Answer:
16
Step-by-step explanation:
To solve this question,we will have to understand some symbols in mathematics...
For example,* means ×
/ Means÷
We have so many of them
So back to the question
2*2^3 means 2 multiply by 2 raise to the power of 3
So 2^3 is 8
Therefore,2*8 means 2×8
It equals to 16
Therefore the final answer is 16
I hope you understand it better now
Step-by-step explanation:
The system of equations for eq 1 which is 3x + y = 118 represents the Green High School which filled three buses(with a specific number of students identified as x) and a van(with a specific number of students identified as y) with a total of 118 students.
for eq 2; 4x + 2y = 164; represents Belle High School which filled four buses(with a specific number of students identified as x) and two vans(with a specific number of students identified as y) with a total of 164 students.
The solution represents the specific number of students in the buses and vans in eq1 and eq 2 with x being 36 students and y being 10 students.
substituting 36 for x and 10 for y in eq 1;
3(36) + 10 = 108 + 10 = 118 total students for Green High School
substituting 36 for x and 10 for y in eq2;
4(36) + 2(10) = 144 + 20 = 164 total students for Belle High school
To start set up a fraction with the f(x) on top and g(x) on bottom
(f/g)(x) = (4x - 4)/(x - 1) - This is the function that we are going to use
Plug in -4 for x
(f/g)(-4) = (4(-4) - 4)/(-4 - 1) = (-16 - 4)/(-5) = (-20)/(-5) = 4
So...
(f/g)(-4) = 4
Answer:
50.2 square cm
Step-by-step explanation:
Diameter = 8 cm
Radius = 8/2 = 4 cm
You may need to sit down with your parents or with your teacher and
go over how to add and subtract fractions.
1). "Perimeter" means the distance all the way around the square.
With a square, all 4 sides are the same length. With <u>this</u> square,
every side is 1-1/4 inches long.
Perimeter = length of all 4 sides= (1-1/4) + (1-1/4) + (1-1/4) + (1-1/4) =
(1 + 1 + 1 + 1) + (1/4 + 1/4 + 1/4 + 1/4) =
4 + 4/4 = <em>5 inches</em> .
2). (2-3/8) + (1-7/8) = (2 + 1) + (3/8 + 7/8) =
(3) + (10/8) =
3 + 1-1/4 = <em>4-1/4 .</em>
3). The difference is (1-1/6) minus (5/6) .
Before you start to do the subtraction, write the (1-1/6) as (7/6) .
Then the subtraction is (7/6) - (5/6) = 2/6 = <em>1/3</em> .
4). This one is almost the same kind of problem as #3.
It's another subtraction.
If you need (2-1/4) all together, and you already have (1-3/8),
then the amount you still have to find, or borrow, or buy, is the
difference between those two numbers.
(2-1/4) minus (1-3/8) .
The trick is to write the (2-1/4) in some form that you'll be able to
subtract (1-3/8) from it. When I learned how to do that, it was called
'borrowing', but I think now it's called 'regrouping'.
We need to work on (2-1/4):
-- take 1 from the 2, and change it into fourths.
2-1/4 = 1 and 4/4 and 1/4 = 1 and 5/4
-- Now, take those 5/4, and turn them into eighths.
Each fourth makes 2 eighths. So 5/4 = 10/8.
Now, the (2-1/4) has turned into 1-10/8 .
We did NOT change the value. It's still the same amount
as 2-1/4 , but it's just written in a different way.
And now the subtraction is easy:
(2-1/4) minus (1-3/8) =
(1-10/8) minus (1-3/8) = (zero and 7/8).
You need <em>7/8 inch</em> more string than you already have.
