Find the value of 9 - [4 2 - (3 + 2)].
8
6
-2

Answer:

The answer is -6.

Step-by-step explanation:

2-3*(-6+4)=8

2−3

Answer:

ox,-3

Step-by-step explanation:

This range contains 80 numbers (40 in 1-40, and another 40 in -39-0).

We have

S = 1 + 2 + 3 + … + 38 + 39 + 40

S = 40 + 39 + 38 + … + 3 + 2 + 1

==>   2S = (1 + 40) + (2 + 39) + … + (39 + 2) + (40 + 1)

==>   2S = 40 × 41

==>   S = 820

and

T = 0 + 1 + 2 + … + 37 + 38 + 39

T = 39 + 38 + 37 + … + 3 + 2 + 1

==>   2T = (0 + 39) + (1 + 38) + … + (38 + 2) + (39 + 0)

==>   2T = 40 × 39

==>   T = 780

The average of the numbers in this range is equal to the total divided by the amount of numbers in the range, so

average = (40 + 39 + … + 1 + 0 + (-1) + … + (-38) + (-39))/80

average = (S - T )/80

average = (820 - 780)/80

average = 40/80 = 1/2

Answer:

D. On sale at 60% of the original price

Step-by-step explanation:

That just means they are taking off 40% off the original price.

I hope this helps!

pls ❤ and mark brainliest pls!

Hi there!  

»»————-　★　————-««

I believe your answer is:  

Irrational

»»————-　★　————-««  

Here’s why:  

⸻⸻⸻⸻[tex]\rightarrow \sqrt{95} = 9.74679...\\\\\text{This does \textbf{NOT} simplify into a whole number. This means that it's not a perfect square.}\\\\\text{Since } \sqrt{95} \text{ is not a perfect square, it is \textbf{irrational.}}[/tex]

⸻⸻⸻⸻

»»————-　★　————-««  

Hope this helps you. I apologize if it’s incorrect.  

Answer:

n1= -4

n2= 1

n3= 6

Step-by-step explanation:

the n column represents the numbers that are in n's place

eg n=1

n=2

n=3

5x1 - 9

5x2 -9

5x3 -9

Answer and Step-by-step explanation:

What this question wants you to do is fill out the right side (or the outputs) of the table.

To do this, plug in the value of n into the equation and solve.

n = n, 5n - 9

n = 1, 5(1) - 9 = -4

n = 2, 5(2) - 9 = 10 - 9 = 1

n = 3, 5(3) - 9 = 15 - 9 = 6

So, the values (in bold) should go into the table as so:

1    | -4

2   |  1

3   |  6

#teamtrees #PAW (Plant And Water)

I hope this helps!

Answer:

4. 1/25

5. 1/16

6. 2/9

7. 5/567

8. 1/40

9. 2/175

10. 1/30

11. 2/5

12. 9/8

13. 4/3

14. 1

Step-by-step explanation:

sorry I only know how to do 4-14. I hope this helps you.

Answer:

x ≠ -4, -1, 3

Step-by-step explanation:

12/(x^2+5x+4) = 8x/(5x-15)

12/((x+1)(x+4)) = 8x/(5(x-3))

division by zero is undefined

There are 3 answers to your question. x= -1 x= 3 x= -4

Answer:

P(blue)= 0.25 or 1/4

Step-by-step explanation:

On this spinner, each spot is the same size; therefore, there is a 1 in 4 chance that the spinner lands on blue. This is because there are 4 options but only one of them is blue. Then, if you want a decimal just divide 1 by 4. This equals 0.25. Additionally. If you wanted the answer as a percentage multiply the decimal by 100, so the percentage would be 25%.

Answer:

∠HDG = 117°

∠FDG = 180°

Step-by-step explanation:

∠FDG:

Since ∠FDG is a straight line, it measures 180°. This is because every straight line measures 180°.

∠HDG:

∠HDG = ∠FDG - ∠FDH

∠HDG = 180° - 63°

∠HDG = 117°

[tex]\rule[225]{225}{2}[/tex]

Hope this helped!

Answer and Step-by-step explanation:

To round to the nearest whole number, you look at the number in the tenths place.

- If this number is 5 and higher, then you round up (the number to the left of the tenths place [the ones place]).

- If it is lower than 5, then the number (in the ones place) stays the same.

9 is greater than 5, so we round up.

9,910 is the answer.

#teamtrees #PAW (Plant And Water)

I hope this helps!

Answer:

according to the dark spots which shows where each number goes to, it would be D.-2

Answer:

1/6 + 1/2 = 1/6 + 3/6 = 4/6

SIMPLIFIED IS = 2/3

Step-by-step explanation:

Answer:

a) 5151 b) 249001 c)24651 d)43561

Step-by-step explanation:

a) a1=1 a2=2

d=a2-a1= 2-1=1

Define the quantity of the terms of this sequence

an=a1+d(n-1)

101= 1+ 1(n-1)

n=101

Sn= (a1+an)/2*n=( (1+101)/2)*101=51*101=5151

b) a1=1  a2=3

d=a2-a1=3-1=2

an=a1+d(n-1)

997= 1+ 2(n-1)

498= n-1

n=499

Sn= (a1+an)/2*n= (1+997)/2*499= 249001

c) a1=4 a2=9

d=a2-a1=9-4=5

an=a1+d(n-1)

494=4+5(n-1)

n=99

Sn= (a1+an)/2*n=( 4+494) /2*99= 498/2*99= 249*99= 24651

d) a1=881, a2=872

d=a2-a1= 872-881=-9

an= a1+d(n-1)

8=881-9*(n-1)

9(n-1)= 873

n=98

Sn= (a1+an)/2*n= (881+8)/2*98= 889*49= 43561

Answer:

18

Step-by-step explanation:

x+11=3x-25

36=2x

x=18

Answer:

A: [tex]3\frac{1}{3}[/tex]

B: [tex]3\frac{2}{3}[/tex]

I hope this helps!

pls ❤ and mark brainliest pls!

