i need help with this trig question part A and B

Answer:

ZR = 145°

Step-by-step explanation:

the secant- secant angle ZAR is half the difference of the measures of the intercepted arcs , that is

∠ ZAR = [tex]\frac{1}{2}[/tex] ( ZR - KV )

30 = [tex]\frac{1}{2}[/tex] (5x + 10 - (3x + 4) ) ← multiply both sides by 2 to clear the fraction

60 = 5x + 10 - 3x - 4

60 = 2x + 6 ( subtract 6 from both sides )

54 = 2x ( divide both sides by 2 )

27 = x

Then

ZR = 5x + 10 = 5(27) + 10 = 135 + 10 = 145°

Step-by-step explanation:

We can use the two data points given to find the equation of the line, which gives the monthly cost (y) in terms of the calling time in minutes (x).

First, we can find the slope of the line:

slope = (change in y) / (change in x)

slope = (20.66 - 18.45) / (56 - 39)

slope = 0.219

Next, we can use one of the data points and the slope to find the y-intercept (b). Let's use the data point (39, 18.45):

y - y1 = m(x - x1)

y - 18.45 = 0.219(x - 39)

y - 18.45 = 0.219x - 8.541

y = 0.219x + 9.909

So the equation for the monthly cost is y = 0.219x + 9.909.

To find the monthly cost for 50 minutes of calls, we plug in x = 50:

y = 0.219(50) + 9.909

y ≈ $21.44

Therefore, the monthly cost for 50 minutes of calls is approximately $21.44.

The expression 8x^3/2 × -7x^2/3 can be simplified to give

To reduce the given expression, we can employ the principles of exponents and carry out the multiplication.

The given expression is:- 8x^(3/2) * (-7x^(2/3))

Utilizing this property, combining two terms with exponents entails adding the exponents when they feature the same bases. Thus, we establish:

8 * (-7) = -56 (coefficient multiplication)

x^(3/2 + 2/3) results in x^(13/6) (exponent addition)

Bringing it all together, we have:

8x^(3/2) * (-7x^(2/3)) = -56x^(13/6)

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(b) The transformation stretches the graph by a factor of 5 describes the effect of this transformation on the graph of the quadratic function along the y-axis.

The transformation from y = 2x² to y = 10x² changes the coefficient of the x² term from 2 to 10. This change in the coefficient affects the vertical scaling of the graph of the quadratic function along the y-axis. When we multiply the entire function by a constant, it causes a vertical stretch or compression of the graph depending on the magnitude of the constant.

In this case, the transformation stretches the graph along the y-axis by a factor of 5 since 10 is 5 times greater than 2. This means that the vertical distance between the points on the graph of the function is now 5 times greater than before the transformation.

Therefore, the correct option is (b) - The transformation stretches the graph by a factor of 5.

Correct Question :

If you transform y = 2x2 into y = 10x2, which option below describes the effect of this transformation on the graph of the quadratic function along the y-axis?

a) The transformation shrinks the graph by a factor of 25.

b) The transformation stretches the graph by a factor of 5.

c) The transformation stretches the graph by a factor of 25.

d) The transformation shrinks the graph by a factor of 5.

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Answer:

Yes, because while the total number of professors increases, the number of pure math professors decreases.

Step-by-step explanation:

Using Hamilton's method:

pure math 4/28 = 0.142857

applied math 12/28 = 0.42857

statistics = 12/28 = 0.42857

10 × 0.142857 = 1.42857

10 × 0.42857 = 4.2857

10 × 0.42857 = 4.2857

numbers of professors:

pure math 1

applied math 4

statistics 4

total 9

Add 1 to pure math

Final original numbers of professors using Hamilton's method

pure math 2

applied math 4

statistics 4

total 10

Add 1 professor to department.

11 × 0.142857 = 1.5714

11 × 0.42857 = 4.71428

11 × 0.42857 = 4.71428

numbers of professors:

pure math 1

applied math 4

statistics 4

total 9

Add 1 to applied math and 1 to statistics

Final new numbers of professors using Hamilton's method

pure math 1

applied math 5

statistics 5

total 11

Despite the addition of 1 professor to the department, the field of pure mathematics went from 2 professors to 1 professor. This is an example of the Alabama paradox.

Answer: Yes, because while the total number of professors increases, the number of pure math professors decreases.

The total number of each zone for a three-week period is between 1200 and 1300, 1:2 is the ratio of customer from Zone 1 to customers from Zone 3.

