Writing in Math Describe a situation in which it would be better
to round to the nearest ten rather than to the nearest hundred
or thousand.​

Answers

Answer 1

Answer:

the number 151

Step-by-step explanation:

this because if you round 151 to the nearest hundread it would give you 200 but if you round it to the nearest ten ot would give you 150 which is closer to the actual number than 200.


Related Questions

1. Change the following subtraction problems into addition problems.
a. -2-3
b. 8-(-1)
C. 4-9

Answers

Answer:

a. -2 + (-3)

b. 8 + 1

c. 4 + (-9)

Final answer:

The given subtraction problems can be changed to addition like -2-3 becomes -2+(-3), 8-(-1) becomes 8+1, and 4-9 becomes 4+(-9).

Explanation:

To change a subtraction problem into an addition problem, you can apply the concept that subtracting a number is equivalent to adding its opposite. This principle can be used to transform the given subtraction expressions into addition expressions as follows:

-2 - 3 is equivalent to -2 + (-3)

8 - (-1) is equivalent to 8 + 1 because subtracting a negative is like adding a positive.

4 - 9 is equivalent to 4 + (-9)

When adding numbers, follow these rules depending on the signs:

When two positive numbers are added, the result is positive (3 + 2 = 5).

When two negative numbers are added, the result is negative (-4 + (-2) = -6).

When adding numbers with opposite signs, subtract the smaller number from the larger one, and the result takes the sign of the larger number (-5 + 3 = -2).

What’s 1:6 equal too in two ways

Answers

Hey!

------------------------------------------------

Solution:

We can get two different ways of 1:6 by add +1:+6.

1 + 1 = 6 + 6

2:12

2 + 1 = 12 + 6

3:18

------------------------------------------------

Answer:

2:12 and 3:18

------------------------------------------------

Hope This Helped! Good Luck!

How do I get from this guy 3/2/(15/4) to 2/5?

Answers

[tex]\bf \cfrac{~~\frac{3}{2}~~}{\frac{15}{4}}\implies \cfrac{~~\begin{matrix} 3 \\[-0.7em]\cline{1-1}\\[-5pt]\end{matrix}~~}{~~\begin{matrix}2 \\[-0.7em]\cline{1-1}\\[-5pt]\end{matrix}~~}\cdot \cfrac{\stackrel{2}{~~\begin{matrix} 4 \\[-0.7em]\cline{1-1}\\[-5pt]\end{matrix}~~}}{\underset{5}{~~\begin{matrix} 15 \\[-0.7em]\cline{1-1}\\[-5pt]\end{matrix}~~}}\implies \cfrac{2}{5}[/tex]

To simplify the expression 3/2/(15/4), first convert the division of fractions to multiplication by the reciprocal, giving (3/2) * (4/15). Multiply the numerators and denominators and then reduce the fraction by dividing both by their greatest common divisor. The simplified result is 2/5.

To simplify the expression 3/2/(15/4), you would follow these steps:

Understand that dividing by a fraction is the same as multiplying by its reciprocal. In this case, 15/4 is the divisor, so we take its reciprocal which is 4/15.Multiply the original fraction 3/2 by the reciprocal of 15/4 which is 4/15.Perform the multiplication: (3/2) * (4/15).First, simplify by multiplying the numerators together and the denominators together: 3 * 4 = 12 and 2 * 15 = 30.So, you have 12/30, which can be reduced. Divide both the numerator and denominator by their greatest common divisor (GCD), which is 6.12 / 6 = 2 and 30 / 6 = 5, therefore the fraction simplifies to 2/5.

Following these steps results in the original expression 3/2/(15/4) simplifying to 2/5.

What is the slope of the line passing through the points
(-1,7) and (4,-1)

Answers

Answer:

(5 , -18)

Hope this helps.

From your vro Que

Answer: [tex]\dfrac{-8}{5}[/tex]

Step-by-step explanation:

The slope of a line passing through points (a,b) and (m,n) is given by :-

[tex]\text{Slope}=\dfrac{n-b}{m-a}[/tex]

Given points : (-1,7) and (4,-1)

Then, the slope of the line passing through the points  (-1,7) and (4,-1) will be :-

[tex]\text{Slope}=\dfrac{-1-7}{4-(-1)}\\\\=\dfrac{-8}{4+1}\\\\=\dfrac{-8}{5}[/tex]

Hence, the required slope = [tex]\dfrac{-8}{5}[/tex]

solve for x 2/x+1/2=3/4

Answers

X in the equation 2/X+1/2=3/4 equals 8

We can find this by first finding the common denominator of 1/2 and 3/4 which is 2/4.

