of x is mapped to only one value of y.More can be learned about relations and functions at https://brainly.com/question/12463448
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Which number is greater,
23
×
10
3
or
11
×
10
4
? How do you know? Show your work and explain your steps.
Answer:
Answer: 11x10^4 is greater. Step-by-step explanation: 23x10^3 = 23x10x10x10 = 23000. 11x10^4 = 11x10x10x10x10 = 110000. 110000 is greater than 23000.
Step-by-step explanation:
cos
express [tex]\frac{5x^{2} +20x+16}{x(x+1)^{2} }[/tex] in partial fractions
Answer:
[tex]\dfrac{5x^2+20x+16}{x(x+1)^2} & \equiv \dfrac{16}{x}-\dfrac{11}{(x+1)}-\dfrac{1}{(x+1)^2}[/tex]
Step-by-step explanation:
When writing an algebraic fraction as an identity, if its denominator has repeated linear factors, the power of the repeated factor indicates how many times that factor should appear in the partial fractions.
Write out the fraction as an identity:
[tex]\begin{aligned}\dfrac{5x^2+20x+16}{x(x+1)^2} & \equiv \dfrac{A}{x}+\dfrac{B}{(x+1)}+\dfrac{C}{(x+1)^2}\\\\\implies \dfrac{5x^2+20x+16}{x(x+1)^2} & \equiv \dfrac{A(x+1)^2}{x(x+1)^2}+\dfrac{Bx(x+1)}{x(x+1)^2}+\dfrac{Cx}{x(x+1)^2}\\\\\implies 5x^2+20x+16 & \equiv A(x+1)^2+Bx(x+1)+Cx\end{aligned}[/tex]
Calculate the values of A and C using substitution:
[tex]\begin{aligned}\textsf{When }x=0 \implies 16 & =A(1)+B(0)+C(0) \implies A=16\\\\\textsf{When }x=-1 \implies 1 & =A(0)+B(0)+C(-1) \implies C=-1\end{aligned}[/tex]
Substitute the found values of A and C and expand the identity:
[tex]\begin{aligned}\implies 5x^2+20x+16 & \equiv 16(x+1)^2+Bx(x+1)-x\\& \equiv 16x^2+32x+16+Bx^2+Bx-x\\& \equiv (16+B)x^2+(31+B)x+16\\\end{aligned}[/tex]
Compare the coefficients of the x² term to find B:
[tex]x^2 \textsf{ term } \implies 16+B =5\implies B & =-11[/tex]
Replace the found values of A, B and C in the original identity:
[tex]\dfrac{5x^2+20x+16}{x(x+1)^2} & \equiv \dfrac{16}{x}-\dfrac{11}{(x+1)}-\dfrac{1}{(x+1)^2}[/tex]
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Someone please help me
Answer:
Please see the picture below. You were on the right track. You were just off in letter A.
Step-by-step explanation:
Write an expression for the area of a rectangle if the length is 2x^2-3x+1 and the width is x-2.
The expression for the area of a rectangle is [tex]2x^3-7x^2+6x-2[/tex].
It is given in the question that the length of the rectangle is [tex]2x^2-3x+1[/tex] and width is (x - 2).
We have to find a expression for the area of a rectangle.
We know that,
Area of a rectangle = l * b
Where,
l represents the length of the rectangle
b represents the breadth of the rectangle
Hence, using the data given in the question, we can write,
Area of a rectangle = [tex](2x^2-3x+1)*(x-2)[/tex]
Area of a rectangle = [tex](2x^3)+(-4x^2)+(-3x^2)+(6x)+(-2)[/tex]
Area of a rectangle = [tex]2x^3-7x^2+6x-2[/tex]
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Use cross products to solve the proportion.
StartFraction 4 over 3 EndFraction = StartFraction x over 12 EndFraction
1. Use cross products: (4)(12) = 3x
2. Multiply: 48 = 3x
3. Divide both sides by 3:
= x
drawing.
