That could take a long time!

There is the whole family of a/10 - b/10 where a = b + 3

Eg 4/10 - 1/10, 5/10 - 2/10, 6/10 - 3/10 etc

Or you could get sneaky with 5/6 - 8/15, 27/40 - 3/8, 1/2 - 1/5, etc

There are an infinite number of fraction pairs with a difference of 3/10

Start with a multiple of 10 on the denominator eg 50 =5 x 10

Now pick numerators with a difference of 5 x 3 eg 11 and 26

This will give you 26/50 - 11/50 = 13/25 - 11/50 = 3/10

You will get more fun problems if you avoid relatively prime fractions so they will simplify

Eg denominator 60, numerator difference 18.

59/60 - 41/60 = 3/10 is not nearly as much fun as 45/60 - 27/60 = 3/4 - 9/20 = 3/10

There is the whole family of a/10 - b/10 where a = b + 3

Eg 4/10 - 1/10, 5/10 - 2/10, 6/10 - 3/10 etc

Or you could get sneaky with 5/6 - 8/15, 27/40 - 3/8, 1/2 - 1/5, etc

There are an infinite number of fraction pairs with a difference of 3/10

Start with a multiple of 10 on the denominator eg 50 =5 x 10

Now pick numerators with a difference of 5 x 3 eg 11 and 26

This will give you 26/50 - 11/50 = 13/25 - 11/50 = 3/10

You will get more fun problems if you avoid relatively prime fractions so they will simplify

Eg denominator 60, numerator difference 18.

59/60 - 41/60 = 3/10 is not nearly as much fun as 45/60 - 27/60 = 3/4 - 9/20 = 3/10

If 5x + 3 = 23 , what does 12x - 10 equal ?

**Answer:**

38

**Step-by-step explanation:**

5x+3 = 23

5x = 23-3

x = 20/5

x = 4

12x-10 = ?

12 (4) -10

48 -10

38

The **value **of the expression 12x - 10 will be **38**.

Expression in **maths **is defined as the collection of the numbers variables and functions by using signs like addition, **subtraction**, multiplication, and division.

Numbers (constants), **variables**, operations, functions, brackets, punctuation, and grouping can all be represented by **mathematical symbols**, which can also be used to indicate the logical **syntax's **order of operations and other features.

Given that **5x + 3 = 23**. To calculate the value of 12x -10 first **calculate **the value of **x.**

5x+3 = 23

5x = 23-3

x = 20/5

x = 4

Calculate the value of 12x - 10.

12x-10 = ?

12x-10 = 12 (4) -10

12x-10 = 48 -10

12x-10 = 38

Therefore, the **value **of the expression 12x - 10 will be **38**.

To know more about **expression **follow

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Perform the indicated operations on the following decimals?

22.) 3005+4.308+2.47=

23.) 8.17-3.05=

24.) 0.15 x 100=

25.) 15 x 2.08=

26.) 3.75 % 2.5=

27.) 1.125 % 0.75

**Answer:**

3005+4.308+2.47 =7.0785

8.17-3.05=5.12

0.15 ×100=15

15×2.08=31.2

Find the coordinates of the midpoint M of ST s(-2,4) t(3,9)

**Answer:**

M= 3.535

**Step-by-step explanation:**

Look at the line t then divide by 2

Marc has 10 days to finish all three before exams. He plans to read an equal amount each day. How many pages should he read the first boy ?

**Answer:**

100 pages

**Step-by-step explanation:**

total number of pages = 286 + 424 + 290 = 1000

equal amount in 10 days,

number of pages hhe should read in the first day = 1000/10 = 100

ALGEBRA 2:

Justify the equation by stating one of the properties of real numbers.

x + (37 + (-37)) = x + 0

**Answer:**

The property is the neutral element, in this case, it's the 0

The **equation** is justified using the additive inverse property of real numbers. The equation [tex]\(x + (37 + (-37)) = x + 0\)[/tex] is justified by the **additive** inverse property of real numbers.

According to the **additive inverse property**, for any real number a, there exists another real number -a such that their **sum** is equal to zero:

[tex]\(a + (-a) = 0\)[/tex]

In the given equation, 37 and -37 are additive inverses of each other, meaning [tex]\(37 + (-37) = 0\).[/tex] Therefore, the equation simplifies to:

[tex]\(x + (37 + (-37)) = x + 0\)\(x + 0 = x\)[/tex]

So, the equation is **justified** using the additive inverse property of real numbers.

