Use the additive inverse to find 8.7/6 − 26.5/4.
To find 8.7/6 - 26.5/4, we need to have a common denominator.
The common denominator for 6 and 4 is 12.
Now we can rewrite the expression with the common denominator:
8.7/6 - 26.5/4 = (8.7 * (2/2))/(6 * (2/2)) - (26.5 * (3/3))/(4 * (3/3))
= (17.4/12) - (79.5/12)
Now we can subtract the fractions:
= (17.4 - 79.5)/12
= -62.1/12
To find the additive inverse, we simply change the sign of the fraction:
= -(62.1/12)
= -62.1/12
Use the additive inverse to find 8.76−26.54.
To find the additive inverse of a number, we simply change the sign of the number.
In this case, to find -26.54, we change the sign of the number:
-26.54
Therefore, the additive inverse of 26.54 is -26.54.
Now we can perform the subtraction:
8.76 - 26.54 = 8.76 + (-26.54)
= -17.78
Use the additive inverse to find −12 2/3 − (−8 5/6). Write the answer as a mixed number
To find the additive inverse of a number, we simply change the sign of the number.
In this case, to find the additive inverse of -12 2/3, we change the sign of the number:
-(-12 2/3) = 12 2/3
Now, we can rewrite the expression as addition using the additive inverse:
-12 2/3 - (-8 5/6) = -12 2/3 + 8 5/6
Now, we need to find a common denominator to add the fractions. The common denominator for 3 and 6 is 6.
Rewriting the fractions with the common denominator:
-12 2/3 + 8 5/6 = -12 (2/3)(2/2) + 8 (5/6)(1/1) = -12 (4/6) + 8 (5/6)
Simplifying the fractions:
-12 (4/6) + 8 (5/6) = -12 (2/3) + 8 (5/6)
Now, we can add the whole numbers and fractions separately:
-12 (2/3) + 8 (5/6) = -12 + 8 (2/3 + 5/6)
= -4 (2/3 + 5/6)
Now, we need to find a common denominator to add the fractions inside the parentheses. The common denominator for 3 and 6 is 6.
(2/3 + 5/6) = (4/6 + 5/6) = (9/6)
Now, we can continue simplifying the expression:
-4 (9/6) = -4 * (9/6)
Simplifying further:
(9/6) can be reduced to (3/2)
-4 * (3/2) = -12/2
= -6
Therefore, -12 2/3 - (-8 5/6) = -6
The answer is -6, which can also be written as a mixed number: -6 = -5 5/6.
What is the absolute value of subtracting these rational numbers on a vertical number line diagram? −22 − 1 1/2
To find the absolute value of the difference between -22 and -1 1/2, we subtract the two numbers and then take the absolute value of the result.
-22 - (-1 1/2) = -22 + 1 1/2
To add these fractions, we first need to find a common denominator. The common denominator for 1/2 and 2/2 is 2.
-22 + 1 1/2 = -22 + (2/2)(1/1) + (1/2)(1/1) = -22 + 2/2 + 1/2
Simplifying the fractions:
-22 + 1 + 1/2 = -21 + 1/2
Now, taking the absolute value:
|-21 + 1/2| = |-20 1/2|
The absolute value of -20 1/2 is 20 1/2.
Therefore, the absolute value of subtracting -22 and -1 1/2 on a vertical number line diagram is 20 1/2.
Jason rides his bike home from school 2 miles. On his way back home from school, he passes his house to go to his friend's house, which is a mile farther. What is the total distance Jason traveled from school?
The total distance Jason traveled from school can be calculated by adding the distance he rode initially (2 miles) to the additional distance he traveled to his friend's house (1 mile).
So, the total distance Jason traveled from school is 2 miles + 1 mile = 3 miles.
Subtract 12 − (−8).
To subtract 12 - (-8), we can think of it as adding the additive inverse of -8 to 12.
The additive inverse of -8 is 8.
So, 12 - (-8) can be rewritten as 12 + 8.
Adding 12 and 8, we get:
12 + 8 = 20
Therefore, 12 - (-8) = 20.
Use the additive inverse to find −123.45 − (−234.76).
To find the additive inverse of a number, we simply change the sign of the number.
In this case, to find the additive inverse of -234.76, we change the sign of the number:
-(-234.76) = 234.76
Now, we can rewrite the expression as addition using the additive inverse:
-123.45 - (-234.76) = -123.45 + 234.76
Now, we can perform the addition:
-123.45 + 234.76 = 111.31
Therefore, -123.45 - (-234.76) = 111.31.
Positive or negative
To determine if a number is positive or negative, you need to check its sign.
If the number is greater than zero (+0), then it is positive.
If the number is less than zero (-0), then it is negative.
Please provide the specific number you want to determine its sign.
Use the additive inverse to find −24 4/5 − 6 7/10.
To find the additive inverse of a number, we simply change the sign of the number.
In this case, to find the additive inverse of -24 4/5, we change the sign of the number:
-(-24 4/5) = 24 4/5
Now, we can rewrite the expression as addition using the additive inverse:
-24 4/5 - 6 7/10 = 24 4/5 + 6 7/10
Now, we need to find a common denominator to add the fractions. The common denominator for 5 and 10 is 10.