Then we can ask, 2/4+?=3/4

By asking this question we can find out that 2/4+1/4=3/4

With this new knowledge we can now ask 2/?=1/4. Which will lead us to the answer 8.

4. Thirty divided by seven times a number
A. 30 + 7n
B. in
30
30(7n)
None of the above
30:7.

Answers

Answer:

30/7n

Step-by-step explanation:

let n be the no.

seven times a no. is 7n

so ans is 30/7n

4, 12, 36, 108 , ... this means Arithmetical or Not Arithmetical​

Answers

[tex]\text{Hello there!}\\\\\boxed{\text{This would not be an arithmetical sequence}}\\\\\text{This is not an arithmetic sequence because the common number is}\\\text{not adding.}\\\\\text{The sequence in the question would be known as a geometric sequence}\\\\\text{A geometric sequence multiplies by a common ratio, and that's what the}\\\text{sequence is doing}\\\\\text{The sequence is being multiplied by a common ratio of 3}[/tex]

Final answer:

The sequence is not arithmetic; the terms are increasing by multiplying the previous term by 3.

Explanation:

This sequence does not follow an arithmetic pattern. In an arithmetic sequence, each term is found by adding a constant difference to the previous term. However, in this sequence, the terms are increasing by multiplying the previous term by 3. For example:

Term 1: 4

Term 2: 4 x 3 = 12

Term 3: 12 x 3 = 36

Term 4: 36 x 3 = 108

Since the terms are not increasing by a constant difference, this sequence is not arithmetic.

Draw a quick picture of 3 hundreds, 5 tens and 7 ones. What number does your quick picture show? Write in the three different ways

Answers

Answer:

The table represents the start of the division of

Step-by-step explanation: instgram mack.thrasher

In the figure attached, the quick picture can be seen. See the second picture for clarification.

Another way to represent that number is in a table format, as:

Hundreds   tens   ones

      3             5         7

Finally, 3 hundreds 5 tens and 7 ones are equal to 300 + 50 + 7 = 357

Identify the rule for the following pattern:
99, 90, 81...

Answers

The pattern is subtracting 9

solve this problem y=(x-3)^2 when x=9​

Answers

y=36

it basically says y=(9-3)^2
which is y=6^2
which is then y=36

Sketch a cube with 3 cm

Answers

Answer:

Step-by-step explanation: is This what you want?

What is the range of the function on the graph

Answers

Answer:

Y ≤ 3

Step-by-step explanation:

The Domain is the x values the function holds, while the range is the y values the function holds. This means that, looking at the graph, the range of the function is all y values less than or equal to 3, or Y ≤ 3.

Y is less than it equal to 3

write an equation for the line parallel to y= -2x+1 that contains (-2,5)

Answers

Answer:

y = - 2x + 1

Step-by-step explanation:

Parallels line have the same slope, when an equation is in the form y= mx + b, m is the slope. In this problem slope = - 2

Now with the slope what is missing is the y-intercept, the problem says that the line contains the point (-2, 5), replacing that point in the equation you can solve it to find the y-intercept

y = mx + b

5 = (-2)(-2) + b

5 = 4 + b

1 + b

y = - 2x +1

I need help on this question

Answers

Good luck I’m actually looking for answers just like this

Write a system of equations and then solve for each variable.
3. The Arcadium arcade in Lynchburg, Tennessee uses 3 different colored tokens for their game machines. For
$20 you can purchase any of the following mixtures of tokens: 14 gold, 20 silver, and 24 bronze; OR, 20 gold, 15
silver, and 19 bronze; OR, 30 gold, 5 silver, and 13 bronze. What is the monetary value of each token?​

Answers

Answer:

Gold=$0.5

Silver=$0.35

Bronze=$0.25

Step-by-step explanation:

This is the system of equations:

[tex]\$20=14G+20S+24B[/tex] (1)

[tex]\$20=20G+15S+19B[/tex] (2)

[tex]\$20=30G+5S+13B[/tex] (3)

Let's begin by substracting (2) from (1):

[tex]\left \{ {{\$20=14G+20S+24B} \atop {-\$20=-20G-15S-19B}} \right[/tex]

[tex]\$0=-6G+5S+5B[/tex] (4)

Isolating [tex]G[/tex] from (4):

[tex]G=\frac{5S+5B}{6}[/tex] (5)

Substituting (5) in (3):

[tex]\$20=30(\frac{5S+5B}{6})+5S+13B[/tex]

[tex]\$20=30S+38B[/tex]  (6)

