Answer:
[tex]\sqrt{52}[/tex]
Step-by-step explanation:
[tex]a^{2} + b^{2} =c^{2}[/tex]
Here, a = 4, and b = 6. So if you square a, you get 16. If you square b, you get 36.
16+36 = 52 = [tex]c^{2}[/tex]
Take the square root of 52 and [tex]c^{2}[/tex] and you get that c = [tex]\sqrt{52}[/tex]
This can be simplified further. c = [tex]\sqrt{52} = \sqrt{13*4} = 2\sqrt{13}[/tex]
What is the equation for the line of symmetry in this figure?
Answer:
x = -1
Step-by-step explanation:
the line of the simetry is x = -1
Answer:
Its x = -1 because it splits the diamond shape perfectly at x -1
Step-by-step explanation:
Find the value of the variable(s). If your answer is not an integer, leave it in simplest radical form.
x = 22, y = 11[tex]\sqrt{3}[/tex]
x = 11, y = 22[tex]\sqrt{3}[/tex]
x = 22[tex]\sqrt{3}[/tex], y = 11
x = 11[tex]\sqrt{3}[/tex], y = 22
Answer:
D
Step-by-step explanation:
Since this is a right triangle, and we are given that one of the other angles is 30°, we have a 30°, 60°, 90° triangle.
In a 30°, 60°, 90° triangle, the side lengths are all related as shown below.
We should determine a first. a is the measure of the side opposite to the 30° angle. Thus:
[tex]a=11[/tex]
The side opposite to the 60° angle is given by a√3. Since a = 11, the side opposite to the 60° angle or x is:
[tex]x=(11)\sqrt{3}=11\sqrt3[/tex]
Finally, the hypotenuse will be 2a. Since a = 11, the hypotenuse or y will be:
[tex]y=2(11)=22[/tex]
Hence, x = 11√3 and y = 22.
Our answer is D.
Please help
Maths....
6 cm from what im seeing
Answer: 7 cm
Step-by-step explanation:
Convert 1.2 radians to an
angle in degrees
Answer:
Below
Step-by-step explanation:
Let x be the measure in degrees
● x/180 = 1.2/Pi
Cross multiply the values
● x*Pi = 180×1.2
● x = 216/Pi
Take Pi = 3.14
● x = 68.78 wich is approximatively 69°
Cobalt-60 is used for radiotherapy. It has a half-life of 5.26 years. If 4 g of cobalt-60 is administered, how much remains in 3 years? A. 1.2 g B. 2.7 g C. 3.3 g D. 2.1 g E. 0.2 g
Answer:
B. 2.7 g
Step-by-step explanation:
The half life of a substance is the time taken for the substance to reduce to half of its original amount. It is given by:
[tex]A=A_o*(\frac{1}{2})^\frac{t}{t_{1/2}}\\ Where\ A\ is \ the \ amount \ of \ substance\ remaining\ after\ t\ years, \\A_o \ is \ the\ initial\ value\ of \ the\ substance,\ t_{1/2} is\ the\ half\ life\ and\\t\ is\ the\ years\ spent[/tex]
Given that:
Ao = 4 g, t = 3 years, t(1/2) = 5.26 years. Therefore:
[tex]A=A_o*(\frac{1}{2})^\frac{t}{t_{1/2}}\\A=4*(\frac{1}{2} )^\frac{3}{5.26}=4*0.6735=2.7\\ A=2.7\ g[/tex]
90 to the nearest tenth
Answer:
90
Step-by-step explanation:
90 has 0 ones so it is already rounded.
Answer:
90
Step-by-step explanation:
Hey there!
Well 90.000 to the nearest tenth is just 90 because there is decimal places to round.
Hope this helps :)
The water usage at a car wash is modeled by the equation W(x) = 4x3 + 6x2 − 11x + 7, where W is the amount of water in cubic feet and x is the number of hours the car wash is open. The owners of the car wash want to cut back their water usage during a drought and decide to close the car wash early two days a week. The amount of decrease in water used is modeled by D(x) = x3 + 2x2 + 15, where D is the amount of water in cubic feet and x is time in hours.
Write a function, C(x), to model the water used by the car wash on a shorter day.
