Find the value of 2xy+3yz −xyz, when x=2, y=−2and z =4

Answer:

25% of 32

[tex] \frac{25}{100} \times 32 \\ = 8[/tex]

Answer:

$5

Step-by-step explanation:

12 pounds = $6

1 pound = $6/12

1 pound = $0.50

10 pounds = $0.50 x 10

10 pounds = $5.00

-Chetan K

Answer:

$95.89875

Step-by-step explanation:

The original price of the necklace is 119.5. And we are subtracting 25% from this. 119.5 - 25% = 119.5 - 1/4 since 25% is 25/100 which is also 1/4.

So without tax, the price of the necklace is 119.5 - 29.875 which is 89.625.

The tax is 7%. So we should add 89.625 to 7%. This is complicated, but it should result in 95.89875.

If we round this to the nearest cent, it should be $95.9.

9514 1404 393

Answer:

Step-by-step explanation:

17c. We cannot see the entire diagram, but based on what we can see, if we assume that segments FG and DH are parallel, then angles D and G correspond. The similarity statement is then ...

  ΔDEH ~ ΔGEF

__

Corresponding angles are congruent, and are listed in the same order in the similarity statement. This means we have ...

  ∠D ≅ ∠G = 89° . . . . answer to 17b

  ∠E ≅ ∠E = 69°

  ∠H ≅ ∠F = 22° . . . . answer to 17a

_____

Additional comment

The second choice listed for part 17c can be rejected simply on the basis that ΔEGH does not exist in the figure. Points G and H are not in the same triangle.

Answer:

(4) multiply 3 by 4

Step-by-step explanation:

(2-3•4+5)²

Firstly multiply 3 by 4

(2-12+5)²

Then add 2 and 5

(-12+7)²

Now subtract -12 from 7

-5²

= (-5)(-5)

= 25

Thus, the first step in simplifying the expression (2-3•4+5)^2 is (4) multiply 3 by 4.

Answer:

110

Step-by-step explanation:

If 12% studied Spanish, then 88% did not. The ratio of those who did not to those who did is ...

  88 : 12 = 22 : 3

Then the number of students who did not study Spanish is ...

   (22/3)×15 = 110 . . . . did not study Spanish

22:3 is a reduction of the ratio 88:12, by factoring 4 from each number. 15 is the number of students corresponding to 12% of the class. It is found in the problem statement. Essentially, we're saying that we want to know the number of students in the other 88% of the class, given that 15 students make up 12% of the class. There are many ways to write equations for this. I think this proportion is the easiest to think about.

If F is the size of the freshman class, and n is the number Not studying Spanish, you have 12%·F = 15, and 15 + N = F. You can solve the first equation for F, then the second equation for N, which is what you really want to know. F = 15/.12 = 125; N = F -15 = 125-15 = 110.

These two equations are reasonably straightforward, but to my lazy way of thinking, it is an extra equation and an extra calculation that are not needed to get to the answer.

You don't need to reduce the ratio from 88/12 to 22/3 to work the problem using ratios. The only reason for doing that is so there is a 3 in the denominator that cancels a factor of 3 in 15, so the only math you really need to do is 22·5 = 110. It helps immensely to know your multiplication tables, and to be able to recognize multiples of 2 and 4.

Step-by-step explanation:

percentage of students not to take spanish is 4%

answer is 696*4/100=27.84

so 28 students not to take spanish

Answer:

[tex]\boxed {\boxed {\sf (5, -3)}}[/tex]

Step-by-step explanation:

We are asked to solve the system of equations by substitution. We must isolate a variable and plug it into the other equation.

We are given these 2 equations;

[tex]2x-3y=19[/tex]

[tex]x-2y=11[/tex]

1. Isolate a Variable

We can easily isolate x in the 2nd equation. 2y is being subtracted from x. The inverse operation of subtraction is addition. Add 2y to both sides of the equation.

[tex]x-2y+2y=11 +2y \\x= 11+2y[/tex]

2. Substitute and Solve for y

x is equal to 11 + 2y, so we can substitute this expression in for x in the 1st equation.

[tex]2x-3y=19[/tex]

[tex]2(11+2y)-3y=19[/tex]

Now we can solve for y by isolating the variable First, distribute the 2. Multiply each term in parentheses by 2.

[tex](2*11) + (2*2y) -3y = 19[/tex]

[tex]22 + 4y-3y = 19[/tex]

Combine the like terms.

[tex]22+y=19[/tex]

22 is being added to y. The inverse operation of addition is subtraction. Subtract 22 from both sides of the equation.

[tex]22-22+y=19-22\\y= 19-22 \\y= -3[/tex]

3. Solve for x

We know that y is equal to -3, so we can plug it back into either original equation and solve for x. Let's use the 2nd equation.

[tex]x-2y=11[/tex]

[tex]x-2(-3)=11[/tex]

Multiply -2 and -3.

[tex]x+6=11[/tex]

6 is being added to x. The inverse operation of addition is subtraction. Subtract 6 from both sides of the equation.

[tex]x+6-6=11-6\\x=11-6 \\x=5[/tex]

We found that y=-3 and x=5. Coordinate points are written as (x,y), so the solution for this system of equations is (5, -3).

Answer:

48

Step-by-step explanation:

Answer:

.04 inches squared

Step-by-step explanation:

1/5 of an inch is .2

A = Length times Width

Since squares have 4 equal sides, its length is equal to its width.

0.2 times 0.2 = .04 in^[tex]^{2}[/tex]

Answer:

3/4

Step-by-step explanation:

Answer:

[tex]2.06[/tex]

Step-by-step explanation:

Divide 33 by 16.

