9514 1404 393
Answer:
6.302×10^7 kg
Step-by-step explanation:
Since we want to find the difference in mass, we need to have the same exponent on both numbers. For that purpose, it is convenient to change the representation of the train's mass to 0.998×10^7 kg.
The carrier has more mass by the amount of ...
7.3×10^7 -0.998×10^7 = (7.300 -0.998)×10^7 = 6.302×10^7 . . . kg
_____
Your (scientific or graphing) calculator or a spreadsheet can figure this for you and give you the scientific notation display.
PLS HELP ILL MARK BRAINEST DUE IN 20 minsss
Answer:
ill help
Step-by-step explanation:
slope line in simplest form
Answer:
y=-2/3x
I think that's the simplest form
Find x and y. Give reasons to justify your solution.
Answer:
122
Step-by-step explanation:
2xー1+2-2
solve this and show work
Answer:
2x - 1
Step-by-step explanation:
2x−1+2−2
=2x+−1+2+−2
Combine Like Terms:
=2x+−1+2+−2
=(2x)+(−1+2+−2)
=2x+−1
Answer:
x = 1/2Step-by-step explanation:
We need to add -1 to each side of this to get rid of the -1 in the equation.
2x - 1 + 2 = 2
2x + 1 = 2
We need to subtract 1 from each side.
2x = 1
x = 0.5
Checking:
2(0.5) - 1 + 2 = 2
1 - 1 = 0 + 2 = 2 (Checks out)
ANSWER: x = 1/2The lines represented by the equations y = -X – 3 and
5y + 5x = -15
Answer:
your y= is
y−intercept=− 1 /3 =−3.00000
Step-by-step explanation:
What is 78x6 =
please let me know if you have the asers
Answer:
468
Step-by-step explanation:
and this is how you spell answers
The value of 78 × 6 is 468
What is multiplication?Multiplication is the process of calculating the product of two or more numbers. The result of multiplication is called product.
If a × b = c , this means that a and b are the factors and c is the product.
For example if each student has 5 apples and there are 100 students in the camp, the total number of apples in the camp is
100 × 5 = 500 mangoes.
Similarly, 78 × 6
= 70 × 6 + 8 × 6
= 420 + 48
= 468
Therefore the product of 78 and 6 is 468
learn more about multiplication is
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0.072 as a multiple power of 10
Answer:
0.72 I think but not sureThank you ☺️☺️
I can't figure this out, help-
-2(7-y)+4= -4
-14+2y =-4-4
-14 + 2y = -8
2y = -8+14
y = 6/2
y = 3
-5n-3(n+2)=18
what is n?
Please show all work
Answer:
n=-3
Step-by-step explanation:
Look at the attachment below
Hope this helps (:
If Kynlee can walk 3/5 mile in 1/3 of a day, how far can she walk in 1 day.
Answer:
1 and 4/5 mile or 1.8 miles
Step-by-step explanation:
You would multiply 3/5 by 3 because in 1/3 day she can walk 3/5 miles, you want to find out how much she can walk in a day! Hope this helps! If you liked this answer, a brainliest would much be appreciated!
Answer:
9/5 i believe ( or 1 4/5 )
Step-by-step explanation:
multiply 3/5 by 3, since 1/3 is only a part of the day
( im sorry if this is wrong :( )
Solve for x:
7x-99+ 2x+1
please helpppp
Answer:
x = 20
Step-by-step explanation:
7x - 99 = 2x + 1 (vertically opposite angles are equal)
Rearrange
5x = 100
x = 20
"Sonia had band practice 2 _1/3 hours on Saturday and 1_3/4 hours on Monday. How many total
hours did she practice those two days? *
Answer:
3_5/6 hours
Step-by-step explanation:
2_ 1/3 = 2_ 4/12
1_3/4 = 1_6/12
2_4/12 + 1_6/12 = 3_10/12
3_10/12 = 3_5/6
slope of one dotted lines:
slope of the reflection line:
Answer:
Slope of dotted lines: 1
Slope of reflection line: -1
Step-by-step explanation:
For the dotted lines, the rise up by one unit and run for one unit, thus their slopes are 1.
For the reflection line, it does the same thing as the dotted line, but instead of rising one unit, it goes down for one unit and runs for one unit, making its slope -1.
Lines will not always be written initially in y=mx+b form. Sometimes you will need to do some simple
manipulation (typically one or two steps) to rearrange into this form.
Exercise #3: For each of the following equations, rearrange them into y = mx +b form and identify the slope
and y-intercept of the line.