Answer:
C(x)=3x³+4x²-11x-8
Step-by-step explanation:
The water usage is modeled by the equation W(x) = 4x³ + 6x² − 11x + 7
The amount of decrease in water used is modeled by D(x) = x³ + 2x² + 15
C(x)= W(x)-D(x)
C(x)=4x³ + 6x² − 11x + 7-(x³ + 2x² + 15)
C(x)=4x³ + 6x² − 11x + 7-x³-2x²-15
c(x)=3x³+4x²-11x-8
Answer:
the second option
Step-by-step explanation:
7. Verify the following: i) (ab + bc) (ab – bc) + (bc + ca) (bc – ca) + (ca + ab) (ca – ab) = 0 ii) (a + b + c) (a² + b² + c² – ab – bc – ca) = a³ + b³+ c³ – 3abc iii) (p – q) (p² + pq + q²) = p³ – q³. EXPLAIN
1. (ab + bc) (ab – bc) + (bc + ca) (bc – ca) + (ca + ab) (ca – ab) = 0
We know that (a+b)(a-b) = a²-b²
(ab + bc)(ab -bc) can be written as a²b² - b²c²
(bc + ca)(bc -ca) can be written as b²c² - c²a²
(ca + ab)(ca - ab) can be written as c²a² - a²b²
→ a²b² - b²c² + b²c² - c²a² + c²a² - a²b²
→ a²b² - a²b² - b²c² + b²c² - c²a² + c²a²
→ 0
2. (a + b + c) (a² + b² + c² – ab – bc – ca) = a³ + b³+ c³ – 3abc
→ a³ + ab² + ac² -a²b - abc -ca² + a²b + b³ + bc² - ab² - b²c - abc + a²c + b²c + c³ - abc - bc² - c²a
→ a³ + b³+ c³ + (- abc - abc - abc) + (ab² - ab² )+ (ac² - ca² ) -(a²b + a²b )+ (bc² - bc² )+ (a²c - c²a) + (b²c - b²c)
→ a³+b³+c³ - 3 abc .
3. (p – q) (p² + pq + q²) = p³ – q³.
→ p³ + p²q + pq² - p²q - pq² - q³
→ p³ - q³ +(p²q - p²q) + (pq² - pq²)
→ p³ - q³
Look at the pattern below. step 1 with 1 square step 2 with 3 squares step 3 with 6 squares step 4 with 10 squares How many squares will be in the pattern in step 6
Answer:
21 squares
Step-by-step explanation:
Here in this question, we are given a pattern and we want to determine what the values in that pattern will be at a specific step.
We proceed as follows;
What we can see in this pattern is that the difference in number of squares between a pattern and the next pattern increases by the addition of the next integer to the number of squares we have in the last pattern.
Thus for step 5, we shall be adding the next integer( 5) to the number of squares ;
That would be 10 + 5 = 15 squares
For step 6, we shall be adding the next integer (6) to the number of squares in step 5.
That would be 15 + 6 = 21 squares
How we got the initial next integer?
step 1 = 1 square
step 2 = 3 squares ( integer difference of 2)
step 3 = 6 squares ( integer difference of 3)
step 4 = 10 squares ( integer difference of 4)
so;
step 5 = 15 squares ( integer difference of 5)
step 6 = 21 squares( integer difference of 6)
Duke wants to hire someone to re-tile his bathroom. The research he found for three local tilers is presented in the table below. He was able to find the average area of their tiling jobs and the time it took the tilers to complete the job.
Tiler Area Tiled
(square feet) Time
(hours:minutes)
Toni's Tiles 803 2:12
Bob's Bathrooms 1,460 4:00
Rhonda's Restroom Redos 753 1:30
Calculate the unit rate for each tiler above to determine if proportional relationships exist.
The rates at which Toni's Tiles and Bob's Bathrooms tile are ?
to one another.
The rates at which Toni's Tiles and Rhonda's Restroom Redos tile are ?
to one another.
The rates at which Bob's Bathrooms and Rhonda's Restroom Redos tile are ?
to one another.
Two items are in a proportional relationship if they ?
the same unit rate.