According to the cross product, The value of x in the expression becomes 16.
According to the statement
We have to find that the value of the expression.
So, For this purpose, we know that the
Cross product is a binary operation on two vectors in three-dimensional space.
From the given information:
The expression is a
StartFraction 4 over 3 EndFraction = StartFraction x over 12 EndFraction
IN simple words, it becomes:
4/3 = x/12
Then we have to find the value of the x then
4/3 = x/12
Now cross multiply each other then
4 =3x/12
3x = 48
Then
x = 48/3
x = 16.
So, According to the cross product, The value of x in the expression becomes 16.
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i need help with this
The answer will be : x = -- 3y -- 9
⇒ -2 (x + 3y) = 18
⇒ -(2x + 2 * 3y) = 18
⇒ -(2x + 6y) = 18
⇒ (-2x -6y) + 6y = 18 + 6y
⇒ -2x -6y + 6y = 6y + 18
⇒ -2x = 6y + 18
⇒ [tex]\frac{2x}{2} = \frac{-6y + 18}{2}[/tex]
⇒ [tex]x = \frac{-(2*3)y + (2*3)^{2} }{2}[/tex]
⇒ [tex]\frac{-2*3\frac{2*3y}{2*3} + \frac{(2*3)^{2} }{2*3} }{2}[/tex]
⇒ [tex]x = \frac {2*3(y + (3)^{2 - 1}) }{2}[/tex]
⇒ [tex]x = \frac{-2*3(y + 3)}{2}[/tex]
⇒ x = -[3(y + 3)]
⇒ x = (3y + 3*3)
⇒ x = -(3y + 9)
⇒ x = - 3y - 9
WORKING NOTES :
-2 (x + 3y) = 18
[We must multiply a term and an expression in order to enlarge this word.
We'll utilize the following product distributive property:
A(B + C) = AB + AC
⇒ -(2x + 2 * 3y) = 18
The final expression, in this case, will have two terms:
The first term is a product of '2' and 'x'
the second term is a product of '2' and '3y'.]
In this term, numerical components have been multiplied.
⇒ -(2x + 6y) = 18
We must group all the variable terms on one side of the equation and all the constant terms on the other in order to solve this linear equation.
⇒ (-2x -6y) + 6y = 18 + 6y
Here, the '-' (minus) term, -6y will be moved to the right side.
When a term "moves" from one side of the equation to the other, you'll notice that its sign changes.
Parentheses around expressions must be eliminated.
Each term in the expression changes sign if a negative sign is placed in front of it. Otherwise, the expression stays the same.
There is no negative sign in the situation.
⇒ -2x -6y + 6y = 6y + 18
In order to join like terms in this expression, we must first sum all of the numerical coefficients and, if necessary, replicate the literal section.
Nothing in a number suggests a value of 1.
There is just one set of related terms: -6y, 6y.
⇒ -2x = 6y + 18
We must eliminate the coefficient that multiplies the variable in this linear equation in order to isolate it.
If both sides are divided, then the coefficient must be removed (-2)
⇒ [tex]\frac{2x}{2} = \frac{-6y + 18}{2}[/tex]
We must simplify this fraction to its simplest form.
To do this, divide the variables that occur in both the numerator and the denominator.
The common factor, in this case, is 2.
⇒ [tex]x = \frac{-(2*3)y + (2*3)^{2} }{2}[/tex]
We must consider the GCF (Greatest Common Factor).
The GCF and the original expression, split by the GCF, provide the final term.
⇒ [tex]\frac{-2*3\frac{2*3y}{2*3} + \frac{(2*3)^{2} }{2*3} }{2}[/tex]
GCF in this case is 2*3.
The fraction [tex]\frac{2*3y}{2*3}[/tex] must be lowered to its simplest form. To do this, divide the variables that occur in both the numerator and the denominator.