Rewriting the fractions with the common denominator:
24 4/5 + 6 7/10 = 24 8/10 + 6 7/10
Simplifying the fractions:
24 8/10 + 6 7/10 = 24 4/5 + 6 7/10
Now, we can add the whole numbers and fractions separately:
24 4/5 + 6 7/10 = 24 + 6 (4/5 + 7/10)
= 30 (4/5 + 7/10)
Now, we need to find a common denominator to add the fractions inside the parentheses. The common denominator for 5 and 10 is 10.
(4/5 + 7/10) = (8/10 + 7/10) = (15/10)
Now, we can continue simplifying the expression:
30 (15/10) = 30 * (15/10)
Simplifying further:
(15/10) can be reduced to (3/2)
30 * (3/2) = 90/2
= 45
Therefore, -24 4/5 - 6 7/10 = 45.
The answer is 45, which is positive.
Use the additive inverse to find −24 4/5 − 6 7/10.
−3112
negative 31 Start Fraction 1 over 2 End Fraction
−18110
negative 18 Start Fraction 1 over 10 End Fraction
3112
31 Start Fraction 1 over 2 End Fraction
−31110
Apologies for the misunderstanding in my previous response. Let's reevaluate the problem correctly:
To find the additive inverse of a number, we simply change the sign of the number.
In this case, to find the additive inverse of -24 4/5, we change the sign of the number:
-(-24 4/5) = 24 4/5
Now, we can rewrite the expression as addition using the additive inverse:
-24 4/5 - 6 7/10 = 24 4/5 + (-6 7/10)
Now, we need to find a common denominator to add the fractions. The common denominator for 5 and 10 is 10.
Rewriting the fractions with the common denominator:
24 4/5 + (-6 7/10) = 24 8/10 + (-6 7/10)
Simplifying the fractions:
24 8/10 - 6 7/10
Now, we can subtract the whole numbers and fractions separately:
24 - 6 + 8/10 - 7/10 = 18 + 1/10
So, -24 4/5 - 6 7/10 equals -18 1/10.
Consider 16–20.5. What is the solution? Represent the subtraction on a horizontal number line diagram.
16
A number line ranges from negative 4 to 16 in increments of 1. A solid line with dots on both ends is drawn on the number line, ranging from negative 4.5 to 16.
4.5
A number line ranges from negative 4 to 16 in increments of 1. A solid line with dots on both ends is drawn on the number line, ranging from negative 4.5 to 16.
4.5 Image with alt text: A number line ranges from negative 4 to 16 in increments of 1. A solid line with dots on both ends is drawn on the number line, ranging from negative 4.5 to 16.
−4.5
A number line ranges from negative 4 to 16 in increments of 1. A solid line with dots on both ends is drawn on the number line, ranging from negative 4.5 to 16.
negative 4.5 Image with alt text: A number line ranges from negative 4 to 16 in increments of 1. A solid line with dots on both ends is drawn on the number line, ranging from negative 4.5 to 16.
−4.5
To represent the subtraction 16 - 20.5 on a horizontal number line diagram, we start by placing a point at the number 16 on the number line.
Then, we move to the left by subtracting 20.5 from 16.
Since 20.5 is greater than 16, we move to the left by 20.5 units from the point at 16.
On the number line, this means we move past 15, 14, 13, and so on until we reach approximately -4.5.
Therefore, the solution to 16 - 20.5 is approximately -4.5.
Subtract −6 − (−8)
To subtract -6 - (-8), we can think of it as adding the additive inverse of -8 to -6.
The additive inverse of -8 is 8.
So, -6 - (-8) can be rewritten as -6 + 8.
Adding -6 and 8, we get:
-6 + 8 = 2
Therefore, -6 - (-8) = 2.
Subtract 17−(−18)
To subtract 17 - (-18), we can rewrite it as 17 + 18, since subtracting a negative number is the same as adding its positive counterpart.
17 + 18 = 35
Therefore, 17 - (-18) = 35.
Of these things in an environment, which one is a living thing?(1 point)
Responses
air (wind)
air (wind)
water (river)
water (river)
soil (clay)
soil (clay)
fungus (mushroom)
Fungus (mushroom) is a living thing.
What made the discovery of cells possible?(1 point)
Responses
the invention of the microscope
the invention of the microscope
the study of viruses and bacteria
the study of viruses and bacteria
the observation of cells by Hooke and Pasteur
the observation of cells by Hooke and Pasteur
the use of magnifying glasses
The invention of the microscope made the discovery of cells possible.
Which of the following best describes cell theory?(1 point)
Responses
cell theory describes the process of how cells come from preexisting cells.
cell theory describes the process of how cells come from preexisting cells.
cell theory describes the difference between multicellular and unicellular organisms.
cell theory describes the difference between multicellular and unicellular organisms.
cell theory describes the tiny structures that are found within cells.
cell theory describes the tiny structures that are found within cells.
cell theory describes the three criteria for determining living things.
The best description of cell theory is that it describes the process of how cells come from preexisting cells.
Amoebas are unicellular. The single cell splits in half to form two new cells. A student claims amoebas are alive. Is the student correct?(1 point)
Responses
The student is not correct; amoebas are not alive because two different amoebas are not contributing together to make a new offspring.
The student is not correct; amoebas are not alive because two different amoebas are not contributing together to make a new offspring.
The student is not correct; amoebas are not alive because they are only made of one cell.
The student is not correct; amoebas are not alive because they are only made of one cell.
The student is correct; amoebas are alive because they become multicellular.
The student is correct; amoebas are alive because they become multicellular.
The student is correct; amoebas are probably alive because they have reproductive capabilities and create offspring through reproduction.