Answer:
B and D.
Step-by-step explanation:
B This is a fair method. There is an equal chance for all 3 people because picking one of the three is random.
D. I can't see all of it but it looks like it will be ' if the number is 5 or 6 Elena will bathe the dog. This is fair because the probabilities are all 1/3.
Method D is a fair method because the probability of each is equal.
What is decision-making?Determining the proper option, acquiring evidence, and exploring various options are all steps in the decision-making process.
Ana, Mateo, and Elena are arguing about who has to give the dog a bath.
Then a fair decision will be
A. Roll a number cube. If the number rolled is 2 or 4, Ana bathes the dog. If the number is odd, Elena bathes the dog. If it lands on any other number, Mateo bathes the dog.
This is not a fair method because the probability of each is not equal.
B. Put each person's name on a separate piece of paper in a bag Randomly draw a name. The person whose name is chosen bathes the dog.
This is not a fair method because the number of pieces of paper is not given.
C. Flip a coin twice. If both tosses are heads, Ana bathes the dog. If one is headed and one is tail, Mateo bathes the dog. If both are tails, Elena bathes the dog.
This is not a fair method because the probability of each is not equal.
D. Roll a number cube. If the number rolled is 1 or 2, Ana bathes the dog. If the number is 3 or 4, Mateo bathes the dog. If the number rolled is 5 or 6, Elena bathes the dog.
This is a fair method because the probability of each is equal.
Then the correct option is D.
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The students in Class A and Class B were asked how many pets they each have. The dot plots below show the results. What is the difference between the ranges in the dot plots?
Answer:
2
Step-by-step explanation:
The range of class A is 5-0 = 5
The range of class B is 3-0 = 3
the difference between 3 and 5 is 2.
The mean can be calculated by adding all of the values and dividing that sum by the number of values you added. To take advantage of the way data is being collected, I am grouping the addends as, for example, 5(1), instead of writing out 1 + 1 + 1 + 1 + 1.
\A CLASS mean is:
B CLASS mean is:
Based on these findings, we can conclude that the mean for Mrs. Ramos' class is about 2 more than the mean for Mr. McIntyre's class.
Two sides of an isosceles triangle have lengths of 3 and 6. What is the length of the third side?
A.) 5
B.) 6
C.) 9
D.) 3
an isosceles triangle has always two twin sides, so if one side is 3 and another is 6, there's another twin that's either 3 or 6.
now, let's take a peek at a caveat, if the twin angle missing is say 3, then the triangle has sides 3, 3 and 6, but but but, if the two slanted sides are 3 each, and the base or bottom is 6, the only way the bottom can be 6 is if the other sides lie flat on top of it, in which case we no longer have a triangle, since it'll be just 3 pancaked flat-lines, so it can't be 3, it must be 6.
The length of the third side is 6.
What is the Isosceles triangle?An isosceles triangle is a triangle that has two sides of equal length.As the two sides of an isosceles triangle contain lengths 3 and 6, the length of the third side exists 6.Note that as the triangle exists isosceles the third side would be equivalent to either of them i.e. 3 or 6.But a sum of two sides in any triangle should be greater than the third, you cannot form a triangle if the third side exists 3.Hence, the third side can just be 6.Therefore, the correct answer is option B) 6.
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The times of the runners in a marathon are normally distributed, with a mean of 3 hours and 50 minutes and a standard deviation of 30 minutes. What is the probability that a randomly selected runner has a time less than or equal to 3 hours and 20 minutes? Use the portion of the standard normal table below to help answer the question.
16%
32%
34%
84%
Answer:
The answer is 16%
Step-by-step explanation:
Given a mean of 3 hours and 50 minutes and a standard deviation of 30 minutes
so a time less than or equal to 3 hours and 20 minutes is a time 1 standard deviation OUTSIDE from the mean
Use the probability table:
The probability that a randomly selected runner has a time less than or equal to 3 hours and 20 minutes
= Probability of z being outside 1 SD from mean
= 1 - Probability of z within 1 SD from mean
= 1 - 0.84
= 0.16 or 16%....
Half of the students in a freshman class are 14 years old one third are 15 and the rest are 13 . Is the mean age greater than or less than the median age
Answer:
the mean age is greater
Step-by-step explanation:
The mean age is ...
