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OLga [1]
1 year ago
6

Can someone help me with one pleaseT (ToT)

Mathematics
2 answers:
liberstina [14]1 year ago
6 0

Step-by-step explanation:

can't you see it ?

the goal is always to get the variable on one side, and everything else on the other side.

1. step : add 1 to both sides to get rid of the free constant "-1" on the side of the variable.

2. step : multiply both sides by -2 to get rid of the "-1/2" factor that binds 5x and -8 into one term.

3. step : add 8 to both sides to get rid of the now free constant "-8" on the side of the variable.

4. step : divide both sides by 5 to finally have only the variable on the left side giving us the solution of the equation.

remember, we always have to do every change on both sides of the equation to keep the original balance and information of the equation.

uysha [10]1 year ago
5 0

Answer:

Add 1 to both sides.

Multiply both sides by -2.

Add 8 to both sides.

Divide both sides by 5.

Step-by-step explanation:

<u>Step 1</u>

-\dfrac{1}{2}(5x-8)-1=6\quad \quad \textsf{Write the equation.}

<u>Step 2</u>

-\dfrac{1}{2}(5x-8)=7 \quad \quad \textsf{Add 1 to both sides.}

This is called the <u>Addition Property of Equality</u>.  When the same number is added to both sides of an equation, the two sides remain equal.

\implies -\dfrac{1}{2}(5x-8)-1+1=6+1

\implies -\dfrac{1}{2}(5x-8)=7

<u>Step 3</u>

5x-8=-14 \quad \quad \textsf{Multiply both sides by -2.}

This is called the <u>Multiplication Property of Equality</u>.  When both sides of an equation are multiplied by the same number, the two sides remain equal.

\implies -2 \cdot -\dfrac{1}{2}(5x-8)=-2 \cdot 7

\implies 5x-8=-14

<u>Step 4</u>

5x=-6 \quad \quad \textsf{Add 8 to both sides.}

This is called the <u>Addition Property of Equality</u>.  When the same number is added to both sides of an equation, the two sides remain equal.

\implies 5x-8+8=-14+8

\implies 5x=-6

<u>Step 5</u>

x=-\dfrac{6}{5} \quad \quad \textsf{Divide both sides by 5.}

This is called the <u>Division Property of Equality</u>.  When both sides of an equation are divided by the same number, the two sides remain equal.

\implies \dfrac{5x}{5}=\dfrac{-6}{5}

\implies x=\dfrac{-6}{5}

<u>Conclusion</u>

<u></u>

<u />\begin{aligned}-\dfrac{1}{2}(5x-8)-1 & =6 & \quad \quad& \textsf{Write the equation.}\\\\-\dfrac{1}{2}(5x-8) & =7 & & \boxed{\textsf{Add 1 to both sides.}}\\\\5x-8 & =-14 & & \boxed{\textsf{Multiply both sides by -2.}}\\\\5x & =-6 & & \boxed{\textsf{Add 8 to both sides.}}\\\\x & =-\dfrac{6}{5} & & \boxed{\textsf{Divide both sides by 5.}}\\\end{aligned}

Learn more about Property Laws here:

brainly.com/question/28255621

brainly.com/question/28210762

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Answer:

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3 years ago
Landon finds that the school cafeteria has 8,000 milliliters of grape juice, 4.2 liters
KengaRu [80]

Answer:

1) Part A)

Liters    Mililiters

  1            1,000

  5           5,000

  8           8,000

 14          14,000

2) Part B)

One way to convert 4.2 liters to milliliters is to <u>   multiply   </u> the number of liters by the number of milliliters in 1 liter. This means there are <u>   4,200   </u>milliliters in 4.2 liters. The cafeteria has the greatest amount of  <u>   orange   </u>juice, the second greatest amount of    <u>     grape     </u> juice, and the least amount of <u>    cranberry     </u>juice.

Explanation:

<u>1) Data:</u>

  • Grape juice: 8,000 mililiters
  • Cranberry juice: 4.2 liter
  • Orange juice: 12,000 mililiters

  • There are 1,000 mililiers in 1 liter

<u>2) Part A:</u>

<u>Table:</u>

The table is garbled. This is what the tables could look like:

Liters    Mililiters

  1            1,000

  5           5,000

  8           8,000

 14          14,000

You can see that the table shows a direct relationship between the number of mililiters and the number of liters:

  • 1,000/1 = 1,000
  • 5,000/5 = 1,000
  • 8,000/8 = 1,000
  • 14,000/14 = 1,000
  • number of mililiters / liters = 1,000

<u>3) Part B)</u>

Fill in the blanks to explain how Landon can convert 4.2 liters of cranberry juice to mililiters so he can compare the amounts of the different juices:

i) One way to convert 4.2 liters to milliliters is to <u>   multiply   </u> the number of

liters by the number of milliliters in 1 liter.

  • As demonstrated above there is a direct relationship between the number of mililiters and the number on liters, then you must multiply the number of liters by the proportionality constant to find the number of mililiters.

ii) This means there are <u>   4,200   </u>milliliters in 4.2 liters.

  • That is the product 4.2 × 1,000 = 4,200.

iii) The cafeteria has the greatest amount of  <u>   orange   </u>juice, the second greatest amount of    <u>     grape     </u> juice, and the least amount of <u>    cranberry     </u>juice.

Rank the amounts:

  • 12,000    >    8,000    >    4,200

            ↑                   ↑                   ↑

       orange            grape        cranberry

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3 years ago
Solve -5(3n + 4) = 40.
Sveta_85 [38]
N=-4
Distribute the -5
-15n-20=40
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Answer:

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18 x 40 = 720

400 x 720 = 288,000 cm^{2} (area of the bedroom)

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3 years ago
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Please answer, will choose brainliest
Vikentia [17]
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