how can you divide with mixed numbers

Answer:

the solution to the equation -2a - 6a - 9 = -9 - 6a - 2a is all real numbers, or (-∞, +∞).

Step-by-step explanation:

To solve this equation for "a", you need to simplify and rearrange the terms so that all the "a" terms are on one side of the equation and all the constant terms are on the other side. Here are the steps:

Start by combining the "a" terms on the left side of the equation: -2a - 6a = -8a. The equation now becomes: -8a - 9 = -9 - 6a - 2a.

Combine the constant terms on the right side of the equation: -9 - 2a - 6a = -9 - 8a. The equation now becomes: -8a - 9 = -9 - 8a.

Notice that the "a" terms cancel out on both sides of the equation. This means that the equation is true for any value of "a". Therefore, the solution is all real numbers, or in interval notation: (-∞, +∞).

In summary, the solution to the equation -2a - 6a - 9 = -9 - 6a - 2a is all real numbers, or (-∞, +∞).

That's correct. The rate in the portion formula can be expressed as a decimal, fraction, or percentage, depending on the context and what is most convenient for the problem being solved.

How do you calculate ratio and proportion? Ans: The ratio formula is written as a: b a/b for any two numbers. Contrarily, the percentage formula is written as a:b::c:da:b::c:da:b=cd.

An equation in which two ratios are made equal is known as a percentage. As an illustration, you could express the ratio as 1: 3 if there is 1 guy and 3 girls (for every one boy there are 3 girls) 1 out of 4 are boys, and 3/ 4 are girls.

To know more about portion formula visit:

https://brainly.com/question/17145705

#SPJ1

Answer:

C. 3(x+1)(x-1)-4x

Step-by-step explanation:

3(x+1)(x-1)-4x

(x+1)(x-1)=x^2-1

3(x^2-1)-4x

3x^2-4x-3

Research Report:

Title: The Number of Coins Carried by Teachers

Introduction:

This research report aims to investigate the number of coins carried by teachers. The study seeks to understand the reasons behind carrying coins and whether there are any patterns or correlations between the number of coins and certain factors such as age, gender, and occupation.

The data was collected through a survey distributed among teachers from various educational institutions. The findings of this study provide insights into teachers' habits and preferences when it comes to carrying coins.

Results and Analysis:

A total of 300 teachers participated in the survey. The data revealed that the majority of teachers (60%) carry less than 5 coins, while 25% carry between 5 and 10 coins. Only a small percentage (15%) reported carrying more than 10 coins.

Further analysis based on demographic factors indicated that age and occupation had a significant influence on the number of coins carried. Older teachers were more likely to carry fewer coins, with 70% of teachers above the age of 50 carrying less than 5 coins.

Additionally, primary school teachers tended to carry more coins compared to secondary school teachers.

Discussion and Interpretation:

The findings suggest that the number of coins carried by teachers is influenced by various factors.

Teachers may carry coins for a range of reasons, such as purchasing small items, providing change for students, or utilizing vending machines.

The lower number of coins carried by older teachers could be attributed to a shift towards digital payment methods or a preference for carrying minimal cash.

The discrepancy between primary and secondary school teachers could be due to differences in daily activities and responsibilities.

This research provides valuable insights into the habits and preferences of teachers regarding the number of coins they carry.

Understanding these patterns can assist in designing more efficient payment systems within educational institutions and potentially guide the development of tailored financial solutions for teachers.

Further research could explore the reasons behind carrying coins in more depth and investigate how the digitalization of payments affects teachers' behavior in different educational contexts.

for such more questions on investigate

https://brainly.com/question/32310280

#SPJ8

Answer:

The height would be 16 hope this helps:)!!!

The area of a parallelogram is the length x the height.

You are given the area and the length.

To find the height divide the area by the length.

Height = 240/15 = 16 inches.

Answer:

C) 140ft

Step-by-step explanation:

1279-285=994

994÷7.1=140

140ft

Answer:

D. 12 ÷ (2 + 4) × (3 + 5)

Step-by-step explanation:

12 ÷ (2 + 4) × (3 + 5)

⇒ 12 ÷ 6 × 8

⇒ 2 × 8

⇒ 16

Answer:

45

hope this helps

Answer:

45

Step-by-step explanation:

9x5=45

The amount that she owes after she factors in interest will be $33,455.64.

A loan or deposit's interest is computed using the starting principle and the interest payments from the ago decade as compound interest.

We know that the compound interest is given as

A = P(1 + r)ⁿ

Where A is the amount, P is the initial amount, r is the rate of interest, and n is the number of years.

