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what is 55 divided by negative 5

need help with math and dont have a calculater

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Negative 5 and Minus 5 - The Math Forum at NCTM


... (divided by 2), ... you can think of "negative 5" as a noun, as in the sentence "negative 5 is my least ... "negative 5 plus 6" or "8 minus negative 5 ...
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The problem with dividing zero by zero (video) | Khan Academy


One can argue that 0/0 is 0, because 0 divided by anything is 0. ... Negative this thing divided by negative this thing still gets me to one.
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What numbers can 55 be divided by - Answers.com


What numbers can 55 be divided by? ... 55 divided by 11 equals 5. 3 people found this useful Edit. Share to: Watersprite231. 178 Contributions.
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Division (mathematics) - Wikipedia


One can also say that 20 ÷ 5 = 4 because when 20 apples are divided into 5 equal sets of ... integer division when the dividend or the divisor is negative: ...
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Interactivate: Fraction Multiplying and Dividing - Shodor


Shodor > Interactivate > Discussions > Fraction Multiplying and Dividing Student: ... Mentor: Let's try it with the problem 2/7 divided by 2/5.
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DIVIDED POWER ALGEBRA 09PD Contents 1 ... - The Stacks Project


DIVIDED POWER ALGEBRA 09PD Contents 1. ... Divided power rings 5 4. Extending divided powers 6 5. Divided power polynomial algebras 8 6. Tate resolutions 11 7.
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Dividing mixed numbers (video) | Khan Academy


Multiply & divide negative fractions. Dividing mixed numbers. Google Classroom Facebook Twitter Email. Multiply & divide negative fractions.
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Solving inequalities - Mathematics resources - www.mathcentre ...


taken when solving inequalities to make sure you do not multiply or divide by a negative number by accident. For example
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Writing Expressions and Equations


cave is in a pool of water 55 feet deep, ... divided by 5” is written as ... Lesson 7.1 Writing Expressions and Equations 321 42.
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Suggested Questions And Answer :


dividing negative fractions

We'll worry about the negative later. To divide fractions we invert the divisor by swapping top and bottom of the fraction then use it as a multiplier. We also need to convert the whole number plus fraction into an improper fraction. We do this by multiplying the whole number by the denominator and adding on the numerator so: 4 and 4/5 is 5*4+4 all divided by 5: 24/5. The inverted divisor becomes 5/3. Calculate: 24/5*5/3. The 5's cancel out and 3 goes into 24 8 times so the answer is 8. Now to the negative bit. Positive divided by negative is negative and so is negative divided by positive and so is negative multiplied by positive and positive by negative. Everything else is positive. So we have negative divided by positive which is negative, so the answer is -8. Simple rule: if the signs are the same, the answer is positive; if they're different it's negative. How simple is that?
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What Is The Answer To 3(-5) ?

Not sure where to begin, so let's start at the top 3(-5) is the same written as 3 x -5 When spoken, this expresion is "Three times negative five" or "Three multiplied by negative five" Now when we deal with multipling or dividing negative and positive numbers there are a few rules to remember. 1.  A positive number muliplied or divided by a positive number equals a POSITIVE 2.  A negative number muliplied or divided by a negative number equals a POSITIVE 3.  A positive number muliplied or divided by a negative number equals a NEGATIVE OR A negative number muliplied or divided by a positive number equals a NEGATIVE ------------------------- Now with the problem 3(-5) We can pull the negative symbol from -5 to be; 3(-5) = -(3)(5) We easily know what (3)(5) or 3*5 (Three times Five) (3)(5) = 15 So plug (3)(5) = 15 into -(3)(5) -(15) The minus sign in -(15) also can be (-1) So -(15) = (-1)(15) (-1)(15) = -15 because a negative multiplied by a positive equals a negative Thus; 3(-5) = -(3)(5) = -(15) = (-1)(15) = -15 3(-5) = -15
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if i have a positive base and negative exponset the solution positive or negative