(1/2)14 + (1/3)15 + (1/6)13 = 14 1/6
The median age is 14. (half the students are 14 or younger)
The mean age is greater.
_____
1 -1/2 -1/3 = 6/6 -3/6 -2/6 = 1/6 . . . . . 1/6 of the students are 13.
Answer:
Step-by-step explanation:
Given that half of the students in a freshman class are 14 years old one third are 15 and the rest are 13
If no of students are n, then we have
n/2 have ages as 14, n/3 as 15 and remaining n/6 as 13.
Average would be total/n
= [tex]\frac{\frac{14n}{2}+\frac{15n}{3} +\frac{13n}{6} }{n} \\=7+5+\frac{13}{6} =14.67[/tex]
Median would be middle entry when arranged in ascending order hence = 14
Mean > median
NEED HELP WITH A MATH QUESTION
Answer:
33π square units
Step-by-step explanation:
The area of a sector is given by this formula. The larger sector angle is 2π-π/6 = 11π/6 radians.
A = (1/2)r²θ = (1/2)6²(11π/6) = 33π . . . . square units
Answer:
Area of larger sector = 33π units²
Step-by-step explanation:
Points to remember
Area of circle = πr²
Where 'r' is the radius of circle
To find the area of circle
Here r = 6 units
Area = πr²
= π * 6²
= 36π units²
To find area of large sector
The central angle of larger sector = 360 - 30 = 330
Area of larger circle = (330/360) * area of circle
= (330/360) * 36π
= 33π units²
draw a diagram for this statement
eight percent of the 320 students like sports
use your diagram to determine the number of students who do not like sports
Approximately 26 out of 320 students like sports. Therefore, about 294 students do not like sports.
Explanation:To draw a diagram for the given statement, we begin with understanding that the total of 320 students represents 100%. Therefore, if 8% of the students like sports, we would multiply 320 by 0.08 (or 8%).
The calculation would be:
320 * 0.08 = 25.6
However, because we cannot have a fractional student, we round this figure to 26. This implies that about 26 students like sports.
To calculate the number of students who do not like sports, subtract the number that do from the total, which is 320. That calculation would be:
320 - 26 = 294
Therefore, approximately 294 students do not like sports.
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Use the following net to find the surface area of the solid figure it represents.
For this case we have that by definition, the surface area of a cylinder is given by:[tex]SA = LA + 2B[/tex]
Where:
LA: It is the lateral area of the cylinder
B: It is the area of the base
We have as data that:
[tex]LA = 75.36 \ cm ^ 2\\B = 28.26 \ cm ^ 2[/tex]
Substituting:
[tex]SA = 75.36 + 2 (28.26)\\SA = 75.36 + 56.52\\SA = 131.88[/tex]
Finally, the surface area is:
[tex]131.88 \ cm ^ 2[/tex]
Answer:
Option D
Answer:
The solid formed is a cylinder
The total surface area is [tex]131.88cm^2[/tex]
Step-by-step explanation:
The given net is made up of a rectangle and two circles.
The total surface area is the area of the rectangle plus the area of the two circles.
This implies that:
[tex]S.A=75.36+2(28.26)[/tex]
[tex]\implies S.A=75.36+56.52[/tex]
[tex]\implies S.A=131.88cm^2[/tex]
The rectangular surface can be folded into the curved surface of a cylinder with the two circles becoming the lid.
Could someone check that I did this correctly? It's about complex numbers. Thank you!
Answer:
All your steps are correct. Well done!
Geometry: write a two column proof
Step-by-step explanation:
[tex]\angle1\ and\ \angle 2\ \text{are complementary}\to m\angle1+m\angle2=90^o\\\\m\angle ACX=m\angle1+m\angle2=90^o\to XA^{\to}\perp XC^{\to}[/tex]
Please help with #12
Answer:
a. 1 1/8 b. 8/9
Step-by-step explanation:
You can set this up as a proportion to solve. For part a. we know that 2/3 of the road is 3/4 mile long. 2/3 + 1/3 = the whole road, so we need how many miles of the road is 1/3 its length. Set up the proportion like this:
[tex]\frac{\frac{2}{3} }{\frac{3}{4} } =\frac{\frac{1}{3} }{x}[/tex]
Cross multiplying gives you:
[tex]\frac{2}{3}x=\frac{1}{3}*\frac{3}{4}[/tex]
The 3's on the right cancel out nicely, leaving you with
[tex]\frac{2}{3}x=\frac{1}{4}[/tex]
To solve for x, multiply both sides by 3/2:
[tex]\frac{3}{2}*\frac{2}{3}x=\frac{1}{4}*\frac{3}{2}[/tex] gives you
[tex]x=\frac{3}{8}[/tex]
That means that the road is still missing 3/8 of a mile til it's finished. The length of the road is found by adding the 3/4 to the 3/8:
[tex]\frac{3}{4}+\frac{3}{8}=\frac{6}{8}+\frac{3}{8}=\frac{9}{8}[/tex]
So the road is a total of 1 1/8 miles long.
