What's 998 X by 8? ( plz answer i hav 2 more )

the answer to this question (-2,3)

the answer is 87.96 your gonna have to trust me I don't have enough time to explain right now.

it 200 each number the raito is ballones times 4

add 3.7 and 4.45 make sure to change it back to standard you'll get 815000000000000000000. move decimal between first and second digit which means you moved it to the left 18 times and your answer will be 8.15 x 10 ^18 I hope its right :( please don't judge if wrong :((( lol

Answer:  8.15 x 10²⁰

Step-by-step explanation:

In order to add or subtract, they must both have the same power - think of the power as "like terms".  In this problem they already have the same power (10²⁰) so we don't need to manipulate them to have the same power.  We can just add their coefficients (3.7 and 4.45).

  3.7   x 10²⁰

+  4.45 x 10²⁰

   8.15 x 10²⁰

The standard form of a line:

[tex]Ax+By=C[/tex]

We have the equation of a line in the slope-point form:

[tex]y-3=\dfrac{1}{2}(x+6)[/tex]      use distributive property

[tex]y-3=\dfrac{1}{2}x+3[/tex]       add 3 to both sides

[tex]y=\dfrac{1}{2}x+6[/tex]        multiply both sides by 2

[tex]2y=x+12[/tex]       subtract x from both sides

[tex]-x+2y=12[/tex]      change the signs

[tex]x-2y=-12[/tex]

Answer:

Displacement versus time is velocity

Step-by-step explanation:

Displacement versus time is velocity

Acceleration is change in velocity over time

Speed is distance over time

Momentum is mass times velocity

The slope of a graph in physics can represent several different concepts, depending on the graph. On a distance-time graph, the slope stands for speed or velocity. Meanwhile, on a velocity-time graph, the slope signifies acceleration. Momentum is generally not represented by the slope.

In physics, the slope of a graph can indeed represent several concepts, but only when plotted correctly. These concepts include speed, velocity, acceleration, and momentum. However, when we're talking about a distance-time graph, the slope typically represents speed or velocity, depending on whether the direction of movement is accounted for or not. An increasing slope on such a graph indicates objects are moving at a faster speed or velocity over time.

On the other hand, in a velocity-time graph, the slope represents acceleration. Positive acceleration causes the velocity of an object to increase, while negative acceleration, or deceleration, slows it down. Similarly, if there is no change in the slope, it means the object is moving at a constant velocity.

Momentum, in general, is not represented by the slope of a graph but rather is the product of an object's mass and its velocity.

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In economic theory, the price of a product is considered the independent variable, and the quantity of the product demanded by consumers is considered the dependent variable. As price (independent variable) increases, the quantity demanded (dependent variable) decreases.

In the context of economics and specifically, the law of demand, the price of a commodity is the independent variable and the quantity demanded is the dependent variable. This means that the amount of a product that consumers are willing to buy (dependent variable) can change based on the price of the product (independent variable). If a price changes, if all other factors remain constant, the quantity demanded will react accordingly. For example, if the price of an item increases, the quantity demanded decreases because consumers are less willing to buy the item due to its high price. Conversely, if the price decreases, the quantity demanded increases because the product becomes more affordable to consumers.

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[tex]11\dfrac{1}{6}\cdot4\dfrac{2}{7}=\dfrac{11\cdot6+1}{6}\cdot\dfrac{4\cdot7+2}{7}=\dfrac{67}{6}\cdot\dfrac{30}{7}=\dfrac{67}{1}\cdot\dfrac{5}{7}=\dfrac{335}{7}\\\\=47\dfrac{6}{7}[/tex]

You put x from your question its going to be multiply by the fraction.

And it gave us ⇒ [tex]11\frac{1}{6}* 4 \frac{2}{7}[/tex]

First you had to convert by the mixed numbers into improper fractions.

And it gave us ⇒ [tex]=\frac{67}{6}*4\frac{2}{7}[/tex]

Then you convert by the mixed numbers again into improper fractions.

And it gave us ⇒ [tex]\frac{67}{6}* \frac{30}{7}[/tex]

You can also cross it out by the common factor of 6.

And it gave ⇒ [tex]\frac{67}{1}*\frac{5}{7}[/tex]

Next you had to multiply by the fraction.

And it gave us ⇒ [tex]\frac{67*5}{1*7}[/tex]

And then multiply the numbers.

[tex]67*5=335[/tex]

And it gave us ⇒ [tex]\frac{335}{1*7}[/tex]

You can also multiply the numbers again.

[tex]7*1=7[/tex]

And it gave us ⇒ [tex]\frac{335}{7}[/tex]

Finally you had to convert into the improper fraction to mixed their numbers.

