Properties of equality have nothing to do with it. The associative and commutative properties of multiplication are used (along with the distributive property and the fact of arithmetic: 9 = 10 - 1).
All of these problems make use of the strategy, "look at what you have before you start work."
1. = (4·5)·(-3) = 20·(-3) = -60 . . . . if you know factors of 60, you can do this any way you like. It is convenient to ignore the sign until the final result.
2. = (2.25·4)·23 = 9·23 = 23·10 -23 = 230 -23 = 207 . . . . multiplication by 4 can clear the fraction in 2 1/4, so we choose to do that first. Multiplication by 9 can be done with a subtraction that is often easier than using ×9 facts.
4. = (2·5)·12·(-1) = 10·12·(-1) = (-1)·120 = -120 . . . . multiplying by 10 is about the easiest, so it is convenient to identify the factors of 10 and use them first. Again, it is convenient to ignore the sign until the end.
5. = 0 . . . . when a factor is zero, the product is zero
It is D because us the given equation all you do is plug in the x values given on the chart
13xy^2-10xy-23=0
you first add the like terms and rewrite and thats how you get the answer
Answer:
7.706081948 lowecase10uppercase16
Step-by-step explanation:
I hope it helps u.
Answer:
answer is
Step-by-step explanation:
The number of students in order from least to greatest is 14<24<27<54
Step-by-step explanation:
Total students = 150
16% students play soccer
No. of students play soccer = 
9/25 play basketball
No. of students play basketball = 
 play football
No. of students play football = 
No. of students do not play anything = 14
The number of students in order from least to greatest is 14<24<27<54