For b. we need to find out how much of 1 1/8 is 1 mile:
1 mile = x * 9/8 and
x = 8/9. When 1 mile of the road is completed, that is 8/9 of the total length of the road completed.
Use division of numbers in scientific notation to answer the question.
(8.64 × 104)
(2.4 × 102)
What is the quotient in scientific notation?
3.6 × 102
6.24 × 102
1.104 × 107
2.0736 × 109
Answer:
[tex]3.6*10^{2}[/tex]
Step-by-step explanation:
we have
[tex]\frac{8.64*10^{4}}{2.4*10^{2}}=\frac{8.64}{2.4}*10^{4-2}\\ \\=3.6*10^{2}[/tex]
Answer:
A) 3.6 × 10^2
Step-by-step explanation:
Got it right in the instruction on Edge 2021 ;D
A widget company produces 25 widgets a day,5 of which are defective.Find the probability of selecting 5 widgets from the 25 produced where none are defective
Answer:
1/5
Step-by-step explanation:
The probability of selecting 5 widgets from the 25 produced where none are defective is 0.2914.
To calculate the probability of selecting 5 non-defective widgets from the 25 produced.
The number of ways to choose 5 non-defective widgets:
[tex]\[ \binom{20}{5} = \frac{20!}{5!(20-5)!} \][/tex]
[tex]\[ = \frac{20 \times 19 \times 18 \times 17 \times 16}{5 \times 4 \times 3 \times 2 \times 1} \][/tex]
[tex]\[ = \frac{20 \times 19 \times 18 \times 17 \times 16}{5 \times 4 \times 3 \times 2 \times 1} \][/tex]
[tex]\[ = \frac{1860480}{120} \][/tex]
= 15504
The total number of ways to choose 5 widgets from the 25 produced:
[tex]\[ \binom{25}{5} = \frac{25!}{5!(25-5)!} \][/tex]
[tex]\[ = \frac{25 \times 24 \times 23 \times 22 \times 21}{5 \times 4 \times 3 \times 2 \times 1} \][/tex]
[tex]\[ = \frac{7893600}{120} \][/tex]
= 53130
The probability:
Probability = (Number of ways to choose 5 non-defective widgets)/(Total number of ways to choose 5 widgets)
[tex]\[ = \frac{15504}{53130} \][/tex]
[tex]\[ = 0.2914 \][/tex]
Complete question:
A widget company produces 25 widgets a day, 5 of which are defective. Find the probability of selecting 5 widgets from the 25 produced where none are defective.
An airplane needs to head due north, but there is a wind blowing from the northeast at 50 km/hr. The plane flies at an airspeed of 700 km/hr, To end up due north, the pilot will need to fly the plane Preview degrees east of north.
To solve the problem of the airplane needing to head due north while compensating for the wind blowing from the northeast, we'll need to use vector addition to determine the angle at which the pilot needs to fly.
First, we'll represent the airplane's velocity and the wind's velocity as vectors. Since the wind is blowing from the northeast, it has both a southward component and a westward component relative to due north.
Let's define our axes such that the north direction is positive y, and east is positive x. The airplane needs to end up flying due north, which is along the positive y-axis.
We'll denote:
- \( V_p \) = Velocity of the plane with respect to the air (airspeed) = 700 km/hr (directed at an angle we need to find, east of north),
- \( V_w \) = Velocity of the wind = 50 km/hr (from the northeast, so it has equal components to the south and west, at a -45-degree angle to the axes),
- \( V_r \) = Resultant velocity of the plane with respect to the ground (due north).
To cancel out the wind's effect and ensure that the plane ends up flying due north, the eastward (x) component of the plane's velocity must be equal in magnitude and opposite in direction to the eastward component of the wind's velocity.