​

1) During 3 weeks bound

Customers from zone 3 = 900

Customers from zone 4 = 320

So, total customers = (900 + 320)

= 1220

Hence, option D is correct i.e between 1200 and 1300.

2) Customer from zone 1 = 450

Customers from zone 3 = 900

So, Customer from zone 1 / Customer from zone 3 = 450/900

= 1/2

Hence, option 2 i.e., 1:2 is correct.

3) 3/5 pound of clay is used to make = 1 bowl

So, 1 bound of clay is used to make = 5/3 bowl

By unitary method,

10 pounds of clay is used to make = 10 *(5/3)

= 16.66

= 17 bowls (approx)

Hence, option d is correct answer.

Therefore, The total number of each zone for a three-week period is between 1200 and 1300, 1:2 is the ratio of customer from Zone 1 to customers from Zone 3.

​

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Okay, let's break this down step-by-step:

* The business has $40,000 total to spend on advertising

* Some will go to TV (x), some to radio (y), and some to newspapers (z)

* 3 times as much will go to TV as radio, so x = 3y

* They will spend $8,000 less on radio than newspapers, so y = z - 8,000

* We have:

x = 3y (1)

y = z - 8,000 (2)

x + y + z = 40,000 (3)

To solve this using matrix inversion:

1) Turn the equations into a matrix:

3 1 0 y

1 -1 1 z

1 1 1 x

2 0 40,000

2) Invert the matrix:

0.3333 0.3333 0.3333

-0.25 0.75 0

0.125 0.125 0.750

3) Plug in the values from (2) and (3):

y = 0.3333(z - 8,000)

x = 0.125z + 0.125(40,000 - z)

4) Solve for z, the amount for newspapers. We get:

z = 40,000 * (0.75) = 30,000

5) Plug z = 30,000 back into the other equations:

x = 0.125 * 30,000 + 0.125 * 10,000 = 12,000

y = 0.3333 * (30,000 - 8,000) = 8,000

z = 30,000

So in total:

TV (x) = $12,000

Radio (y) = $8,000

Newspapers (z) = $30,000

Does this make sense? Let me know if you have any other questions!

For the function in the graph the range is option B: 40≤f≤100.

The collection of all potential output values (y-values) that a function could produce is known as the function's range. It is, in other words, the entire set of values that the function is capable of accepting as its input changes across its domain. The collection of all potential output values (y-values) that a function could produce is known as the function's range. It is, in other words, the entire set of values that the function is capable of accepting as its input changes across its domain.

The range of the function is the output values, or the y-coordinates of the function.

For the given graph, the output of the function is from 40 to 100 thus, the range is:

40≤f≤100

Hence, for the function in the graph the range is option B: 40≤f≤100.

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Part A: if you earned 14 points out of 17 points on the quiz, your percentage score would be 82.35%.

Part B: the grade earned for the quiz is a B.

What is the percentage?

A percentage is a means to represent a piece of 100 as a ratio or percentage. The sign for it is % (percent), which stands for "per hundred." If your state, for instance, that 50 out of 100 people like chocolate, then means that 50 out of 100 people, or 0.5 (50/100), like chocolate overall. In several disciplines, including finance, business, mathematics, and statistics, percentages are frequently used.

Here, we have

Given: Ms. Gray's social studies class.

A 90%–100%

B 80%–89%

C 70%–79%

Part A: Let's say we pick the number 17 as the number of points earned on the quiz. If the quiz is worth a total of 17 points, and you earned 14 points, then your percentage score is calculated as follows:

Percentage score = (points earned / total points) x 100%

Percentage score = (14 / 17) x 100%

Percentage score = 82.35%

Hence, if you earned 14 points out of 17 points on the quiz, your percentage score would be 82.35%.

Part B: Based on the percentage score of 82.35%, you would earn a B grade using the grading scale provided.

According to the grading scale, a B grade is earned for a percentage score between 80%-89%, and the percentage score obtained in part A is within this range.

Hence, the grade earned for the quiz is a B.

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Answer:

Step-by-step explanation:

To find the average mass of the six people, we need to divide the total mass by the number of people.

The total mass of the six people is 1/2 tonne, which is equivalent to 500 kg (since 1 tonne = 1000 kg).

So, the average mass of the six people is:

500 kg / 6 = 83.33 kg (rounded to two decimal places)

Therefore, the average mass of each person is approximately 83.33 kg.

