1 cm is approximately 0.394 inches which is the fraction of an inch for 1 cm. This can be discovered by inverting the known relation (1 in = 2.54 cm) or by using dimensional analysis method.
Explanation:The subject of your question concerns the conversion between the units of length, centimeters and inches. In measurement, it is known that 1 inch is equal to 2.54 centimeters. However, you asked what fraction of an inch is 1 centimeter. To find this, we need to invert the relation we know. Thus, 1 cm = 1/2.54 inches.
For a clearer understanding, 2.54 cm is exactly 1 inch (by definition). To find the fractional value of 1 cm in inches, we simply take the reciprocal (invert) of 2.54, because we are essentially asking the question, 'How many cm are there in 1 inch?'. This yields about 0.394, and thus 1 cm = 0.394 inch approximately.
Using Dimensional AnalysisAnother method to understand this conversion is dimensional analysis. It tells us that we're able to convert one unit to another as long as the units are in the same dimension (in this case, length). So based on the relation 1 inch = 2.54 cm, we establish the conversion factor of 1/2.54 = 0.394 inch/cm. So 1 cm * 0.394 inch/cm gives us 0.394 inch.
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Is this statement true or false?
The range of a list of numbers is the number of numbers in the list.
A:false
B:true
Answer:
A:False
Step-by-step explanation:
This should be a very simple question on interior angles adding up to 180º, however, I'm continuously getting it wrong. Help!
Answer:
58°
Step-by-step explanation:
65°+57°=122°
180°-122°=58°
1,084.9 in expanded form
Answer:
1000+80+4+0.9
Step-by-step explanation:
Keep in mind that expanded form means to expand the number by adding the individual places values to form a mathematical expression. In other words, numbers are expanded to show the value of each of its digits.
For the thousands place:
1,084.9 ---> 1,000.0
Hundreds place:
Because the value is 0, you needn't to include it in the expression.
Tens place:
1,084.9 ---> 80.0
Ones place:
1,084.9 ---> 4
Tenths place:
1,084.9 ---> 0.9
The value of the equation is A = 1,000 + 80 + 9 + 0.40 = 1,084.90
What is an Equation?Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.
It demonstrates the equality of the relationship between the expressions printed on the left and right sides.
Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.
Given data ,
Let the number be represented as A
Now , the value of A is
A = 1,084.90 be equation (1)
On simplifying the equation , we get
1 x 1000 = 1000
0 x 100 = 0
8 x 10 = 80
4 x 1 = 4
0.90 x 1 = 0.90
Substituting the values in the equation , we get
A = 1,000 + 80 + 9 + 0.40
On further simplification , we get
A = 1,084.90
Hence , the equation is solved
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the dimension of a rectangular plot is [7p+4q] and [3p+8p] unita respectively. Find the area of the plot when p=2 and q=1
Answer:
The area of the rectangular plot is 396 square unit.
Step-by-step explanation:
let [7p +4q ]= length of the rectangular plot. And
[ 3p+8p ] = width of the rectangular plot
given that p=2 and q=1
substitute them in the expression for the length
length=7(2)+4(1)
length=14+4
length=18units
again subject the values for p and q into the expression for the width
width=3(2)+8(2)
width=6+16
width=22units
but mathematically,
Area of a rectangular plot
= Length×width
A=L×W
given L=18units and W=22units
A=18units × 22units
A=396 square unit.
Nine more than the quotient of two and a number x
I really need help!!
Answer:
2/x + 9
Step-by-step explanation:
2/x is a fraction, but it also means divided by. More than means flip the addition to the end of the equation.
Identify the percent, amount, and base in this problem: 25% of what number is 40?
Final answer:
In this problem, we are given the percentage (25%) and the amount (40), and we need to find the base. To find the base, we can set up an equation and solve for x. The base in this problem is 160.
Explanation:
In this problem, we are given the percentage (25%) and the amount (40), and we need to find the base. The base represents the whole quantity or number that the percentage is taken from.
Let x be the base. We can set up the equation: 25% of x is equal to 40, or 0.25x = 40.
To find the base, we divide both sides of the equation by 0.25: x = 40 / 0.25.
Simplifying, we get x = 160. Therefore, the base is 160.
To summarize, the percent is 25%, the amount is 40, and the base is 160.
What is the velocity of a vehicle after it moves 10 meters in 2 seconds?
Answer:
v = +5 m/s
Step-by-step explanation:
v = d/t
d = 10
t = 2
v = 10/2
v = +5 m/s
. Marcy has a 70% average in her class going into the final exam. She says "I need to get a 100% on this final so I can raise my score to 85%." Is she correct?
Marcy is correct if Marcy has a 70% average in her class going into the final exam. She says "I need to get a 100% on this final so I can raise my score to 85%.
What is the percentage?It's the ratio of two integers stated as a fraction of a hundred parts. It is a metric for comparing two sets of data, and it is expressed as a percentage using the percent symbol.
It is given that:
Marcy has a 70% average in her class going into the final exam. She says "I need to get a 100% on this final so I can raise my score to 85%.
As we know,
The ratio of two integers is stated as a fraction of a hundred parts. It is a metric for comparing two sets of data
= (70% + 100%)/2
= 170%/2
= 85%
Thus, Marcy is correct if Marcy has a 70% average in her class going into the final exam. She says "I need to get a 100% on this final so I can raise my score to 85%.
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Final answer:
To raise her score to 85%, Marcy needs to get an average of 1.83 on the final exam. Since it is not possible to score more than 100%, her claim of needing a 100% is not correct.
Explanation:
To determine whether Marcy can raise her score to 85% by getting a 100% on the final exam, we need to calculate the average needed on the final exam.
To find the average Marcy needs, we can use the formula: Final Average = (Current Average * Weight) + (Final Exam Score * (1 - Weight)), where the weight represents the percentage of the final exam in the overall grade.
Let's assume the weight of the final exam is 30%. Plugging in the values, we get:
85% = (70% * 0.7) + (Final Exam Score * 0.3)
Solving for the Final Exam Score:
85% - (70% * 0.7) = Final Exam Score * 0.3
0.55 = Final Exam Score * 0.3
Final Exam Score = 0.55 / 0.3
Final Exam Score = 1.83
Since it is not possible to score more than 100% on the final exam, Marcy's claim of needing to get a 100% on the final to raise her score to 85% is not correct.
Factor the expression shown below completely.
18x^2-60x+50
A.
B.
C.
D.
Answer:D. 2(3x-5)^2
Step-by-step explanation:
18x^2-60x+50=2(9x^2-30x+25)
Answer:
D. 2(3x - 5)²
Step-by-step explanation:
18x² - 60x + 50
The expression can be factorize as follows;
18x² - 60x + 50
divide through by 2
2(9x² - 30x + 25)
The bracket equation can be factorized further
Find the square value that can be multiplied to get 9x² and 25
The values are 3x and 5
2( (3x- 5)(3x - 5) )
2(3x - 5)²
A doormat is 3 feet by 2 feet.
What is the area of the doormat?
2 1/2 ft
2
NI
3 ft
(6j^2-2j+5)+(3j^2+4j-6)
Answer:whats the heck is this
Step-by-step explanation:473658857
When writing an inequality how would you right x not equal to 25
Answer:
≠
Step-by-step explanation:
it would be unequal to
Find the distance between (-7, 10) and (-3, 6). Round your answer to the nearest tenth, if necessary.
Answer:
5.7
Step-by-step explanation:
Type the integer that makes the following division sentence true.
÷(−2)=−3
The integer that makes the division sentence x / (-2) = -3 true is 6.
Here's how we can solve for x:
Multiply both sides of the equation by -2 to isolate x:
x = -3 * (-2)
Simplify the right side:
x = 6
Therefore, dividing any number by -2 and then multiplying by -2 again should result in the original number. In this case, dividing 6 by -2 and then multiplying by -2 again gives us 6:
(6 / -2) * -2 = -3 * -2 = 6
Remember, when dividing by negative numbers, the result is flipped compared to dividing by positive numbers. This is why we need to multiply by -2 again to get back to the original number.