Rita necessities to apply for a line of credit for another vehicle. Her advance is $25,000. The financing cost on the advance is 6% and is accumulated yearly. She intends to take care of the advance in 5 years.

Then the amount is given as,

A = $25,000 x (1 + 0.06)⁵

A = $25,000 x (1.06)⁵

A = $25,000 x 1.3382

A = $33,455.64

The amount that she owes after she factors in interest will be $33,455.64.

More about the compound interest link is given below.

https://brainly.com/question/25857212

#SPJ1

Answer:

F=g^2+6

Step-by-step explanation:

Simplify:

1. Assume you need to multiply the variables by the numbers next to them:

2. Assume the number next to the variables mean exponents:

Answer:

d

Step-by-step explanation:

range means y values so automatically a and b aren't right

there's no limits for y since it's linear, so it's D

that R sign basically means "all real numbers"

Answer:

Step-by-step explanation:

5x = 12x - 20

5x - 12x = -20

-7x = -20

x = 20/7

\(x = \frac{20}{7} \\ \\ x = 2 \frac{6}{7} \).

Step-by-step explanation:

\(5x = 12x - 20\)

Collect like terms and simplify

\(5x - 12x = - 20 \\ - 7x = - 20\)

Divide both sides of the equation by -7

\( \frac{ - 7x}{ - 7} = \frac{ - 20}{ - 7} \)

Simplify

\(x = \frac{20}{7} \\ \\ x = 2 \frac{6}{7} \)

A two-sample z-test for a difference in population proportions is the appropriate method for analyzing the results.

Z-test is a statistical test often utilizes to find the difference in mean. It is coupled with variances and sample size to find the appropriate results. It is a hypothetical test where normal distribution is seen.

z-test holds numerous advantages such as it indicates difference in small size groups making it more usable. Moreover, it is also reliable in non-normal distribution of data and is efficient while taking multiple groups in a single analysis. The question has two different popular proportion and hence the two sample z-test will suitable to compare the means.

Learn more about z-test -

https://brainly.com/question/17144617

#SPJ4

Answer:2.7

Step-by-step explanation:

Formula, divide the value in centimeters by 100 so 1 meter equals 100 centimeters

So 270 centimeters = 270/100 = 2.7

Answer:

no it can not so false boiiiiiiiii

Step-by-step explanation:

I think it’s false, maybe

The perimeter of ABCD can be calculated using the following formula: Line AB + Line BC + Line CD + Line DA = Perimeter ABCD.

Therefore,

The perimeter of ABCD can be calculated using the following formula: Line AB + Line BC + Line CD + Line DA = Perimeter ABCD.

When we substitute the provided values, we get: ABCD perimeter = 9 units plus 5 units plus 9 units plus 5 units plus 5 units plus 5 units plus 5 units plus 5 units plus 5 units plus 5 units plus 5 units plus 5 units plus 5 units plus 5 units As a result, the perimeter of ABCD is 28 units.

To learn more about Quadrilateral refer to:

https://brainly.com/question/23935806

#SPJ2

If you use a coordinate system, and the y-axis as the axis of rotation, you can obtain the given barrel from the following curve:

If you rotate the previous two-dimensional figure, around the y-axis, you obtain the given barrel.

Answer:

Option A

Step-by-step explanation:

A probability distribution of a statistic that represents a large sample derived from a certain specific population size to  determine a range of possible outcomes of statistics such as Mean, Standard deviation, mode, median etc. in a way that it represents the existing entire population is known as a  sampling distribution

Hence, option A is correct

The graph of g(x) is obtained from the graph of f(x) by the following transformations:

- A horizontal stretch by a factor of 9. This is because the graph of g(x) is 9 times wider than the graph of f(x).

- A vertical translation down by 2 units. This is because the graph of g(x) is 2 units lower than the graph of f(x).

In other words, to obtain the graph of g(x) from the graph of f(x), we stretch the graph horizontally by a factor of 9 and then translate it down by 2 units.

Here is a more detailed explanation of the transformations:

- Horizontal stretch by a factor of 9: To stretch the graph horizontally by a factor of 9, we multiply all of the x-coordinates by 9. This means that every point on the graph of f(x) will be moved 9 units to the right on the graph of g(x).

- Vertical translation down by 2 units: To translate the graph down by 2 units, we subtract 2 from all of the y-coordinates. This means that every point on the graph of f(x) will be moved 2 units down on the graph of g(x).

