19-3=16
16/8=2
2x8+3=19
The answer is 2.
Answer:
D
Step-by-step explanation:
You would have to eliminate A because the students have not yet been to other school districts especially if it's every third. You would also have to eliminate B because well, there really isnt any other place to eat but the lunchroom because otherwise it might pose a problem, and with C it can be difficult but again, if we were to try to change something the time they take really has no impact. D would have to be the correct answer because every third student will have various favorite lunch items and will ultimately tell the school that the gross macaroni that is like...unedible is bad and needs to be taken out...immediatley.
The result of the square root of the equation A = 121 ft² is √A = 11 ft
<h3>What are square roots?</h3>
Square roots are numbers multiplied by itself to give another number
<h3>How to determine the square root?</h3>
The equation is given as:
A = 121 ft²
Take the square root of both sides
√A = √121 ft²
Evaluate the square root
√A = 11 ft
Hence, the square root of the equation A = 121 ft² is √A = 11 ft
Read more about square roots at:
brainly.com/question/98314
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5 hours and 30 minutes ya que ambos trabajaran la mitad del trabajo
9514 1404 393
Answer:
- x ≤ 4
- x > 10
- x ≤ -7
Step-by-step explanation:
We're guessing you want to solve for x in each case. You do this in basically the same way you would solve an equation.
1. 3x +2 ≤ 14
3x ≤ 12 . . . . . subtract 2
x ≤ 4 . . . . . . . divide by 3
__
2. -5 +2x > 15
2x > 20 . . . . . . add 5
x > 10 . . . . . . . . divide by 2
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3. -2x +4 ≥ 18
4 ≥ 18 +2x . . . . . add 2x
-14 ≥ 2x . . . . . . . subtract 18
-7 ≥ x . . . . . . . . . divide by 2
_____
<em>Additional comment</em>
The statement above that the same methods for solving apply to both equations and inequalities has an exception. The exception is that some operations reverse the order of numbers, so make the inequality symbol reverse. The usual operations we're concerned with are <em>multiplication and division by a negative number</em>: -2 < -1; 2 > 1, for example. There are other such operations, but they tend to be used more rarely for inequalities.
You will note that we avoided division by -2 in the solution of the third inequality by adding 2x to both sides, effectively giving the variable term a positive coefficient. You will notice that also changes its relation to the inequality symbol, just as if we had left the term where it was and reversed the symbol: -2x ≥ 14 ⇔ -14 ≥ 2x ⇔ x ≤ -7 ⇔ -7 ≥ x
