This is for seventh grade math ,I dont know if the negatives cancel out??
356238
(-3)+4-30=1-30=(-29)\nThis is correct you can trust me I did it only because of the BODMAS rule.
783689
DEFINATELY negative... definately.... ??????
757415
1) yes\n2) get rid of x factor, so -(x^3-1)/(x^2+1)\n3) You lost a negative, (2x+3)/(3-2x)\n4) Remove y factor: 7x/2y\n\nSteve
332996
Zero - is it positive or negative?
27071
The problem with negative numbers is that they don't actually exist.  We talk about negative values but it's technically impossible to have a negative amount of anything.\n\nI've found the easiest way to make students understand negatives is to talk about what happens when you owe a certain amount.\n\nFor instance, if I have four apples and you want to get five apples from me, I can give you four but then I have no more.  Therefore, I will owe you one apple.  This apple - which I do not have but which I owe you - is like a negative number.\n\nWhen all else fails, go for the number line.  Numbers extend on to infinity in BOTH directions, from zero and up, and down as well.  If your eight year old can understand infinity, negatives shouldn't be too hard.\n\nNegative numbers, by the way, are generally sixth-grade material.  Don't be frustrated if your child doesn't understand yet!  Some things will take time.
424681
substituiting your values you get (the values you gave are not very clear, can't make out whether positive or negative.\nAssuming all values are positive...)\ny-2 = 2(x-5)\ny-2 = 2x -10\n2x -y - 8 =0  is of the form ax + by + c =0
507220
If the signs are the same (pos-pos or neg-neg), you get a positive.\n\nIf the signs are opposite (neg-pos or pos-neg), you get a negative.
1149797
The first one is (-5, 3). I don't remember how to do the others.
35588
They're vectors, so take into account the direction. Thankfully, they're all in the same dimension, so you can make north positive and south negative (or vice versa, if you prefer), then add. -1 + 3 - 6 + 2 = -2, that is, 2 km south.\nIf they were in different directions, you'd do the same thing, adding horizontal and vertical separately, then using the Pythagorean theorem to find the resultant vector.
702351
I think you are looking too much into it, but here we go. \n\nIf you have the equation x^2 and say we pick points x= -1, and 1. \n\nWhen you plug the x's into the equation you will get a positive answer. This is why whenever the exponent is even, it will always bounce off the x- axis, because there is no way for it to go negative.\n\nfor the second question, say we take x^2 and plug in the same points above.\n\n-1 ^ 3 gives you -1. This would mean that ever x = -# will have a negative y value which means it will cross the x- axis\n\nTry it with more equations and you will understand
491451
Ask your school's academic advisor. Judging by the class title this could just be basic math, but every school puts something different in basic math. So I cannot tell you anything.
124825
Here is some empherical evidence for two negatives cancelling theory:\n\nLinear algebra can model the image you see when something is looked at through a reflecting mirror.  It is known as a linear transformation with determinate -1.  Applying the transformation twice is like looking at the image reflected off two mirrors:  it isn't backwards.  Get two mirrors and try it.  (-1)*(-1) = 1\n\n-1 is one of an infinite number of unit values in the complex numbers.  Multiplying by -1 "flipps" the direction of any arrow (vector or complex number).  Mulitplying by the value (-1) twice is two flips which takes an arrow to its original direction.  (-1)*(-1) = 1.\n\nBy the way, some other unit values in the complex numbers are called i and -i.  Multiplying by i flipps an arrow 90 degrees to the left, so it takes four such multiplications to make 1: (i)*(i)*(i)*(i) = (-1)*(-1) = 1
887284
Subtracting, and adding a negative #, are the same thing. So this equation can also be expressed as:\n(-5x + 6) - (-2x + -7)\nThe negative after the last part of the function, effectively reverses the negatives inside the parenthesis:\n(-5x +6) + (2x + 7)\nFrom there, since this is just addition and subtraction, you can just remove the parenthesis:\n-5x + 6 +2x + 7\nCombine like terms and you've got:\n13 - 3x
700071
Yes. If you multiply it out it is the same. The square kills off that minus sign because any real number squared is positive.\n\n\nz
855323
okay the answer to that problem would be -10.\n1.  if you are subracting a negative from a negative, it's like you have 14 negatives and you take 4 away.  \n2. if you are subrtacting a positive from a negative, it's like adding more negatives on.  \nexample: -14 - 4 = -18\n3. If you are subtracting a negative from a positive, it's like adding more positives.\nexample: 14 - (-4) = 18\nin the problem above, you can see that i have minus a negative.  when my teacher taught me this she told me that i minus sign was like a negative.  and two negatives together makes a plus sign.  that might be confusing, but it helped me.  here's an example of what that would look like:\n14 + 4 = 18 . . . . easier?  \n\ni hope this helps and i didn't just confuse you.
543316
I believe that would be like -3 and +3. Negative numbers and positive numbers are on opposite sides of the zero, therefore they are opposite points on the number line.
103423
NO !!\nwhere is the double negatives ?\nu just replaced " Behind" with " in front" !!\n\nin Logic,   if X = Y  then   not not X = y  \nbut u cannt say    ( not X =y )