To know more about **equation:**

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What is the mean 17,1,16,16,7,19,3,17

The answer is 12 because to find mean you add all of the numbers together and then divide that amount by the amount of numbers

17+1+16+16+7+19+3+17 = 96

96/8= 12

17+1+16+16+7+19+3+17 = 96

96/8= 12

**Answer:**

mean=12

**Step-by-step explanation:**

soln:

given,

17,1,16,16,7,19,3,17

X=17+1+16+16+7+19+3+17

=96

N=8

Now,

[tex] \: mean = \frac{summation \: x}{n} [/tex]

[tex] = \frac{96}{8} [/tex]

=12

therefore, Mean=12

hope you understand it

Please help will give brainliest

**Answer:**

The mean means there are as many points below as above the mean point. Adding pairs of points to the left and right of the mean does not change the mean since the count on the left and right change at the same rate.

**Step-by-step explanation:**

The cube of a whole number is 48 more

than the square of the same number.

What is the number?

**Answer:**

x = 4

**Step-by-step explanation:**

Let the number = x

x^3 = x^2 + 48

x^3 - x^2 - 48 = 0

The answer is 4, but I have no method of doing this rigorously. I can just show that it is true.

x^3 = 4^3 = 64

x^2 = 4^2 = 16

64 - 48 = 16

In a three-person tug-of-war, three ropes are tied at a point. Gary is pulling due East with a force of 650 Newtons, June is pulling due North with a force of 450 Newtons, and Levi is pulling the third rope. The knot in the middle is not moving. What is the magnitude of Levi's effort?

A) 34.7 Newtons

B) 55.3 Newtons

C) 550 Newtons

D) 790.6 Newtons

**Answer:**

Its D) 790.6

**Step-by-step explanation:**

All I can say is that I aced the test so.

The answer to the question **what is the magnitude of Levi's effort** is D 790.6 N

Since Gary is pulling due East with a force of 650 Newtons, June is pulling due North with a force of 450 Newtons, the **force due to Levi **will be equal to the** resultant force from Gary and June. **

Since both Gary and June pull due East and due North respectively and these directions are perpendicular to each other, their resultant force is

R = √[(650 N)² + (450 N)²]

R = √[422500 N² + 202500 N²]

R = √[625000 N²]

R = 790.57 N

R ≅ 790.6 N

Since the **resultant force due to Gary and June **is 790.6 N, this is equal to** the magnitude of Levi's effort** since the knot does not move.

So, the **magnitude of Levi's effort** is 790.6 N

So, the answer to the question **what is the magnitude of Levi's effort** is D 790.6 N

Learn more about magnitude of resultant force here:

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What is the answer to this question

**Answer:**

3/14

**Step-by-step explanation:**

5/7 = 10/14

1 - 10/14 - 1/14 = 1 - 11/14 = 3/14

If my answer is incorrect, pls correct me!

If you like my answer and explanation, mark me as brainliest!

-Chetan K

b. 4a’(a? – b?) and 9a’(a? – bº) LCM of this expression

**Answer:**

Answer:

**Step-by-step explanation:**

1st expression:4a(a-b)

2nd expression:9a(a-b)

So L.C.M=a(a-b)4×9

=36a^2-36ab

I got same answer ^^^ of this one

Which number is a not a solution to the inequality m-8<2

The number 9 I think

please any help it's urgent for me.......ok....

**Answer:**

[tex]here \: tn + 1 = 3 \\ tn = 2 \\ put \: n = 1 \\ t1 = 2 \\ put \: n = 2 \\ t2 = 2 \\ put \: n = 3 \\ t 3 = 2 \\ for \: all \: n \: \: values \: t = 2 \\ thank \: you[/tex]

Find an equation of the line that passes through the given point and has the indicated slope m. Point Slope (- 5, - 7); m = 1/3

**Answer:**

y + 7 = 1/3 (x + 5)

**Step-by-step explanation:**

The format for writing a point-slope equation is: y - y1 = m(x - x1).

**Step-by-step explanation:**

[tex]y - y1 = m(x - x1)[/tex]

where, m = 1/3, x1 = -5 and y1 = -7

[tex]y -( - 7) = \frac{1}{3} (x - ( - 5))[/tex]

[tex]y + 7 = \frac{1}{3} (x + 5)[/tex]

[tex]y = \frac{1}{3} x + \frac{5}{3} + 7[/tex]

[tex]y = \frac{1}{3} x + \frac{26}{3} [/tex]

[tex]y = \frac{1}{3} (x + 26)[/tex]

Four out of every 5 doctors use computers.

