Find the coordinate of the midpoint of the segment with the given endpoints:
-4 and 7

[tex] \huge \boxed{\mathfrak{Question} \downarrow}[/tex]

[tex] \large \sf\frac{ x+3 }{ 7 } - \frac{ (2x-5) }{ 3 } = \frac{ (3x-5) }{ 5 } -25 \\ [/tex]

[tex] \huge \boxed{\mathfrak{Answer} \downarrow}[/tex]

[tex] \large \boxed{ \bf \: x=25}[/tex]

[tex] \huge \boxed{\mathfrak{Steps} \downarrow}[/tex]

[tex] \large \sf \: \frac{ x+3 }{ 7 } - \frac{ (2x-5) }{ 3 } = \frac{ (3x-5) }{ 5 } -25 \\ [/tex]

Multiply both sides of the equation by 105, the least common multiple of 7,3,5.

[tex] \large \sf \: 15\left(x+3\right)-35\left(2x-5\right)=21\left(3x-5\right)-2625 \\ [/tex]

Use the distributive property to multiply 15 by x+3.

[tex] \large \sf \: 15x+45-35\left(2x-5\right)=21\left(3x-5\right)-2625 \\ [/tex]

Use the distributive property to multiply -35 by 2x-5.

[tex] \large \sf \: 15x+45-70x+175=21\left(3x-5\right)-2625 \\ [/tex]

Combine 15x and -70x to get -55x.

[tex] \large \sf \: -55x+45+175=21\left(3x-5\right)-2625 \\ [/tex]

Add 45 and 175 to get 220.

[tex] \large \sf \: -55x+220=21\left(3x-5\right)-2625 \\ [/tex]

Use the distributive property to multiply 21 by 3x-5.

[tex] \large \sf \: -55x+220=63x-105-2625 \\ [/tex]

Subtract 2625 from -105 to get -2730.

[tex] \large \sf \: -55x+220=63x-2730 \\ [/tex]

Subtract 63x from both sides.

[tex] \large \sf \: -55x+220-63x=-2730 \\ [/tex]

Combine -55x and -63x to get -118x.

[tex] \large \sf \: -118x+220=-2730 \\ [/tex]

Subtract 220 from both sides.

[tex] \large \sf-118x=-2730-220 \\ [/tex]

Subtract 220 from -2730 to get -2950.

[tex] \large \sf \: -118x=-2950 \\ [/tex]

Divide both sides by -118.

[tex] \large \sf \: x=\frac{-2950}{-118} \\ [/tex]

Divide -2950 by -118 to get 25.

[tex]\large \boxed{ \bf \: x=25}[/tex]

Answer:

x=-12

Step-by-step explanation:

AC=AB+BC

x+29=2x+33+8

x-2x=33+8-29

-x=12

x=-12

Answer:

y=95

Step-by-step explanation:

17x5=85

180-85=95

y=95

Each of the pairs of opposite angles made by two intersecting lines is called a pair of vertical angles. The value of x and y is 17 and 95, respectively.

Each of the pairs of opposite angles made by two intersecting lines is called a pair of vertical angles.

The measure of ∠1 and ∠3 will be equal since the two angles are vertical angles. Therefore, we can write.

∠1 = ∠3

5x° = 85°

x = 85° / 5

x = 17°

Also, the sum of measures ∠1 and ∠2 will be equal to 180°, this is because the two angles form a pair of linear angles. Therefore, we can write,

∠1 + ∠2 = 180°

5x + y = 180°

Substitute the value of x,

5(17°) + y = 180°

85° + y = 180°

y = 180° - 85°

y = 95°

Hence, the value of x and y is 17 and 95, respectively.

The complete question is mentioned below.

Learn more about Vertical Angles here:

https://brainly.com/question/24460838

#SPJ2

Answer:

q=8/7

Step-by-step explanation:

Answer:

i say number 3

Step-by-step explanation:

It's a rectangle.

It clearly shows the outline of the shape presented.

Answer:

F = FIRST TERM

S = SECOND TERM

L = LAST TERM

Step-by-step explanation:

1- (x+1)² = x²+2x+1

F = x²

S = 2x

L = 1

2- (x+2)² = x² + 4x + 4

F = x²

S = 4x

L = 4

3- (x+3)² = x² + 6x +9

F = x²

S= 6x

L= 9

4 (x+ y)² = x²+2xy +y²

F = x²

S = 2xy

L = y²

Answer:

Its -5/96 in fraction form and −0.052083 repeating in decimal form.

Step-by-step explanation:

Reduce the expression, if possible, by cancelling the common factors.

