At 9 a.m the outside temperature was -9 by noon the temperature was -12 Jorge said that it was getting warmer outside is he correct explain

Answered by answersmine:

No because when your doing negatives to get back to the positives you have to go up like your counting it's getting colder!
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Related questions in Mathematics

Write to explain two ways you can find the sum of 3+4+5.

Way one: put the biggest number in your head in this case 5 then count up 4 then 3 more so you get 12 

way 2: draw 3 tally marks then 4 more then 5 more then count them all together to get the sum 12

hope this helped:)

3-3x6+2= we have 3 answers so far -17 -13 2 any idea's on which is correct

-13 In England we remember the order with the word BODMAS. Brackets,Of,Divide, Multiply, Add and lastly Subtract

Hi everybody! I hope you are doing well. I really need help on these two algebra 1 questions. I've been stuck for a whole day and I would appreciate it if it could be explained.. 1. Bradley has 3 square pieces of cardboard with each side equal to x units. For each piece, he does something different to it according to each part below:Part A: Bradley pasted rectangular strips along two adjacent sides of the cardboard to increase its length and width by y units each. What will be the change in the area of the piece of cardboard? Show your work.Part B: Bradley cut off rectangular strips from two adjacent sides of the cardboard to decrease its length and width by y units each. What will be the change in the area of the piece of cardboard? Show your work. Part C: Bradley cut off a strip from one side of the cardboard and pasted the strip on an adjacent side of the cardboard to increase its length by y units and decrease its width by y units. What will be the change in the area of the cardboard? Show your work. 2. Part A: Divide (10x^4y^3 + 5x^3y^2 - 15x^2y - 25x^2y^4) by -5x^2y. Show your work, and justify each step. Part B: How would your answer in Part A be affected if the x^2 variable in the denominator was just an x? Part C: What is the degree and classification of the polynomial you got in Part A? Even if you only have time to answer one of the questions, it would really help. Thank you so much!

These are some lengthy problems for a middle school student! 
Oh well, let me see what I can do. 

First off. Draw 3 Squares. 
Each side will have the length/width of X. 

First let's find the area of a normal square.
Because Area is Base * Height we will get this: 
x*x = x^2

Part A: 
Alright! So we have our square, but now they add 2 strips to both sides of this square. They tell us that the length/width has increased by y. Which means that our new side is equivalent to the following expression: 
X + Y

This is due to the fact that we are simply adding a new side. We haven't multiplied our length/width. So, let's examine the new area. 

(x+y)*(x+y) = (x+y)^2

Now we will actually square the expression by using the FOIL method. 
F - First
O -  Outer
I - Inner
L - Last

Multiply the First Terms: 
x*x = x^2

Multiply the Outer Terms: 
x*y = xy

Multiply the Inner Terms: 
y*x = xy (yx is the same as xy)

Multiply the Last Terms: 
y*y = y^2

Add them all together and we have our answer!

Area = x^2 + 2xy + y^2 
(The two xy's add together to form 2xy!) 
We are not done here! Now we must find the Change in the Area. To do so we must subtract the new area and the old area. So! Let's get right to it. (Keep in mind the "old area" is the area of a square which has the length/width of X) 

(New Area) - (Old Area)
(x^2 + 2xy + y^2) - (x^2)

Cancel out the like terms to get a final answer of... : 
Change in Area = 2xy + y^2

Part B: 
Same situation as the last problem! Except in this case we will be subtracting y. So our sides now look like this: 

X - Y

Area = Base*Height
Both are base and height equal x-y. So we just need to multiply them together like before. 

Area = (x - y)^2
Area = (x - y)(x - y)

Multiply the First Terms: 
x*x = x^2

Multiply the Outer Terms:
x*-y = -xy

Multiply the Inner Terms: 
-y*x = -xy

Multiply the Last Terms: 
-y*-y = y^2

Area = x^2 - 2xy + y^2 

Change in Area = x^2 -2xy + y^2 - x^2

Once again the x^2 will cancel out. 

Change in Area = -2xy + y^2

Part C: 
This is where it becomes a bit trickier. Now we have a rectangle instead of a square. 