The integer that satisfies the division sentence x ÷ (−2) = −3 is 6, following the rule that multiplying two negative numbers yields a positive result.
Explanation:To find the integer that makes the division sentence true, we look at the equation given: x ÷ (−2) = −3. To solve for x, we multiply both sides by −2, because division by a number is the inverse operation of multiplying by that number. So, we have x = −3 * (−2).
According to the rules of multiplication, when two negative numbers are multiplied together, the answer has a positive sign. Therefore, we get x = 6 as our solution. Since we know that dividing a positive number by a negative number yields a negative result, our calculated integer 6 is a valid answer because 6 ÷ (−2) indeed equals −3.
Following the rules of operations with negatives, such as in the examples 5 − (+3) that becomes 5 − 3 = 2, and 2 − (−6) that turns into 2 + 6 = 8, we can consistently apply the rule for division which mirrors the multiplication rules for signs to solve for our missing integer.
I need help with this! Angle RELATIONSHIPs
Answer:
The measures of the labeled angles are 58°.
Step-by-step explanation:
Since the two angles are opposite angles, they have to be equal, meaning:
[tex]2x = 87 - x[/tex]
Solve by adding x to both sides and dividing by 3.
[tex]3x = 87 \\ x = 29[/tex]
If x = 29°, then 2x= 58°.
Since opposite angels are equal, the other angle is also 58°.
This can be checked:
[tex]87 - 29 = 58[/tex]
Describe a way to calculate 304-81 mentally by using reasoning other that the common subtraction algorithm. Then write a coherent sequence of equations that correspond to your reasoning
Answer:
See explanation
Step-by-step explanation:
To subtract mentally 81 from 304, complete following steps:
Step 1: Write number 304 as
[tex]304=300+4\\ \\304=200+100+3+1\\ \\304=200+20+80+3+1[/tex]
Step 2: Write number 81 as
[tex]81=80+1[/tex]
Step 3: Now subtract 80 and 1 from number 304:
[tex]304-81=(200+20+80+1+3)-(80+1)\\ \\304-81=200+20+3\\ \\304-81=223[/tex]
Final answer:
To mentally subtract 304-81, round 81 to 100, subtract from 304 to get 204, then add back the difference (19) for a result of 223.
Explanation:
To calculate 304-81 mentally, we can round 81 up to 100 to make the numbers easier to work with. We know that 304 - 100 = 204.
Since we've subtracted too much by rounding up, we need to add back the difference between 81 and 100, which is 19.
So the full calculation would be 304 - 81 = 304 - 100 + 19 = 204 + 19 = 223.
The coherent sequence of equations aligning with this reasoning would be:
304 - 100 = 204 (rounding 81 up to 100 and subtracting)100 - 81 = 19 (finding the difference between the rounded number and the original number)204 + 19 = 223 (adding the difference back)complete the square and put this function in vertex form: f(x)=x^2+20x+97
Answer:
Step-by-step explanation:
f(x)=(x²+20x+100) -3 because : 97 = 100 - 3
f(x) = (x+10)² -3 ....vertex form
what is 0.00000000055 in scirntific notation
Answer:
5.5 x 10^-10
Step-by-step explanation:
There are 9 zeros descending from the decimal(so that's why its negative) then you count the five as a "number" and then it equals 10. Don't add the last five just one.
Select the correct locations in the table.
