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n+(-m) positive negative or zero explain

n is positive and m is negative. Is n+(-m) positive, negative, or zero? explain.

Research, Knowledge and Information :

Negative number - Wikipedia

In mathematics, a negative number is a real number that is less than zero. Negative numbers represent opposites. If positive represents movement to the right ...
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Lesson 2: Real World Positive and Negative Numbers and Zero

Lesson 2: Real‐World Positive and Negative Numbers and Zero Date: 4/1/14 19 ... Explain. Positive; $150 is a gain for Tim’s money.
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Real number - Wikipedia

In mathematics, a real number is a value that represents a quantity along a line. ... either algebraic or transcendental; and either positive, negative, or zero.
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Lesson 1: Positive and Negative Numbers on the Number Line ...

be zero? Explain your reasoning. 7. ... Real-World Positive and Negative Numbers and Zero . Date: 10/15/13 . ... Positive Number Negative Number 4.
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13 Rotation of a Rigid Body - KU CTE - Center for Teaching ...

Is the torque positive, negative, or zero? Explain. 13. The dumbbells below are all the same size, ... Rotation of a Rigid Body 0 2 4 6 8 20 τ (N/m)
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Is Zero Positive or Negative? - MathFour

Is zero positive? Is it negative? Zero is neither positive nor negative and here's why. ... Is Zero Positive or Negative? Filed Under: Arithmetic; ...
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(b is V B V A positive negative or zero Briefly but clearly ...

... or zero? Briefly but clearly explain your ... is V B- V A positive, negative, or zero? ... is attached to a location of lower potential than the positive ...
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Why Zero is neither Positive nor Negative - Math Forum

My class and I are wondering if 0 is a negative or a positive number and why. Associated Topics
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Suggested Questions And Answer :

explain complex number and vectors

Start with real numbers. A number line is often used to represent all real numbers. It has infinite length and somewhere we can mark zero, dividing positive numbers (on the right of zero) and negative numbers (on the left of zero). The line is continuous so no real number can be left out. A line is 1-dimensional. A complex number has two components: one real, the other imaginary. A complex number can be represented by a plane, and it's 2-dimensional. So what does imaginary mean? The basis of imaginary numbers is the square root of minus one (sqrt(-1)) and traditionally it is given the symbol i. The square root of any negative number can be expressed using i. So, for example, the square root of minus 4 is 2i, because -4=4*-1 and the square root of 4*-1 is 2sqrt(-1)=2i. A complex number, z, can be written a+ib, where a and b are real numbers. But, more importantly perhaps, they can be represented as a point in 2-dimensional space as the point (a,b) plotted on a graph using the familiar x-y coordinate system. So, just like the number line represented all real numbers like an x axis, so all complex numbers can be represented by a plane, an infinite x-y plane. Now we come to vectors. There is a commonality between complex numbers and vectors. A straight road with cars , houses, people, etc., on it make the road like a number line. Any position on the road can be related to a fixed point on the road we'll call "home". Objects to the right, or eastward, could be in front of home and those to the left, or westward, behind home. The position of an object is the distance from home. This is a 1-dimensional vector field, where all objects have position. If the objects move their speed will have direction, towards the right or towards the left and we can say that a speed to the right is positive and a speed to the left is negative. Now we introduce another straight road at right angles to the first road. Now the picture is 2-dimensional. The position of an object is defined by two values: position east or west and position north or south. North can be positive and south negative. This is equivalent to the complex plane, which represents all complex numbers. The 2-dimensional plane represents all 2-dimensional vectors, whether it's position or speed. But the word "velocity" is used instead of "speed", because velocity includes direction, but speed is just a number, or magnitude, of the velocity. A vector has an east-west (EW) component (x value) and a north-south (NS) component (y value) and a vector r=xi+yj, where i is called a unit vector in the NS direction and j in the EW direction, so the point (x,y) fixes the positional vector r. Vectors are usually written in bold type, so you won't confuse i with i. The magnitude of a vector is sqrt(x^2+y^2) so it is represented by the hypotenuse of a right-angled triangle whose other sides are x and y. Pythagoras' theorem is used to work out the value. The magnitude of a vector is sometimes written |r| and is called a "scalar" quantity, so it doesn't have a direction or a sign (positive or negative), because the sign is a property of the direction of the vector.  A vector is not limited to a 2-dimensional plane. It can have as many dimensions as necessary. An aeroplane's positional vector and velocity would involve another dimension: height. A submarine's positional vector and velocity would involve depth. Height and depth are perpendicular to the EWNS plane and together form 3-dimensional space. The unit vector for height and depth is k, and height would be positive while depth would be negative, and the letter z is used with x and y so that a point in 3-space is (x, y, z). The magnitude |r| is sqrt(x^2+y^2+z^2). When working with vectors, addition and subtraction requires adding and subtracting the x, y, z components separately. When adding or subtracting complex numbers, the same applies to the x and y, real and complex, components. Multiplication and division are a special topic beyond the scope of this introductory explanation.  
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Is -4.78 > -5.01