So we have two different sides. 
I'll note that it doesn't matter if you say the x-y or x+y are the length or the width. As long as they are both represented it is fine. 

Area = L*W

Area = (x - y)(x + y) 

Multiply the First Terms: 
x*x = x^2

Multiply the Outer Terms: 
x*y = xy

Multiply the Inner Terms: 
-y*x = -xy

Multiply the Last Terms: 
-y*y = -y^2

Area = x^2 + xy - xy + y^2
The xy's cancel out. 

Change in Area = x^2 + y^2 - x^2

You can probably guess by now, but the x^2's will cancel out once again!

Change in Area = y^2

#2: Part A: 
(10x^4y^3 + 5x^3y^2 - 15x^2y - 25x^2y^4)/-5x^2y

We need to ask a few questions to get to our answer. 
Is the constant in front of the denominator (-5) divisible by all of the constants in front of all the terms in the numerator (10 + 5 - 15 - 25)? 

What variables are in the denominator? (x and y are) 

Do all of the terms in the numerator have x and y? 

If yes, then what is the lowest power of x? (x^2)

If yes, then what is the lowest power of y? (y)

What we have here is what we need to reduce the denominator by. 
So we reduce all the constants by -5. (Divide by -5)

10/-5 = -2
5/-5 = -1
-15/-5 = 3
-25/-5 = 5

Next up is the variables. 
For these we simply subtract the lowest power from all of them. (In reality we are dividing them by x^2, thus reducing 

x^4/x^2 = x^2
x^3/x^2 = x
x^2/x^2 = 1
x^2/x^2 = 1

Lastly the y terms.
Same deal with the x terms. 

y^3/y = y^2
y^2/y = y
y/y = 1
y^4/y = y^3

Now put them all together!

-2x^2 -xy +3 +5y^3

Part B: 
All the x terms would be increased by 1 due to being reduce one less power. 
So it'll look like this: 
-2x^3 - x^2y + 3 + 5xy^3

Part C: 
The Degree is 3, because the highest power is 3 (y^3). The classification for this is a Cubic Polynomial. 

Choose the correct solution in roster form. S is the set of prime numbers that are less than 15. A- { 2, 3, 5, 7, 11, 13 } B- { 2, 3, 5, 7, 9, 11, 13 } C- { 1, 3, 5, 7, 9, 11, 13 } D- { 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 } ---------------------------------------------------------------------------------- Write the solution to the inquality in set-builder notation. 9t - 4 >32 A- { t | t > 4 } B- { t | t > 6 } C- { t | t > 28 } D- { t | t > 36 }

Mathematically speaking, roster form of a set is a list of elements that are in the set.

Basically, to represent a set in roster form, we simply list the elements of the set, separated by commas, within braces.

as per the question, consider the set, S, described verbally:

   S = {all prime numbers less than 15}

To write this in roster form, we would first identify all the elements in the set. Let's see. . . the integers that are strictly greater than 0 and less than or equal to 4 would be the integers that are between 0 and 4, not including 0, but including 4, so 1, 2, 3, and 4.

Now we just write these integers, separated by commas, within braces.

S = {2, 3, 5, 7, 11, 13}. So answer is option A

Set notation is a representation of a set of the form {element | properties of that element}.

To represent the inequality in set builder notation, we will first have to solve for the inequality as follows:

9t - 4 >32

Step 1: Add 4 on LHS(Left hand side) and RHS(right hand side) of the inequality.

9t > 36

Step 2: Divide LHS and RHS by 9

t > 4

This means that the inequality holds for all values of t greater than 4 i.e.

{ t | t > 4 }. so answer is option A

A petting zoo has 5 lambs 11 rabbits 4 goats and 4 piglets. find the ratio of goats to the total number of animals. write the ratio in the simplest form then explain its meaning

First, add together the number of all the animals.

Then, find the number of goats and put that into a ratio with 24

This ratio means that for every 6 animals there is 1 goat

Hope this helps :D

Correct series of keys ?