Of course, you can always get a quick answer by trying some examples in your calculator.  But that wouldn't be much fun, would it?  :) Let's consider a positive base of 2. Clearly, 2^1 =                           2                2^2 =            2 * 2 =   4                2^3 =       2 * 2 * 2 =   8                2^4 = 2 * 2 * 2 * 2 = 16 and so on. . . Notice that everytime the exponent increases by 1, the answer gets twice as big. Now, run things in reverse.  What happens every time the exponent decreases by 1? Clearly, we divide by 2 each time.  We go from 16 -> 8 -> 4 ->2. So, if 2^1 = 2, what would you expect 2^0 to equal? Hopefully, you can see that we simply divide by 2 again to get from 2 to 2/2 = 1. Continuing this pattern of dividing by 2 when the exponent decreases, we get. . . 2^-1 = 1/2 2^-2 = 1/4 2^-3 = 1/8 etc. Notice that each time, the number gets closer to 0 each time (in fact, twice as close), but it never changes sign.  Hopefully, you see that we can divide by 2 as many times as we want and we'll never change sign.  We'll just get closer to 0. If we had a different base than 2, then we would just be dividing by a different positive number each time the exponent decreased.  But no matter how many times you divide by a positive number--when you start with a positive number, the result will remain positive. So, in general, a positive number raised to a negative exponent will always be positive. Hope this helps!
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what is 7m+108/30 is greater than-67/30 or 319/66m+408/66 is less than -1291/462

What horrible numbers! Never mind, let's see what we've got. I think what you're looking for is a range of values for m between two limits. 7m+(108/30)>-67/30. We can solve this for m as if the greater than sign were an equals. So we take 108/30 (positive) over to the right where it becomes -108/30. We already have a negative quantity so we make it more negative by adding the two fractions and making them negative. -(108/30-67/30) is -175/30, which cancels down when we divide top and bottom by 5 to -35/6. So 7m>-35/6 and m>-5/6. (319/66)m+408/66<1291/462. We can multiply both sides of the inequality by 66 to get rid of the fractions on the left: 319m+408<1291*66/462. As it happens, 66 divides into 462 exactly 7 times, so 319m+408<1291/7. Take 408 over to the right where it becomes negative. So we have 319m<1291/7 - 408. We need to get the right side over a common denominator, so we multiply 408 by 7 so that we get (1291-2856)/7=-1565/7. The inequality becomes 319m<-1565/7, so dividing both sides by 319 we get m<-(1565/7)/319. So m<-1565/2233. We can write the range for m as -5/6 Read More: ...

Solve 6-(5r)=5r-3, 12p-7=3p+8, 10(-4+y)=2y, -(8n-2)=3+10(1-3n), and 1/4(60+165)=15+45

1). 6 - (5r) = 5r - 3     6 -5r = 5r - 3 (distribute the negative)        -5r = 5r - 3 - 6 (subtract 6 from both sides)      -10r = -9 (subract 5r from both sides and combine like terms)           r = -9/-10 (divide by -10 on both sides)           r = 9/10 (negative divided by negative = positive) 2). 12p - 7 = 3p + 8            12p = 3p + 8 + 7 (add 7 to both sides)     12p - 3p = 15 (subtract 3p from both sides and add like terms)              9p = 15 (combine like terms on left)                p = 15/9 (divide both sides by 9) 3). 10 (-4 + y) = 2y        -40 + 10y = 2y (distribute the 10)                  10y = 2y + 40 (add 40 to both sides)           10y - 2y = 40 (subtract 2y from both sides)                    8y = 40 (combine like terms)                      y = 5 (divide both sides by 8) 4). -(8n - 2) = 3 + 10(1 - 3n)        -8n + 2 = 3 + 10 - 30n  (distribute)              -8n = 3 + 10 - 30n - 2 (subtract 2 from both sides)    -8n + 30n = 3 + 10 - 2 (add 30n to both sides)              22n = 11 (combine like terms)                  n = 11/22 (divide each side by 22)                  n = 1/2 (simplify) 5).        1/4(60 + 165) = 15 + 45      1/4(60) + 1/4(165) = 15 + 45 (distribute 1/4 to numbers inside ())               60/4 + 165/4 = 60 (combine numbers on right)                           225/4 = 60 (add fractions together)                                  0 = 60(4/4) - 225/4 (subtract 225/4)                                  0 = 240/4 - 225/4 (find common denominator)                                  0 does not equal 15/4 (subtract)                                  impossible. (impossible to solve)             
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how do u locate positive rational numbers on the number line

A rational number is any number that can be expresses as a fraction of two integers.  3/4, 10/1, and 1763/4371298 are all rational numbers. We might want to say that all numbers greater than 0 are rational numbers, but this isn't true.  There are irrational numbers like Pi (3.14159265. . . continues forever with no pattern) and e (2.718. . . continues forever with no pattern), so we can't say that everything on the number line to the right of 0 is a rational number. The best way to describe the set of all positive rational numbers is that they are the result of all possible combinations of dividing a positive integer (whole number) by another positive integer along with all possible combinations of dividing a negative integer by another negative integer (remember that a negative divided by a negative is a positive).
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what is -t+5=t-19

