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Alecsey [184]
3 years ago
12

What is the solution to -2|2.2x - 3.3| = -6.6

Mathematics
2 answers:
lana66690 [7]3 years ago
7 0

Answer:

the answer would be x = 3, 0

Step-by-step explanation:

as much as I would like to, I'm really not that good at explaining things

Otrada [13]3 years ago
6 0

Answer:

that is the solution to the question

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How does statement reason work? Follow up question, how do I know which reason fits which statement? Another question, how do I
mina [271]
<h2>Explanation:</h2>

<em>Statement/Reason</em> is a method of presenting your logical thought process as you go from the "givens" in a problem statement to the desired conclusion. Each <em>statement</em> expresses the next step in the solution process. It is accompanied by the <em>reason</em> why it is true or applicable.

For example, if you have an equation that says ...

... x + 3 = 5

Your next "statement" might be

... x + 3 - 3 = 5 - 3

The "reason" you can make that statement is that the <em>addition property of equality</em> allows you to add the same quantity to both sides of an equation without violating the truth of the equality. You know this because you have studied the properties of equality and how they relate to the solution of equations.

In geometry (where you're more likely to encounter statement/reason questions), you know the statements you're allowed to make because you have studied the appropriate postulates and theorems. The "reason" is generally just the name of the applicable postulate or theorem. The "statement" is the result of applying it to your particular problem.

For example, if you have ∠ABC and ∠CBD, you might want to say (as part of some problem solution) ...

... m∠ABC + m∠CBD = m∠ABD

The reason you can say this is the <em>angle addition postulate</em>, which you have studied. It will tell you that the measures of non-overlapping angles with a common side and vertex can be added to give the measure of the angle that includes them both. (Many such postulates seem obvious, as this one does.)

_____

<em>Side comment on geometric proofs</em>

As you go along in geometry, you study and develop more and more theorems that you can use to find solutions to problems. Sometimes, you're required to use a restricted subset of the ones you know in order to prove others.

As an example, in some problems, you may be able to use the fact that the midline of a triangle is parallel to the base; in other problems, you may be required to prove that fact.

I sometimes found it difficult to tell which theorems I was allowed to use for any given problem. It may help to keep a list that you can refer to from time to time. Your list would tell you the name of the theorem, axiom, or postulate, and what the meaning of it is, and where it might be applied.

_____

<em>Which reason fits which statement?</em>

The "reason" is telling how you know you can make the statement you made. It is anwering the question, "what allows you to make that statement?"

<em>How do I form true statements?</em>

The sequence of statements you want to make comes from your understanding of the problem-solving process and the strategy for solution you develop when you analyze the problem.

Your selection of statements is informed by your knowedge of the properties of numbers, order of operations, equality, inequality, powers/roots, functions, and geometric relationships. You study these things in order to become familiar with the applicable rules and properties and relationships.

A "true" statement will be one that a) gets you closer to a solution, and b) is informed by and respects the appropriate properties of algebraic and geometric relations.

In short, you're expected to remember and be able to use all of what you have studied in math—from the earliest grades to the present. Sometimes, this can be aided by remembering a general rule that can be applied different ways in specific cases. (For me, in Algebra, such a rule is "Keep the equal sign sacred. Whatever you do to one side of an equation, you must also do to the other side.")

4 0
3 years ago
WILL MAKE BRAINLIEST!
gulaghasi [49]
The answers
1)-7
2)-1.5
3) 2
4 0
3 years ago
Solve by elimination
DiKsa [7]

2x-y=-8
+
y=2
2x=-6
x=-3
2*-3-y=-8
-6-y=-8
-y=-2

x=-3 and y=2
7 0
3 years ago
The sum of 5 consecutive odd numbers is 145. What is the third number in this sequence
vredina [299]

Answer: The 3rd number in the sequence is 29.

Step-by-step explanation: What we have is a sequence of “ODD” numbers and they are consecutive, which means they come one after another with regular intervals. We don’t have any of the numbers but we can start by saying ‘let x represent the first number in the sequence’

With this in mind, we can now assume all other four numbers in the sequence. Therefore if the 1st number is x, the 2nd number would be x + 2, and the the 3rd number would be x + 4, 4th number would be x + 6 while the 5th number would be x + 8.

The reason is that, every odd number is an addition of two to the previous odd number. For instance, if you start with 3, the next odd number would be 3+2 (5), and so on.

Therefore we can now write our consecutive odd numbers as follows;

x + (x + 2) + (x + 4) + (x + 6) + (x + 8)

Remember that all the numbers add up to 145. Therefore,

x + x + 2 + x +4 + x + 6 + x + 8 = 145

5x + 20 = 145

Subtract 20 from both sides of the equation

5x = 125

Divide both sides of the equation by 5

x = 25.

The first odd number is 25, which means the 3rd odd number is 25 + 4.

Therefore the 3rd odd number is 29.

5 0
3 years ago
What is the distance between -15 and 7
fomenos
22 i think idk sorry if i’m wrong
3 0
3 years ago
Read 2 more answers
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