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A papyrus of acient Egypt (approx 1650 BCE), listed (probably) practice problems and instructions. So, instructions in mathematics goes back many centuries.

I'm assuming this is supposed to be ..  x^2+y^2=5   2y+x=3  ..if so......

Using the second equation we can rearrange it to x = 3-2y  ... and substituting this into the first equation, we have

(3 - 2y)^2 + y^2 = 5     simplify

4y^2 -12y + 9 + y^2 = 5     subtract 5 from both sides and simplify

5y^2 -12y +4 = 0

(5y -2) (y -2) = 0    and setting each factor to 0, we have that y =2/5 and y =2

And using x = 3-2y  we have that x = 3-2(2/5) = 11/5   and  x = 3-2(2) = -1

So, our solutions are  (11/5, 2/5) and (-1, 2)

BTW......these are the intersection points of a line [2x + y =3] and a circle [x^2 + y^2 = 5] centered at the origin with a radius of √5

When you have a right triangle, label the hypotenuse.

Then, look at the angle that you know (or want to know). From this angle, label the opposite side (the side across the triangle from the angle that you know) and label the adjacent side (their are two sides that touch the angle that you know, one is the hypotenuse, the other is the adjacent side).

If you know both the opposite side and the hypotenuse, use sin.

If you know both the adjacent side and the hypotenuse, use cos.

If you know both the opposite side and the adjacent side, use tan.

Did you mean that "each person could have 8/7ths of a candy bar"?

If so, divide 35 by 8/7:  35 ÷ 8/7  =  35 x 7/8  =  30.625, or 30 persons.

Yes what an excellent idea.

Thanks Geno :)

Thank you,guys.i will tell my physical science teacher.

Remember the order of operations:

1. Solve what's inside the paranthesis

2. multiply(*)  /  divide  (:)

3. Add(+)   /   subtract   (-)

y = 2x - 3 = 2(-1) - 3 = -2 - 3 = -5

$$\frac{x}{2}= \frac{1}{7}$$

Multiply both sides by 2:

$$x = \frac{2}{7}$$

The chemistry teacher gave you the correct rules.

Your physical science teacher gave you someincorrect information; go to your chemistry teacher and explain what the physical science teacher told you. Your chemistry teacher can go to the physical science teacher and correct that person's misconceptions.

Rule 4 is correct.

Rule 3: Zeros to the left of the non-existing decimal point are tricky -- if any of the zeros of 90000 (without a decimal point) are significant, they need to be indicated, usually by placing a bar over the last one (to the right) that is significant. If there is a decimal point at the end, such as 90000., then all those zeros are significant.

.06 = 0.06

The 6 is on the hundredth place, so the fraction is:

6/100 = 3/50

Neither method is completely correct.  Your rules 3 and 4 are not always correct. Especially not rule four.  (Rule 3 is probably ok)

For instance.

my bookcase is 900mm long. In this case one of the zeros is definitely significant.  Maybe both.

so it depends on the exact situation as to whether zeros to the imediate left of the point are significant.

Your physical science teacher does not know what he is talking about.  How rude am I.  

I'd like to explain better but im on my phone and it makes everything harder.

Percent means "per hundred", thus: 7% = 7/100

7% of somehing means 7% * something.

We get:

7% * x = 154=

$$\frac{7}{100}* x = 154$$

$$\frac{7x}{100} = 154$$

Multiply both sides w/ 100:

$$7x = 15 400$$

Divide both sides by 7:

x = 2200

$$9-3\frac{1}{3}$$

Transform the mixed numbers into improper fraction. Use this formula (can you see why it's true):

$$a\frac{b}{c}=\frac{ac + b}{c}$$

We get:

$$9 - \frac{3*3+1}{3}=$$

$$9 - \frac{10}{3}=$$

Transform the integer into a fraction with a common denominator (bottom), and calculate the answer:

$$9 - \frac{10}{3}=$$

$$\frac{27}{3}- \frac{10}{3}= \frac{17}{3}$$

I'm somewhat lost with the mixture of dots and commas, but:

-0.08 x 20.6² + 1.6 x 20.6 + 1

=  -0.08 x 424.36 + 1.6 x 20.6 + 1

=  -33.9488 + 32.96 + 1

=  0.0112

Sorry, I thought it would type vertically. y>2 is the final answer

3y-4>2y-2

3y-2y>4-2

y>2

Multiply both sides by 4 (the denominator):

   2   =   x/4

2·4   =   x

   x   =   8

10^1/2 ÷ 10^3/4  =  10^-1/4      (subtract exponents)

   =  1 / 10^1/4

If there were 15,304 trees remaining and another 282 young trees, there would be:

15,304 + 282  =  15,586 trees.

Substitue 0 for y in the equation, and solve for x.

(2 + 9x³ + 7x⁵ - 4x⁴) + (6x⁴ - 3x³ + 2 + 9x⁵)

Rearrage, placing like terms together:

(7x⁵ + 9x⁵) + (-4x⁴ + 6x⁴) + (9x³ - 3x³) + (2 + 2)

Simplify these terms:

16x⁵ + 2x⁴ + 6x³ + 4

Examples of quadratic functions:

y = 3x²

y = x² - 6x

y = -2x² + 15

y = 5x² - x + 9

Example of functions that are not quadratic:

y = 9

y = 6x

y = -x + 12

y = x³

What term must every quadratic have?

verry stupid and probaly gay

twenny wunn