People have a hang-up over negatives, but really there's no need to panic. After all if the temperature goes down to -2 it just means 2 degrees below zero. You can see this on a thermometer and everyone understands what it means, no problem. Just because negatives show up in mathematical and algebraic expressions is no big deal either. Back to your problem. To solve the equation and find t we need to gather together the unknowns (in this case the variable t) and the knowns, which are just numbers. We need to have the knowns on one side of the equals and the unknowns on the other side for this type of equation. It doesn't matter which side is used for what, although most people feel happier with the unknown(s) on the left and plain numbers on the right. We don't want loads of negatives so what we'll do is take the t's over to the right. When you cross from side of equals to the other, plus changes to minus and minus to plus. Divide changes to multiply and multiply changes to divide. Bring the -t from the left to right and it becomes +t or just t, added to the t already there makes 2t. Now bring the -19 from right to left where it becomes +19, added to the 5 already there makes 24. So we have 24=2t or put another way 2t=24. Take 2 from the left where it's multiplying over to the right where it divides into 24, making 12. So t=12. Bingo!
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How are the locations of vertical asymptotes and holes different, and what role do limits play?

To talk about asymptotes and holes, you need pictures. These pictures are graphs of functions. The simplest function containing vertical and horizontal asymptotes is y=1/x, where x is the horizontal axis and y the vertical axis. The vertical asymptote is in fact the y axis, because the graph has no values that would quite plot onto the y axis, although the curve for 1/x gets very, very close. The reason is that the y axis represents x=0, and you can't evaluate 1/x when x=0. You' d have to extend the y axis to infinity both positively and negatively. You can see this if you put a small positive or negative value for x into the function. If x=1/100 or 0.01, y becomes 100. If x=-1/100 or -0.01, y becomes -100. If the magnitude of x decreases further y increases further. That's the vertical asymptote. It represents the inachievable. What about the horizontal asymptote? The same graph has a horizontal asymptote. As x gets larger and larger in magnitude, positively or negatively, the fraction 1/x gets smaller and smaller. This means that the curve gets closer and closer to the x axis, but can never quite touch it. So, like the y axis, the axis extends to infinity at both ends. What does the graph look like? Take two pieces of thick wire that can be bent. The graph comes in two pieces. Bend each piece of wire into a right angle like an L. Because the wire is thick it won't bend into a sharp right angle but will form a curved angle. Bend the arms of the L out a bit more so that they diverge a little. Your two pieces of wire represent the curve(s) of the function. The two axes divide your paper into four squares. Put one wire into the top right square and the other into the bottom left and you get a picture of the graph, but make sure neither piece of wire actually touches either axis, because both axes are asymptotes. The horizontal axis represents the value of x needed to make y zero, the inverse function x=1/y. Hence the symmetry of the graph. Any function in which an expression involving a variable is in the denominator of a fraction potentially generates a vertical asymptote if that expression can ever be zero. If the same expression can become very large for large magnitude values of the variable, potentially we would have horizontal asymptotes. I use the word "potentially" because there's also the possibility of holes under special circumstances. Asymptotes and holes are both no-go zones, but holes represent singularities and they're different from asymptotes. Take the function y=x/x. It's a very trivial example but it should illustrate what a hole is. Like 1/x, we can't evaluate when x=0. However, you might think you can just say y=1 for all values of x, since x divides into x, cancelling out the fraction. That's a horizontal line passing through the y axis at y=1. Yes, it is such a line except where x=0. We mustn't forget the original function x/x. So where the line crosses the y axis there's a hole, a very tiny hole with no dimensions, a singularity. So a hole can occur when the numerator and denominator contain a common factor. If this common factor can be zero for a particular value of x, then a hole is inevitable. Effectively it's an example of the graphical result of dividing zero by zero. With functions we can't simply cancel common factors as we normally do in arithmetic. Asymptotes and holes are examples of limits. Asymptotes can show where functions converge to a particular value without ever reaching it. Asymptotes can be slanted, they don't have to be horizontal or vertical, and they can be displaced from both axes. Graphs can aid in the solution of mathematical and physics problems and can reveal where limitations and limits exist for complicated and complex functions. Knowing where the limits are by inspection of functions also aids in drawing the graph. This helps in problems where the student may be asked to draw a graph to show the key features without plotting it formally.
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when you divide a negative and postive what do you get

???? divide negabtiv bi positiv???   anser is negativ
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Find the slope?

Use the slope formula for this. m = 8 minus (-4) divided by 8 minus (-7). m = negative 32 divided by negative 56. Since there are two negatives, the answer will be positive. m = 4 divided by 7.
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