The volume of the cylinder in terms of b is expressed as: (20b³ + 12b²)π cubic units.

Where r represents the radius of a cylinder and h represents its height, the volume of the cylinder can be calculated using the formula:

V = πr²h.

Given the following:

Radius (r) = 2b

Height (h) = 5b + 3

Volume (V) = π * (2b)² * (5b + 3)

Volume (V) = π * 4b² * (5b + 3)

Volume (V) = π * 20b³ + 12b²

Volume (V) = (20b³ + 12b²)π cubic units

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The expression is equal to 2 is 5 x (one-third x 6) ÷ 5. The correct option is C.

A mathematical expression is the collection of mathematical symbols that results from the proper combination of numbers and variables using operations like addition, subtraction, multiplication, division, exponentiation, and other as-yet-unlearned operations and functions.

Can be simplified each of the expressions see if them equals 2:

4 x (one-half x 6) ÷ 3 = 4 x 3 ÷ 3 = 4

6 ÷ (one-fourth x 3 x one and one-fourth) = 6 ÷ (3/4 x 5/4) = 6 ÷ (15/16) = 96/15 ≠ 2

5 x (one-third x 6) ÷ 5 = 5 x 2 ÷ 5 = 2

10 − (one-fifth x 10) + 1 = 10 - 2 + 1 = 9 ≠ 2

Therefore, the correct option is c. 5 x (one-third x 6)

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Therefore, the general solution to the differential equation is

Y = e⁽ˣ⁾2+X+C) - 1 or Y = -e⁽ˣ⁾2+X+C) - 1

A differential equation is an equation that connects the derivatives of one or more unknown functions. It is an equation that uses the derivatives of a function or functions, in other words. Many physical processes, including the motion of objects under the influence of forces, the movement of fluids, and the spread of disease, are modelled using differential equations in science and engineering. Ordinary differential equations (ODEs) and partial differential equations (PDEs) are the two primary categories of differential equations.

To solve this differential equation using separation of variables, we first need to separate the variables Y and X on opposite sides of the equation:

dY / (Y + 1) = (2X + 1) dX

Following that, we incorporate both sides of the problem:

∫ dY / (Y + 1) = ∫ (2X + 1) dX

The integral on the left side can be evaluated using the substitution

u = Y + 1 and du = dY:

ln|Y + 1| = ∫ dY / (Y + 1) = ln |u| + C1

where C1 is the constant of integration.

The integral on the right side can be evaluated using the power rule of integration:

∫ (2X + 1) dX = X² + X + C2

where C2 is another constant of integration.

Putting these results together gives the general solution to the differential equation:

ln|Y + 1| = X² + X + C

where C = C1 + C2 is the combined constant of integration.

To solve for Y, we exponentiate both sides of the equation:

|Y + 1| = e⁽ˣ⁾2+X+C)

Taking into account the absolute value, we have two cases:

Case 1: Y + 1 = e⁽ˣ⁾2+X+C)

Y = e⁽ˣ⁾2+X+C) - 1

Case 2: Y + 1 = -e⁽ˣ⁾2+X+C)

Y = -e⁽ˣ⁾2+X+C) - 1

Therefore, the general solution to the differential equation DY/DX=(Y+1)(2X+1) is:

Y = e⁽ˣ⁾2+X+C) - 1 or Y = -e⁽ˣ⁾2+X+C) - 1

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The value of h is ( -1/3, -2/3)

Quadratic equation is a type of equation in which the highest power of variable is 2. A quadratic equation is represented as ax²+bx + c = 0

Solving, 9h²+9h = -2

9h²+9h+2 = 0

9h² +6h +3h +2 = 0

(9h²+6h) ( 3h +2) = 0

3h( 3h + 2)+1 ( 3h+2) = 0

(3h+2)(3h+1) = 0

Therefore ;

3h+2 = 0

3h = -2

h = -2/3 or

3h+1 = 0

3h = -1

h = -1/3

therefore the value of h is ( -1/3, -2/3)

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Okay, here are the steps to solve this problem:

* Goran used 2 1/2 gallons on Sunday

* Goran used 1/4 gallons on Monday

* So on Sunday he used 2 1/2 gallons and on Monday he used 1/4 gallons

* To find the total gallons used on both days:

** 2 1/2 gallons (used on Sunday)

+ 1/4 gallons (used on Monday)

= 2 3/4 gallons (total used on both days)

So in simplest form as a mixed number, the total gallons Goran used on both days combined is:

2 3/4

[tex]\sf 2\dfrac{3}{4}.[/tex]

To find this answer, all we need to do is add up both of the fractions, that will give us the total amount of gas used on both days. Let's calculate:

[tex]\sf 2\dfrac{1}{2} =\\ \\\dfrac{2}{2}+\dfrac{2}{2}+\dfrac{1}{2}=\dfrac{5}{2}[/tex]

[tex]\sf \dfrac{5}{2}+ \dfrac{1}{4}[/tex]

[tex]\sf \dfrac{5}{2}+ \dfrac{1}{4}= \dfrac{(5*4)+(2*1)}{2*4}= \dfrac{(20)+(2)}{8}=\dfrac{22}{8}=\dfrac{11}{4}[/tex]

[tex]\sf \dfrac{11}{4}=2.75[/tex]

Take the entire part of the decimal number (2) and write it as the whole number on the mixed number. Also, since the fraction has a denominator of 4, a unit of this fraction would be 4/4, then, the 2 units that we're going to express as a whole number would be 8/4. So, subtract 8/4 from 11/4 and express in the following fashion:

[tex]\sf 2(\dfrac{11}{4}-\dfrac{8}{4} )\\ \\\\ \sf 2(\dfrac{3}{4}) \\ \\ \\\ 2\dfrac{3}{4}[/tex]

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Answer:

  y = 2x

Step-by-step explanation:

You want the simplified form of y = |x -5| +|x +5| if x > 5.

The graph of the whole function will have turning points where the absolute value expressions are 0:

  x -5 = 0   ⇒   x = 5

  x +5 = 0   ⇒   x = -5

For values of x > 5, we are concerned with that portion of the graph that is to the right of both of these turning points. Hence, both absolute value expressions are positive and unchanged by the absolute value bars.

  y = (x -5) +(x +5) . . . . . . if x > 5

  y = 2x . . . . . . . . . . . . . . collect terms

The simplified function is y = 2x.

__

Additional comment

The attached graph shows y=2x and the given function for x > 5. They are identical. (The y=2x graph is shown dotted, so you can see the red graph of the given function.)

Answer:

y = f(x) + 3

Hope this helps!

Step-by-step explanation:

Because the graph went up 3...

Answer:

y = f(x) + 3

Hope this helps!

Step-by-step explanation:

Because the graph went up 3...

The value of b when the equation is written in standard form is determined as: 6.

An equation can be expressed in standard form as:

Ax² + Bx + C = 0, where A, B, and C are constants.

Given that the situation is expressed by the equation, w² + 6w = 112, we can expressed this in standard form as follows:

w² + 6w = 112

Subtract 112 from both sides:

w² + 6w  - 112 = 112 - 112

w² + 6w - 112 = 0

The standard form is therefore, w² + 6w - 112 = 0, and the value of b is equal to 6.

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if Dwayne made 10 hours of long-distance calls at a rate of $0.10 per minute, his bill for that month would be $60. However, if the rate is different, the bill will be different as well.

The cost of long-distance calls can vary depending on the service provider and the country being called. Without that information, it's difficult to give an accurate answer to this question.

Assuming a standard rate of $0.10 per minute for long-distance calls, we can calculate Dwayne's bill as follows:

10 hours = 600 minutes (since there are 60 minutes in an hour)

600 minutes x $0.10 per minute = $60

Therefore, if Dwayne made 10 hours of long-distance calls at a rate of $0.10 per minute, his bill for that month would be $60. However, if the rate is different, the bill will be different as well.

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The town's emergency response planning committee has proposed to place four emergency response centers at the four corners of the town, with each center serving the people who live within 3 miles of the respective response center. The idea is to provide coverage to the entire town and ensure prompt emergency response for the residents. However, there are some problems with this idea.

Unequal coverage: Placing the emergency response centers at the four corners of the town may result in unequal coverage for the residents. Depending on the size, shape, and population distribution of the town, some areas may be farther away from the response centers, resulting in longer response times and reduced effectiveness in emergency situations.

Overlapping coverage: Placing four response centers in a small town may result in overlapping coverage areas, where the coverage areas of multiple response centers overlap with each other. This may lead to duplication of resources and inefficiencies in emergency response efforts.

Limited reach: Placing response centers only at the four corners of the town may result in limited reach for certain areas, especially those located in the middle or farther away from the corners. This may leave some residents outside the 3-mile coverage radius without access to timely emergency response services.