Substracting (3) from (2):

[tex]\left \{ {{\$20=20G+15S+19B} \atop {-\$20=-30G-5S-13B} \right[/tex]

[tex]\$0=-10G+10S=6B[/tex]

Isolating [tex]G[/tex]:

[tex]G=\frac{10S+6B}{10}[/tex] (7)

Making (5)=(7):

[tex]\frac{5S+5B}{6}=\frac{10S+6B}{10}[/tex]

Isolating [tex]B[/tex]:

[tex]B=\frac{5}{7}S[/tex] (8)

Substituting (8) in (6):

[tex]\$20=30S+38(\frac{5}{7}S)[/tex]  

Isolating [tex]S[/tex]:

[tex]S=\$0.35[/tex]  (9) This is the monetary value of silver token

Substituting (9) in (6):

[tex]\$20=30(\$0.35)+38B[/tex]

Finding [tex]B[/tex]:

[tex]B=\$0.25[/tex] (10) This is the monetary value of bronze token

Substituting (10) and (9) in (1):

[tex]\$20=14G+20(\$0.35)+24(\$0.25)[/tex]

Finding [tex]G[/tex]:

[tex]G=\$0.5[/tex] (11) This is the monetary value of golden token

which is greater 8.2 or 8.23

Answers

I believe 8.23 is greater because 8.2 can be 8.20 so that’s why my answer is 8.23

8.23 because of you add 0 after the 8.2 that will make it 8.20.

Hope it makes sense :)

Triangle J K L is shown. Angle J K L is a right angle. An altitude is drawn from point K to point M on side L J to form a right angle. The length of K M is 6 and the length of M J is 3. What is the length of line segment LJ? 9 units 12 units 15 units 18 units

Answers

Answer:

[tex]LJ=15\ units[/tex]

Step-by-step explanation:

see the attached figure to better understand the problem

step 1

Find the length side KJ

In the right triangle JKM

Applying the Pythagoras Theorem

[tex]KJ^{2}=JM^{2}+KM^{2}[/tex]

we have

[tex]JM=3\ units[/tex]

[tex]KM=6\ units[/tex]

substitute

[tex]KJ^{2}=3^{2}+6^{2}[/tex]

[tex]KJ^{2}=45}[/tex]

[tex]KJ=\sqrt{45}\ units[/tex]

simplify

[tex]KJ=3\sqrt{5}\ units[/tex]

step 2

Find the value of cosine of angle MJK in the right triangle JKM

[tex]cos(JKM)=JM/KJ[/tex]

substitute the values

[tex]cos(JKM)=\frac{3}{3\sqrt{5}}[/tex]

simplify

[tex]cos(JKM)=\frac{\sqrt{5}}{5}[/tex] -----> equation A

step 3

Find the value of cosine of angle MJK in the right triangle JKL

[tex]cos(JKM)=KJ/LJ[/tex]

we have

[tex]KJ=3\sqrt{5}\ units[/tex]

[tex]cos(JKM)=\frac{\sqrt{5}}{5}[/tex] ----> remember equation A

substitute the values

[tex]\frac{\sqrt{5}}{5}=\frac{3\sqrt{5}}{LJ}[/tex]

Simplify

[tex]LJ=5(3)=15\ units[/tex]

Answer:

The answer would be option C. 15 units :)

Step-by-step explanation:

Did it on edge :D

Hope this helps!

Please put these from greatest to least.

Answers

2.485

2.463

2.90

hope this helps

Answer:

2.90, 2.463, 2.485

Step-by-step explanation:

I'm pretty sure when you do this you need to find the number that's closest to one (2.90). The bigger the number the less it's closer to one. If that makes sense.

I'm pretty sure I did this right. If i'm wrong I do apologize.

(I haven't done greatest to least for decimals in awhile. So seriously i'm sorry if this is wrong)

On a coordinate plane, a piecewise function has 2 lines. The first line has a closed circle at (negative 4, negative 4) and goes up to an open circle at (negative 1, 2). The second line has a closed circle at (negative 1, 3), continues horizontally to (1, 3), and then goes down to a closed circle at (4, 0).
What is the value of h(3)?

