/*! This file is auto-generated */ .wp-block-button__link{color:#fff;background-color:#32373c;border-radius:9999px;box-shadow:none;text-decoration:none;padding:calc(.667em + 2px) calc(1.333em + 2px);font-size:1.125em}.wp-block-file__button{background:#32373c;color:#fff;text-decoration:none} Problem 7 Insert either \(<\) or \(>... [FREE SOLUTION] | 91Ó°ÊÓ

91Ó°ÊÓ

Insert either \(<\) or \(>\) in the shaded area between the integers to make the statement true. \(-13\square 2\)

Short Answer

Expert verified
-13 < 2

Step by step solution

01

Understand the Integers

Here we have two integers, -13 and 2. The number -13 is negative and the number 2 is positive.
02

Compare the Integers

We know from predefined mathematical rules that any negative number is always smaller than any positive number.
03

Fill the Shaded Area

After comparing, it is clear that -13 is smaller than 2. Hence, we fill the blank with '<' symbol which denotes that the value on the left is less than the value on the right.

Unlock Step-by-Step Solutions & Ace Your Exams!

  • Full Textbook Solutions

    Get detailed explanations and key concepts

  • Unlimited Al creation

    Al flashcards, explanations, exams and more...

  • Ads-free access

    To over 500 millions flashcards

  • Money-back guarantee

    We refund you if you fail your exam.

Over 30 million students worldwide already upgrade their learning with 91Ó°ÊÓ!

Key Concepts

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

Understanding Negative Numbers
Negative numbers are those that are less than zero. They are represented with a minus (-) sign. Think of them as being in debt or below the ground level. Negative numbers still hold importance and follow mathematical rules like other numbers.

Here are some important points about negative numbers:
  • They always represent a decrease, downfall, or reversal of a usual quantity.
  • The further left you go on the number line, the smaller the negative number becomes.
  • For example, -3 is greater than -7, because -3 is located to the right of -7 on the number line.
  • Every negative number is always less than zero and less than any positive number.
Remember that understanding negative numbers helps in evaluating expressions, solving equations, and comparing values.
Exploring Positive Numbers
Positive numbers are greater than zero. They are the numbers we often encounter in daily life, such as when counting objects or measuring distances. They don’t need a plus (+) sign, but it can be used for clarity.

Some key features of positive numbers include:
  • They represent an increase or gain.
  • They are always located to the right of zero on a number line.
  • Larger positive numbers indicate higher values.
  • Positive numbers are greater than zero and always greater than any negative number.
Keep these features in mind as you work with integers, as they help in contextually understanding the world around us!
Decoding Mathematical Symbols
Mathematical symbols are visual representations that help us express relationships between numbers. Two common symbols used in integer comparison are the greater than (>) and less than (<) symbols.

Here's a breakdown:
  • The symbol < means "less than." It denotes that the number on the left is smaller than the number on the right.
  • The symbol > means "greater than." It indicates that the number on the left is larger than the number on the right.
  • To remember which way the symbols point, think of the open side as wanting to "eat" the larger number.
Using these symbols makes mathematical communication clear and concise. In the example -13 < 2, the less than symbol correctly shows that -13 is smaller than 2. Practice regularly to get familiar with these conventions!

One App. One Place for Learning.

All the tools & learning materials you need for study success - in one app.

Get started for free

Most popular questions from this chapter

Use rules of divisibility to determine whether each number given is divisible by a. 2 b. 3 c. 4 d. 5 e. 6 f. 8 g. 9 h. 10 i. 12 . 6944

Company A pays $$\$ 24,000$$ yearly with raises of $$\$ 1600$$ per year. Company B pays $$\$ 28,000$$ yearly with raises of $$\$ 1000$$ per year. Which company will pay more in year 10 ? How much more?

You will develop geometric sequences that model the population growth for California and Texas, the two most populated U.S. states. The table shows the population of Texas for 2000 and 2010 , with estimates given by the U.S. Census Bureau for 2001 through \(2009 .\) $$ \begin{array}{|l|l|l|l|l|l|l|} \hline \text { Year } & \mathbf{2 0 0 0} & \mathbf{2 0 0 1} & \mathbf{2 0 0 2} & \mathbf{2 0 0 3} & \mathbf{2 0 0 4} & \mathbf{2 0 0 5} \\ \hline \begin{array}{l} \text { Population } \\ \text { in millions } \end{array} & 20.85 & 21.27 & 21.70 & 22.13 & 22.57 & 23.02 \\ \hline \end{array} $$ $$ \begin{array}{|l|c|c|c|c|c|} \hline \text { Year } & \mathbf{2 0 0 6} & \mathbf{2 0 0 7} & \mathbf{2 0 0 8} & \mathbf{2 0 0 9} & \mathbf{2 0 1 0} \\ \hline \begin{array}{l} \text { Population } \\ \text { in millions } \end{array} & 23.48 & 23.95 & 24.43 & 24.92 & 25.15 \\ \hline \end{array} $$ a. Divide the population for each year by the population in the preceding year. Round to two decimal places and show that Texas has a population increase that is approximately geometric. b. Write the general term of the geometric sequence modeling Texas's population, in millions, \(n\) years after \(1999 .\) c. Use your model from part (b) to project Texas's population, in millions, for the year 2020 . Round to two decimal places.

Determine whether each sequence is arithmetic or geometric. Then find the next two terms. \(\frac{1}{2}, 1, \frac{3}{2}, 2, \ldots\)

There are two species of insects, Magicicada septendecim and Magicicada tredecim, that live in the same environment. They have a life cycle of exactly 17 and 13 years, respectively. For all but their last year, they remain in the ground feeding on the sap of tree roots. Then, in their last year, they emerge en masse from the ground as fully formed cricketlike insects, taking over the forest in a single night. They chirp loudly, mate, eat, lay eggs, then die six weeks later. (Source: Marcus du Sautoy, The Music of the Primes, HarperCollins, 2003) a. Suppose that the two species have life cycles that are not prime, say 18 and 12 years, respectively. List the set of multiples of 18 that are less than or equal to 216 . List the set of multiples of 12 that are less than or equal to 216. Over a 216-year period, how many times will the two species emerge in the same year and compete to share the forest? b. Recall that both species have evolved prime-number life cycles, 17 and 13 years, respectively. Find the least common multiple of 17 and 13 . How often will the two species have to share the forest? c. Compare your answers to parts (a) and (b). What explanation can you offer for each species having a prime number of years as the length of its life cycle?

See all solutions

Recommended explanations on Math Textbooks

View all explanations

What do you think about this solution?

We value your feedback to improve our textbook solutions.

Study anywhere. Anytime. Across all devices.