Problem: Is -4.78 > -5.01 Working with less than or greater than Is -4.78 > -5.01. Is -11/8 < 23/15 ? Is -4.78 > -5.01 Yes. We use a number line with negative numbers going off to the left, getting smaller, and positive numbers going off to the right, getting larger. The further you move to the left, the smaller the numbers. Starting from zero and counting to the left, we get to -4 before we get to -5. Is -11/8 < 23/15 Yes. As explained above, using the number line, any positive number, located to the right of zero, is greater than any negative number, located to the left of zero.
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how to find a reflection on a number line

If the number line is like a single axis, like an x axis or a y axis, then the point 0 on the number line separates the positive numbers from the negative numbers. Let's say the positive numbers are on the right of zero and the negative numbers are on the left. When a number is reflected it changes sides. A positive number goes from right to left and a negative from left to right. So reflection is simply negation: x goes to -x. For example, when x=2 its reflection is -2; when x=-10 its reflection is -(-10)=10. 
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Henry says that his set of numbers includes all integers. Iliana argues that he is wrong.

Answer 2, a fraction is not an integer
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relationships between sets of real numbers with visual representation

We can define some sets within the superset of all real numbers: A. Integers  A1. Positive integers or natural numbers, including zero   A1.1. Positive integers with integer exponents greater than zero.   A1.2. Negative integers with even integer exponents greater than zero  A2. Negative integers   A2.1. Negative integers with odd integer exponents greater than zero B. Fractions  B1. Proper fractions   B1.1. Positive proper fractions    B1.1.1. Positive integers with integer exponents less than zero   B1.2. Negative proper fractions    B1.2.1. Negative integers with integer exponents less than zero B2. Improper fractions (including mixed numbers)   B2.1. Positive improper fractions   B2.2. Negative improper fractions C. Irrational numbers  C1. Transcendental numbers (cannot be defined as the root of a fraction or integer)  C2. Integer root of a positive integer for integers>1  C3. Integer root of a positive fraction for integers>1  C4. Fractional root of a positive integer  C5. Fractional root of a positive fraction These are arbitrary sets that can be represented visually as circles. Some circles may be completely isolated from other circles; some may completely contain other circles; some may intersect other circles. Indentation above implies that the circle associated with the lesser indentation contains the whole of the circle with the greater indentation. For example, B1 is completely contained by B, B2.2 is contained in B2, which in turn is contained in B. The separate sets of odd and even numbers could be included. We could add the set of prime numbers, positive integers>1 with no other factors than 1 and the number itself. We could add the set of perfect numbers, integers>1 in which the factors, including 1 but excluding the number itself, add up to the number. We could add factorials (the product of consecutive integers up to the factorial integer itself). These would be included in the superset of positive integers. The visual representation is that the subset is totally enclosed by the superset as a circle inside another circle. An example of interlocking circles is the set of factorials with the set of perfect numbers, where 6 is contained in the overlap. 6 belongs to both sets.  
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how do you factor 9x^2-12x-5 completely?

You look at the factors of 9 and 5: we have 1 and 9, and 3 and 3; and we have 1 and 5. Then we look at the middle term coefficient which is 12. We note that the sign of 5 is negative, which means that we need a positive and a negative zero for the factors of the quadratic. We then try all the possibilities of combining factors of 9 and 5: so we have (1 9), (9 1) and (3 3) against (1 5) and (5 1), and we look for the combination that gives 12 when we play them off against one another. If (a b) represents the factors of 9 and (c d) the factors of 5 we're looking for the difference between ad and bc equals 12. The solution is (3 3) and (1 5) or (5 1) because 3*5-3*1=12. (Note that if the sign of 5 was positive we would be looking to find the right factors such that ad+bc=12.) Now we set up our factors in brackets: (3x 1)(3x 5) (that is, (ax c)(bx d)) without the signs. We have to end up with a minus in front of the 12 so we need to put the plus so that it's the smaller product that has the + sign, so 1 carries the plus and 5 carries the minus: (3x+1)(3x-5). This explanation sounds complicated, but it takes longer to explain it than to try it out!  Practise and you'll find it gets easier.
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Rational Zero Theorem?