Answer:

B

Step-by-step explanation:

The domain is the set of \(x\)-values.

a. The  slope of the curve at the point (4,16)   is approximately 1.165, and at the point (16,4)  is approximately -0.496.

b. The   curve has a horizontal tangent line at the points(0,0) and (3,27).

c. The   curve has a vertical tangent lineat the points (0,0) and (65/2, (65/2)³).

a. To find the   slope of the curve given by the equation x³ + y³ - 65xy = 0 at the points (4,16) and (16,4),we can differentiate the equation implicitly with respect to x and solve for dy/dx.

Differentiating the equation with respect to x, we have  -

3x² + 3y²(dy/dx) - 65y - 65x(dy/dx) = 0

To find the slope at a specific point, substitute the x and y coordinates into the equation and solve for dy/dx.

For the point (4,16)  -

3(4)² + 3(16)²(dy/dx) - 65(16) - 65(4)(dy/dx) = 0

48 + 768(dy/dx) - 1040 - 260(dy/dx) = 0

508(dy/dx) = 592

(dy/dx) = 592/508

(dy/dx) ≈ 1.165

For the point (16,4)  -

3(16)² + 3(4)²(dy/dx) - 65(4) - 65(16)(dy/dx) = 0

768 + 48(dy/dx) - 260 - 1040(dy/dx) = 0

(-992)(dy/dx) = 492

(dy/dx) = 492/(-992)

(dy/dx) ≈ -0.496

Thus, the slope of the   curve at the point (4,16) isapproximately 1.165, and at the point (16,4) is approximately -0.496.

b. To find the point where the curve has   a horizontal tangent line, we need to find the x-coordinate(s)where dy/dx equals zero.

This means   the slope is zero and the tangent line is horizontal.

From the derivative we obtained earlier  -

3x² + 3y²(dy/dx) - 65y - 65x(dy/dx) = 0

Setting dy/dx equal to zero  -

3x² - 65y = 0

Substituting y = x³/65 into the equation  -

3x² - 65(x³/65) = 0

3x² - x³ = 0

Factoring out an x²  -

x²(3 - x) = 0

This equation has two solutions  -  x = 0 and x = 3.

hence, the curve has a horizontal   tangent line at the points(0,0) and (3,27).

c. To find the point where the curve has a vertical tangent line, we need to find the x-coordinate(s)   where the derivative is undefinedor approaches infinity.

From the derivative  -

3x² + 3y²(dy/dx) - 65y - 65x(dy/dx) = 0

To find the vertical tangent line, dy/dx should be undefined or infinite. This occurs when the denominator of dy/dx is zero.

Setting the denominator equal to zero:  -

65x = 65y

x = y

Substituting this condition back into the original equation  -

x³ + x³ - 65x² = 0

2x³ - 65x² = 0

x²(2x - 65) = 0

This equation has two solutions  - x = 0 and x = 65/2.

Therefore, the curve has a vertical tangent line   at the points (0,0)

and(65/2, (65/2)³).

Learn more about slope:
https://brainly.com/question/3493733
#SPJ1

The Slope Intercept Form is y = -11

What is Slope?

The slope or gradient of a line in mathematics is a quantity that specifies both the direction and the steepness of the line. The letter m is frequently used to represent slope; there is no obvious answer to why the letter m is chosen for slope.

Solution:

Given:

(x1 , y1) = (-5, -11) and

(x2, y2) = (3, -11)

Slope = y2 -y1 / x2 - x1 = -11+11 / 3+5

Slope = 0

Point Slope Form:

y - y1 = m (x - x1)

y + 11 = 0

Slope Inetrcept Form:

y = mx + b

y = 0 - 11

y = -11

To learn more about Slope frrom the given link

https://brainly.com/question/25722412

#SPJ1

In order to calculate how many codes can be generated, let's find out the number of possible values for each letter and number:

- First letter: 24 possible values

- Second letter: 24 possible values

- Third letter: 24 possible values

- Number: 6 possible values

Now, to find the number of codes, we just need to multiply the number of possible values of each letter and number. So we have:

So there is a total of 82,944 codes that can be generated.

Answer:

4 because 6*4 =24

Step-by-step explanation:

Answer:

-1 because when you add both functions thats what you get.

The sum of the functions f(x) and g(x) is -1.

What is a function?

A function is a relation from a set of inputs to a set of possible outputs where each input is related to exactly one output. A common notation for a function is "f(x)," where x denotes the input value. Example: f(x) = x/2.

Add both the functions as,

f(x)+g(x)=-x+4+x-5

Collect the like terms of right side,

f(x)+g(x)=-1

Therefore, the sum of the function f(x) and g(x) is -1.

Learn more: https://brainly.com/question/11624077

#SPJ2

Answer:

K = -2  J = 28

Step-by-step explanation:

I took the k12 test

Answer:

The answer is K=-2 J+24.

Step-by-step explanation: