Answer:
20³ in = 8000 inches³
Step-by-step explanation:
The formula to find the volume of a cube is s³
Jenna calculated several numbers in her calculator. The result displayed -1.7E-4 on the calculator screen. Which equivalent number(s) does this represent? Select all that apply.
1. -1.7 x 10^-4
2. 1.7 x 10^-4
3. 0.00017
4. -0.00017
5. -1,700
Answer:
1, 4
Step-by-step explanation:
e is the exponent of the number, therefore it is the number which 10 is raised by, so -4.
Which means -1.7 will be multipled by 10 raised to the -4 power, so 1 is obviously correct.
Additionally, This is in scientific form. You can also write this in standard form in decimals, 10^-4 means it is 4 decimal places ahead the original number so you can move the decimal point back 4 places and add 0s, you will see that -0.00017 is also in fact correct.
Answer:
1 and 4.
Step-by-step explanation:
That would be -1.7 * 10^-4.
Also it can be written as -0.00017.
Simon used these steps to solve an equation:
Step 1: -6(x + 7) = 2(x − 11)
Step 2: -6x − 42 = 2x − 22
Step 3: -8x − 42 = -22
Step 4: -8x = 20
Which property did he use to get from step 3 to step 4?
A. addition property of equality
B. distributive property
C. subtraction property of equality
D. transitive property
A. Addition Property of Equality. The property that states that if you add the same number to both sides of an equation, the sides remain equal. Which as we see the equation still remains equal.
To go through Step 3 to Step 4 he used the addition property of equality. Option A is correct.
Given that,
Simion used steps to solve the equation,
To determine which property did he use to get from step 3 to step 4.
The equation is the relationship between variables and represented as y = ax + b is an example of a polynomial equation.
here,
Step 1: -6(x + 7) = 2(x − 11)
Distributive property
Step 2: -6x − 42 = 2x − 22
Addition property of equality
Adding 2x on both side
Step 3: -8x − 42 = -22
Addition property of equality
Adding 42 on both sides
Step 4: -8x = 20
Thus, to go through Step 3 to Step 4 he used the addition property of equality. Option A is correct.
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20 POINTSSS
Kenya plans to make a down payment plus monthly payments in order to buy a motorcycle. At one
dealer she would pay $2,350 down and $150 each month. At another dealer, she would pay $2,950 down
and $125 each month. After how many months would the total amount paid be the same for both
dealers? What would that amount be?
After
months Kenya will have paid $
for the bike at either dealer.
Answer:
24 Months; $5950
Step-by-step explanation:
15-(0.7 x3) please help meeeeee
Answer:
129/10 or 12.9
Step-by-step explanation:
Multiply 0.7 by 3 and subtract that answer by 15
Answer:
12.9 dat was easy
Consider the equation 5y = 2x +4. Select all the equations that are perpendicular to the given equation.
None of the given equations are perpendicular to the equation '5y = 2x +4'. This is because perpendicular lines have reciprocal, negative slopes and none of the given lines meet this criteria.
Explanation:To find the equations that are "perpendicular" to the given equation 5y = 2x +4, we first need to find out the slope of the given equation. The slope of the equation is obtained by rearranging it into the y=mx+b form where m stands for the slope. Thus, y=(2/5)x+4/5, which gives us a slope (m) of 2/5.
Perpendicular lines have slopes that are negative reciprocals of each other. So, for a line to be perpendicular to the given line, it should have a slope of -5/2.
Given the equations 7 y = 6x + 8, 4y = 8, and y + 7 = 3x, let's find out their slopes. The slope for the first equation is 6/7, for the second equation is undefined as it's a horizontal line, and for the third equation is 3. Hence, none of these lines are perpendicular to the given line. Similarly, none of the lines Y2 = -173.5+ 4.83x − 2(16.4) and line Y3 = -173.5+ 4.83x + 2(16.4) don't have a slope of -5/2 and hence, are not perpendicular to the given line.
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Explain how you could write the mixed number 45 3/8 in
scientific notation.
Answer:
[tex]4.5375*10^1[/tex]
Step-by-step explanation:
we know that
[tex]45\frac{3}{8}=45+\frac{3}{8}=45+0.375=45.375[/tex]
Convert decimal number in scientific notation
A number expressed in scientific notation has the form
[tex]a*10^{n}[/tex]
where
[tex]1\leq a < 10[/tex]
n is a integer
Expressing 45.375 in this form means writing the number as a value between 1 and 10
so
For a=4.5375,n=1
[tex]45.375=4.5375*10^1[/tex]
Final answer:
The mixed number 45 3/8 can be expressed in scientific notation as 4.5375 *[tex]10^2[/tex] by first converting it to an improper fraction, then to a decimal, and finally moving the decimal point two places to the left.
Explanation:
To write the mixed number 45 3/8 in scientific notation, let's first convert it into an improper fraction and then into a decimal. The mixed number 45 3/8 is equivalent to (45 * 8 + 3) / 8, which simplifies to 363/8 or 45.375 as a decimal.
Now, to express this in scientific notation, we move the decimal point two places to the left so that the number falls between 1 and 10. As a result, we get 4.5375. Since we moved the decimal two places to the right, we multiplied by 10 to the power of 2([tex]10^2[/tex])
Finally, 45 3/8 in scientific notation is 4.5375 *( [tex]10^2[/tex] ).
3-(-9)÷-10+6
what is the answer?show work
Answer:
- 12/4
Step-by-step explanation:
3 - (-9) / (-10) + 6
3 + 9 / (-4)
12 / (-4)
- 12/4
Choose all the statements that are true about this sequence.
60, 66, 72, 78
The value of the first term is 1.
This is an arithmetic sequence.
The value of the third term is 72.
The sequence starts at 60 and adds 4 repeatedly.
The sequence starts at 66 and adds 6 repeatedly
There are four terms in this sequence.
The sequence starts at 60 and adds 6 repeatedly.
This is an arithmetic sequence
The value of the 3rd term is 72
There are 4 terms in this sequence
The sequence starts at 60 and adds 6 repeatedly
michael bought 0.44 pound of slice turkey. what is the value of the digit in the hundredths place?
Answer:
4
Step-by-step explanation:
You have 0.44
0 is in the ones place
4 is in the tenths place (0.4)
And the other 4 is in the hundredths place (0.04)
Answer:
4
Step-by-step explanation:
There is a 4 in the tenths place which is 0.4, and there is a 4 in the hundredths place which is 0.04. The 0.04 is the hundredths place, making 4 your answer
which values are in the solution set of |x| = 3
a.) x < 3
b.) x > 3
c.) x = -3
d.) x = 0
Answer:
c.) x = -3Step-by-step explanation:
[tex]|a|=\left\{\begin{array}{ccc}a&for&a\geq0\\-a&for&a<0\end{array}\right\\\\\text{Examples:}\\\\|2|=2\\|-5|=-(-5)=5\\|0|=0\\|-23|=23\\\\=====================\\\\|x|=3\Rightarrow x=-3\ or\ x=3\\\\\text{Check:}\\\\|3|=3\\|-3|=-(-3)=3[/tex]
Steven is cutting an 11 ft piece of lumber into three pieces to build a triangular garden. Which diagram shows a way i
which he can cut the wood to create three pieces that can form a triangle?
Answer:
The correct answer is 3ft | 4ft | 4ft
Step-by-step explanation:
Got it correct on edge
The dimensions of the lumber that can be used to build the triangular garden are 3ft, 4 ft and 4ft.
What are the pieces that can be used to build the triangular garden?A triangle is a three-sided polygon with three edges and three vertices. The sum of angles in a triangle is 180 degrees
In order to determine the pieces that can be used to build the triangular garden, the sum of the two sides must be greater than the length of the third side
2 + 2 < 7
1 + 4 < 6
3 + 2 < 6
3 + 4 > 4
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What is the answer to 10h - 4h
Answer:
Step-by-step explanation:6 hours because 10-4=6
for #3 find the x and y-intercept and graph
Answer:
The x-intercept is at -8 and the y-intercept is at -5.
Step-by-step explanation:
When you simplify 5x + 8y = 40 into y = mx + b form, you get y = -5/8x - 5.
Answer: x-intercept is (-8,0) and y-intercept is (0,-5)
Step-by-step explanation:
5x+8y=-40
To find the x-intercept, you plug in 0 in for y.
5x+8(0)=-40
5x=-40
Then solve for x
5x/5=-40/5
x=-8
The x-intercept is (-8,0)
To find the y-intercept, you plug in 0 in for x
5(0)+8y=-40
8y=-40
Solve for y
8y/8=-40/8
y=-5
y-intercept is (0,-5)
Two students wrote the following numerical expressions.
Angeline: (7 + 15) × (38 + 15)
MeiLing: 15 × (7 + 38)
Are the students’ expressions equivalent to your answer in Problem 4? Explain your answer.