One potential solution to address these problems could be to use a more strategic approach to determine the locations of the emergency response centers. This could involve conducting a thorough analysis of the town's population density, geographical features, road network, and existing emergency resources. Based on this analysis, the response centers could be strategically placed at locations that provide the best coverage to the entire town, considering factors such as response time, resource allocation, and accessibility.

For example, instead of placing all the response centers at the corners of the town, they could be distributed more evenly across the town to ensure more equitable coverage. Additionally, the use of advanced GIS (Geographical Information System) technology and modeling techniques could help in identifying optimal locations for the response centers, taking into account various factors such as population density, road network, and travel time.

Furthermore, collaboration and coordination among the emergency response centers, along with proper communication and information sharing, can help in avoiding duplication of resources and improving the efficiency of emergency response efforts.

In conclusion, while the idea of placing four emergency response centers at the four corners of town may seem simple, there are potential problems such as unequal coverage, overlapping coverage, and limited reach. A more strategic and data-driven approach, considering factors such as population density, geographical features, and existing resources, can help in identifying optimal locations for the response centers and ensuring effective emergency response services for all residents of the town.

ANSWER:

They have $1,100 altogether.

EXPLANATION:

- Originally, Mike had $500, while Joel had $600. That adds up to $1,100, and it makes Joel have $100 more than Mike.

- Half of Joel’s $600 is $300, which he gave to Mike. That makes Joel now have $300 himself.

- Adding $300 to Mike’s $500 is $800, which means Mike now has $800.

- $800 (Mike’s new amount) minus $300 (Joel’s new amount) is $500, which works because Mike now has $500 more than Joel.

-$300 + $800 is, of course, still $1,100.

Answer:

1.  Not true, so (5,2) is not a solution

2. Not true, so (-3,-6) is not a solution.

3. Not true, so (0, [tex]\frac{2}{3}[/tex]) is not a solution.

Step-by-step explanation:

Substitute 5 for x and 2 for y

1 - y > x - 6

1 - 2 > 5 - 6

-1 > -1

This is not true. -1 is not greater than -1

y < x - 1

Substitute -3 for x and -6 for y

2 - y [tex]\leq[/tex] 2x

2 - (-6) [tex]\leq[/tex] 2(-3)

8 [tex]\leq[/tex] -6  

This is not true. 8 is not less than -6.

y [tex]\geq[/tex] x

Substitute 0 for x and [tex]\frac{2}{3}[/tex]

3 - [tex]\frac{1}{2}[/tex] x + 3y < 8

3 - [tex]\frac{1}{2}[/tex] (0) + 3([tex]\frac{2}{3}[/tex]) < 8

3 - 0 + [tex]\frac{6}{3}[/tex] < 8

3 + 2 < 8

6 < 8

This is true. 6 is less than  8

y [tex]\geq[/tex] 1

[tex]\frac{2}{3}[/tex] [tex]\geq[/tex] 1

This is not true. [tex]\frac{2}{3}[/tex] is not greater than or equal to one.  

The ordered pair has to be a solution for both equations for the ordered pair to be a solution for the system.

Helping in the name of Jesus.

It would take approximately 19.94 years to accumulate a total of $10,000 from an initial investment of $3,900 at a simple annual interest rate of 7.84%.

To determine how long it will take to accumulate $10,000 from an initial investment of $3,900 at a simple annual interest rate of 7.84%, we can use the formula for simple interest:

I = Prt

where I is the interest earned, P is the principal or initial investment, r is the annual interest rate as a decimal, and t is the time in years.

To find the time required to reach a final amount of $10,000, we can rearrange the formula:

t = (I/P) / r

First, we need to calculate the interest earned on the initial investment:

I = Prt

I = (3900)(0.0784)t

I = 305.76t

To reach $10,000, we need to earn an additional $10,000 - $3,900 = $6,100 in interest. So we can set up the equation:

6100 = 305.76t

Solving for t, we get:

t = 6100 / 305.76

t ≈ 19.94 years

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Answer: 5.36%

Step-by-step explanation:

The formula for the effective annual yield (EAR) when the interest is compounded daily is given by:

(1 + r/365)^365 - 1

where r is the annual interest rate.

In this case, the annual interest rate is 5.2% or 0.052. Substituting this value into the formula, we get:

(1 + 0.052/365)^365 - 1 = 0.0536

Multiplying this value by 100 gives the effective annual yield as a percentage:

0.0536 x 100 = 5.36%

Therefore, the effective annual yield of the account is 5.36%.

Complete paragraph proof would be detailed proof.

Given that M is the midpoint of PK and PK ⊥ MB, we need to prove that △PKB is isosceles.

Proof,

Since M is the midpoint of PK, PM ≅ KM.

Also, since PK ⊥ MB, we have ∠PMB and ∠KMB are right angles.

Since right angles are congruent, we have ∠PMB ≅ ∠KMB.

Now, by the SAS congruence theorem, we have △PMB ≅ △KMB because they share side MB, and PM ≅ KM and ∠PMB ≅ ∠KMB.

Thus, we have BP ≅ BK because corresponding parts of congruent triangles are congruent.

Therefore, △PKB has two congruent sides and isosceles by definition.

Hence, we have proven that △PKB is isosceles.

Correct Question :

Complete the paragraph proof. Given: M is the midpoint of PK PK ⊥ MB Prove: △PKB is isosceles It is given that M is the midpoint of PK and PK ⊥ MB. Midpoints divide a segment into two congruent segments, so PM ≅ KM. Since PK ⊥ MB and perpendicular lines intersect at right angles, ∠PMB and ∠KMB are right angles. Right angles are congruent, so ∠PMB ≅ ∠KMB. The triangles share MB, and the reflexive property justifies that MB ≅ MB. Therefore, △PMB ≅ △KMB by the SAS congruence theorem. Thus, BP ≅ BK because . Finally, △PKB is isosceles because it has two congruent sides.

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a) The rule that represents the height as a function of the number of bounces is described by H(n) = 1.5 · (71 / 100)ˣ⁻¹. (Correct choice: B)

b) The height at the top of the sixth path is equal to 0.27 meters. (Correct choice: B)

In this problem we need to derive the equation that represents maximum height as a function of the number of bounces:

H(n) = a · (r / 100)ˣ⁻¹

Where:

If we know that a = 1.5 m and r = 71, then the rule for the sequence is:

H(n) = 1.5 · (71 / 100)ˣ⁻¹

And the height at the top of the sixth path:

H(6) = 1.5 · (71 / 100)⁶⁻¹

H(6) = 0.27 m

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The solution to the system of equations is x = -9; y = 15 and z = -4

An equation is an expression that can be used to show the relationship between two or more numbers and variables using mathematical operators.

Given the system of equations:

-3x - y + z = 8     (1)

-3x - y + 3z = 0   (2)

and:

x - 3z = 3            (3)

Solving the three equations simultaneously gives:

x = -9; y = 15 and z = -4

The solution is x = -9; y = 15 and z = -4

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Answer: -3 3/7

Step-by-step explanation:

First, you can convert -1 5/7 to an improper fraction by multiplying the denominator with the whole number, then add the answer to the numerator. Like this:

7 × 1 = 7

7 + 5 = 12

12 will be your numerator and 7 will be your denominator. When you're done converting, bring down the negative sign. The fraction should be:

-12/7

Now, since -1 5/7 is -12/7, we can divide.

To divide, we can use, KCF (Keep, Change, Flip)

First, keep -12/7.

Second, change division to multiplication.

Third, flip 1/2.

Your problem will be set up like:

-12 /7 × 2/1

Now, we can solve. Multiply both the numerator AND the denominator. Since you're multiplying, you don't have to change the denominator to match each other. The answer will be:

-24 / 7

However, this fraction is improper. We can use long division to make this fraction proper.

Divide 24 and 7. You'll get 3, with a remainder of 3.

The remainder will be the new numerator and the answer will be the whole number.

3 - Remainder (Whole Number)

3 - Answer (New Numerator)

7 - Dividend (Original Denominator) Will not be changed

Hence, your final answer is:

-3 3/7

Reply below if you have any questions or concerns.

You're Welcome!

- Nerdworm

[tex]-\dfrac{24}{7} }.[/tex]

[tex]\sf -1\dfrac{5}{7}=\\\\ \\ -1+\dfrac{5}{7}=\\\\ \\ -(\dfrac{7}{7}+\dfrac{5}{7})=\\ \\ \\-(\dfrac{12}{7})[/tex]

[tex]\dfrac{-\dfrac{12}{7} }{\dfrac{1}{2} }[/tex]

[tex]-\dfrac{12}{7} }*\dfrac{2}{1} =\\ \\ \\-\dfrac{12}{7} }*2=\\ \\ \\-\dfrac{12*2}{7} }\\ \\ \\-\dfrac{24}{7} }[/tex]