🧮 algebra

1. The problem is to write a compound inequality based on a number line graph. 2. The graph shows a line segment from approximately -619 to -614 with an open circle at -617 and a c

1. The problem asks for a compound inequality representing the given graph. 2. The number line has a hollow circle at 137, meaning $x \neq 137$ but values just less than 137 are in

1. **Problem:** Write a compound inequality that describes a number line graph with two filled points at 50 and 52, with a leftward arrow from 50 and a rightward arrow from 52.

1. The problem asks us to describe the given graph as a compound inequality. 2. The graph shows a number line from -4 to 6.

1. The problem asks for a compound inequality that describes the graph given. 2. The graph shows a number line with a thick magenta line segment starting at -3 (filled-in dot) to -

1. **Stating the problem:** Simplify the expression $$9x^6 y^{\frac{2}{3}} \times 5x^{-5} y^{-\frac{1}{3}}$$. 2. **Combine the numerical coefficients:** Multiply 9 and 5.

1. Simplify $9x^{-6}y^{3} \div 0.5x^{-3}y^{1}$. Step 1: Rewrite division as multiplication:

1. The problem is to simplify the expression $$\frac{-23}{7} \div -\frac{2}{1}$$. 2. Division of fractions can be converted to multiplication by the reciprocal, so we rewrite it as

1. Let's start by stating the problem: Solve for $x$ in the equation $7x + 25 = 11x + 5$. 2. The goal when solving equations is to group like terms together, meaning terms involvin

1. Stating the problem: We have three sets of three numbers each in overlapping hexagons. Set I: 4, 31, 15

1. Let's first understand the problem: we need to find the sum of the series $$20 - 24 + 28 - 32 + \cdots + 204 - 208$$. 2. Notice the pattern: terms alternate between positive and

1. Problema: La temperatura ha subido 18° desde -5°. ¿Cuál es la nueva temperatura? Calculo la temperatura sumando 18 a -5:

1. The user is asking about the fourth power of the variable $y$, written as $y^4$. 2. The expression $y^4$ means $y$ multiplied by itself 4 times, i.e., $$y^4 = y \times y \times

1. Let's state the problem clearly: You want to understand how to work with a first number that is a fraction and a second number that is a whole number. 2. Suppose the first numbe

1. Problem (i): Simplify $$\frac{3x+5}{2x^2-9}$$. The denominator can be factored as $$2x^2-9 = 2x^2 - 9 = 2x^2-9$$ is not factorable using integers.

1. نبدأ بحل الجزء الأول: $$\ln(5 - \sqrt{6})$$. 2. ننتقل للجزء الثاني: $$4 \ln(7 - \sqrt{2})$$، ويمكن استخدام خاصية اللوغاريتم \(a \ln b = \ln(b^a)\) لتحويله إلى $$\ln((7 - \sqrt{2

1. Let's restate the question: You want to know if for any equation where both sides have the same denominator, you can multiply both sides by that denominator (for example, 10) to

1. Énonçons le problème : Calculer les expressions $x = (n+1)^2 + n^2 - 1$ et $y = 4n + 3$ pour $n \in \mathbb{N}$.\n\n2. Développons et simplifions $x$ :\n$$x = (n+1)^2 + n^2 - 1

1. Masalah: Cari nilai $x$ dari persamaan kuadrat $2x^2 - 4x - 6 = 0$.\n\n2. Mulakan dengan menulis semula persamaan: $$2x^2 - 4x - 6 = 0.$$\n\n3. Bahagikan kedua-dua belah dengan

1. Let's start by understanding the problem: We have the equation $$\frac{3x + 1}{10} = 1$$, and we want to find the value of $x$. 2. Think of $10$ as the number of blocks that the

1. **Problem:** GOAL and FCTR are squares. The area of GOAL is $9x^2 - 12x + 4$ cm$^2$ and is larger than the area of FCTR by $5x^2 + 8x - 21$ cm$^2$. Find the length of a side of