The table shows the federal government's budgeted revenue and expenditures from 2001 through 2010. Identify the years in which there was a
budget deficit
Year
Revenue
Expenditure
2001
$8 trillion
$6 trillion
2002
$5 trillion
$7 trillion
2003
$8 trillion
$10 trillion
2004
$9 trillion
$7 trillion
2005
$15 trillion
$18 trillion
2006
$8 trillion
$10 trillion
2007
$6 trillion
$4 trillion
2008
$2 trillion
$4 trillion
2009
$7 trillion
$4 trillion
2010
$5 trillion
$9 trillion
Reset
Next
Answer:
From the table shown the years in which there was a budget deficit are
2002,2003,2005,2006,2008,2010
Step-by-step explanation:
Budget deficit is said to be when expenditure exceed or is greater than the budgeted revenue.
For 2002:
Revenue = $5 trillion and expenditure = $7 trillion
To check for budget deficit = Revenue - expenditure ( $5 trillion - $7 trillion)
= -$2 trillion ( there was a budget deficit of $2 trillion)
For 2003:
Revenue = $8 trillion and expenditure = $10 trillion
to check for budget deficit = Revenue - expenditure ($8 trillion - $10 trillion)
= -$2 trillion (there was a budget deficit of $2 trillion)
For 2005:
Revenue = $15 trillion and expenditure = $18 trillion
to check for budget deficit = Revenue - expenditure ($15 trillion - $18 trillion)
= -$3 trillion (there was a budget deficit of $2 trillion)
For 2006:
Revenue = $8 trillion and expenditure = $10 trillion
to check for budget deficit = Revenue - expenditure ( $8 trillion - $10 trillion)
= -$2 trillion (there was a budget deficit of $2 trillion)
For 2008:
Revenue = $2 trillion and expenditure = $4 trillion
to check for budget deficit = Revenue - expenditure ( $2 trillion - $4 trillion)
= - $2 trillion ( there was a budget deficit of $2 trillion)
For 2010:
Revenue = $5 trillion and expenditure = $9 trillion
to check for budget deficit = Revenue - expenditure ( $5 trillion - $9 trillion)
= -$4 trillion (there was a budget deficit of $4 trillion)
From the table shown the years in which there was a budget deficit are
2002,2003,2005,2006,2008,2010
Budget deficit is said to be when expenditure exceed or is greater than the budgeted revenue.
For 2002:
Revenue = $5 trillion and expenditure = $7 trillion
To check for budget deficit = Revenue - expenditure ( $5 trillion - $7 trillion)
= -$2 trillion ( there was a budget deficit of $2 trillion)
For 2003:
Revenue = $8 trillion and expenditure = $10 trillion
to check for budget deficit = Revenue - expenditure ($8 trillion - $10 trillion)
= -$2 trillion (there was a budget deficit of $2 trillion)
For 2005:
Revenue = $15 trillion and expenditure = $18 trillion
to check for budget deficit = Revenue - expenditure ($15 trillion - $18 trillion)
= -$3 trillion (there was a budget deficit of $2 trillion)
For 2006:
Revenue = $8 trillion and expenditure = $10 trillion
to check for budget deficit = Revenue - expenditure ( $8 trillion - $10 trillion)
= -$2 trillion (there was a budget deficit of $2 trillion)
For 2008:
Revenue = $2 trillion and expenditure = $4 trillion
to check for budget deficit = Revenue - expenditure ( $2 trillion - $4 trillion)
= - $2 trillion ( there was a budget deficit of $2 trillion)
For 2010:
Revenue = $5 trillion and expenditure = $9 trillion
to check for budget deficit = Revenue - expenditure ( $5 trillion - $9 trillion)
= -$4 trillion (there was a budget deficit of $4 trillion)
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list the next 3 terms in the following sequence 1,2,4,8,16,32
Answer:
the next 3 terms are 64, 128, and 256
f(x) = 3x + 4 and g(x) = 5x - 10
fx for whichf(x) = g(x).