Answer:

A    d = 5+2

Step-by-step explanation:

There are two more drummers than violinists

There are 5 violinists

5 + 2 = d

or in other words, d = 7

If my answer is incorrect, pls correct me!

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

-Chetan K

Answer:

x = 13

Step-by-step explanation:

one of the rules of logarithm (for all bases, by the way, not just e for ln) is

[tex]a \times ln(b) = ln( {b}^{a} ) [/tex]

so, we have

ln(3²) = ln(x-4)

=>

3² = x - 4

9 = x - 4

x = 13

Answer:

98765 is the greatest digit that can be formed using those numbers

Answer:

m = - [tex]\frac{1}{2}[/tex]

Step-by-step explanation:

( [tex]x_{1}[/tex] , [tex]y_{1}[/tex] )

( [tex]x_{2}[/tex] , [tex]y_{2}[/tex] )

m = [tex]\frac{y_{2} -y_{1} }{x_{2} -x_{2} }[/tex]

~~~~~~~~~

( 9 , - 5 )

( 1 , - 1 )

m = ( - 1 - ( - 5 ) ) / ( 1 - 9 ) = - [tex]\frac{1}{2}[/tex]

Answer:

7

Step-by-step explanation:

f(x) = 3x+1

f(2)  means let x=2

f(2) = 3(2)+1

     = 6+1

     =7

[tex]\\ \sf\longmapsto f(2)[/tex]

[tex]\\ \sf\longmapsto 3(2)+1[/tex]

[tex]\\ \sf\longmapsto 6+1[/tex]

[tex]\\ \sf\longmapsto 7[/tex]

Step-by-step explanation:

hope you understand.

first simplify it by arranging correct signs then it's just subtraction or addition.

9514 1404 393

Explanation:

For this purpose, we define your power function as ...

  f(x) = a·x^n

Most of the description here applies to any function. A "power function" is a special case of a polynomial function in that it only has one term. The parity of the exponent (even, odd) tells you whether the function is even or odd. As with any even or odd function, there will be a certain symmetry:

  f(-x) = f(x) . . . even function; symmetrical about the y-axis

  f(-x) = -f(x) . . . odd function; symmetrical about the origin

__

The coefficient of the function is the vertical scale factor. As with the vertical scale factor of any function, when it is negative, the function graph is reflected in the x-axis. When it increases in magnitude, points on the graph move farther from the x-axis; closer when it decreases.

__

A) The red graphs in the first attachment are graphs of f(x) = ax^2 for different values of 'a'. As described above, the graph is symmetrical about the y-axis.

B) The black graphs in the first attachment are graphs of f(x) = ax^3 for different values of 'a'. As described above, the graph is symmetrical about the origin.

C) As described above, when the coefficient is negative, the graph of the parent function is reflected across the x-axis. The dashed-line graphs in the first attachment are graphs of the function with a negative coefficient.

D) As described above, the coefficient is the vertical scale factor. Changing it stretches or compresses the graph vertically. The dotted red graph in the first attachment shows a vertical expansion; the dashed black graph shows a vertical compression (reduction in the coefficient magnitude).

__

The second attachment shows graphs with negative exponents. Otherwise, the graphs are scaled and reflected the same as they were in Part 1.

A) As described above, the graph is symmetrical about the y-axis.

B) As described above, the graph is symmetrical about the origin.

C) As described above, a negative coefficient causes the graph to be reflected across the x-axis.

D) As described above, the magnitude of the coefficient affects the distance of the graph from the x-axis. Increasing magnitude increases the distance; decreasing magnitude decreases the distance (proportionally).

The information about the path is incomplete, so I'll just use a domain of a ≤ t ≤ b, where a > 0 and b < ∞.

Differentiating r(t) gives

[tex]\vec r(t) = 2t\,\vec\imath + 2t\,\vec\jmath + t\,\vec k \implies \dfrac{\mathrm d\vec r(t)}{\mathrm dt} = 2\,\vec\imath + 2\,\vec\jmath + \vec k[/tex]

with magnitude √(2² + 2² + 1²) = √5.

Then we have

[tex]\displaystyle \int_C f(x,y,z)\,\mathrm ds = \int_a^b f(2t,2t,t) \left\|\frac{\mathrm d\vec r(t)}{\mathrm dt}\right\| \,\mathrm dt \\\\= \sqrt5 \int_a^b \frac{2t+2t+t}{(2t)^2+(2t)^2+t^2}\,\mathrm dt \\\\ = \sqrt5 \int_a^b \frac{5t}{5t^2} \,\mathrm dt \\\\ = \sqrt5 \int_a^b \frac{\mathrm dt}t \\\\ = \sqrt5 (\ln(b)-\ln(a)) = \boxed{\sqrt5 \ln\left(\frac ba\right)}[/tex]

Answer:

2,100 people

Step-by-step explanation:

~Divide to find the number of people in fifths

3,500 / 5 = 700

~Multiply to find 2/5 of the total people

700 * 2 = 1,400

~Subtract to find the number of people against building the school.

3,500 - 1,400 = 2,100

Best of Luck!

Answer:

all limits exist.

Step-by-step explanation:

plz see in the picture for more explaination.