–2
–1
1
2

Answers

Answer:

1

Step-by-step explanation:

The last part of the line starts from (1,3) and goes to (4,0)

We have two points, so we figure out the equation of this line with the formula:

y = mx + b, where m is the slope and b is the y intercept

m = [tex]\frac{y_2-y_1}{x_2-x_1}[/tex]

m = [tex]\frac{0-3}{4-1}=\frac{-3}{3}=-1[/tex]

So we can now write  y = -x + b

Plugging in a point (1,3), we get:

3 = -1 + b

b = 3+1 = 4

The equation is y = -x + 4

To find h(3), we substitute 3 into x and find the value of y:

y = -x + 4

y = -3 + 4

y = 1

Thus, h(3) = 1

ix is at least four more than a number. Which inequality represents this sentence? Question 20 options: a) 4 ≤ n + 6 b) 6 ≤ n + 4 c) 4 ≥ n + 6 d) 6 ≥ n + 4

Answers

Answer:

d) 6 ≥ n + 4

Step-by-step explanation:

Let n be the unknown number,

4 more than n = 4 + n

In inequality we use '≥' to represent greater than equal to or at least,

Thus,

Six is at least four more than a number.

⇒ 6 ≥ 4 more than n

⇒ 6  ≥ 4 + n

Which is the required inequality that represents the given statement,

OPTION d) is correct.

Answer:

b)   6 ≥ n + 4

Step-by-step explanation:

Solve for p.

11p − 2p + 4 = 13


p =

Answers

Answer:

p = 1

Step-by-step explanation:

11p - 2p + 4 = 13

  9p + 4 = 13

        - 4     -4

     9p = 9

  9p/9 = p

    9/9 = 1

Answer:

p=1

Step-by-step explanation:

11×1=11

2×1=2

11-2=9

9+4=13

The difference of a number and 12 is 30

Answers

Answer:

42

Step-by-step explanation:

Difference is substitution, so a number (x) minus 12 equals 30

x-12=30

Add 12 to both sides

x=42

Final answer:

The problem statement is a Mathematics subtraction problem. It can be solved by setting up a simple equation n - 12 = 30, where 'n' is the unknown number. By solving the equation, we find n = 42.

Explanation:

The subject of the problem statement 'The difference of a number and 12 is 30' lies in the Mathematics field. When the problem says the 'difference of a number and 12 is 30', it means we are dealing with a subtraction expression. Here, we can write a simple equation to solve this. If we use 'n' to represent the unknown number, the equation will be: n - 12 = 30. To solve for n, we should add 12 to both sides of the equation to balance it. So, it will be n = 30 + 12, and hence n = 42. So, the number in the problem statement is 42.

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The speed of a falling object increases at a constant rate as time increases since the object was dropped. Which graph
could represent the relationship between t time in seconds, and s, speed in meters per second?

Answers

Answer:

Step-by-step explanation:

As the object is falling from a fixed Distance, so Speed increases as time increases.

Both speed and time are Directly proportional to each other if distance remains constant.

S = k T

When , T=0, S=0

T=1 s, S=1 m/s

T=2 s, S= 2 m/s

\frac{dS}{dT}=k=Change in speed(Average Speed), if it is Change in Velocity then it will be equal to =a (Acceleration).

Answer:

A on edge 2021

The cost to rent a car for a day is an initial cost of $35 and $0.25 per mile driven write an equation that represents to the cost of the car rental what is the total cost if you drove 250 miles

Answers

Answer:

$35 + $0.25m is the equation

If you drove 250 miles, it would cost $97.50

Step-by-step explanation:

250 * 0.25 = 62.5

62.5 + 35 = 97.5

Evaluate this exponential expression.
4. (2 + 5)2 - 52 =
A. 46
B. 144
c. 8
D. 171

Answers

Answer:

B

Step-by-step explanation:

Given

4(2 + 5)² - 52

Evaluate the parenthesis

4 × 7² - 52 ← evaluate the exponent

4 × 49 - 52 ← evaluate the multiplication

= 196 - 52 ← evaluate the subtraction

= 144 → B

Answer: D 171

Step-by-step explanation:

The area of a closet is 100 square feet. Write the number in exponent form and in word form

Answers

Answer:

[tex]10^{2}[/tex]

one hundred

Step-by-step explanation:

10 × 10 = 100

Final answer:

100 square feet can be written in exponent form as 10^2, which is read as 'ten squared'. The word form of this is 'one hundred'.

Explanation:

The area of the closet is given as 100 square feet. This can be written in exponent form as 102. The '^' symbol denotes an exponent, which means 'raised to the power of'. Here, '10' is the base and '2' is the exponent, indicating that 10 is multiplied by itself once. In word form, this can be referred to as 'ten squared' or 'one hundred'.

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‼️‼️solve by substitution {2p-3r=6
{-2p+3r=-6 all these problems w work shown r due in the morning pls help !!

