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snow_lady [41]
3 years ago
9

4(×+3)(3×-2)-3(×-1)(4×-1)=-27

Mathematics
1 answer:
Irina18 [472]3 years ago
3 0

example:Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3-5 = 3-3 = 1/33 = 1/27.

Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.

Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 times 108 and the population of the world as 7 times 109, and determine that the world population is more than 20 times larger.

Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology

Understand the connections between proportional relationships, lines, and linear equations.

Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Solve linear equations in one variable.

Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).

Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

Analyze and solve pairs of simultaneous linear equations.

Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.

Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.

Solve real-world and mathematicl problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line throug

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If a fraction is a negative should the negative sign be in the numerator denominator both or it doesn't matter
Angelina_Jolie [31]
Here's the rule for working with these things:

There are 3 signs associated with a fraction:
=> the sign of the numerator
=> the sign of the denominator
=> the sign of the whole fraction; (if the fraction were in
     parentheses, this sign would be written outside).

-- You can change any 2 of them without changing the value of the fraction.

-- Changing any 1 of them changes the effective sign.
___________________________________

Now, you said the fraction is negative.
So, let's start with the positive fraction, and see the different ways
that we could make it a negative fraction:

=> mark only the numerator negative
=> mark only the denominator negative
=> put parentheses around the fraction, and mark it negative outside

If you do any one of these things to a normal positive fraction,
it turns into a negative fraction.

Look at the choices you listed in the question:

-- in the numerator only ?  Yes.  That makes it a negative fraction.

-- in the denominator only ?  Yes. That makes it a negative fraction.

-- both ?  No.  That makes it the same as a positive fraction. 

-- put parentheses around the fraction, and a negative sign outside ?
   Yes.  This makes it a negative fraction.

-- it doesn't matter ?   No.  I hope you can see that it does matter.

Have I confused you ?
Is this more than you wanted to know ?
7 0
3 years ago
In how many ways can 4 boys and 4 girls sit around a circle table if all the boys sit together? (Rotations of the same arrangeme
Snezhnost [94]
There are 4! ways to sit the boys, and 4! ways to sit the girls.
Whether the boys sit to the left or the right of the girls don't matter, since it is a circular table AND rotations are not considered distinct arrangements.
So the total number of arrangements is the product of the two, namely n=4!4!.   (note: (4!)^2 or (four factorial) squared.
8 0
3 years ago
The ratio of the area of the shaded part to the unshaded part is______.
elena-14-01-66 [18.8K]

Answer: 1 : 3

Shaded area:

\Longrightarrow \sf  Length \ \times \  Breadth = \dfrac{x}{4}  \ \times \ x  \ = \ \dfrac{1}{4}x^2

Unshaded area:

\Longrightarrow \sf  Length \ \times \  Breadth = (x  - \dfrac{x}{4}) \ \times \ x  \ = \ \dfrac{3}{4}x^2

Ratio of shaded to unshaded:

\Longrightarrow \sf \dfrac{1}{4} x^2 \ : \ \dfrac{3}{4} x^2  =  1 : 3 \quad (simplified)

8 0
2 years ago
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