Answer:
Toni's Tiles and Bob's Bathrooms are in a proportional relationship as they have the same unit rate
Step-by-step explanation:
The given parameters are;
, Area Tiled (ft²) Time (Hr:min)
,
Toni's Tiles, 803 2:12
Bob's Bathrooms, 1,460 4:00
Rhonda's Restroom Redos 753 1:30
The unit rate for each tiler
Toni's Tiles = 803/2:12 = 803/(2×60 + 12) = 6.083 ft²/min
Bob's Bathrooms = 1460/(4×60) = 6.083 ft²/min
Rhonda's Restroom Redos = 753/(60 + 30) = 8.37 ft²/min
Therefore we have;
The rates at which Toni's Tiles and Bob's Bathrooms tile are to one another = 6.083 to 6.083 = 1:1
The rates at which Toni's Tiles and Rhonda's Restroom Redos tile are to one another = 73/12×30/251 = 365:502
The rate at which Bob's Bathrooms and Rhonda's Restroom Redos tile are to one another = 73/12×30/251 = 365:502
Therefore, Toni's Tiles and Bob's Bathrooms are in a proportional relationship as they have the same unit rate.
Let u = , v = . Find u + v. (1 point)
Answer:
i couldnt find a solution to the equation all i could get is u +v
Step-by-step explanation:
what were you trying to say when you said "let u="
Answer:
4.8
Step-by-step explanation:
(-3,4) + (8,2) = 4.8
Does anyone know this
=================================================
Explanation:
The graph goes on forever to the left and right. This means any real number x can be plugged into the function to get some output y. The domain is the set of all real numbers. In interval notation, we would say [tex](-\infty, \infty)[/tex] which is another way of saying [tex]-\infty < x < \infty[/tex]
The range is y > -100 because the exponential graph steadily approaches this horizontal asymptote. Think of it like an electric fence you cannot touch. Since we never actually get to this y value, this means y = -100 is not part of the range. Your teacher made a typo when they wrote [tex]y \ge -100[/tex] and instead they should have written [tex]y > -100[/tex]. So basically y can be anything larger than -100. The graph may look like it eventually reaches y = -100 itself, but it's actually just getting closer and closer to this y value. To write the range in interval notation, we would say [tex](-100, \infty)[/tex]
This function is exponential because it has the general shape all exponential growth functions do. We have a fairly flat part with very slow growth at first, but then as time goes on, the growth rate increases dramatically resulting in the very steep curve.
Quartic polynomials are 4th degree polynomials. They have the same end behavior as quadratic functions do, since both are even degree polynomials. We don't have a quartic here because the left end behavior isn't going off to positive infinity as the right end behavior is.
Matilda has 16 3/4 hours to finish 3 consulting projects. How much time may she spend on each project, if she plans to spend the same amount of time each?
A. 5 6/7
B. 5 3/7
C. 5 9/11
D. 5 7/12
Answer: D
Step-by-step explanation:
To find how much time she need on each project divide the time by 3 because there are 3 projects and to get to 1 project you will need to divide by 3.
16 3/4 = 67/4
[tex]\frac{67}{4}[/tex] ÷ [tex]\frac{3}{1}[/tex] = [tex]\frac{67}{12}[/tex] = 5 7/12
Answer:
Step-by-step explanation:
If 2x+5=8x, then 12x=?
Answer:
[tex]\boxed{10}[/tex]
Step-by-step explanation:
[tex]2x+5=8x[/tex]
[tex]\sf Subtract \ 8x \ from \ both \ sides.[/tex]
[tex]2x+5-8x=8x-8x[/tex]
[tex]-6x+5=0[/tex]
[tex]\sf Subtract \ 5 \ from \ both \ sides.[/tex]
[tex]-6x+5-5=0-5[/tex]
[tex]-6x=-5[/tex]
[tex]\sf Divide \ both \ sides \ by \ -6.[/tex]
[tex]\displaystyle \frac{-6x}{-6} =\frac{-5}{-6}[/tex]
[tex]\displaystyle x =\frac{5}{6}[/tex]
[tex]\sf Evaluate \ 12x.[/tex]
[tex]\displaystyle 12 \cdot \frac{5}{6} =\frac{60}{6} =10[/tex]
Answer:
10
Step-by-step explanation:
2x+5=8x: First, you are going to subtract 2x from both sides of the equation.
5=6x: Now divide 6x from each side of the equation.
x=5/6: now plug in 5/6 by multiplying this number by 12.