[tex]2.0625[/tex]

6 is in the hundredth place. If you look at the thousandth place, a 2 is placed there, rounding [tex]2.0625[/tex] to [tex]2.06[/tex] in the hundredth place.

Hence, the answer is [tex]2.06[/tex].

Answer:

Acute

Step-by-step explanation:

So, straight would be a line, right would be like a corner of a square, acute would be less than a right, and obtuse would be more than a right but less than a straight.

Answer:

Step-by-step explanation:

2x - 3 = x + 5 and y + 1 = 7

⇒ 2x - x = 5 + 3 ⇒ x = 8 and y = 7 - 1 ⇒ y = 6

Answer:

38.5%

Step-by-step explanation:

5/13=38.5.........

Answer:

38.5%

Step-by-step explanation:

1. 5 - 13 = 0.38461538461

2. 0.3846 [1538461] - take away most of the extra numbers

3. 0.3846

4. Round it to the nearest tenth - 0.385

5. Take your answer and times my 100 - 0.385 * 100 = 38.5

and make that into a percentage - 38.5%

Answer:

1 - 58°

2 - 122°

3 - 58°

Step-by-step explanation:

Important notes:

• Vertical Angles Theorem - The angles that are opposite to each other on an intersection of 2 lines are always congruent.

• Linear Pair - The two angles that are formed when a straight line is split. Linear pairs are supplementary angles.

• Supplementary Angles - An angle pair whose total measure = 180°.

Angle 1 is supplementary to the angle with measure 122°.

So, ∡1 = 180 - 122.

∡1 = 58°

Based on the Vertical Angles Theorem, ∡1 ≅ ∡3, so ∡3 is also 58°.

Based on the Vertical Angles Theorem, ∡2 ≅ 122°, so ∡2 = 122°.

∡1 = 58°

∡2 = 122°

∡3 = 58°

Answer:

54 Seconds per question

Step-by-step explanation:

45/50*60

Answer:

I may be wrong but i think it's -27

Step-by-step explanation:

-3 ( p - q) exponet of 2

Pemdas : Parentheses, Exponents, Multiplication and Division (from left to right), Addition and Subtraction (from left to right).

Parentheses

-3 (p - q) exponet of 2

-3 ( 5 - 2 )  exponet of 2

-3 ( 3 )  exponet of 2

Exponents

-3 ( 3 )  exponet of 2

-3 ( 3 )  exponet of 2 = -3 (3 x 3 = 9)

-3 (9)

Multiplication

-3 (9)

Answer: -27

Answer: 9/7 or 1 2/7

Step-by-step explanation:

Multiply 4 by the denominator and add 1:

29/7

Multiply 2 by seven (denominator) and add 6:

20/7

29/7 - 20/7 = 9/7

9/7 = 1 2/7

7 fits one time into nine and 2 is left.

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I provide detailed explanations for math questions for as little as $1!

Answer:

A

Step-by-step explanation:

The relation is not a function. All you need to solve this problem is the following: Relations are NOT functions when the domain values repeat!

Note: The domain is the set of input values. The domain is x, the first number in the pair. For example, in the pair (0, 2), the domain is 0.

In the relation {(0,2),(2,4),(1,7),(2,5)}, 2 is repeated two times, which, by definition, means that the relation is not a function.

Answer: 69.3

Step-by-step explanation: when u see 27 you divied by 378 end get 4 finel answer 4!

Answer:

Well, x^2(x+5)(x−6)>0= x<-5 or x>4

Step-by-step explanation:

Just have to simplify it as I can't type the equations right now.

The polynomial expression of inequality is x² ( x + 5 ) ( x - 6 ) > 0 is given by the values ( x < -5 ) and ( x > 6 )

Inequalities are the mathematical expressions in which both sides are not equal. In inequality, unlike in equations, we compare two values. The equal sign in between is replaced by less than (or less than or equal to), greater than (or greater than or equal to), or not equal to sign.

In an inequality, the two expressions are not necessarily equal which is indicated by the symbols: >, <, ≤ or ≥.

Given data ,

Let the inequality equation be represented as A

Now , the value of A is

Substituting the values in the equation , we get

x² ( x + 5 ) ( x - 6 ) > 0

So , the values of x that are greater than 0 is given by

x² > 0

So , the value of x > 0

when ( x + 5 ) > 0

Subtracting 5 on both sides , we get

x < -5

when ( x - 6 ) > 0

Adding 6 on both sides , we get

x > 6

So , the inequalities are ( x < -5 ) and ( x > 6 )

Hence , the polynomial inequality is solved

To learn more about inequality equations click :

https://brainly.com/question/11897796

#SPJ3

Answer:

5/8

Step-by-step explanation:

Answer:

Hope this helps :)

Step-by-step explanation:

x+x-13=88

2x-13=88

2x-13+13=88+13

2x=101

101/2 = 50.5

Answer:

Factors

Step-by-step explanation:

Factor*factor=product

Answer:

The numbers to be multiplied are generally called the "factors". The number to be multiplied is the "multiplicand", and the number by which it is multiplied is the "multiplier". ... The result of a multiplication is called a product.

Step-by-step explanation:

Answer:

45 and 135 A

Step-by-step explanation:

3x + (10x - 15) = 180

Step-by-step explanation:

(a) yes it is answer.

i cheak it is true.

Answer:

-3

Step-by-step explanation:

f(-2) = (-2)^2 + 10 = 14 -> (-2, 14)

f(-1) = (-1)^2 + 10 = 11 -> (-1, 11)

(11-14)/(-1-(-2)) = -3/1 = -3

Answer: 4

Step-by-step explanation:

[tex](36)(\frac{1}{9} )[/tex]

= 4

please give me a brainliest answer