(a) y +2x = 7
(b) 2x+3y = 12
(c) 4x -6y = 7
Answer:
a. y = -2x + 7
b. y = -⅔x + 4
c. y = ⅔x - 7/6
Plz mark brainliest:)
Ben and Ella are filling goodie bags for a party. Each goodie bag needs an eraser, a bubble wand, and a few candy bar bites. Ben filled 25 goodie bags in 20 minutes. Ella filled 27 goodie bags in 24 minutes. Who filled goodie bags at a faster pace?
Answer:
Ben
Step-by-step explanation:
25 goodies = 20 minutes
27 goodies = 24 minutes
Let's use ratio, divide both of them by their minute
25/20 = 20/20
27/24 = 24/24
1.25 goodies = 1 minute
1.12 goodies = 1 minute
1.25 is bigger than 1.12.
Answer:Ben
Step-by-step explanation:
Question 7 of 9
4 = (4 = 9) = (4 = 4) = 9
O A. True
B. False
Answer:
B. false
Step-by-step explanation:
The left side 4 does not equal to the right side 9 , which means that the given statement is false.
Answer ASAP!!! First correct answer gets brainliest
Step-by-step explanation:
Given problem;
Write the equation of the line with the given slope and y-intercept
The equation of a line is expressed as;
y = mx + b;
m is the slope and b is the y-intercept
7. m = -5, b = -6
y = mx + b
Input the parameters:
y = -5x -6
8. m = 1, b = -4
y = mx + b
Input the parameters:
y = x - 4
9. m = 0.4, b = -9
y = mx + b
Input the parameters:
y = 0.4x - 9
10. m = 0, b = 3
y = mx + b
Input the parameters:
y = 3
Convert y = x2 - 4x + 1 to vertex form by completing the square.
O y= (- 1)2 + 4
O y= (1 - 2)2 +5
O y= (x - 2)2 – 3
O y = (x - 4) + 1
Answer:
vertex: (-2, -3)
Step-by-step explanation:
y = x2 + 4x + 1
y = x2 + 4x + 22 + 1 - 22
y = (x + 2)2 + 1 - 4
y = (x + 2)2 - 3 in y = (x - h)2 + k, (h, k) is the vertex.
Answer:
y = (x - 2)² - 3
Step-by-step explanation:
Given
y = x² - 4x + 1
To complete the square
add/subtract ( half the coefficient of the x- term )² to x² - 4x
y = x² + 2(- 2)x + 4 - 4 + 1
= (x - 2)² - 3
what percent is equivalent to 1/20
Answer:
1/20 is 5%
Step-by-step explanation:
1/20 = 5%
20/20 = 100%
100 ÷ 20 = 5%
1/20 x 100 = 0.05 x 100 = 5%
Step-by-step explanation:
[tex]1 \div 20 =( 1 \times 5) \div (20 \times 5) = \\ 5 \div 100 = 5\%[/tex]
Jose paid 47.00 for 4 movie tickets. Each ticket costs the same amount.what was the cost of each movie ticket in dollars and cents
Answer:
$11.75
Step-by-step explanation:
In order to solve this problem, you divide $47.00/4. When you do that, you get $11.75
Can someone please help
Answer:
( -1 , 0.5)
Step-by-step explanation:
Arturo is driving to a hotel. After 3 hours of driving, he is 135 miles from home. After 5 hours of driving, he is 225 miles
from home. Arturo graphs his distance with respect to time as a line. What is the slope of the line?
Respect to time as a line. What is the slope of line?
Please help !
Answer:
it is C
Step-by-step explanation:
i took all the test and got a hundred
if we graph his distance with respect to time as a line then slope of line is 45.
What is Slope of Line?The slope of the line is the ratio of the rise to the run, or rise divided by the run. It describes the steepness of line in the coordinate plane.
The slope intercept form of a line is y=mx+b, where m is slope and b is the y intercept.
The slope of line passing through two points (x₁, y₁) and (x₂, y₂) is
m=y₂-y₁/x₂-x₁
Arturo after 3 hours of driving is 135 miles from home. After 5 hours of driving, he is 225 miles
from home
Let the two points are (3, 135) and (5,225)
m=225-135/5-3
=90/2
=45
Hence, if we graph his distance with respect to time as a line then slope of line is 45.
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What single decimal multiplier would you use to decrease by 6% followed by a 19% increase?
Answer: 13% increase?
Step-by-step explanation: 19-6=13 which means it would be 1.13 the original amount?
Answer:
1.13
Step-by-step explanation:
A 6% decrease would be 0.94 and a 19% increase after that would be 1.13
how do i graph x = -1
Answer:
red line shown is how to graph x = -1
Step-by-step explanation:
Pls help ASAP I will give brainlyest
Nile had 20% less strikeouts this year than last year. He had 124 strikeouts last year. Which steps are needed to calculate the number of strikeouts Nile had this year? Check all that apply
(A) Convert 20% to a decimal.