Here, the common factor is 2*3.
⇒ [tex]x = \frac {2*3(y + (3)^{2 - 1}) }{2}[/tex]
The expression must be lowered to its simplest form.
Driving out the components that exist in both the numerator and the denominator will accomplish this.
2*3 is a common factor.
⇒ [tex]x = \frac{-2*3(y + 3)}{2}[/tex]
Numerical terms in the factor {y + (3²⁻¹)} is added which makes it (y + 3)
The fraction will then be broken down into its smallest terms next.
To do this, divide the variables that occur in both the numerator and the denominator.
2 is the common factor.
⇒ x = -[3(y + 3)]
⇒ x = -(3y + 3*3)
We must multiply a term and an expression in order to expand this term.
We'll utilize the following product distributive property:
A=AB+AC = A(B + C)
The final expression, in this case, will have two terms:
"3" and "y" are the product in the first term.
The second term is the result of the numbers 3 and 3.
⇒ x = -(3y + 9)
This term's numerical terms have been multiplied by three (3*3 = 9).
⇒ x = - 3y - 9
The parenthesis around expressions must be eliminated.
Each term in the expression changes sign if a negative sign is placed in front of it.
Otherwise, the expression stays the same.
The signs of the following two terms will now change. -(3y + 9) = - 3y - 9
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HELPPP
Solve for x and graph the solution on the number line below.
-x - 8 ≤ -15 and -18 ≤ -x - 8
The Solution in inequality form is 7 ≤ x ≤ 10.
The Solution in interval notation: [7,10].
What is the solution to the compound inequality?Given the data in the question;
-x - 8 ≤ -15 and -18 ≤ -x - 8
To solve, simplify the first part of the inequality by solving for x.
-x - 8 ≤ -15
Add 8 to both sides
-x - 8 + 8 ≤ -15 + 8
-x ≤ -7
Divide both sides by -1
Note that when dividing both sides of an inequality by a negative value, the inequality sign flips direction.
-x/-1 ≥ -7/-1
x ≥ 7
Next, simplify the second part of the inequality by solving for x
-18 ≤ -x - 8
Rewrite as
-x - 8 ≥ -18
Add 8 to both side
-x - 8 + 8 ≥ -18 + 8
-x ≥ -10
Divide both sides by -1
Note that when dividing both sides of an inequality by a negative value, the inequality sign flips direction.
-x/-1 ≤ -10/-1
x ≤ 10
Now, the intersection consist of the elements that are contained in both intervals.
The Solution in inequality form is 7 ≤ x ≤ 10.
The Solution in interval notation: [7,10].
Learn more about compound inequality here: https://brainly.com/question/20296065
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Error Analysis You and a friend are doing math homework together. You have to solve the equation 5x + 4x - 68 = 34 - 8x. Your friend arrives at the incorrect answer x = -2. Find the correct value of x. Then find the error your friend possibly made. X = What possible error could your friend have made to get x = -2? OA. Your friend should have added 68 to each side of the equation, but instead subtracted 68 from the right side. OB. Your friend should have added 8x to each side of the equation, but instead subtracted 8x from the left side. OC. Your friend should have added 5x and 4x to get a sum of 9x, but instead got a sum of 8x. *
please help. my math teacher is happy with my grade so im trying mu best to get it up. please answer this. it will help alot </3
Answer: x=6
Step-by-step explanation:
[tex]5x+4x-68=34-8x\\\\9x-68=34-8x\\\\9x-68+8x=34-8x+8x\\\\17x-68=34\\\\17x-68+68=34+68\\\\17x=102\\\\Divide \ both \ parts\ of\ the\ equation\ by\ 17:\\\\x=6\\[/tex]
Your friend should have added 68 to each side of the equation, but instead subtracted 68 from the right side.
[tex]17x=34-68\\17x=-34[/tex]
Divide both parts of the equation by 17:
[tex]x=-2[/tex]
