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In Exercises \(85-96,\) simplify each algebraic expression. $$6-5[8-(2 y-4)]$$

Short Answer

Expert verified
The simplified expression is \(66 - 10y\).

Step by step solution

01

Simplifying within parentheses

First, subtract within the parenthesis: \(8 - (2y - 4) = 8 - 2y + 4\). The expression now reads: \(6-5[12 - 2y]\).
02

Distribution

Second, we distribute the -5 into the square brackets: \(-5 * 12 = -60\) and \(-5 * -2y = 10y\). This simplifies our equation to \(6 - (-60 + 10y) = 6 + 60 - 10y\).
03

Simplify Addition

Adding the two constants 6 and 60 gives \(66 - 10y\).

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Key Concepts

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

Simplification
The simplification of algebraic expressions involves reducing expressions to their most concise form. By mastering this, you will often unveil a clearer and sometimes simpler problem to solve. Simplification typically includes combining like terms, reducing coefficients, and applying arithmetic operations effectively.

One key step in simplification is removing any unnecessary mathematical operations and combining terms that are similar. For instance, if an expression includes multiple instances of the same variable, you can combine them. Simplification helps in recognizing patterns and solving problems efficiently, saving time and reducing errors in calculations.
  • Combine all like terms - terms that have the same variables raised to the same power.
  • Perform basic arithmetic operations to simplify numerical coefficients.
These steps are essential for working accurately with algebraic expressions and lay the foundation for more advanced algebraic techniques.
Distribution
Distribution is a fundamental concept in algebra, particularly when simplifying expressions involving parentheses. The process follows the distributive property, which states that for any numbers or expressions \((a, b, c)\), the formula holds: \[a(b + c) = ab + ac\]. This property allows you to multiply a single term by each term within a set of parentheses, effectively "distributing" the multiplication over addition or subtraction.

For example, in the expression \(6-5[12 - 2y]\), distributing involves multiplying \(-5\) by each term inside the bracket:
  • Compute \(-5 \times 12\), which gives \(-60\).
  • Calculate \(-5 \times -2y\), which results in \(10y\).
These results are then combined into the expression \(6 - (-60 + 10y)\), simplifying it to \(6 + 60 - 10y\). This step is crucial for transforming the initial complex problem into a simpler form that can then be further simplified.
Parentheses
Handling parentheses is an important skill in algebraic manipulations. Parentheses indicate which operations should be performed before others, as per the order of operations. This makes understanding how to work with them essential for correctly simplifying expressions.

In many algebraic tasks, like the one mentioned in the problem, parentheses dictate the first steps of solving the expression. You start simplifying the innermost parentheses and move outward.
  • First, focus on arithmetic within the parentheses, using operations such as addition, subtraction, and simplification of inner expressions.
  • Once simplified, eliminate the parentheses using distribution or by resolving operations as dictated by additional steps.
If parentheses are ignored or misinterpreted, it could lead to erroneous solutions. Efficiently managing them ensures calculations are performed in the right sequence, safeguarding the integrity of the final result.

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Most popular questions from this chapter

The bar graph shows the percentage of U.S. college freshmen with an average grade of A in high school. (GRAPH CAN NOT COPY) The data displayed by the bar graph can be described by the mathematical model $$p=\frac{4 x}{5}+25$$ where \(x\) is the number of years after 1980 and \(p\) is the percentage of U.S. college freshmen who had an average grade of A in high school. Use this information a. According to the formula, in 2010 , what percentage of U.S. college freshmen had an average grade of \(A\) in high school? Does this underestimate or overestimate the percent displayed by the bar graph? By how much? b. If trends shown by the formula continue, project when \(57 \%\) of U.S. college freshmen will have had an average grade of A in high school.

Use the strategy for solving word problems, modeling the verbal conditions of the problem with a linear inequality. The toll to a bridge is \(\$ 3.00 .\) A three-month pass costs \(\$ 7.50\) and reduces the toll to \(\$ 0.50 .\) A six-month pass costs \(\$ 30\) and permits crossing the bridge for no additional fee. How many crossings per three-month period does it take for the three-month pass to be the best deal?

In more U.S. marriages, spouses have different faiths. The bar graph shows the percentage of households with an interfaith marriage in 1988 and \(2012 .\) Also shown is the percentage of households in which a person of faith is married to someone with no religion. GRAPH CAN'T COPY. The formula $$I=\frac{1}{4} x+26$$ models the percentage of U.S. households with an interfaith marriage, \(I, x\) years after \(1988 .\) The formula $$N=\frac{1}{4} x+6$$ models the percentage of U.S. households in which a person of faith is married to someone with no religion, \(N, x\) years after \(1988 .\) Use these models to solve Exercises \(107-108\). a. In which years will more than \(33 \%\) of U.S. households have an interfaith marriage? b. In which years will more than \(14 \%\) of U.S. households have a person of faith married to someone with no religion? c. Based on your answers to parts (a) and (b), in which years will more than \(33 \%\) of households have an interfaith marriage and more than \(14 \%\) have a faith/no religion marriage? d. Based on your answers to parts (a) and (b), in which years will more than \(33 \%\) of households have an interfaith marriage or more than \(14 \%\) have a faith/no religion marriage?

What does it mean to factor completely?

Perform the indicated operation. Where possible, reduce the answer to its lowest terms. $$\frac{5}{4} \cdot \frac{8}{15}$$

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