8 groups of ___ hundredths is 0.32

Answer:

they can handle the costs of providing essential services

Step-by-step explanation:

A government may create and regulate natural monopolies because the government has the right to manage and regulate the resources available to the country in order to provide welfare and proper services to own citizens.

Given that,
A government may create and regulate natural monopolies because:,
The incomplete statement is to be complete.

An authority or claim controlled by the all-around people as the result of a constitution, law, ordinance, judicial precedent, or another type of law.

Here,
A government in any country has one motto rule of the country is to the people, for the people, and of the people. Whatever government does suppose to be for the welfare and proper livelihood in the country for its citizens. So in this manner,

Thus, a government may create and regulate natural monopolies because the government has the right to manage and regulate the resources available to the country in order to provide welfare and proper services to its own citizens.

Learn more about rights here,
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Answer:

7(y+3)=5y+8

y= -3/2  One solution

Step-by-step explanation:

The answer fam is..... 14

Answer:

63%

Step-by-step explanation:

A percentage is x/100.  So 0.63 = x/100.  So multiply by 100, and you'll get 63%.

Step-by-step explanation:

7 is the coeffiecient

3 is the constant

Answer:

0.25q

Step-by-step explanation:

A cash register is a machine used in small business that sums, display and records the total amount made by each sale. A cash register also has a drawer which is used to store money.

A quarter is a coin in the United States which is 25 cents.

Converting 25 cents to dollars:

100 cents = $1

25 cents = 25 cents × $1 / 100 cent = $0.25

The total amount of money registered = number of quarters × $0.25

The total amount of money registered = q × $0.25 = 0.25q

Answer:

PEMDAS

Step-by-step explanation:

Well, I don't know if there should be a picture of the problem that should go with the question. But a trick for solving distributive property is to use the trick PEMDAS In order.

For Example:

P-Paraenthese

E-Exponent

M-Multiply

D-Divide

A-Add

S-Subtract

NOTE!

Remember to always Multiply and divide BEFORE adding and subtracting.

Hoped this helped!

Answer:

a) 20 - 3^2 = 11

b) 5th, 20 - 5^2 = -5

Step-by-step explanation:

The answer assumes your terms begin at 1. If the terms begin at zero

a) 16

b) 6th term

if you chose to be extremely technical you would take the square root of 20.1 or 20.00000009 but I'm assuming they want whole numbers

Answer:

a)11

b)5th term

Step-by-step explanation:

Answer:

3⁷

Step-by-step explanation:

When you multiplying or dividing numbers with exponents, you keep the base the same and specifically with dividing, you subtract the exponents themselves. So, you would be doing 3-(-4), which is 7.

[tex]\mathfrak{\huge{\pink{\underline{\underline{AnSwEr:-}}}}}[/tex]

Actually Welcome to the Concept of the Exponents and power,

Since we know the concept that, any power in denominator of a fraction is shows as negative power when it comes to the Numerator of the fraction,like eg:-

[tex]1 \div ( {5}^{8} ) = {5}^{ - 8} [/tex]

so we apply here same,

also

[tex]1 \div ({5}^{ - 8} ) = {5}^{8} [/tex]

so we get as,

[tex] {3}^{3} \div {3}^{ - 4} = {3}^{3} \times {3}^{4} [/tex]

this is the answer.

Answer:

AUB=2,4,6,8,10 & AnB=1,3,5,7,9

Answer:

Step-by-step explanation:

Answer:

a. increasing n decreases E

Step-by-step explanation:

The sample size refers to the number (n) of units or observations taken from a population for a study. The results obtained from this sample size can be used to make generalizations about the entire population. The margin of error (E) is a measure of the sampling error or the percentage of the difference between the results obtained from the study and the true population value. The relationship between the sample size (n), and the Margin of error (E) is an inverse. That means

Sample size (n) ∝ 1/E

So, as the sample size increases, the margin of error decreases. This would be even more true if the accurate procedures for the experiment are followed.

