The weight 60.5 kg is equal to approximately 133.38 pounds. This conversion was done using the formula 60.5 kg x 2.20462 lbs/kg = 133.37851 lbs.
We know that 1 kg is equivalent to 2.20462 pounds, which means that we can convert kilograms to pounds by multiplying the weight in kilograms by the conversion factor 2.20462.
So to convert 60.5 kg to pounds, we can use the following formula:
60.5 kg x 2.20462 lbs/kg = ? lbs
Multiplying 60.5 by 2.20462 gives us:
60.5 x 2.20462 = 133.37851
Therefore, 60.5 kg is equivalent to 133.37851 pounds.
Finally, we can round this result to two decimal places to get:
60.5 kg is approximately equal to 133.38 pounds.
So the final answer is that 60.5 kg is equivalent to approximately 133.38 lbs.
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3.
Consider this system of equations: y = - +4
3x - 4y = 12
Solve the system by graphing.
Click the line tool and select two points to create the line.
Select the point where the lines intersect and label the point. You will need to use decimal notation instead of fraction notatic
in your label.
Answer:
(4,0)
Step-by-step explanation:
I will assume the fiorst equation is missing an "x," so I'll assume it was meant to be: y = -x + 4
See the attached graph. The lines cross at (4,0).
help please I don’t know
Answer:
the value of x is 12 as per my calculation it goes in equation
Which of the following gives the correct range for the piecewise graph?
51y
-5 -4 -3
0-2≤x≤5
O-2≤y≤5
O-4≤x≤3
O-4 sys3
4
3
2
1
-2 -1 0
-2
-3
A
-5
1
2
3
4
X
5
The range of the given piecewise function is -
-4 ≤ x ≤ 3.
What is Piecewise function?A piecewise function is a function that is defined on a sequence of intervals. A common example is the absolute value function.
Given is the piecewise function as shown in the image.
Range is the set of values that exist for a specific value in the domain of the function. So, we can write the range as the set of {y} values for the function. From the graph, we can write the range as -
-4 ≤ x ≤ 3
Therefore, the range of the given piecewise function is -
-4 ≤ x ≤ 3.
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3. Calculate the following: a) 5-9 d) 8-8 g) -1 + 12 j) -12 + 12 m) -2 +4+3 p) -4-3+2-1 4. Calculate the following: a) 3+ -2 d) −5+-2 al 2−−3+-4 mo b) 2 + 7 e) −2+5 h)-8-22 k) 2+4-3 n) -2+4-3 193 b)-4--56/t e) 8-+3 h) | +-2--3
The arithmetic expressions are solved and answered below -
5 - 9 = - 4
8 - 8 = 0
- 1 + 12 = 11
- 12 + 12 = 0
- 2 + 4 + 3 = 5
- 4 + 3 + 2 - 1 = - 2 + 2 = 0
What are algebraic expressions?In mathematics, an expression or mathematical expression is a combination of terms both variables and constants. For example -
2x + 4y + 5z
4y + 2x
Given are the expressions as given in the questions.
{a} -
5 - 9 = - 4
{b} -
8 - 8 = 0
{c} -
- 1 + 12 = 11
{d} -
- 12 + 12 = 0
{e} -
- 2 + 4 + 3
5
{f} -
- 4 + 3 + 2 - 1 = - 2 + 2 = 0
Therefore, the arithmetic expressions are solved and answered below -
5 - 9 = - 4
8 - 8 = 0
- 1 + 12 = 11
- 12 + 12 = 0
- 2 + 4 + 3 = 5
- 4 + 3 + 2 - 1 = - 2 + 2 = 0
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{Complete question -
Calculate the following:
a) 5-9
b) 8-8
c) -1 + 12
d) -12 + 12
e) -2 +4+3
f) -4-3+2-1}
How do I solve in trigonometry?
Given:-
A right angled triangle is given to us with hypotenuse= 42 and base= x .One of the angles is 64° .To find:-
The value of x.Answer :-
Here we will make use of trigonometric ratios . As we know that,
[tex]\sf \implies \cos\theta =\dfrac{base}{hypotenuse} \dots (1)\\[/tex]
And here,
hypotenuse= 42base = x [tex]\theta = 64^\circ [/tex]So on substituting the respective values in (1) , we have;
[tex]\sf \implies \cos64^\circ =\dfrac{x}{42} \\[/tex]
And the value of
cos 64° = 0.438[tex]\sf \implies 0.438 = \dfrac{x}{42} \\[/tex]
[tex]\sf \implies x = 42 \times 0.438 \\[/tex]
[tex]\sf \implies x = 18.396 \\[/tex]
[tex]\sf \implies \underline{\underline{ x \approx 18.4 }} \\[/tex]
and we are done!