both of your equations can be factored x^4-7x^2-144 =(x^2-16)(x^2 +9) =(x-4)(x+4)(x^2+9) giving you 4 and -4 as real roots the second one factors into (x^2-25)(x^2+1) =(x-5)(x+5)(x^2+1) giving you 5 and -5 when you have only x^4, x^2 and a constant, you can factor as above just like ax^2 +bx+c The rational root theorem is a much longer process you would have to try all the positive and negative factors (using synthetic division) of 144 to try and find rational roots
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How do you add and subtract negative numbers? Like -4 + -9?

You may need a number line to help you, or if you understand how to use a thermometer, that will help. Your number line is like a thermometer. Somewhere round the middle of the line mark 0. To the left are all the negative numbers, to the right all the positives. On a thermometer (Celsius) 0 is the freezing point. All to the left are below freezing; all to the right are above freezing. -4 and -9 are on the left of zero, and -9 is further to the left of zero than -4, which means -9 is to the left of -4. Now take a positive number, say, 5 to the right of zero. What is 5-(-4)? To find out you want to know the distance between them on the number line. The answer is 9, because the distance between zero and 5 is 5 and the distance between -4 and zero is 4; the distance between -4 and 5 is therefore 9. So 5-(-4)=5+4=9. Remember, negative is left and positive is right. What is -1-(-4)? What does it mean? We start at -1, which is 1 to the left of zero. How far away is -4? It's 3 further to the left. But we know from above that 5-(-4) is the same as 5+4, so -1-(-4) is -1+4=4-1=3. So when we write -1-(-4), we're really saying how far is -1 away from -4. First thing to note is that it's to the right of 4, so right means positive so we know the answer is that -1 and -4 are separated by 3, and -1 is bigger than -4 by (positive) 3. What about -4-(-1)? To get from -1 to -4 we have to move 3 to the left so the answer is -3, because left is negative.  -4+(-9)  means start at -4 and go another 9 places to the left, ending up at -13. -4+(-9) is the same as -4-9. Play around with these ideas, and think also about thermometers and temperatures. -4 is a lower temperature than -1, and they're both below freezing. The better you can visualise numbers and abstract concepts the easier you will find the math.
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for given equation list the intercepts and test for symmetry y=-5x/x^2+25

This is open to interpretation. y=-5x/x^2+25 could be y=(-5x/x^2)+25 or y=-5x/(x^2+25). The intercepts are found by setting one variable to zero and solving the equation for the other variable. In the first interpretation, we need first to consider x close to zero, because we cannot divide by zero. -5x/x^2 is -5/x and as x tends to zero from the positive side this expression tends to negative infinity, so there is no y intercept and the y axis is an asymptote; as x tends to zero from the negative side, the expression tends to positive infinity. When y=0, 5/x=25 so the x intercept is 1/5. The graph is a hyperbola. The line y=25 is an asymptote for very large values of x (positive and negative) and there is a symmetry about this line (parallel to the x axis) and the y axis. The curve below the line and to the right of the y axis is a reflection of the the curve above the line and to the left of the y axis. In the second interpretation, y=0 when x=0. So the origin represents both intercepts. The symmetry can be seen if we look at x=-X and x=X. y=5X/(X^2+25) and y=-5X/(X^2+25). These two values have the same magnitude but opposite signs, so there is symmetry about the x axis (y=<0), in that the shape above the x axis for negative values of x is the same as the shape below the x axis for positive values of x.
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create a frequency distribution and histograph for the following numbers 29 22

A number line is shown below. The numbers 0 and 1 are marked on the line, as are two others numbers a and b. <---------------------------------------------------------------------------->               a                                0           1               b Which of the following numbers is negative? choose all that apply. Explain your answer. 1. a + 1 2. a + 2 3. - b 4. a + b 5. -a 6. 0 + a A number line s shown below. Zero is marked an all points are equal distance apart. <---------------------------------------------------------------------------------------->                 e          f                           0          1       g                h Which of the following numbers are positive? choose all that apply.  Explain your reasoning. 1. e + f 2. f + g 3. 0 + f 4. h + f 5. 0 + e 6. g + e 7. f + h
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