That means "is this the right amount of keys" and that ia what it means

Explain how the two steps of mving the decimal and multipying by the power of 10 leave the value of the orginal number unchanged

Multiplying by the power of 10 will always move the value of the original number to the left without changing the original number. Lets say you have 2.06 and u multiply it by 10^4 power (which also equals 10000) you would end up with 20600 because when you multiply by the power of 10 however many zeros you end up with you add to the end of the original value which in this case will take two zeros to move 2.06 into 206 and then you add two zeros onto the end which leaves you with 20600. For anther example, 567 x 10^2 = 567 because 10^2 equals 100 and if you add those two zeros you get from 100 to 567 you get 56700 with the original value unchanged because when multiplying by the power of 10 you only add 0's to the number.

Sorry if that was super confusing /: I tried my best (not that good at explaining) hope I helped though (:

Sally is completely unprepared for a three-question multiple-choice pop quiz, so she randomly guesses the answer to each question. If each question has four choices, then what is the probability that she gets at least two questions correct? A) 0.0469 B) 0.0625 C) 0.1406 D) 0.1563


Option: D is the correct answer.

D) 0.1563

Step-by-step explanation:

There are a total of 3 questions in a quiz.

We are asked to find the probability that at least two questions were correct.

Hence, we have to use binomial in order to find the probability.

We know that the probability of k success in n experiments is calculated by the formula:


where p is the probability of success.

and q is the probability of failure.

Here p is the probability that the question is correct.

i.e. p=1/4

( Since out of the 4 choices 1 choice is correct)



( Since out of the 4 choices 3 are incorrect)

Hence, we are asked to find:

P(X\geq 2)

i.e. we have to find:


Here we have, n=3


            Hence, the probability is:


A machine can put is 27 inches of ribbon every three minutes how many feet of ribbon can the machine making one hour explain

You divide 60/3 as the machine puts inches every 3 minutes, getting an answer of 20 minutes. Then, multiply 20x27, getting an answer of 540 inches.

Explain how you can identify a non proportional relationship?

Simply simplify the ratios/fractions into their simplest fraction form and divide the numerator by the denominator. If they are equal, they are in fact proportions, if not, they aren't

1 )10n^2-35=65n 2) 3x^2-8x=16 3)16n^2-114n= -14 4)28n^2= -96-184nPLEASE ANSWER IT

1.) 10n^2 - 35 = 65n
10n^2 - 65n - 35 = 0
2n^2 - 13n - 7 = 0
2n^2 + n - 14n - 7 = 0
n(2n + 1) - 7(2n + 1) = 0
(n - 7)(2n + 1) = 0
n - 7 = 0 or 2n + 1 = 0
n = 7 or n = -1/2

2.) 3x^2 - 8x = 16
3x^2 - 8x - 16 = 0
3x^2 - 12x + 4x - 16 = 0
3x(x - 4) + 4(x - 4)
(3x + 4)(x - 4)
3x + 4 = 0 or x - 4 = 0
x = -4/3 or x = 4

3.) 16n^2 - 114n = -14
16n^2 - 114n + 14 = 0
8n^2 - 57n + 7 = 0
8n^2 - 56n - n + 7 = 0
8n(n - 7) - 1(n - 7) = 0
(8n - 1)(n - 7) = 0
8n - 1 = 0 or n - 7 = 0
n = 1/8 or n = 7

4.) 28n^2 = -96 - 184n
28n^2 + 184n + 96 = 0
7n^2 + 46n + 24 = 0
7n^2 + 42n + 4n + 24 = 0
7n(n + 6) + 4(n + 6) = 0
(7n + 4)(n + 6) = 0
7n + 4 = 0 or n + 6 = 0
n = -4/7 or n = -6

Is it possible for a 5 digit number to be rounded to a 6 digit number? Explain

It is impossible for a 5 digit number to be rounded to a 6 digit number because in this situation you count just add a random number

Find the error in the solution, and then solve correctly 9x+18+3x=1 9x+18=-2 9x=20 x=-20/9

The second should be:
12x + 18=1, as you cannot combine -3x and 1 to get -2
To continue:
12x = -17
x = -17/12