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Oksi-84 [34.3K]
3 years ago
11

36÷(1-|2-7|)what's the answer?work​

Mathematics
1 answer:
KengaRu [80]3 years ago
3 0

Answer:

-9

Step-by-step explanation:

36 ÷ (1 - |2 - 7|) =

Start with the calculation inside the absolute value.

= 36 ÷ (1 - |-5|)

Now take the absolute value of -5 which is 5.

= 36 ÷ (1 - 5)

Do the operation inside the parentheses, 1 - 5 = -4.

= 36 ÷ (-4)

Finally divide. Remember that positive divided by negative is negative.

= -9

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A line passes through (8,2) and (11,-13) write the equation of thr line in standerd form
docker41 [41]

Answer:

Step-by-step explanation:

(8,2),(11,-13)

slope(m) = (-13 - 2) / (11 - 8) = -15/3 = -5

y = mx + b

slope(m) = -5

(8,2)...x = 8 and y = 2

now we sub and find b, the y int

2 = -5(8) + b

2 = -40 + b

2 + 40 = b

42 = b

so ur equation is : y = -5x + 42...now we need it in standard form

Ax + By = C

y = -5x  42

5x + y = 42 <====

8 0
4 years ago
I need answer ASAP I have 30 minutes and 3 more questions to answer. SHOW YOUR WORK PLEASE.
Gnom [1K]

Answer:

6 weeks

Step-by-step explanation:

6*5=30

100+30=130

20*6=120

120+10=130

130=130

5 0
3 years ago
Determine whether the relation is a function. Explain why or why not.
Vitek1552 [10]

This relation is a function. This is because no x value is repeated, so it passes the vertical line test.

Here is an example of where a relation is NOT a function:

{(2, 5), (3, –5), (2, 5), (5, –5)}

Hope this helps!

3 0
3 years ago
Jersey number is categorical or numerical
olga55 [171]
Numerical hope that helps
6 0
4 years ago
Please help I do not get
katen-ka-za [31]

Answer:

(a) 51%

(b) 41%

Step-by-step explanation:

We can simplify this problem down by realizing that the amount of girls over 200 will get us our percentage as a decimal.

Looking at this table, we can see that 30+72=102 girls were asked. So, 102\div200=0.51, and 0.51\cdot100=51.

We can also see that 30+52=82 people preferred video games, so 82\div200=0.41, and 0.41\cdot100=41.

Hope this helped!

8 0
3 years ago
Read 2 more answers
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