Your final answer should be 10.
Which graph represents 7x+2y< 8
Answer:
Graph C.
Step-by-step explanation:
Hi there!
Well let’s first put,
7x + 2y < 8
We need to single out y.
7x + 2y < 8
-7x to both sides
2y < -7x + 8
Divide everything by 2,
y < -7/2x + 4
Well the shade on the graph should be going down because it is y is less than,
And the y intercept should be at 4 with a dotted line and a slope of -7/2.
So graph C. Is correct.
Hope this helps :)
The graph that represents the inequality 7x + 2y < 8 will be graph C.
What is inequality?Inequality is defined as an equation that does not contain an equal sign. Inequality is a term that describes a statement's relative size and can be used to compare these two claims.
A connection between a number of variables results in a linear model when a graph is displayed. The variable will have a degree of one.
The inequality is given as,
7x + 2y < 8
Simplify the equation in slope-intercept form, then we have
7x + 2y < 8
2y < 8 - 2x
y < (8 - 2x) / 2
The value of the variable 'y' is less. Then the graph that represents the inequality 7x + 2y < 8 will be graph C.
More about the inequality link is given below.
https://brainly.com/question/19491153
#SPJ2
Find the area. Round to the nearest tenth.
6 ft
3 ft
12.16 ft
9.16 ft
Answer:
100.5 ft^2
Step-by-step explanation:
First find the area of the rectangle
A = l*w
A = 12.16 * 6
A =72.96 ft^2
Then find the area of the triangle
A = 1/2 bh
The base is 12 ft - 6ft = 6ft
The height is 9.16 ft
A = 1/2 ( 9.16) * 6
A = 27.48 ft^2
Add them together
27.48+72.96
100.44 ft^2
Round to the nearest tenth
100.5 ft^2
Answer:
[tex]\huge \boxed{\mathrm{100.4 \ ft^2 }}[/tex]
Step-by-step explanation:
To find the area of the shape, we can add the area of the rectangle with the area of the triangle.
Area of rectangle :
base × height
6 ft × 12.16 ft
72.96 ft²
Area of triangle :
base × height × 1/2
(12 ft - 6 ft) × 9.16 ft × 1/2
6ft × 9.16 ft × 1/2
27.48 ft²
Adding the areas.
72.96 ft² + 27.48 ft²
100.44 ft²
≈ 100.4 ft² (rounded to nearest tenth)
Match the property of equality with the corresponding definition given that a = b.
multiplication property of equality
a+c=b+c
subtraction property of equality
a(c) = b(c)
addition property of equality
a-c=b-c
division property of equality
ale = b c
Answer:
See Explanation
Step-by-step explanation:
Given
[tex]a = b[/tex]
Required
Match proper type of equality
Each of the equality properties can easily be identified with their names; For multiplication property of equality, same term must be multiplied on both sides;
For addition, same term must be added on both sides;
Same thing implies for division and subtraction
Multiplication:
[tex]a(c) = b(c)[/tex]
Subtraction
[tex]a - c = b - c[/tex]
Addition
[tex]a + c = b + c[/tex]
Division
[tex]a/c = b/c[/tex]
( 2x - 9) x ( x + 5 )
[tex]2x \times x + 2x \times 5 - 9 \times x - 9 \times 5[/tex]
[tex] {2x }^{2} + 10x - 9x - 45 [/tex]
[tex] {2x}^{2} + x - 45 [/tex]
●✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎❀✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎●
Hi my lil bunny!
❧⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯☙
[tex]\boxed{x=14}[/tex]
Reorder the terms:
[tex]-9 + 2x = 5 + x[/tex]
Solving
[tex]-9 + 2x = 5 + x[/tex]
Solving for variable 'x'.
Move all terms containing x to the left, all other terms to the right.
Add '-1x' to each side of the equation.
[tex]-9 + 2x + -1x = 5 + x + -1x[/tex]
Combine like terms: [tex]2x + -1x = 1x[/tex]
[tex]-9 + 1x = 5 + x + -1x[/tex]
Combine like terms: [tex]x + -1x = 0[/tex]
[tex]-9 + 1x = 5 + 0\\-9 + 1x = 5[/tex]
Add '9' to each side of the equation.
