what is 1,100,000,000 km/h in scientific notation?

Answer: 7

step by step explanation: trust me, bro

Answer:

43.982297cm

Step-by-step explanation:

hope that helps

have a great day/night

19NBoli

Step-by-step explanation:

if ur radius is 7cm

then

circum of a circle =2pi r

2×3.14×7=43.96

Answer:

d

Step-by-step explanation:

Answer:A is the correct answer

Step-by-step explanation:

Answer:

50 muffins

Step-by-step explanation:

20 : 40%

y : 100%

[tex]\frac{20}{y} :\frac{40}{100}[/tex]

y · 40 = 20 · 100

40y = 2000

40y ÷ 40 = 2000 ÷ 40

y = 50

Answer:

50

Step-by-step explanation:

first you must find out how many muffins are in 1%, that will be .5 muffins which also meens that every 2% there will be 1 muffin. so we do 100 dived by 2 and you will get 50 which is the amount of muffins that will be made

Answer:

Se necesitan 15 cajas para almacenar cada alimento por separado.

Step-by-step explanation:

En este ejercicio necesitamos hallar el Máximo Común Divisor entre la cantidad disponible de alfajores y empanadas, cada una de las cuales se almacenan sin mezclar. Para ello descomponemos factorialmente cada número:

Cantidad de alfajores

[tex]450 = 2\times 3^{2}\times 5^{2}[/tex]

Cantidad de empanadas

[tex]105 = 3\times 5\times 7[/tex]

El Máximo Común Divisor consiste en el factor común de cada uno de los productos de números primos:

[tex]M.C.D. = 3\times 5[/tex]

Entonces, cada caja tiene una capacidad máxima de 7 empanadas o 30 alfajores y se necesitan 15 cajas para almacenar cada alimento por separado.

Answer:

is it 7.7 i am not sure

Step-by-step explanation:

Answer:

percentage loss={[(160×4)-1250]×100}/1250

Answer:

1/24

Step-by-step explanation:

5/120 which simplifies to:  1/24

Answer:

∠FJG= 135

Step-by-step explanation:

∠FJG + ∠GJH = 168 so

(6x - 15) + (x + 8) = 168

7x - 7 = 168

7x = 175

x = 25

plug it in ∠FJG

6(25) - 15 = 135

9514 1404 393

Answer:

Step-by-step explanation:

1) The given line is in "slope-intercept form."

  y = mx + b . . . . . . . . line with slope m and y-intercept b

Comparing this to the given equation, we see ...

  m = 1/2 . . . . slope of given line

__

Two lines are parallel when they have the same slope. Then the value of m that makes the second line parallel to the first is the same value of m:

  m = 1/2

_____

2) Lines with the same slope are parallel, so the value of m needs to match the coefficient of x (the slope) in the given equation.

Step-by-step explanation:

The Gender Gap in STEM Fields: The Impact of the Gender Stereotype of Math and Science on Secondary Students' Career Aspirations

Elena Makarova1*, Belinda Aeschlimann2 and Walter Herzog3

1Institute for Educational Sciences, University of Basel, Basel, Switzerland

2Swiss Federal Institute for Vocational Education and Training SFIVET, Bern, Switzerland

3Institute of Educational Science, University of Bern, Bern, Switzerland

Studies have repeatedly reported that math and science are perceived as male domains, and scientists as predominantly male. However, the impact of the gender image of school science subjects on young people's career choice has not yet been analyzed. This paper investigates the impact of the masculinity image of three school subjects—chemistry, mathematics, and physics—on secondary students' career aspirations in STEM fields. The data originated from a cross-sectional study among 1'364 Swiss secondary school students who were close to obtaining their matriculation diploma. By means of a standardized survey, data on students' perception of masculinity of science school subjects were collected using semantic differentials. The results indicate that for both sexes, math has the strongest masculinity attribution, followed by physics as second, and, finally, chemistry with the lowest masculinity attribution. With respect to gender differences, our findings have shown that among female students, the attribution of masculinity to the three school subjects does not differ significantly, meaning that female students rated all subjects similarly strongly as masculine. Within the group of male students however, the attribution of masculinity to math compared to chemistry and physics differs significantly, whereas the attribution of masculinity to chemistry and physics does not. Our findings also suggest that gender-science stereotypes of math and science can potentially influence young women's and men's aspirations to enroll in a STEM major at university by showing that a less pronounced masculine image of science has the potential to increase the likelihood of STEM career aspirations. Finally, the paper discusses ways of changing the image of math and science in the context of secondary education in order to overcome the disparities between females and males in STEM.

