MATHEMATICS HIGH SCHOOL

Solve: 4y - 6 = 2y + 8

Answers

Answer 1
Answer:

Answer:

y = 7

Step-by-step explanation:

Given

4y - 6 = 2y + 8 ( subtract 2y from both sides )

2y - 6 = 8 ( add 6 to both sides )

2y = 14 ( divide both sides by 2 )

y = 7

Related Questions

Substract (9g3 13g2 - 7g - 10) - (7g3 - 11g2 - 6g - 9)
Para controlar la pandemia, se ha restringido la salida de las personas de sus casas. Esta medida se denomina cuarentena y es una de las principales maneras de disminuir el número de contagios. Las restricciones de salida que se han ido tomando son las siguientes: o • A: En Guayaquil, la primera semana no se podía salir de casa desde las 12h00 hasta las 6h00. • B: En el resto del país, la primera semana no se podía salir de casa desde las 20h00 hasta las 6h00. • C: En todo el país, desde la tercera semana no se puede salir de casa desde las 14h00 hasta la 6h00. • D: Si los casos de contagio siguen en aumento potencial, se pensaría en una restricción de 24 horas. Actividades 1. Representa en forma de intervalo y sobre la recta numérica los 4 casos de restricciones planteados. 2. Resuelve el intervalo correspondiente a las siguientes operaciones: A U B C ∩ D
45 x 42 in standard algorithm​
What are scale drawings? can you give an example?
Suzanna wants to measure a board, but she doesn't have a ruler to measure with. However, she does have several copies of a book that she knows is 17 centimeters tall. a. Suzanna lays the books end to end and finds that the board is the same length as 21 books. How many cenimeters long is the board?

Seven times the difference of triple a number and three

Answers

Answer:

21x- 21

Step-by-step explanation:

7 × (x × 3 - 3)

7 × (3x - 3)

21x - 21

I'm not sure if the answer is correct

Solve the following equation for "h": A=bh/2

Answers

If I read it correctly, I believe that it solves out to 2A/b=h.
2A/b=h is the correct answer.

Which of the following did Columbus NOT bring back with him from his voyages to the "New World"?A Native people
B New foods
C Gold
D New technology for navigation

Answers

A, Native People

Hope this helps ;)

How do you evaluate cube roots and square roots( in simple words pls)

Answers

Answer:

To evaluate square roots, find the prime factorization. If all the exponents are even, then it is a square root! Just divide the exponents by 2, and multiply them together. To evaluate cube roots, find the prime factorization. If all the exponents are multiples of three, it is a cube root! Just divide the exponents by 3 and multiply them together.

Step-by-step explanation:

Final answer:

Evaluating cube roots and square roots involves finding the number that, when multiplied by itself (in the case of square roots) or multiplied by itself twice (in the case of cube roots), gives us the original number.

Explanation:

In simple words, evaluating cube roots and square roots involves finding the number that, when multiplied by itself (in the case of square roots) or multiplied by itself twice (in the case of cube roots), gives us the original number. For instance, 5 is the square root of 25, as 25 is equivalent to 5 multiplied by 5. Because 27 is equal to 3 times 3 times 3, this number's cube root is 3.

Learn more about Evaluating cube roots and square roots here:

brainly.com/question/31505504

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why do whole numbers raised to an exponent get greater while fractions raised to an exponent get smaller?

Answers

A whole number is a group of whole things. When you take a group of
whole things several times, you wind up with more things.

A [proper] fraction is a piece of a whole thing. When you take a piece of
the piece, you wind up with less of the whole thing.


(By the way ... your question and this whole answer are only true
when the exponent is greater than 1, and I haven't completely
figured out the rule for negative exponents yet.)

13.A student wishes to determine the percentage of students in his school that bring a sack lunch. He decides to poll every student in his grade level. It is found that 30 percent on the students polled bring a sack lunch. The student concludes that 30 percent of the students in the school bring a sack lunch. Identify the abuse of statistics.

bad sample

small sample

nonresponse

loaded question

Answers

Answer:

The answer is Bad sample.

Step-by-step explanation:

The student polls every student in his grade level. It is found that 30 percent on the students polled bring a sack lunch.

The student concludes that 30 percent of the students in the school bring a sack lunch.

Firstly, students of a single grade do not represent the entire school population. The student here asked every student of his class, so the sample was not random. It was biased and bad.

The collected data is not representative of the population, so it is a bad sample or bad sampling.
I would say this is considered small sample, because there is nothing really wrong with his survey in terms of quality. it's not like he only survey boys or girls, or like only survey rich or poor people. In other words, his survey is from a random pool, assuming the kids in his grade are mostly normal people. Therefore, I would say that if this person surveyed more people, then he'll get much better data.
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