Given that the wind velocity \( V_w \) is at a -45-degree angle, its components can be found using trigonometry:
\[ V_{wx} = V_w \cos(-45^\circ) \]
\[ V_{wy} = V_w \sin(-45^\circ) \]
Since \( \cos(-45^\circ) = \sin(-45^\circ) = \frac{\sqrt{2}}{2} \), and we're looking for the eastward component, \( V_{wx} \) will be positive and \( V_{wy} \) negative because it's to the south:
\[ V_{wx} = 50 \cdot \frac{\sqrt{2}}{2} \]
\[ V_{wx} = 25\sqrt{2} \]
Similarly, \( V_{wy} = -25\sqrt{2} \) but this component doesn't factor into our calculation for the required angle, since it affects only the north/south direction.
Now, to counteract this eastward wind component, the eastward component of the plane's velocity \( V_{px} \) must be equal to \( -V_{wx} \):
\[ V_{px} = -V_{wx} \]
\[ V_{px} = -25\sqrt{2} \] km/hr
The plane's airspeed is \( V_p = 700 \) km/hr, so using trigonometry with \( V_{px} \) and \( V_p \), we can find the angle \( \theta \) east of north that the plane should head:
\[ \sin(\theta) = \frac{V_{px}}{V_p} \]
\[ \sin(\theta) = \frac{-25\sqrt{2}}{700} \]
\[ \sin(\theta) = \frac{-25\sqrt{2}}{700} \approx -0.05071 \]
Taking the inverse sine (arcsin) to solve for \( \theta \):
\[ \theta = \arcsin(-0.05071) \]
The value of \( \theta \) obtained will be negative, indicating the angle west of north, but we want the angle east of north, so we take the absolute value:
\[ |\theta| \approx \arcsin(0.05071) \]
Using a calculator to find \( \theta \) in degrees:
\[ |\theta| \approx 2.905 \] degrees
Therefore, the pilot will have to fly approximately 2.905 degrees east of north to compensate for the northeast wind and ensure the resultant path is due north.
The pilot needs to fly approximately 4.28 degrees east of north to compensate for the wind and reach due north.
To calculate the angle the plane needs to fly east of north to compensate for the wind, we can use trigonometry. Here are the steps:
Step 1:
Determine the components of the wind.
The wind blowing from the northeast forms a right triangle with its northward and eastward components. The eastward component can be found using the sine function:
[tex]\( \sin(\theta) = \frac{\text{opposite}}{\text{hypotenuse}} \).[/tex]
[tex]\[ \sin(\theta) = \frac{50}{700} \][/tex]
Step 2:
Solve for the angle [tex]\( \theta \).[/tex]
[tex]\[ \theta = \arcsin\left(\frac{50}{700}\right) \][/tex]
Step 3:
Calculate the angle in degrees.
[tex]\[ \theta \approx 4.28^\circ \][/tex]
So, the pilot needs to fly approximately [tex]\( 4.28^\circ \)[/tex] east of north to compensate for the wind and end up due north.
Select the correct answer.
What is the sum of
The sum of the mixed fraction numbers - 6 ⁴/₅ and 6 ⁴/₅ will be 0. Then the correct option is C.
What is Algebra?Algebra is the study of abstract symbols, while logic is the manipulation of all those ideas.
The acronym PEMDAS stands for Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This approach is used to answer the problem correctly and completely.
The expression is given below.
- 6 ⁴/₅ and 6 ⁴/₅
Convert the mixed fraction number into a fraction number. Then we have
- 6 ⁴/₅ = -34/5
6 ⁴/₅ = 34/5
Then the sum of the expressions will be given as,
⇒ - 34/5 + 34/5
⇒ 0
The sum of the mixed fraction numbers - 6 ⁴/₅ and 6 ⁴/₅ will be 0. Then the correct option is C.
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Given the geometric sequence where a1 = 4 and the common ratio is 3, what is the domain for n?
A) All integers where n ≥ 1
B) All integers where > 1
C) All integers where n ≥ 4
D) All real numbers
Answer:
The correct option is A.
Step-by-step explanation:
According to statement a1 = 4 and r = 3. This shows that r is greater than 1.
If r is greater than 1 than it includes integers greater than 1 or equal to 1. It does not include all the real numbers because real numbers include negative numbers also.