In Harold’s class, there are 7 boys for every 6 girls. Identify three equivalent ratios to compare boys to girls.
100 points
Answer:
One equivalent ratio that compares the number of boys to the number of girls in Harold's class is 7:6. Another equivalent ratio is 14:12, and yet another equivalent ratio is 21:18. These ratios are equivalent because they represent the same relationship between the number of boys and girls, just with different scale.
Answer:
14:12
21:18
35:30
Step-by-step explanation:
An equivalent ratio is a ratio that represents the same comparison as another ratio, but with different values. To find equivalent ratios to compare boys to girls in Harold's class, we can multiply or divide both the numerator and denominator of the original ratio by the same value.
The original ratio of boys to girls is 7 boys to 6 girls, or 7:6. Here are three equivalent ratios:
14:12 (multiplying both the numerator and denominator by 2)
21:18 (multiplying both the numerator and denominator by 3)
35:30 (multiplying both the numerator and denominator by 5)
35,30,25,20
35 is the 1st term of the arithmetic sequence
write the nth term in the notation
what is the 100th term
The nth term of the sequence is a{n} = 35 + (-5)(n - 1) and the 100th term would be a{100} = - 460.
What is arithmetic sequence?A sequence in which the difference of the consecutive terms remain constant is called a arithmetic sequence.
Given is the sequence as -
35, 30, 25, 20
We can write the nth term of the sequence as -
a{n} = a + (n - 1)d ... { 1 }
a{n} = 35 + (-5)(n - 1)
For {n} = 100, we can write -
a{100} = 35 + (-5)(99)
a{100} = 35 - 495
a{100} = - 460
Therefore, the nth term of the sequence is a{n} = 35 + (-5)(n - 1) and the 100th term would be a{100} = - 460.
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What are the coordinates of the point (−9, −5) after being reflected across the y-axis on a coordinate plane?
To reflect a point across the y-axis, you multiply the x-coordinate of the original point by -1 while keeping the y-coordinate the same. So, reflecting the point (-9, -5) across the y-axis results in the point (9, -5).
Answe
To reflect a point across the y-axis, you multiply the x-coordinate of the original point by -1 while keeping the y-coordinate the same. So, reflecting the point (-9, -5) across the y-axis results in the point (9, -5).
Step-by-step explanation:
At summer camp, 40 students are divided in two groups for swimming or hiking. Each camper flips a coin, where heads represents swimming and tails represents hiking.
Outcome Frequency
Swimming 12
Hiking 28
Compare the probabilities and determine which statement is true.
.
The theoretical probability of swimming, P(swimming), is one half, but the experimental probability is 28 over 40.
The theoretical probability of swimming, P(swimming), is one half, but the experimental probability is 12 over 40.
The theoretical probability of swimming, P(swimming), is 12 over 28, but the experimental probability is one half.
The theoretical probability of swimming, P(swimming), is 28 over 40, but the experimental probability is one half.
Answer:
The true statement on the profitability is c.
Step-by-step explanation:
The theoretical profitability of the swimming, P(swimming), is one-half, but the experimental probability is 23 over 50.
The theoretical probability of an occurrence indicates the propensity to occur. The theoretical probability of receiving heads is 1/2 since we know that flipping a coin has an equal chance of landing tails or heads. The frequency of an event actually occurring in an experiment is referred to as its experimental probability.
The theoretical probability of swimming is 1 / 2 because it is either heads or tails. However, the experimental probability of swimming is:
so,
= Number of swimmers / Total number of students
= 23 / 50
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The theoretical probability of swimming, P(swimming), is one half, but the experimental probability is 12 over 40. The correct statement is option B.
The theoretical probability of an event is the probability calculated based on the assumption of equally likely outcomes, while the experimental probability is the probability determined from actual data or outcomes observed in an experiment.
In this case, there are 40 students, and each camper flips a coin to decide between swimming and hiking. The outcome frequency shows that 12 students chose swimming, and 28 students chose hiking.