Answer:

y= 4+x

Step-by-step explanation:

she has 4 gallons already in the tank

she puts in x more

therefore the total amount in the tank is 4+x

Answer:

Yes the ans is option a

because

Step-by-step explanation:

1. Angle f and.angle d are equal

2. Side opp. to the equal angle are equal.

Answer:

Step-by-step explanation:

Your checkmarks are in the right places. So the answers are correct that you have chosen.

Answer:

y=0   y=-3

Step-by-step explanation:

Just trust me ;)

Answer:

probably √125

Step-by-step explanation:

so x is between 10.9 and 11.1

What i did was added those to together and then divided them by 2 so that i could find the average between them:

10.9 + 11.1 = 22

22/2=11

so you have 11 as your average.

now what i did was find the value of each answer choice to see which one was closest to 11 and the square root of 125 is just that.

The best approximation of decimals 10.9 and 11.1 is 11.

In mathematics, a number line is a straight line containing numbers arranged at equal segments or periods throughout its duration.

In another word, a number line is basically a line in which infinite numbers have been written in ascending order or increasing order.

A horizontal number line is the most common representation and can be extended infinitely in any direction.

Given that, location of x in number line

x = 10.9 and x = 11.1

Now, to estimate the value we will round up both digits and find the average.

In 10.9 round up to 11 and 11.1 will round down to 11

Now average = (11 +11)/2 = 11

Therefore, the best approximation of decimals 10.9 and 11.1 is 11.

To learn more about the number line visit:

brainly.com/question/13189025

#SPJ2

Answer:

Here a rational number is in standard form if its denominator is positive in lowest term.

[tex]\frac{4}{-9} =\frac{-4}{9}[/tex]

Hey buddy I am here to help!

write them all in brackets like this :

(1,1) (1,2) (1,3) - this is the answer too

continuation of answer - 1,4.  1,5.  1,6.  1,7.  2,1.   2,2.  2,3.   2,4.  2,5.  2,6.  2,7. 3,1.  3,2.  3,3.  3,4.  3,5.  3,6.  3,7.   4,1.  4,2.  4,3.  4,4.  4,5.  4,6.  4,7.   5,1.  5,2.  5,3.  5,4.  5,5.  5,6.  5,7.  6,1.  6,2.  6,3.  6,4.  6,5.  6,6.  6,7.  7,1.  7,2.  7,3.  7,4.  7,5.  7,6.  7,7

also write the answer like this

Sample Space { answer}

curly brackets r neecessary

plz mark my answer brainliest

Answer:

x = 1.43

Step-by-step explanation:

14x = 20

x = 20/14

x = 14.3

Answer:

Length = x + 2

Width = x +10

Step-by-step explanation:

[tex]Area = Length \times Width[/tex]

[tex]x^2 + 12x +20 = Length \times width\\\\x^2 + 2x + 10x + 20 = Length \times width\\\\x(x+2)+10(x+2) = Length \times width\\\\(x+2)(x+10) =Length \times width\\[/tex]

Length = x + 2

Width = x +10

Answer:

c

Step-by-step explanation:

We are dividind how 100 can fit in 15 seconds

which is 100 /15

therefore when C when u tak it to the other side it divides 100 in 15

d×15=100

d=100/15

Answer:

I believe the slope would be -2

Step-by-step explanation:

The line goes down 2 boxes and over 1 box before it intersects with another point.  Knowing slope = [tex]\frac{rise}{run}[/tex], we know that slope = [tex]\frac{-2}{1}[/tex] which is equal to -2.