Write the ratio of doctors who use computers to all doctors.

If 4 out of 5 doctors use computers, how many doctors out of 5 do not use computers?

Write the ratio of doctors who use computers to those who do not.

**Answer:**

80%

**Step-by-step explanation:**

in other words 80 percent of Doctors use computers and 20% do not use computers.

hey please help where it has the < thing it says “ones” “tens” “nines”

**Answer:**

[tex]9 \times 9 = 10nines - 1nine \\ 9 \times 9 = 90 - 9 \\ 9 \times 9 = 81 \\ thank \: you [/tex]

I need help on this question, geometry basics.

Step 1 : F

Step 2 : C

Step 3 : B

Step 4 : E

Step 5 : D

Step 6 : A

Please answer this

Answer choice

A. Subtraction Property Of Equality

B.Associative Property Of Equality

C.Division Property Of Equality

D.Addition Property Of Equality

**Answer:**

step 1. Subtraction Property Of Equality

step 2.Associative Property Of Equality

step 3.Division Property Of Equality

help plss!! Directions: Translate into mathematical expressions. Example: The sum of three times a number and 10- (3n + 10)

pleasee do all of these problems now!! and i will mark u branliest if u get at least 4 of em right:)

1. Twelve less than z

2. Twice take the sum of x and y

3. Six less than four times a number

4. Twice the sum of v and 5

6. The average of test scores x and y

7. The cost of m kilograms of meat at $3.95 a kilogram

1. z - 122. 2 (x + y)3. 4x - 64. 2 (v + 5)6. [tex] \frac{x + y}{2} [/tex]7. m * $3.95 Hope this answer helps you..

9. Tobias ran 3 miles. How many millimeters did he run? (1 mile = 1,610 meters)

Welcome to Brainly! I'm happy to help!

We see that there are 1,610 meters in a mile. However, we are looking for millimeters, not meters. But, knowing the meters will help us out.

A millimeter is a very small measurement. There are 1,000 millimeters in 1 meter. A meter is much larger. So, if we want to convert 1,610 meters to millimeters, there are going to be way more millimeters because they are so minute.

This means that we will have to multiply. We know that there are 1,000 millimeters in 1 meter, so if we multiply our meters by 1,000 (which is basically just adding 3 zeros), we will get the number of millimeters in one mile!

1,610×1,000=1,610,000 (one million six hundred and ten thousand!)

Don't forget that we are looking for 3 miles though, so we can take the number of millimeters in one mile and multiply by three.

1,610,000×3=4,830,000 (four million eight hundred and thirty thousand!)

So, Tobias ran **4,830,000 millimeters**!

Have a wonderful day and keep on learning! :D

9 + x + 1 + 2x

Can someone help me out with this :)

Answer:

3x + 10

Step-by-step explanation:

9 + x + 1 + 2x

Combine like terms

2x + x = 3x

Combine like terms

9 + 1 = 10

We’re left with 3x + 10

3x + 10

Step-by-step explanation:

9 + x + 1 + 2x

Combine like terms

2x + x = 3x

Combine like terms

9 + 1 = 10

We’re left with 3x + 10

[tex]\huge\text{Hey there!}[/tex]

[tex]\huge\text{9 + x + 1 + 2x}[/tex]

[tex]\huge\text{= 9 + 1x + 1 + 2x}[/tex]

[tex]\huge\textsf{COMBINE the LIKE TERMS}[/tex]

[tex]\huge\text{= (9 + 1) + (1x + 2x)}[/tex]

[tex]\huge\text{= 10 + 3x or 3x + 10}[/tex]

[tex]\huge\text{Answer: \textsf{3x + 10}}[/tex]

[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]

~[tex]\frak{Amphitrite1040:)}[/tex]

Are the following proportional? Explain or show

your reasoning

3/5 and 18/25

**Answer:**

No, they are not proportional. 3/5 with equal out to 15/25 by using the method of Least Common Denominator!

**Step-by-step explanation:**

Hope this helps :)

Indicate the answer choice that best completes the statem

Write each equa ton in standard form. Identify A, B, and c

y=3/8x+5

**Answer:**

**y = 3 suh slid este ob cine este a, b și g au nevoie de acel kinfo pentru a termina**

**Step-by-step explanation:**

The ratio of oranges to apples in a basket is 3:4. If 6 oranges were taken from the basket and 6 apples were added to the basket, the ratio of the number of oranges to apples would be 1:6. How many more apples than oranges are there in the original basket?