Answer:
x =7
Step-by-step explanation:
f(x) = 3x + 4 g(x) = 5x - 10f (x) = g (x)
3x + 4 = 5x - 10
4 + 10 = 5x - 3x
14 = 2x
14/2 = x
7 = x
The area of a rectangle is 42 square inches the rectangle is 7 inches long how wide is the rectangle
Answer: 6 inches
Step-by-step explanation:
formula for area of a rectangle is length times width
LW=A
substitute
7(W)=42
divide 7 on both sides
42/7 = 6
Answer: 6
What is the total cost of a $39.50 family dinner after you add a 20% tip
Answer:
$7.90 tip the total is $47.40
Step-by-step explanation:
Final answer:
To find the total cost of a $39.50 family dinner after adding a 20% tip, first calculate the amount of the tip by multiplying the cost of the dinner by the tip percentage. Then, add the tip to the cost of the dinner to get the total amount.
Explanation:
To find the total cost of a $39.50 family dinner after adding a 20% tip, you first need to calculate the amount of the tip. Tip is calculated by multiplying the cost of the dinner by the tip percentage. In this case, the tip would be 20% of $39.50, which is
$39.50 × 0.20 = $7.90
Next, you add the tip to the cost of the dinner to get the total amount:
$39.50 + $7.90 = $47.40
So, the total cost of the family dinner after adding a 20% tip is $47.40.
5+1.5(2d-1)=0.5
How do you solve this?
Answer:
5 + 3d - 1.5 = 0.5
3d + 3.5 = 0.5
3d = -3
d = -1
Answer:
Step-by-step explanation
5+1.5(2d)1.5(-1)=0.5
5+3d-0.5=0.5
5+3d=1
3d=-4
D=1.33
how do you know if two polygons are similar?
how do make a rational to a fraction
Answer:
Step-by-step explanation:To convert part-to-part ratios to fractions:
Use the total number as the denominator: 6 + 8 = 14.
Use each of the ratio terms as the numerator in a fraction: ...
Reduce each fraction to lowest terms: ...
The part-to-part ratio 6 : 8 converts into the fractions:
To convert a rational expression to a fraction, create a common denominator, multiply by the inverse when dividing fractions, and simplify by canceling out common factors after prime factorization.
Converting a rational expression to a fraction involves creating a common denominator for the terms involved. When dividing fractions, the process is to change the division to multiplication by the inverse of the second fraction and then multiplying the numerators and denominators as above. A conversion factor in a measurement context is simply a fraction equal to one, with the original unit in the denominator to cancel it out and the new unit in the numerator.
When simplifying fractions it's useful to remember that multiplying or dividing both numerator and denominator by the same number does not change the value of the fraction; this is often referred to as multiplying by a fraction that equals one (1/2, 2/2, 3/3, etc.). Simplifying a fraction may involve finding these 'fractions equal to one' to cancel out the same factors in both the numerator and denominator.
What is the measure of <T?
72°
156°
48°
132°
Answer:
132°
Step-by-step explanation:
24+24+T=180
48+T=180
T=132°
4* 5+ (14 + 8) - 369
Answer:
-327
Step-by-step explanation:
20+22-369=-327
what is 12^2 *12^-4.
Answer:
[tex]\large\boxed{12^{-2}=\dfrac{1}{144}}[/tex]
Step-by-step explanation:
[tex]12^2\cdot12^{-4}\qquad\text{use}\ a^n\cdot a^m=a^{n+m}\\\\=12^{2+(-4)}=12^{-2}\qquad\text{use}\ a^{-n}=\dfrac{1}{a^n}\\\\=\dfrac{1}{12^2}=\dfrac{1}{12\cdot12}=\dfrac{1}{144}[/tex]
Answer:
Step-by-step explanation:
This is the same to have 12^2/12^4
This is equal to have 1/12^2
1/144=0,0069
Please help me with my aleks!!
Answer:
PS = 37
Step-by-step explanation:
The opposite sides of a rectangle are congruent, thus
perimeter = 2(3x + 1) + 2(4x - 3) = 136 ← distribute and simplify left side
6x + 2 + 8x - 6 = 136
14x - 4 = 136 ( add 4 to both sides )
14x = 140 ( divide both sides by 14 )
x = 10
Hence
PS = 4x - 3 = (4 × 10) - 3 = 40 - 3 = 37