Answer:

49.6% of container A is still full

Step-by-step explanation:

volume of a cylinder : pi×r²×h

Va = pi × 12² × 15 = pi×144×15 = 6785.84013... ft³

Vb = pi × 8² × 17 = pi×64×17 = 3418.05281... ft³

how much of A is still filled, when B has been completely filled ?

Va left = Va - Vb = 3367.78732... ft³

100% of Va = 6785.84013... ft³

1% of Va = 67.8584013... ft³

so, how often does 1% of Va fit into the remaining filing volume of A (Va left) ?

3367.78732... / 67.8584013... = 49.6(2962963...)%

Answer:

1=6

2=2

3=12

edge 2021 the 1st girl was right for the 2nd one but the rest was wrong..

Step-by-step explanation:

Answer:To verify the answer with a model, you could show

✔ 6

circles.

Each circle would be divided into

✔ 2

equal parts.

✔ 12

parts would be shaded.

Step-by-step explanation:am nice trust,

Answer:

40217.6 cubic feet

Step-by-step explanation:

Given data

Diameter= 40feet

Radius= 20feet

Height=32feet

The expression for the volume is given as

V= πr^2h

Substitute

V= 3.142*20^2*32

V= 3.142*400*32

V=40217.6 cubic feet

Hence the volume of the tank is 40217.6 cubic feet

Note: Consider we need to find the amount.

Given:

Principal = $38000

Rate of interest = 9% compounded monthly

Time = 7 years

To find:

The amount after 7 years.

Solution:

Formula for amount:

[tex]A=P\left(1+\dfrac{r}{n}\right)^{nt}[/tex]

Where, P is principal, r is the rate of interest in decimal, n is the number of times interest compounded in an year and t is the number of years.

The interest is compounded monthly, so n=12.

Putting [tex]P=38000, r=0.09,n=12, t=7[/tex] in the above formula, we get

[tex]A=38000\left(1+\dfrac{0.09}{12}\right)^{12(7)}[/tex]

[tex]A=38000\left(1+0.0075\right)^{84}[/tex]

[tex]A=38000\left(1.0075\right)^{84}[/tex]

[tex]A\approx 71181.67[/tex]

Therefore, the amount after 7 years is $71181.67.

Answer:

500000

Step-by-step explanation:

yeah boi

Answer:

1 and 3

10 = 8+2

8+2=5+5

Wrong:

7-2=7+1

7-2=5

7+1=8

Answer:

a. integer

b. rational

c. irrational

d. rational

e. whole

f. rational

g. integer

h. irrational

i. natural

j. integer

Step-by-step explanation:

natural = 1, 2, 3, 4, ......

whole = 0, 1, 2, 3, 4, ....

integer = -5, -6, 0, 1, 2, 3, 4, ....

rational = can be fractional also 1, 2, 0, -5, -7, 5/3, -7/9

irrational = can't be fractional √2, 8.93845859382, 7.324464213

Answer:

x =  [tex]2\sqrt{2}[/tex] (or [tex]\frac{2\sqrt{2} }{1}[/tex] if it needs to be represented as a rational denominator)

Step-by-step explanation:

We know that;

1.) This triangle is equilateral, and because of the line segment it's divided into 2 right triangles.

2.) The base of the whole triangle would be 4, and the base of the right triangle would be 2, since the base is cut in half with a mid point.

Therefore we can say;

A² + B² = C²

x² + 2² = 4²

x² + 4 = 16

x² = 16 - 4

x² = 8

x = [tex]\sqrt{8}[/tex]

Simplifying this further would be;

[tex]\sqrt{8}[/tex] = [tex]\sqrt{4} * \sqrt{2}[/tex]

[tex]\sqrt{8}[/tex] = [tex]2\sqrt{2}[/tex] (or [tex]\frac{2\sqrt{2} }{1}[/tex] if it needs to be represented as a rational denominator)

Hope this helps!