(B) Multiply: 0.2 × 124 = 24.8
(C) Divide: 124 ÷ 20 = 6.2
(D) Subtract: 124 – 24.8 = 99.2
(E) Add: 124 + 24.8 = 148.8
(F) Subtract: 124 – 6.2 = 117.8
Answer:
(A) Convert 20% to a decimal.
(B) Multiply: 0.2 × 124 = 24.8
(D) Subtract: 124 – 24.8 = 99.2
Step-by-step explanation:
Given parameters:
Number of strikeouts last year = 124
Percent reduction = 20%
Unknown:
Number of strikeouts this year =?
Solution:
To find the number of strikeout this year,
Convert 20% to a decimal = [tex]\frac{20}{100}[/tex] = 0.2
Now; Multiply: 0.2 × 124 = 24.8
The number of strikeouts this year = 124 - 24.8 = 99.2
Round this number to the nearest HUNDREDS place
1 point
5,230
Answer:
5,200
Step-by-step explanation:
Answer:
5,000
Step-by-step explanation: Think back to your elementary days: how did you learn to round numbers? Chances are, your teacher taught the class how to round up or down from the number 5. In other words, if the last number is below five, you might round it down, and if it’s above, it gets rounded up.
In fact, there are a whole plethora of rounding rhymes that can easily be found on the internet. Complete a quick Google search, and you might find something like, “5 and above, give it a shove! 4 and below, let it go!”. While these sayings might seem like a great solution to help kids quickly learn to solve problems, how do children know what place value they are rounding to?
kids with scores
Before the current Common Core or individual state standards were established, mathematics was often taught by encouraging students to memorize facts and learn tricks to complete problems. Rounding is no exception, as many educators have encouraged kids to use rhymes like those described above. Needless to say, it doesn’t teach a child the underlying concept itself.
Below we’ll explore exactly why teaching math tricks don’t work, even if it helps students to arrive at a correct answer. Then, keep reading to discover 7 of the best ways to teach rounding numbers.
Why Getting Answers Correct is Not Enough
As mentioned above, teaching kids tricks or “hacks” to complete math problems can sometimes be helpful, it doesn’t help your child understand the mathematical concept behind the skill. For kids, teaching them to think about the number 5 and round up or down can help them arrive at the right answer, but they aren’t thinking about place value when they use the trick. So, if children are completing a rounding activity, they don’t know if they should round to the nearest ten or hundred. In fact, they might not know why they’re rounding up or down at all!
2. The sum of the measures of the exterior angles of a triangle equals: 60 180 270 360
Answer:
360
Step-by-step explanation:
the intirior angles equals 180 so ttthe outside have to equal 360
Ella played a math game and had the five cards shown.
-5, -7, 4, -4, 10
Her score was the sum of the numbers on these five cards. What was Ella's score?
Answer:
-2
Step-by-step explanation:
-5 + -7 = -12
-12 + 4 = -8
-8 + -4 = -12
-12 + 10 = -2
Answer:
Answer:
-5
Step-by-step explanation:
7-4+2-10= -5
Step-by-step explanation:
CAN SOMEONE HELP ME PLEASE NEED THIS DONE BEFORE 10:00
Answer:
27/2 or 13.5
Step-by-step explanation:
use PEMDAS
Divide the 18 by 2 then multiply by 3
Subtract 3 from 5 then divide the top 27 by the bottom 2
Answer:
the answer is 9
Step-by-step explanation:
18 divided by 2 equals 9. then 9 times 3 equals 27. 27 divides by 3 (5-2 =3) which equals 9
The weight, y, in pounds, of kittens was tracked for the first 8 weeks after birth where t represents the number of weeks after birth. The linear model representing this relationship is ŷ = 1.7 + 1.48t. Statler wanted to predict the weight of a kitten at 10 weeks. What is this an example of, and is this method a best practice for prediction? Explain your reasoning.
Answer:
Step-by-step explanation:
The mentioned relationship for the weight, in pounds, of the kitten with respect to time, in weeks, is
[tex]\hat y =1.7 +1.48t[/tex]
Weight of the kitten after 10 weeks
[tex]\hat y =1.7 +1.48\times 10[/tex]
[tex]\hat y =16.5[/tex] pounds
This modeled equation is based on the observation of the early age of a kitten where the kitten is in its growth period, but in the early stage the growth rate in the weight of the kitten was the same but the growth of any living beings continues till the adult stage. So, after some time, in real life situation, this weekly change in weight will become zero, So, this model is not suitable to measure the weight of the kitten over the larger time period.
Here, t= 10 weeks is nearby the observed time period, so the linearly modeled equation can be used to predict the weight.
Hence, the weight of the kitten after 10 weeks is 16.5 pounds.