[tex]\frac{335}{7}=47 \frac{6}{7}[/tex]

Final answer ⇒ 47 6/7

You can also round up to the nearest tenths is 47.90= 48.00

Hope this helps! And thank you for posting your question at here on brainly, and have a great day. -Charlie

16/13/4=

64/13

4and12/13

From a 16 foot board, 4 full pieces each 3 1/4 feet long can be cut. Moreover, 16.0 inches, a common spacing for vertical studs, is equivalent to 40.64 centimeters.

To determine how many lengths of 3 1/4 feet can be cut from a 16 foot board, we need to divide the total length of the board by the length of each desired piece. First, we convert the mixed number 3 1/4 to an improper fraction, 13/4. Then, we perform the division: 16 feet divided by 13/4 feet.

This calculation can be set up as follows:

(16 feet) \/ (13/4 feet) = (16 feet) × (4/13) = (64/13) feet = 4 remainder 12/13

Therefore, you can cut 4 full pieces that are 3 1/4 feet long from a 16 foot board, with a remainder of 12/13 of a foot.

If we want to convert the placement of vertical studs, which are typically 16 inches apart, to centimeters, we use the conversion factor that 1 inch equals 2.54 centimeters. 16.0 inches multiplied by 2.54 equals 40.64 centimeters.

Answer:

[tex]\text{The equation of line is }x=-4[/tex]      

Step-by-step explanation:

Given that line is passing through the point (-4, 0) and parallel to the y-axis.

we have to find the equation of the line.

[tex]\text{As the slope of y-axis is }\infty\text{ i.e }\frac{1}{0}[/tex]

Since the slope of parallel lines are equal therefore we have to find the equation of line with slope infinity and passing through the point (-4, 0).

The equation of line pass through the point (x',y') with slope m is

[tex]y-y'=m(x-x')[/tex]

The equation of line with slope infinity and passing through the point (-4, 0) is

[tex]y-0=\frac{1}{0}(x-(-4))[/tex]

[tex]x+4=0[/tex]

[tex]x=-4[/tex]

which is required equation.

Hence, option 1 is correct.

It will probably be 390 / 70

1 cubic meter = 100 cm * 100 cm * 100 cm = 1 x 10^6 cc

1 kilogram = 1,000 grams

13.6 g / cc

If we had a cubic meter of mercury, its mass would be (or it would "weigh") 13.6 * 1,000,000 = 13,600,000 grams or 13,600 kilograms.

And so its density would be 13,600 kg / cubic meter.

13600 kg/m³. To convert 13.6 g/cm³ to kg/m³, multiply by the conversion factor 1000 kg/m³.

To convert from grams per cubic centimeter (g/cm³) to kilograms per cubic meter (kg/m³), we need to use conversion factors.

1 g/cm³ = 1000 kg/m³.

So, to convert 13.6 g/cm³ to kg/m³, we multiply by the conversion factor:

13.6 g/cm³ x 1000 kg/m³ = 13600 kg/m³

Given : AB = 44 + 3x

BC = 33 + x

CD = 64 − x

AD = 48 − 2x.

Opposite sides are AB and CD.

BC and AD.

Setting AB equals CD

We get

44 + 3x = 64 − x

Adding x on both sides, we get

44 + 3x+x = 64 − x+x

44 +4x = 64.

Subtracting 44 from both sides, we get

44-44 +4x = 64 - 44.

4x =20

Dividing both sides by 4, we get

x= 5.

Let us plug x=5 to find the length of each side, we get

AB = 44 + 3x = 44 +3(5) = 44 + 15 = 59 cm

BC = 33 + x = 33 + 5 = 38 cm

CD = 64 − x = 64 - 5 = 59 cm

AD = 48 − 2x = 48 - 2(5) = 48 - 10 = 38 cm.

the smallest integer x can be is 11 because it has to be greater than 10

The smallest integer x, for which x, x+5, and 2x−15 can be the lengths of the sides of a triangle is 11

Using the triangular theorem which states that the sum of any two sides of a triangle must be less than the third side.

Given the side length of the triangle to be a, b and c

a = x

b = x+5

c = 2x - 15

According to the theorem;

b < a+c  

x+5 < x + 2x - 15

x + 5 < 3x - 15

Collect the like terms

x - 3x < -15 - 5

-2x < -20

x > -20/-2

x > 10

Since x is greater than 10, let x be 11

Hence the smallest integer x, for which x, x+5, and 2x−15 can be the lengths of the sides of a triangle is 11

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Answer:

7.9 meters left. or 790 cm

Step-by-step explanation:

11-7=4

7*4=28

28is your answer

Answer:

The correct answer is option D, the approximate population density of the bacteria in the dish is 4,246 bacteria / square inch

Step-by-step explanation:

They give us the diameter of the plate, then the first step is to calculate their area.