Answer:
The expression are not equivalent.
Step-by-step explanation:
For Angeline we have the next process:
[tex](7+15)\times(38+15)=22\times53=1166[/tex]
For MeiLing we have:
[tex]15\times(7+38)=15\times45=675[/tex]
Then we have that the students expressions are not equivalent.
The process to solver the expressions was solving first the parenthesis and after that solver the multiplication.
Angeline's and MeiLing's expressions are not equivalent; Angeline's result is 1166 whereas MeiLing's is 675, due to different placement of parentheses and the main operator used.
To determine if the expressions provided by Angeline and MeiLing are equivalent, we must first simplify both expressions using the order of operations.
Angeline's expression is: (7 + 15) × (38 + 15). First, we perform the additions inside the parentheses:
7 + 15 = 22
38 + 15 = 53
Now we multiply the sums:
22 × 53 = 1166
MeiLing's expression is: 15 × (7 + 38). Again, we first add the numbers inside the parentheses:
7 + 38 = 45
And then multiply by 15:
15 × 45 = 675
Angeline's result is 1166 and MeiLing's result is 675, so the two expressions are not equivalent. It's the placement of the parentheses and the use of the main operator that leads to different results. This illustrates the importance of following the proper mathematical rules and sequence of operations to get the correct answer.
How to estimate 1,103 x 59
Answer:
60000
Step-by-step explanation:
Rough estimate: 1000(60) = 60000
Answer:
1,103~1,000
59~60
×__________________
60000
Step-by-step explanation:
You round each of them by the nearest place then multiply (ex. 12 round the 2 because its the one closest to the highest place ~10
× 15~10=100) sorry if it doesn't make sense @-@
What is the first step in simplifying
Answer: PEMDAS
parenthesis, exponents, multiplication, division, addition, subtraction
Step-by-step explanation:
Answer:
Collect like terms or reduce or using PEMDAS METHOD.
For each of the hypothetical data sets, determine whether a bar graph or a pie chart would be an appropriate way to display the data. In some cases, both types of graphs may be appropriate.
the percent of individuals with each of the following natural eye colors:
brown, blue, green, hazel, and other
the population density of each of the 50 states in the United States
the number of college students who play basketball, baseball, or soccer
the proportion of traditional public schools in a region compared to
the proportion of charter and private K–12 schools in that region.
choices: Bar graph Pie chart
The final answers of four different parts of the question can be concluded in the following bulletin points.
Both the charts can be used to represent the above condition but the better way to represent it is Pie chart.Bar Graph is the better way to represent the above scenario, because the higher data entry may result in a very huge pie chart to understand it properly.The pie chart is the better way to represent the above situation.The pie chart is the better way to represent the above situation.1). The percent of individuals with each of the following natural eye colors:
brown, blue, green, hazel, and others.
Both the charts can be used to represent the above condition but the better way to represent it is Pie chart.2). The population density of each of the 50 states in the United States.
Bar Graph is the better way to represent the above scenario, because the higher data entry may result in a very huge pie chart to understand it properly.3). The number of college students who play basketball, baseball, or soccer.
The pie chart is the better way to represent the above situation.4). The proportion of traditional public schools in a region compared to
the proportion of charter and private K–12 schools in that region.
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For the percent of individuals with each natural eye color and the population density of each state in the United States, a bar graph is appropriate. For the number of college students who play different sports, a bar graph is also appropriate.
Explanation:A bar graph would be an appropriate way to display the percent of individuals with each natural eye color. Each bar in the graph would represent a different eye color, and the length of the bar would represent the percentage of individuals with that eye color. This would allow for easy comparison of the different eye colors.
For the population density of each state in the United States, a bar graph would also be appropriate. Each bar in the graph would represent a different state, and the height of the bar would represent the population density of that state. This would allow for easy comparison of the population densities between states.
For the number of college students who play basketball, baseball, or soccer, a bar graph would be the most appropriate choice. Each bar in the graph would represent a different sport, and the height of the bar would represent the number of students who play that sport. This would allow for easy comparison of the number of students playing each sport.
A line has a slope of 2/3 and a y-intercept of 4.
Which of the following is the equation of the line?
The equation of the line with a slope of 2/3 and y-intercept of 4 is y = 2/3x + 4.
Explanation:The equation of a line in slope-intercept form (which is the most common form we deal with in algebra) is y = mx + b, where m is the slope and b is the y-intercept.
