#1. The number line goes by intervals of 0.2, so if A is equal to 7.28, then it’ll go in between the first line after 7 and the second line after 7. This is similar with B and C. B will go on the second line after 9, and C will go in between the second and third line after 10.
#3. You started out well. You combine your like terms on the sides of the equation to get 8x - 2 = 4x + 6. Then, you’ll subtract 4x to get 4x - 2 = 6. Add 2 to get 4x =8, then divide by 4 to get x = 2. On the other one, combine your terms to get -6 + 5y = 29. Then, add 6 so you have 5y = 35. Divide by 5 to get y = 7.
#4. When you classify a number, you need to classify it as whatever it is in your disgramdiagram, and the larger ones as well. For example, -2 is an integer, so it is also a rational number. 3/4 is a rational number. The square root of 2 over 2 is an irrational number. 292 is a counting, whole, integer, and rational number. -19/3 is a rational number. 6.9696... is an irrational number. (It has the three dots [...] so it’ll go on forever with no pattern.)
I hope this helps! Please tell me if you need any clarification. :)
Answer:
Step-by-step explanation:
This question will be better solved with the aid of a detailed diagram, kindly check the below attached images to get the step by step answer to this question.
Yes, it is true.
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For example,
take two integers 12 and 4
12 × 4 = 48 : product is positive
12 ÷ 4 = 3: quotient is positive
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If you take -12 and 4
-12 × 4 = -48 : product is negative
-12 ÷ 4 = -3: quotient is negative
(28 : 100) *6 = 1.68 (tax)
28 + 1.68 = 29.68 (total cost)
Answer:
The answer is 8 - 3 + 2 - =<u> 4 </u> + <u>2 </u> .
Step-by-step explanation:
Given:
8x - 3x + 2 -x = __ x + __
Now, to write a number in each blank to complete each equation so that it has the requested number of solutions.
So, to solve the equation:
So, we add the variables:
And, then subtract it:
Thus, it remains:
.
So the complete equation is:
8 - 3 + 2 - =<u> 4 </u> + <u>2 </u>
Therefore, the answer is 8 - 3 + 2 - =<u> 4 </u> + <u>2 </u> .
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