Answer:

36.909m

Step-by-step explanation:

6.339+0.170+30.4

=36.909m

Answer:

10:30

Step-by-step explanation:

Since it is asking for the ratio of 6th grade students to all you need to put the amount of 6th grade students first. Then you add the amount of 6th and 5th grade students to get 30. and so the ratio would be 10:30. Hope it helped! :)

Answer:

I dont understand this question

D is answer

Step-by-step explanation:

Combine terms

Multiply -3 x 42

-3/7x-126/7

Divide 126 by 7

-3/7x - 18

So now you pick anything that matches that answer which is D.

Answer:

Below (correct me if i am wrong, mark me as brainliest if right)

Step-by-step explanation:

Let's narrow this down, shall we?

It could not be A, because AB and AD are not the same length, AD is a longer line

It is B, because AC an AD seem to be equal lengths

It is C because of B!  They are of equal length meaning ACD is a equilateral triangle

it could not be D because it appears to be a scalene triangle and have left as a longer side

It is E because CDE is a isosceles triangle

Answer: 15s+9s=120

Step-by-step explanation:

s=Seconds

Answer:

1,3,7,21

Step-by-step explanation:

9+9 is 21 that all I no osjjj

Answer:

In algebra,

• Like terms are terms having the same literal (variable) with same exponents.

Example: 5y + 8y are like terms because they are both "y".

• Unlike terms are terms having the same variable with different exponents or different variable with same exponents.

Example: 4x + 19y are unlike terms because x and y are two different variables with different coefficients.

Hope it helps :D

Answer:

729

Step-by-step explanation:

I'm sorry if it isn't. :) have a good day

-9(y + 12) = 4(-7y -8)

Use the distributive property:

-9y - 108 = -28y -32

Add 32 to both sides:

-9y - 76 = -28y

Add 9y to both sides:

-76 = -19y

Divide both sides by-19

Y = 4

Answer:

A

Step-by-step explanation:

Apply Quotient of Powers

[tex] \frac{x {}^{y} }{x {}^{z} } = x {}^{y - z} [/tex]

In this questions terms,

[tex] \frac{a {}^{ \frac{1}{3} } }{a {}^{ \frac{1}{4} } } = a {}^{ \frac{1}{3} - \frac{1}{4} } [/tex]

[tex] \frac{4}{12} - \frac{3}{12} = \frac{1}{12} [/tex]

Answer:272

Step-by-step explanation:

Answer:

(7x+18)°+(5x-6)° =180° adjacent angles sum up to 180°

7x+5x+18-6=180

12x+12=180

12x=180-12

12x=168

dividing through by 12

x=14

(3y+11)°=(7x+18)° corresponding angles

3y+11=7(14)+18

3y+11=98+18

3y+11=116

3y=116-11

3y=105

dividing through by 3

y=35

Answer:

-(6y + 2z) - 7z - (12z + 32y)7,956

Step-by-step explanation:

Answer:

13 shaded is the correct one

Answer:

Formular:

[tex]length = \sqrt{ {(x_{1} - x_{2} )}^{2} + {(y_{1} - y_{2} ) }^{2} } [/tex]

x1 » 0

x2 » 6

y1 » -2

y2 » -6

[tex]l = \sqrt{ {(0 - 6)}^{2} + {( - 2 - 6)}^{2} } \\ \\ l = \sqrt{ {( - 6)}^{2} + {( - 8)}^{2} } \\ \\ l = \sqrt{36 + 64} \\ \\ l = \sqrt{100} [/tex]

for the √100 in surds:

[tex]l = \sqrt{10 \times 10} = \sqrt{ {10}^{2} } = ( {10}^{2} ) {}^{ \frac{1}{2} } \\ \\ { \boxed{ \boxed{distance = 10 \: \: units}}}[/tex]

Answer:

1/2 x 1/8 = 1/16 in fraction form.

Answer:

I hope it's helps you

have a nice day

Answer:

x = 5

Step-by-step explanation:

x/8 + x/10 = 9/8

=> 10x/80 + 8x/80 = 9/8

=> 18x/80 = 9/8

=> 18x = 9/8 (80)

=> 18x = 90

=> x = 90/18

=> x = 5

Answer:

13. Bestie literally 9+4

Answer:When solving a question like "What number is 4 less than 9?", take a close look at what it is really asking.

You have the number 9 and you are looking for a number that is 4 less than 9. In other words, if you have 9 and take away 4, then how many do you have?

You guessed it! This is a subtraction problem. 9 is the minuend and 4 is subtrahend and the answer we are looking for is the difference.

Therefore, to solve "What number is 4 less than 9?", you subtract 4 from 9 like so:

9 - 4 = 5

Step-by-step explanation:

Answer:

x = 56/25

Step-by-step explanation:

Answer:

000000000000000

Step-by-step explanation:

no explanation