In this case, you're given that the slope (m) is 2/3 and the y-intercept (b) is 4. Substituting these values into the equation gives you the equation of the line: y = 2/3x + 4.
This is the equation that represents the given line
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Final answer:
The equation of the line with a slope of 2/3 and a y-intercept of 4 is y = 2/3x + 4.
Explanation:
To find the equation of a line with a slope of ⅓ and a y-intercept of 4, we can use the slope-intercept form of a line, which is y = mx + b where m is the slope and b is the y-intercept.
The given slope is ⅓, so m = ⅓. Given that the y-intercept is 4, b = 4.
Plugging these values into the slope-intercept equation, we get y = ⅓x + 4, which is the equation of the desired line.
The equation of a line is a mathematical expression that describes the relationship between the independent variable (x) and the dependent variable (y) for points on that line in a Cartesian coordinate system. It allows you to represent a straight line graphically on a two-dimensional plane.
sam is 5 feet tall and casts a shadow 4 feet long. at the same time, a nearby tree casts a shadow 12 feet long. what is the height of the tree
Answer:
15
Step-by-step explanation:
We can just make a ratio. 5:4 = x:12. We see x=15
The height of the tree = 15m.
let us say the height of the tree=h
in this problem,
the height of the sam can be treated as perpendicular of a right-angle triangle.
while his shadow can be treated as the base of the same triangle.
now, we need to calculate the angle of elevation α
what is the angle of elevation?it is the angle between the line of sight and the horizon.
hence,
the tangent of the angle of elevation α= height/length of the shadow
tanα= 5/4
tan α = height of the tree/length of the shadow of the tree
5/4 = h/12
h=15m
therefore, the height of the tree = 15m
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Raj wrote - (5^4) = ( – 5)^4 is Raj correct? Why or why not?
Answer:
This is False / incorrect
Step-by-step explanation:
because one side is positive and the other one negative
Answer:
No, it would just be -5^4
Step-by-step explanation:
Because when distributing the negative into the parentheses, we would not keep the parentheses afterwards
Louden County Wildlife Conservancy counts butterflies each year. Data over the last three years regarding four types of
butterflies are shown below. What inference can be made about the butterflies in Louden County from the samples?
14
2009
Meadow Fritillary
Variegated Fritillary
Zebra Swallowtail
Eastern-Tailed Blue
5
7
33
242
Louden County Butterfly Count
2010
Meadow Fritillary 34
Variegated Fritillary 95
Zebra Swallowtail 21
Eastern-Tailed Blue 168
2011
Meadow Fritillary
Variegated Fritillary
Zebra Swallowtail
Eastern-Tailed Blue
10
170
A) All butterfly populations are steadily decreasing.
B)All butterfly populations were larger than usual in 2010.
C)The Eastern-Tailed Blue butterfly is more common than the others.
D)The Meadow Fritillary is equally common as the Variegated Fritillary
As laden country wildlife conservation counts the butterflies each year they have data over 3 years and is based on four types of butterflies.
The option C that is The Eastern-Tailed butterfly is most common than the other. As the unit has data of 2009-011. The eastern blue butterfly is more common than other types. That is 168 populationLearn more about the Wildlife Conservancy counts butterflies each year.
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Answer:
C✔(*/ω＼*)
Step-by-step explanation:
the line of the line below is -4 use the coordinates of the labeled point to find a point slope equation of the line(4,-9)
a. y - 9 = -4(x + 4)
b. y + 9 = 4(x - 4)
c. y + 9 = -4(x - 4)
d. y - 9 = 4(x + 4)
Answer:
c. y + 9 = -4(x - 4)
Step-by-step explanation:
According to the Point-Slope Formula, y - y₁ = m(x - x₁), all the negative symbols give the OPPOSITE terms of what they really are, so be EXTREMELY careful.
I am joyous to assist you anytime.
Which describes the transformation? Select three options,
Answer:
There are four kind of transformation that can take place in any Geometrical shape
1. Reflection----Congruent Image
2. Rotation---Congruent Image
3. Translation---Congruent Image
4. Dilation -----Similar Image
The Correct three options which Describes Transformation are
→ It is rigid.----( Reflection, Translation, Rotation)
→ It is non-rigid.-----(Dilation)
→ It is isometric.------Length remain Preserved that is Reflection, Translation, and Rotation
→The size is preserved.-------Reflection, Translation, and Rotation.
I Hope It's Helpful:)
I am thinking of a number. If you triple my number and subtract 11, you get my number plus 33. What's my number?"