If starting value is 4,if we put n=0, then we get 4, but if we put a negative value than we would get a number which is not a part of our sequence. Thus the correct option is All integers where n ≥ 1....
Answer:
The answer is A. All integers where n > 1
Step-by-step explanation:
The domian for n is restricted and cannot be less than 1 and the domain is the x value while 4 would be a y value.
Three fourths of a gasoline storage tank is emptied by filling each of five trucks with the same amount of fuel what part of the total capacity of the storage tank did each vehicle receive
Answer:
Each vehicle received [tex]\frac{3}{20}[/tex] of the total capacity of the storage tank
Step-by-step explanation:
we know that
To find out what part of the total capacity of the storage tank that each vehicle received, divide three fourths by five
so
[tex]\frac{(3/4)}{5}=\frac{3}{20}[/tex]
therefore
Each vehicle received [tex]\frac{3}{20}[/tex] of the total capacity of the storage tank
A country has 50 million people, 30 million of whom are adults. Of the adults, 5 million are not interested in working, another 5 million are interested in working but have given up looking for work, and 5 million are still looking for work. Of those who do have jobs, 5 million are working part time but would like to work full time, and the remaining 10 million are working full time. What is this country's labor force participation rate?
Answer:
66.7% is the answer.
Step-by-step explanation:
A country has 50 million people, 30 million of whom are adults.
Of the adults, 5 million are not interested in working.
5 million are interested in working but have given up looking for work.
5 million are still looking for work.
Of those who do have jobs, 5 million are working part time but would like to work full time, and the remaining 10 million are working full time.
Total labor force = Employed people + Unemployed people
=> 15 million+ 5 million = 20 million
The labor force participation rate is [tex]\frac{20million}{30million} \times100[/tex]
= 66.66% ≈ 66.7%.
The labor force participation rate of the country is 66.7%, calculated by dividing the number of employed and actively seeking employment individuals (20 million) by the total adult population (30 million) and multiplying by 100.
To calculate the labor force participation rate, we include only those adults who are either employed or actively seeking employment. In the given scenario, the country has 30 million adults. Out of these, 5 million are not interested in working, 5 million have given up looking for work, and there are 15 million employed (10 million full-time and 5 million part-time). Therefore, the labor force includes those employed full-time, employed part-time, and those actively looking for work, adding up to 20 million.
The labor force participation rate is calculated by dividing the number of people in the labor force (20 million) by the total adult population (30 million) and multiplying the result by 100 to convert it into a percentage:
Labor Force Participation Rate = (Number in labor force ÷ Total adult population) x 100
Labor Force Participation Rate = (20 million ÷ 30 million) x 100
Labor Force Participation Rate = (2÷3) x 100
Labor Force Participation Rate = 66.7%
Please help! Brainliest if correct!
Answer:
x:(x +15)
Step-by-step explanation:
The corresponding sides that are in proportion are apparently ...
PS:PQ = PT:PR
PT = x
PR = x+15
so the proportion of interest is ...
28:40 = x:(x+15)
Identify the three similar triangles in the figure we should to name the verticals in the correct order
Answer: ΔABC ~ ΔBDC ~ ΔADB
Step-by-step explanation:
Match the degrees of each angle:
In ΔABC: ∠A = 60° , ∠B = 90° , ∠C = 30°
In ΔBDC: ∠B = 60° , ∠D = 90° , ∠C = 30°
In ΔADB: ∠A = 60° , ∠D = 90° , ∠B = 30°
Answer:
See below.
Step-by-step explanation:
Triangle ABC is similar to triangle ADB is similar to triangle BDC.
Simplify 4/25 divided by 5/7
Answer: 28/125
Step-by-step explanation: To divide two fractions, flip the second fraction and multiply. The equation will be:
4/25 x 7/5
Multiply the numerators by the numerators and the denominators by the denominators.
4 x 7 = 28 (numerator)
25 x 5 = 125 (denominator)
Put into a fraction.
28/125
I really need this answer
Answer:
D
Step-by-step explanation:
If the lines are parallel, the slope of both of them are going to be the same. So if one line is 3, the other one will be too.
The answer is:
If the red line has a slope of 3, the slope of the red line will also be 3.