Answers

Answer:

#7: (p, r) = (0, -2) #8: (z,w) = z, [tex]\frac{8}{3}[/tex] + [tex]\frac{4}{3}[/tex]z), ∈R  #9: (c,d) = (3,3) #10: (u,x) ∈∅ #11: (a,b) = (-1, 2) #12:

Step-by-step explanation:

#7

Solve for 2p

2p - 3r = 6

2p = -6 -3r

substitute the given value of 2p into equation 2p - 3r = 6

-6 - 3r - 3r = 6

solve for r

r= -2

substitute value of r in equation

2p = -6 - 3x (-2)

solve for p

p=0

solution is ordered pair (p,r) = (0, -2)  

#8

Solve for w

w= [tex]\frac{8}{3}[/tex] + [tex]\frac{4}{3}[/tex]z

substitute the given value of w into equation

6 ([tex]\frac{8}{3}[/tex] + [tex]\frac{4}{3}[/tex]z) - 8z = 16

solve for z

z ∈ R

The statement is true for any value of z and w that satisfy both equations from the system. Therefore, the solution is in parametric form.

(z,w) = z, [tex]\frac{8}{3}[/tex] + [tex]\frac{4}{3}[/tex]z)

#9

Solve for c

c + d = 6

c = d

substitute the given value of c into equation c + d = 6

d + d = 6

solve for d

d=3

substitute value of d in equation

c=3

solution is ordered pair (c,d) = (3,3)

#10

Solve for u

u= 3-2x

substitute the given value of c into equation

2 (3-2x) +4x = -6

solve for x

x ∈∅

Since the system has no solution for x the answer is  

(u,x) ∈∅

#11

Solve for b

b= 5+3a

substitute the value of b into equation

3a + 5 + 3a+ b = -1

solve for a

a= -1

substitute the value of a into equation

b= 5 + 3x (-1)

solve for b

b=2

solution is ordered pair (a, b) = (-1, 2)

Final answer:

The system of equations leads to a true statement when added together, indicating that the two equations represent the same line and thus have infinitely many solutions. There's no unique solution for the variables but rather a relationship where each value of p corresponds to a specific value of r.

Explanation:

To solve the system of equations by substitution, let's first identify the given equations and the unknown variables. The two given equations are 2p - 3r = 6 and -2p + 3r = -6. We need to solve for the unknown variables p and r. Notice that adding these two equations together will eliminate both p and r, giving us an identity 0 = 0, which indicates the system has infinitely many solutions or the equations represent the same line.

Here's the process to verify this:

First equation: 2p - 3r = 6

Second equation: -2p + 3r = -6

Add the two equations: (2p - 3r) + (-2p + 3r) = 6 - 6

This simplifies to: 0 = 0

Since we have derived a true statement that does not involve the variables p and r, it is clear that these two equations are dependent and represent the same line. Therefore, there isn't a unique solution for p and r, but rather an infinite number of solutions where each value of p corresponds to a specific value of r that will satisfy both equations.

To check if the answer is reasonable, we can take any point that lies on this line and see if it satisfies both original equations, confirming that it is indeed a solution.

Which of the following values is the solution to the equation -35x = -105 ? 3 -3

Answers

Answer:

3.

Step-by-step explanation:

-35x = -105

Divide both sides by -35:

x = -105/-35

= 3.

The solution to the equation is x = 3.

What is an equation?

Two or more expressions with an equal sign are defined as an equation.

The given equation is -35x = -105.

Solve the equation as follows:

-35x = -105

35x = 105

x = 105/35

x = 3

Hence, the solution to the equation is x = 3.

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Given f(x)=10-2^x, find f(7)

Answers

f(7) = 10 - 2^7
f(7) = 10 - 128
f(7) = -118

Answer:

Step-by-step explanation:

f(x)=10-2^x,

f(7) = 10 - 2^7     but : 2^7 = 128

so : f(7) = 10 - 128 = - 118

Lucy ate eight more than three times as many pretzels as Matt Lucy ate 56 pretzels how many pretzels did Matt eat

Answers

Final answer:

Lucy ate 56 pretzels and Matt ate 16 pretzels.

Explanation:

To find out how many pretzels Matt ate, we need to use the information given in the question. Let's represent the number of pretzels Matt ate as 'x'. According to the question, Lucy ate 56 pretzels, which is 8 more than three times the number of pretzels Matt ate. So we can write the equation: 56 = 3x + 8. We must place x on one side of the equation alone in order to solve for it.  Subtracting 8 from both sides, we get 56 - 8 = 3x, which simplifies to 48 = 3x. Finally, dividing both sides by 3, we find that x = 16.

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