Answer:
22
Step-by-step explanation:
22 x 3 = 66
66- 11 = 55
55-33 = 22
Find n 5|6n+15|+2=-43
Answer:
No solutionStep-by-step explanation:
[tex]5|6n+15|+2=-43\qquad\text{subtract 2 from both sides}\\\\5|6n+15|+2-2=-43-2\\\\5|6n+15|=-45\qquad\text{divide both sides by 5}\\\\\dfrac{5\!\!\!\!\diagup^1|6n+15|}{5\!\!\!\!\diagup_1}=\dfrac{-45\!\!\!\!\!\diagup^9}{5\!\!\!\!\diagup_1}\\\\|6n+15|=-9\qquad\bold{FALSE}\to\text{no solution}\\\\\text{because}\ |a|\geq0\ \text{for any real value of}\ a.[/tex]
1/5 x 6/7 ?
A. 6/12
B.7/30
C.6/35
D.7/35
In order to get the answer to this question you must multiply the numerators then multiply the denominators and reduce if needed.
[tex]\frac{1}{5} \times\frac{6}{7}[/tex]
[tex]1\times6=6[/tex]
[tex]5\times7=35[/tex]
[tex]=\frac{6}{35}[/tex]
Therefore your answer is option C "6/35."
Hope this helps.
please help me! thanks in advance trying to raise my grade
Answer:
x=53
Step-by-step explanation:
In the attachment, it shows how the angle 53 is vertically opposite to the one in blue. Which happens to be corresponding, therefore equal, to the angle x.
Have a nice day!!! :-)
KA
Dan wrote (2x10^6)+(3x10^4)+(5x10^3)+4 for the expanded form of two millions , three hundred fifty thousand, four. What error did he make in the expanded form? What is the standard form of the number?
Answer:
Part 1) Dan wrote in expanded form two millions thirty five thousand, four instead of two millions , three hundred fifty thousand, four
Part 2) The standard for of the number is [tex]2,350,004[/tex]
Step-by-step explanation:
we have
The number two millions , three hundred fifty thousand, four
we know that
Dan Wrote
[tex](2*10^6)+(3*10^4)+(5*10^3)+4=2,000,000+30,000+5,000+4=2,035,004[/tex]
The number that Dan wrote is two millions thirty five thousand, four
The correct number in expanded form is
[tex](2*10^6)+(3*10^5)+(5*10^4)+4=2,000,000+300,000+50,000+4=2,350,004[/tex]
The standard for of the number is [tex]2,350,004[/tex]
Marcie is playing a board game with I friend. She needs 20 points to win.she currently has -10. She want to know the difference between the number of points she needs.
A. Write a subtract problem to represent the situation. Then write the subtraction problem as an addition problem.
B. Model the addition problem on the number line.
C.what is the difference between the number of points she needs to win and the number point she has now.
A. 20 - (- 10) = 20 + 10 = 30 points.
B. Illustrated on the diagram.
C. The difference between the number of points she needs to win and the number of point she has now is 30 points.
What is a number line?A number line is a horizontal line where we can represent any real number.
The origin of the number line is represented with zero and left to it are all negative numbers and right to it is all positive numbers.
Given, she has - 10 points, and to win she needs 20 points.
∴ She needs 20 - (- 10) = 20 + 10 = 30 points.
Modeling of this situation is represented by the diagram given.
The difference between the number of points she needs to win and the number of point she has now is 30 points.
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This answer provides a step-by-step explanation of how to solve a subtraction and addition problem in the context of a board game scenario.
A. Subtract problem: Marcie needs 20 points to win, she has -10 points. The subtraction problem is 20 - (-10). This can be written as an addition problem: 20 + 10.
B. Model on the number line: Mark 20 as the target number on the number line and then move 10 units to the right to represent addition.
C. The difference: The difference between the number of points Marcie needs to win and what she has now is 30 points.
What is 240 divided by 6
Answer:
40
explanation:
240 ÷ 6 = 40
The value of expression 240 divided by 6 would be equal to 40
How can we interpret the division?When 'a' is divided by 'b', then the result we get from the division is part of 'a' that each one of 'b' items will get. Division can be interpreted as equally dividing the number that is being divided into total x parts, where x is the number of parts the given number is divided.
We need to find the expression of 240 divided by 6
A negative divided by a negative is positive
240 ÷ 6 = 40
Therefore, The value of 240 divided by 6 is; 40
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