[tex]-9 + 9 + 1x = 5 + 9[/tex]
Combine like terms: [tex]-9 + 9 = 0[/tex]
[tex]0 + 1x = 5 + 9\\1x = 5 + 9[/tex]
Combine like terms: [tex]5 + 9 = 14[/tex]
[tex]1x = 14[/tex]
Divide each side by '[tex]1[/tex]'.
[tex]x = 14[/tex]
Simplifying
[tex]x = 14[/tex]
❧⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯☙
●✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎❀✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎●
Have a great day/night!
❀*May*❀
-4.1=8(y-5) it says solve equation
[tex]\text{Solve for y:}\\\\-4.1=8(y-5)\\\\\text{Use the distributive property}\\\\-4.1=8y-40\\\\\text{Add 40 to both sides}\\\\35.9=8y\\\\\text{Divide by 8}\\\\\boxed{4.4875=y}\\\\[/tex]
anyone know how to solve a functions equation such as x^2-x-x <0
Answer:
Step-by-step explanation:
[tex]x^{2} -x-x<[/tex] 0
[tex]x^{2} -2x[/tex] < 0
x^2-2x+1<1
(x-1）^2<1
-1<x-1<1
0<x<2
[tex](x-1)^{2}[/tex][tex](x-1)^{2}[/tex]
Could someone clarrify this for me Factor completely 3x^2 + 2x − 1. (3x + 1)(x − 1) (3x + 1)(x + 1) (3x − 1)(x + 1) (3x − 1)(x − 1)
Answer:
(3x-1) (x+1)
Step-by-step explanation:
3x^2 + 2x − 1
3x^2 factors into 3x and x
-1 factors into -1 and 1
We want a postive 2x
(3x-1) (x+1)
Answer:
(3x-1)(x+1)
Step-by-step explanation:
3x² + 2x − 1
when factorizing , first look at the constant number( in this case it is 1 prime number), then find the GCF if found.
(3x )(x ) first step : 3x*x=3x^2
(3x- ) (x+ ) the sign for the constant is minus so the factoring has to be minus and plus on each side
(3x-1)(x+1) look at the 2x it has positive sign, means the sign is plus:
3x-1
x+1
regular standard multiplication
3x(x)-1(x)+1(3x)-1
3x²+2x-1
A man has two sons, one twice as old as the other. The man is four times as old as the older boy. In three years he will be five times as old as the younger boy. Find their present ages.
Answer:
Man's present age: 32 years
Older son's present age: 8 years
Younger sons present age: 4 years
Step-by-step explanation:
Let their present ages be represented by:
Man = a
Older boy = b
Younger boy = c
A man has two sons, one twice as old as the other:
b = 2 × c
b = 2c......... Equation 1
The man is four times as old as the older boy:
a = 4 × b
a = 4b.......Equation 2
In three years he will be five times as old as the younger boy:
a + 3 = 5 (c + 3)
a + 3 = 5c + 15........Equation 3
Since b = 2c and a = 4b
Subtitute 2c for b in Equation 2
a = 4b
a = 4 × 2c
a = 8c
Subtitute 8c for a in Equation 3
a + 3 = 5c........Equation 3
8c + 3 = 5c + 15
Collect like terms
8c - 5c = 15 - 3
3c = 12
c = 4
Therefore since c, represents the present age of the younger son, the younger son is 4 years old
b = 2c
b = 2 × 4
b = 8
Since b is the present age of the older son, the older son is 8 years old
a = 4b
b = 8
a = 4 × 8
a = 32
Since a is the present age of the man, the man is 32 years old
Therefore,
Man's present age: 32 years
Older son's present age: 8 years
Younger sons present age: 4 years
Please give me the correct answer
Answer:
10 centimeters
Step-by-step explanation:
formula for volume of a cylinder = πr² · h
1. Set up the equation
(3.14)(r²)(14) = 4,396
2. Simplify
(43.96)(r²) = 4,396
3. Solve
r² = 100
√r = √100
r = 10
Please answer answer question now
Answer:
Area= 97.9 km²
Step-by-step explanation:
Angle at w = 180-119-34
Angle at w = 27°
Side XV= x
x/sin27= 26/sin119
x= sin27(26/sin119)
x= 0.454(26/0.8746)
x= 13.5 km
Side WX = y
y/sin 34= 26/sin119
y= sin34(26/sin119)
y= 0.559(26/0.8746)
y= 16.6 km
S= (16.6+13.5+26)/2
S= 56.1/2
S=28.05
Area = √(28.05(28.05-26)(28.05-13.5)(28.05-16.6))
Area=√(28.05(2.05)(14.55)(11.45))
Area=√(9579.772744)
Area=97.8763
Area= 97.9 km²
how many are 4 raised to 2 ???