Let's compare the theoretical and experimental probabilities of swimming:
The theoretical probability of swimming, P(swimming), is one-half (1/2), as there are two equally likely outcomes (heads or tails) when flipping a fair coin.
The experimental probability of swimming is the number of students who chose swimming (12) divided by the total number of students (40), which is 12/40.
Now, let's analyze the options:
A. The theoretical probability of swimming, P(swimming), is one half, but the experimental probability is 28 over 40.
The theoretical probability is correct (1/2), but the experimental probability is incorrect (it should be 12/40, not 28/40).
B. The theoretical probability of swimming, P(swimming), is one half, but the experimental probability is 12 over 40.
This statement correctly represents both the theoretical probability (1/2) and the experimental probability (12/40).
C. The theoretical probability of swimming, P(swimming), is 12 over 28, but the experimental probability is one half.
This statement has incorrect values for both the theoretical and experimental probabilities.
D. The theoretical probability of swimming, P(swimming), is 28 over 40, but the experimental probability is one half.
The theoretical probability mentioned here (28/40) is not correct. The theoretical probability of swimming is 1/2 (one-half), not 28/40.
The correct statement is option B:
The theoretical probability of swimming, P(swimming), is one half, but the experimental probability is 12 over 40.
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what is common factors of 20 and 45?
The common factors of 20 and 45 are 1 and 5, since these are the only factors that both numbers share.
To find the common factors of two numbers, we need to find the factors of each number and then identify the ones that they have in common. For example, if we want to find the common factors of 20 and 45, we first find the factors of 20 and 45:
The factors of 20 are: 1, 2, 4, 5, 10, 20
The factors of 45 are: 1, 3, 5, 9, 15, 45
The factor 1 is always a common factor of any two numbers, since every number is divisible by 1. The factor 5 is a common factor of 20 and 45 because both 20 and 45 are divisible by 5. It is important to note that the other factors of 20 and 45 are not common factors, since they are not shared by both numbers.
Therefore, the common factors of 20 and 45 are 1 and 5, since these are the only factors that both numbers share.
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(3c)° 42° 111°
Find the value of C in the figure
9 is the value of C.
What is Triangle?A triangle is a three-sided polygon that consists of three edges and three vertices.
The three given angles are (3c)° 42° 111°
We need to find the value of C.
The figure might be a triangle because there are three angles.
From angle sum property , the sum of three angles of triangle is 180 degrees.
3c+42+111=180
3c+153=180
Substitute 153 from both sides
3c=27
Divide both sides by 3
c=9
Hence, the value of c is 9.
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Rectangles ABCD and WXYZ are similar, but not congruent. Which sequence of transformations could map ABCD to WXYZ?
Transformations
rotation, dilation
rotation, reflection
translation, dilation
translation, reflection
For all the given sequence of transformations, Rectangles ABCD and WXYZ will be similar.
What is the difference between upward, downward, leftwards and rightwards translation?Upward translation = [k] units -When the upward translation take's place then, each point will have its y - coordinate shifted upwards by +k units.Downward translation = [k] units - When the downward translation will take place then, each point will have its y - coordinate shifted downwards by -k units.Leftward Translation = [k] units - When the leftward translation will take place then, each point will have its x - coordinate shifted by -k units to the left.Rightward Translation = [k] units - When the rightward translation will take place then, each point will have its x - coordinate shifted by +k units to the right.It is given that Rectangles ABCD and WXYZ are similar, but not congruent.
For all the transformations given represents the similar rectangles. Dilations, rotations, translations and reflections all lead to similar figures.
Therefore, for all the given sequence of transformations, Rectangles ABCD and WXYZ will be similar.
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Please help, find the missing side lengths for each set of similar figures.
Answer:
2. x=16
4. x=18.75, y=11.2
Step-by-step explanation:
2. x/8=30/15 ⇒x=2x8=16
4. x/15=8/6.4 ⇒x=1.25x15=18.75
y/14=6.4/8 ⇒y=0.8x14=11.2
The missing side lengths x = 16; y = 11.2 and x = 18.75
How to determine the missing side lengthsSimilar figures (2)
Given that the triangles are similar, we make use of the following equivalent ratio
8 : 15 = x : 30
Multiply the first ratio by 2
So, we have
16 : 30 = x : 30
By comparison, we have
x = 16
Similar figures (4)
Given that the triangles are similar, we make use of the following equivalent fraction equation
y/6.4 = 14/8
So, we have
y = 6.4 * 14/8
Evaluate
y = 11.2
For x, we have
x/8 = 15/6.4
This gives
x = 8 * 15/6.4
So, we have
x = 18.75
Hence, the value of x is 18.75
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A vine called the mile-a-minute weed is known for growing at a very fast rate. It can grow up to 0.5 ft per day. How fast in inches per hour can the mile-a-minute weed grow up to? Show your work using the correct conversion factors.
please show your work step by step by step.
the mile-a-minute weed can grow up to 0.25 inches per hour.
