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In Exercises \(109-116\), write a numerical expression for each phrase. Then simplify the numerical expression by performing the given operations. The difference between \(-11\) and the quotient of 20 and \(-5\)

Short Answer

Expert verified
The numerical expression for the given phrase is \(-11 - \frac{20}{-5}\), which simplifies to -7.

Step by step solution

01

Write a Mathematical Expression for the Phrase

Recall that 'the difference between' translates to a subtraction process and 'the quotient of' refers to a division operation. So '-11 and the quotient of 20 and -5' can be written as: \(-11 - \frac{20}{-5}\).
02

Simplify the Division Operation

Next, simplify the division operation 20 divided by -5, which is \(-4\). The expression now becomes: \(-11 - (-4)\).
03

Simplify the Subtraction Operation

Lastly, simplify the subtraction operation. Recall that subtracting a negative number is the same as adding a positive number. So \(-11 - (-4)\) becomes: \(-11 + 4 = -7\).

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Mathematical Expression
A mathematical expression is a combination of numbers, variables, and operation symbols that stands for a particular quantity or idea. Similar to phrases in a spoken language that convey a specific meaning, mathematical expressions represent numerical values through the structured arrangement of mathematical symbols.

For example, when we read a phrase like 'the difference between -11 and the quotient of 20 and -5', we can translate this into a mathematical expression using arithmetic operations. In mathematics, 'difference' indicates subtraction and 'quotient' signifies division. Hence, translating the verbal phrase to symbols, we get \( -11 - \frac{20}{-5} \). This expression succinctly captures the action that needs to be taken to find the value described by the phrase.

Understanding these expressions and their components is crucial to performing algebraic manipulations, solving equations, and interpreting mathematical relationships. When dealing with expressions, it is always important to be mindful of the order of operations, often remembered by the acronym PEMDAS (Parentheses, Exponents, Multiplication and Division, Addition and Subtraction), to ensure that calculations are done accurately.
Simplify Numerical Expression
Simplifying a numerical expression means to perform all possible arithmetic operations following the correct order to reduce the expression to its simplest form or a single numerical value. It is a way to make complex expressions more understandable and easier to work with.

Here's an example: We begin by taking the phrase 'the difference between -11 and the quotient of 20 and -5' and writing it as the mathematical expression \( -11 - \frac{20}{-5} \). To simplify this expression, we focus on the division within the expression first – PEMDAS guides us to address division before subtraction. Finding the quotient of 20 and -5 gives us \( -4 \), and substituting this back into the expression, we get \( -11 - (-4) \).

Finally, simplifying further by recognizing that subtracting a negative is equivalent to adding a positive allows us to combine the values into \( -11 + 4 = -7 \). This process reduces the expression to a single number, thereby completing the simplification.
Arithmetic Operations
Arithmetic operations are the building blocks of mathematics. They include addition (+), subtraction (-), multiplication (\(\times\)), and division (\(\div\)). These operations allow us to calculate and manipulate numbers.

Each operation has a specific grammatical counterpart in verbal math problems. For instance, 'plus' corresponds to addition, and 'times' suggests multiplication. In our exercise, we saw how 'the difference between' cues us to subtract and how 'the quotient of' signals division. When performing these operations, it's paramount to always proceed in the correct sequence, as dictated by the order of operations rules.

The beauty of understanding arithmetic operations lies in their universal applicability. They form the foundation for more advanced mathematical concepts, and mastery of these basic operations equips learners with the tools necessary to tackle a broad spectrum of mathematical challenges.

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Most popular questions from this chapter

From here on, each exercise set will contain three review exercises. It is essential to review previously covered topics to improve your understanding of the topics and to help maintain your mastery of the material. If you are not certain how to solve a review exercise, turn to the section and the worked example given in parentheses at the end of each exercise. Consider the set $$\\{-6,-\pi, 0,0, \overline{7}, \sqrt{3}, \sqrt{4}\\}$$ List all numbers from the set that are a. natural numbers, b. whole numbers, c. integers, d. rational numbers, e. irrational numbers, f. real numbers. (Section 1.3 Example 5 )

Determine whether each statement "makes sense" or "does not make sense" and explain your reasoning. It takes me too much time to add real numbers with a number line.

Express each sentence as a single numerical expression. Then use the order of operations to simplify the expression Subtract 10 from \(7 .\) Multiply this difference by \(2 .\) Square this product.

In Palo Alto, California, a government agency ordered computer-related companies to contribute to a pool of money to clean up underground water supplies. (The companies had stored toxic chemicals in leaking underground containers.) The mathematical model $$ C=\frac{200 x}{100-x} $$ describes the cost, \(C,\) in tens of thousands of dollars, for removing \(x\) percent of the contaminants. Use this formula to solve. a. Find the cost, in tens of thousands of dollars, for removing \(50 \%\) of the contaminants. b. Find the cost, in tens of thousands of dollars, for removing \(80 \%\) of the contaminants. c. Describe what is happening to the cost of the cleanup as the percentage of contaminant removed increases.

In each exercise, determine whether the given number is a solution of the equation. $$4 x+2=3(x-6)+8 ;-11$$

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