Answer:
[tex]\huge \boxed{16}[/tex]
Step-by-step explanation:
4 raised to 2 is 4 squared or 4 to the power of 2.
[tex]4^2 =4 \times 4 = 16[/tex]
what do anthropologist study and why
Answer:
Anthropologists study human societies and cultures and the development of them from the past and present. They study this to analyze the differences and evolutions that us as humans have.
What is the multiplier that corresponds to 12% exponential decay(answer choices in picture)?
Answer:
[tex] 0.88^x [/tex]
Step-by-step explanation:
Exponential decay formula is given as [tex] a(1 - r)^x [/tex], where,
a is the initial amount
r is the decay rate
x is the time interval
Therefore, the multiplier that corresponds to 12% decay is [tex] (1 - r)^x = (1 - \frac{12}{100})^2 = (1 - 0.12)^x = 0.88^x [/tex]
Final answer is x=4
Help me out with question 4
Answer: x = 4/5
Step-by-step explanation:
[tex]\tan\ y=\dfrac{\text{side OPPOSITE y}}{\text{side ADJACENT to y}}=\dfrac{1}{6}\\\\\\.\qquad \qquad \qquad \qquad \qquad \qquad \dfrac{x}{x+4}=\dfrac{1}{6}\\\\\\\text{Cross multiply, distribute, and solve for x:}\\6(x)=1(x+4)\\6x=x+4\\5x=4\\\\\large\boxed{x=\dfrac{4}{5}}[/tex]
Drag the labels to the correct locations on the table. Each label can be used more than once.
Match each function to all of the function types it belongs to.
Linear
Quadratic
Exponential
Polynomial
f(x) = 2x + 3
f(x) = x2 + 2x - 3
f(x) = 3* - 2
Answer:
Linear f(x) = 2·x + 3
Quadratic f(x) = x² + 2·x - 3
Exponential f(x) = 3ˣ - 2
Step-by-step explanation:
1) Linear function
The general form of the linear equation is of the form, f(x) = y = m·x + c
Where;
m = The slope
c = y-intercept (Constant)
The linear function is therefore, f(x) = 2·x + 3
2) Quadratic function
The general form of the quadratic function is f(x) = a·x² + b·x + c
Where;
a, and b are the coefficients of x² and x respectively and c is the constant term
Therefore, f(x) = x² + 2·x - 3, is a quadratic function, with a = 1, b = 2, and c = -3
3) Exponential function
The general form of the exponential function is f(x) = a·bˣ + k
Where;
a = The initial
b = The multiplier (growth or decay value)
k = vertical shift
Therefore, the function f(x) = 3ˣ - 2 is an exponential function with the initial = 1, b= 3, and k = -2
What is the value of 4² - 2(3·5+1)? plz help, will mark brainliest A. 8 B. 1 C. -16 D. -21
Answer:
Hey there!
4^2-2(3(5)+1)
16-2(15+1)
16-2(16)
-16
C is correct.
Let me know if this helps :)
Answer:
[tex] \boxed{ \mathsf{ \boxed{ \purple{ \bold{{ - 16}}}}}}[/tex]Step-by-step explanation:
[tex] \mathsf{ {4}^{2} - 2(3 \times 5 + 1)}[/tex]
Evaluate the power
⇒[tex] \mathsf{16 - 2(3 \times 5 + 1)}[/tex]
Multiply the numbers
⇒[tex] \mathsf{16 - 2(15 + 1)}[/tex]
Calculate the sum
⇒[tex] \mathsf{16 - 2 \times 16}[/tex]
Multiply the numbers
⇒[tex] \mathsf{16 - 32}[/tex]
Calculate
⇒[tex] \mathsf{ - 16}[/tex]
Hope I helped!
Best regards!