Answer:

Step-by-step explanation:

1)

A. 2 meters to centimeters

1 m = 100 cm

[tex]2 m = 2 \times 100 \\2 m = 200 cm = 2 \times 10^2[/tex]

B)108 centimeters to meters

100 cm =1 m

[tex]1 cm = \frac{1}{100} m \\108 cm = \frac{108}{100}=108 \times 10^{-2} m[/tex]

C)2.49 meters to centimeters

1 m = 100 cm

[tex]2.49 m = 2.49 \times 100 = \frac{249}{100} \times 100 = 249 cm[/tex]

D)50 centimeters to meters

100 cm = 1m

[tex]1 cm = \frac{1}{100} m \\50 cm = \frac{50}{100}= 5 \times 10^{-1} m[/tex]

E)6.3 meters to centimeters

1 m = 100 cm

[tex]6.3 m = 6.3 \times 100=\frac{63}{10} \times 100 = 630 cm[/tex]

F)7 centimeters to meters

100 cm = 1 m

[tex]1 cm = \frac{1}{100} m\\\\7 cm = \frac{7}{100} = 7 \times 10^{-2} m[/tex]

2)

a)4 meters to millimeters

1 m = 1000 mm

[tex]4 m = 4000 = 4 \times 10^3 mm[/tex]

b)1.7 meters to millimeters

1 m = 1000 mm

[tex]1.7 m = 1.7 \times 1000= \frac{17}{10} \times 1000=17 \times 10^2 mm[/tex]

Answer:

bnbvmnbnjnmbkjbvkjhbjn

Step-by-step explanation:

lnjkkllknnhljknk

Answer:

B slope = 1 and y intercept is 3

Step-by-step explanation:

The y intercept is where the line crosses the y axis (x is zero).

The slope can be figured by how far the line rises and runs to the next intersection of lines. In this case it goes up 1 and to the right 1. The slope would be 1/1 or 1

Answer:

Slope =1 ; Y-intercept=3

Step-by-step explanation:

The y intercept would be the point on the vertical line that touches the graph which in this case is three.

then to get to the next point that's on the line would have to move over 1 once to the right and one time up. so the slope is 1 over 1 which would equal 1.

Answer:

membrane-bound cell organelles

Answer:

(2,-2)

Step-by-step explanation:

Answer:

1800000 kilometers

Step-by-step explanation:

i think im not 100% sure

Answer:

Step-by-step explanation:

Given the expression 2y+13=y+5

To get the value of y, we willow the following steps:

Subtract 2y to both sides:

2y+13-2y = y+5-2y

13 = -y+5

subtract 5 from both sides:

13-5 = -y+5-5

8 =  -y

-y = 8

multiply both sides by -1

-(-y) = -8

y = -8

Hence the value of y = -8 not -14

So NO,if you continue to solve, y would not be -14

Answer:

y-int = -10, x-int = 15/2

Step-by-step explanation:

y int:

-4(0)+3y=-30

3y=-30

y=-10

x int:

-4x+3(0)=-30

-4x=-30

x=30/4=15/2

Answer:

90

if 15 is 1 6th then yo need 5 more 15s to find out the whole number

Answer:

I don't see the screenshot and i'm not going to download it...

Step-by-step explanation:

yikes

Answer:

904

Step-by-step explanation:

8 x 113 = 904

Answer:

6.333

Step-by-step explanation:

Our triangle vertices are

(1,1)(5,1)(2,9)

We are to perform interpolation at point(3,5)

x and y values are interpolated

On vertices (5,1)(2,9)

x = 3

x1 = 5

X2 = 2

Y1 = 1

Y2 = 9

Formula for interpolation

Y = [y1+(x-x1)(y2-y1)]/x2-x

Y = 1+(3-5)(9-1)/2-5

Y = 1+[-2*8/-3]

Y = 1+16/3

From here we use use LCM to get:

19/3 = 6.333