**Answer:**

There was 9 oranges and 12 apples in the original basket

**Step-by-step explanation:**

3:4

9:12

subract 6 oranges and add 6 apples

3:18

divide by 6

1:6

Can you please show all your work plus the equation

I need a pic or a document

what is the solution to the compound inequality in interval notation

**Answer:**

First choice is the right answer** (-∞, -9] or (2, ∞)**

**Step-by-step explanation:**

I. Solve 1st problem 2(2x - 1) > 6

4x-2 > 6

4x > 6+2

x > 2

II. Solve 2nd problem x + 3 <= -6

x <= -6-3

x <= -9

III. Prove the answer

if x > 2 then x = 3

**2( 2(3)-1 ) > 6**

2(5) > 6

10 > 6 so the answer is true

if x <= -9 then x = -9

** -9 + 3 <= -6**

-6 <= -6 so the answer is true

Hope that help :D

Find the constant of proportionality (r) in the equation y=rx

**Answer:**

r = [tex]\frac{1}{4}[/tex]

**Step-by-step explanation:**

Given the proportional equation

y = rx ← r is the constant of proportion

Divide both sides by x

[tex]\frac{y}{x}[/tex] = r

Use any ordered pair from the table.

Using (8, 2 ) , then

r = [tex]\frac{2}{8}[/tex] = [tex]\frac{1}{4}[/tex]

**Answer:**

1/4

**Step-by-step explanation:**

Multiplying the input (x) by (1/4) results in the output. This is direct proportion, and the constant of proportionality is (1/4).

A shopkeepers bought 500 glass tumblers at rs 40 each . 20 glass tumblers were broken and he sold the rest at rs 45 each. Find his profit or loss percent

if you will solve this questions in copy and send me pictures of the answer then it will be very helpful for me please

500 at 40 each = £20000

To make a profit he needs to make more than £20000

20 broke so he sold 500-20 = 480 at 45 each.

480 x 45 = 21600

Profit = 21600 -20000 = 1600

His profit was £1,600

Line RS bisects segment PQ at R. If RQ = x + 9 and RP = 2x, find PQ.

**Answer:**

PQ measures 36 units.

**Step-by-step explanation:**

Line RS bisects segment PQ at R. By the definition of a bisector:

[tex]\displaystyle PR = RQ[/tex]

Hence:

We are given that RQ = *x* + 9 and RP = 2*x, *and we want to determine PQ.

Solve for *x*. Substitute:

[tex]\displaystyle (2x) = (x+9)[/tex]

Hence:

[tex]\displaystyle x = 9[/tex]

PQ is given by:

[tex]\displaystyle PQ = PR + RQ[/tex]

Since PR = RQ:

[tex]\displaystyle PQ =2PR[/tex]

Substitute and evaluate:

[tex]\displaystyle \begin{aligned} PQ &= 2PR \\ &= 2(2x) \\ &= 4x \\ &= 4(9) \\ &= 36 \end{aligned}[/tex]

Hence, PQ measures 36 units.

PLEASE HELP, I UNDERSTAND BUT DONT UNDERSTAND

**Answer:**

(7/12) + (4q/6)

**Step-by-step explanation:**

[tex] \frac{11}{12} - \frac{1}{6} q + \frac{5}{6} q - \frac{1}{3} \\ = \frac{11}{12} + \frac{4}{6} q - \frac{1}{3} \\ = \frac{11}{12} - \frac{1}{3} + \frac{4}{6} q \\ = \frac{11}{12} - \frac{4}{12} + \frac{4}{6} q \\ = \frac{7}{12} + \frac{4}{6} q[/tex]

**Answer:**

**Step-by-step explanation:**

**Like terms have same variable with same power.**

**(11/12 and 1/3 are like terms) & (-1q/6 & 5q/6 are like terms}**

[tex]\dfrac{11}{12}-\dfrac{1}{6}q+\dfrac{5}{6}q-\dfrac{1}{3}=(\dfrac{11}{12}-\dfrac{1}{3})-\dfrac{1}{6}q+\dfrac{5}{6}q\\\\=(\dfrac{11}{12}-\dfrac{1*4}{3*4})+[\dfrac{-1+5}{6}]q\\\\=(\dfrac{11}{12}-\dfrac{4}{12})+\dfrac{4}{6}q\\\\=\dfrac{(11-4)}{12}q+\dfrac{4}{6}q\\\\=\dfrac{7}{12}+\dfrac{4}{6}q[/tex]

What signal word helps readers identify evidence of a cause-and-effect relationship in the passage?
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