So, the correct option is, D. 3
Why?We need to remember that if two or more lines are parallel, they will share the same slope, no matter where are located their x-intercepts and y-intercepts, the only condition needed for them to be parallel, is to have the same slope.
So, if two lines are parallel, and one of them (the red line) has a slope of 3, the slope of the other line (the green line) will also be 3.
Have a nice day!
In formulating hypotheses for a statistical test of significance, the null hypothesis is often
A) A statement of “no effect” or “no difference.
B) The probability of observing the data you actually obtained.
C) A statement that the data are all
D) 0. 0.05.
Answer:
A) A statement of “no effect” or “no difference.
I SEE YALL LOOKING BUT NOT HELPING PLEASE SOMEONE
Answer:
the pitcure isnt clear.
Please help, i have tsi
Step-by-step explanation:
hi I have answered ur question
This question might be confusing to me because it talks about Unknown angle problems with Algebra and I may need help on this, please.
Answer:
40 = x
Step-by-step explanation:
They reflect each other like a mirror, so set 120 equal to 3x, then simply divide by 3 to get your answer.
Each cone of the hourglass has a height of 15 millimeters. The total height of the sand within the top portion of the hourglass is 45 millimeters. The radius of both cylinder and cone is 6 millimeters. Sand drips from the top of the hourglass to the bottom at a rate of 10π cubic millimeters per second. How many seconds will it take until all of the sand has dripped to the bottom of the hourglass?
Answer:
The answer is 126 seconds.
Step-by-step explanation:
Volume of the cone is given as:
[tex]\frac{1}{3} \pi r^{2} h[/tex]
Volume of cylinder is given as:
[tex]\pi r^{2} h[/tex]
We can find the total volume of the sand by adding volume of cone and volume of cylinder.
Height for cylinder is 30 mm (as we will subtract the cone height from 45mm that is 45-15=30)
Total volume of sand = [tex]\pi /3*(6^{2})*(15)[/tex] + [tex]\pi *(6)^{2}*(30)[/tex] = 1260π mm³
Given is - Sand drips from the top of the hourglass to the bottom at a rate of 10π cubic millimeters per second.
So, for all the sand to drip down, it will take [tex]\frac{1260\pi }{10\pi }[/tex]= 126 seconds.
The problem is in the pictures, please show step by step how to do it. Thanks! :)
Answer:
-4,-5/2
Step-by-step explanation:
2x^2+3x-20 =0
2x^2+8x-5x-20 =0
2x(x+4)-5(x+4) =0
(x+4)(2x-5) =0
Either,
x+4=0
x=-4
Or,
2x-5=0
2x=5
x=5/2
[tex]2x^2+3x-20=0\\2x^2+8x-5x-20=0\\2x(x+4)-5(x+4)=0\\(2x-5)(x+4)=0\\x=\dfrac{5}{2} \vee x=-4[/tex]
YO PLZ HELP ASAP!!! MARKIN BRAINIEST!!!
Answer:
My estimate would be D, if you view 0, -23 as the vertex and compare the other values, the values on D show the most similarities.
Definitely not B since it's exponential.
What is the equation of the line with m = 2.5 and b = 7? A. y = −2.5x − 7 B. y = 2.5x −7 C. y = −2.5x + 7 D. y = 2.5x + 7
Answer:
y=2.5x+7
Step-by-step explanation:
You are basically being asked to use slope-intercept form for linear equations. It says y=mx+b where m is the slope and b is the y-intercept.
Plug in 2.5 for m and 7 for b giving you y=2.5x+7.
The equation is: y = mx + b
y = 2.5x + 7
so it's option D.
The Taieri Plain in New Zealand is 6 feet below sea level (or –6 feet). If you are standing 3 feet above sea level, is your elevation the opposite of the elevation of the plain? Describe the steps you would follow with a vertical number line to find the answer.
Answer:
no
Step-by-step explanation:
Opposite numbers are the same distance from 0 on the number line, but in opposite directions. Steps I would follow:
first, check the directions to make sure they are opposite, then read the digits, or count the tick marks or compare lengths with dividers or ruler or marks on a piece of paper to see if the distances are the same.3 is not the opposite of -6
__
6 is the opposite of -6
Answer:
Sample Response: Although 6 and 3 are on opposite sides of sea level, or 0, they are not opposites because they are unequal distances from 0.
Step-by-step explanation:
I got the answer correct