The area of a circle according to the diameter is:

[tex]A = \frac{\pi}{4}(d) ^ 2[/tex]

Where d is the diameter.

So:

[tex]A = \frac{\pi}{4}36\\ A = 9\pi\\ A = 28.274.inches ^ 2[/tex]

Now, to find the number of bacteria in per square inch, we divide [tex]\frac{120000}{28.274} = 4244.132.[/tex]

So, the correct answer is option D, the approximate population density of the bacteria in the dish is 4,246 bacteria / square inch

Answer:

  $5.99

Step-by-step explanation:

Purchase amounts are rounded to the penny.

(3/4 lb)×$7.99/lb = $5.9925 ≈ $5.99

Answer:

Step-by-step explanation:

It is f(x) = −|x + 4| + 3 because the +4 in the absolute value sign moves the graph 4 spots to the left and the +3 moves the graph 3 spots up.

Answer:

f(x) = −|x + 4| + 3

Step-by-step explanation:

since, the value of the function at x=0 is -1

so, we will check which functions gives the same value

f(x) = −|x − 3| + 4  at x=0 it gives 1

f(x) = −|x + 3| + 4  at x=0 it also gives 1

f(x) = −|x − 4| + 3   at x=0 it gives -1

f(x) = −|x + 4| + 3   at x=0 it also gives -1

so, we have discarded first two options

Now at x=4 function gives negative value

f(x) = −|x − 4| + 3   at x=4 it gives 3

f(x) = −|x + 4| + 3 whereas at x=4 it gives -5

Hence, the function  represented by the graph is:

f(x) = −|x + 4| + 3

     Statements                                                                                               Reason

1. [tex]\angle A[/tex] and [tex]\angle B[/tex] are supplementary                    Given

2. [tex]m \angle A + m \angle B = 180^\circ[/tex]                Def of supplementary angles

3. [tex]m \angle A = 90^\circ[/tex]                                                                  Given

4. [tex]90^\circ + m \angle B = 180^\circ[/tex]               Substitution property of Equality

5. [tex]m \angle B = 90^\circ[/tex]                                Subtraction property of Equality

6. [tex]m \angle A = m \angle B[/tex]                           Substitution property of Equality

7. [tex]\angle A \cong \angle B[/tex]                                 Angle congruence postulate

When the measures of two angles are equal, then the angles are congruent by Angle congruence postulate.

Answer:

1.  and  are supplementary                    Given

2.                 Def of supplementary angles

3.                                                                   Given

4.                Substitution property of Equality

5.                                 Subtraction property of Equality

6.                            Substitution property of Equality

7.                                  Angle congruence postulate

When the measures of two angles are equal, then the angles are congruent by Angle congruence postulate.

Step-by-step explanation:

200-90= the answer then find d which is easy

Equation

Let the number = x

2*(x + 9) = x - 8    

Solve

2(x + 9) = x - 8                    Remove the brackets on the left

2x + 18 = x - 8                    Subtract x from both sides

2x - x + 18 = - 8                  2x and - x will combine

x + 18 = - 8                          Subtract 18 from both sides

x = -8 - 18

x = - 26

Check

LHS

2(-26 + 9)

2(-17)

-34

RHS

x - 8

-26 - 8

- 34 and the RHS = LHS and they check

Your number would be -26

Sorry if this is wrong but I'm pretty sure its right

25 * 5 + 15 * 3 - 40 * 2 =

125 + 45 - 80 =

170 - 80 =

90

Answer:

 Expression for percent of survey participants who chose fishing = [tex]\frac{29}{47} *100[/tex]

Explanation:

 Total number of boys = 60

 Number of boys who took part in survey = 18 + 29 =47

 Number of boys who chose fishing = 29.

 Percentage of an outcome = (Number of favorable outcome/ Total number of outcome) x 100

 Percentage of boys who chose fishing = (29/47)x100

 Expression for percent of survey participants who chose fishing = [tex]\frac{29}{47} *100[/tex]

To find the percent of survey participants who chose fishing, divide the number of boys who chose fishing by the total number of boys who completed the survey and multiply by 100. In this case, the percent is 48.33%.

To find the percent of survey participants who chose fishing, we need to divide the number of boys who chose fishing by the total number of boys who completed the survey and then multiply by 100. In this case, 29 boys chose fishing out of 60 boys who completed the survey. So the expression that gives the percent of survey participants who chose fishing is:

(29/60) * 100 = 48.33%

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