What is fraction?A fraction is a mathematical expression that represents a part of a whole. It is written as a ratio of two numbers, the numerator and the denominator, separated by a horizontal line. The numerator represents the part of the whole that is being considered, while the denominator represents the whole.
Given by the question.
To convert 0.5 ft per day to inches per hour, we can use the following conversion factors:
1 ft = 12 inches (since there are 12 inches in a foot)
1 day = 24 hours (since there are 24 hours in a day)
So, to convert 0.5 ft per day to inches per hour, we can use the following steps: Convert feet to inches:
0.5 ft x 12 inches/ft = 6 inches
Convert days to hours:
1 day = 24 hours, so:
6 inches/24 hours = 0.25 inches per hour
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Complete the table below by converting the given to its equivalent percent, decimal, or fraction. Conversion:
Answer:
A : 0.9 B: 45.2 C:0.006 D:3/500 E:25% F: 1/4
Step-by-step explanation:
PLEASE HELPPP me ASAP and show your work. If I get 2 questions I will mark one person BRAINLIEST. So PLEAASEEEEEEEEEEE
Help on #4, #7, and #8
The measure of angle ∠A will be 53.13.
What is trigonometry?The branch of mathematics that sets up a relationship between the sides and the angles of the right-angle triangle is termed trigonometry.
The trigonometric functions, also known as circular, angle, or goniometric functions in mathematics, are real functions that link the angle of a right-angled triangle to the ratios of its two side lengths.
The two sides are perpendicular = 9.2 and the base is 7.2. The angle ∠A will be calculated as:-
tan(A) = P / B
A = tan⁻¹ ( 9.2 / 7.2 )
A = 53.13°
Therefore, the measure of angle ∠A will be 53.13.
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Complete proofs 3-5 using Angle-Angle-Side (AAS).
3. Given: ZKJL = ZLMK, ZJKL ZMLK
Prove: AJKLAMLK
1.
2.
3.
4.
Statements
1.
2.
3.
4.
K
Reasons
L
M
Gina Wilson (All Things Algebra, LLC), 2014-2020
Triangle JKL is congruent to triangle MLK based on angle - angle - side congruency theorem
What is a triangle?A triangle is a polygon that has three sides and three angles. Types of triangles are equilateral, isosceles, scalene, right angled triangle. In an equilateral triangle, two sides are equal.
Two triangles are said to be congruent, if all angles and all sides are congruent to each other.
From the diagram:
∠KJL = ∠LMK (Given)
∠JKL = ∠MLK (Given)
KL ≡ KL
PS = QS (Definition of equilateral triangle)
ΔJKL ≅ ΔMLK (angle - angle - side congruency theorem)
Triangle JKL is congruent to triangle MLK
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i need help on this can question can anybody explain how to solve it and please solve in the simplest form
The slope of the segment [tex]\overline{DC}[/tex] of the line DA is equivalent to the slope of the segment [tex]\overline{BA}[/tex], which is 2/5. Therefore;
Slope of [tex]\overline{DC}[/tex] = [tex]\frac{2}{5}[/tex]
What is the slope of a graph of a linear function?The slope, m, of a graph with points (x₁, y₁), and (x₂, y₂) can be found using the formula;
[tex]m = \frac{y_2 - y_1}{x_2-x_1}[/tex]
The colinear points are; D, C, B, and A
The slope of the each section of a straight line graph are equivalent, therefore;
The slope of the line DA using the segment [tex]\overline{BA}[/tex] is the same as the slope of the line DA found using the segment of the line [tex]\overline{DC}[/tex].
The slope of a line is the ratio of the rise to the run of the line
Slope = Rise/Run
The rise of a segment of a line is the vertical elevation of the line segment, while the run of the segment of a segment of the line is the horizontal distance between the boundaries of the segment of the line.
The rise of the line between points A and B is 2 unit while the run of the segment [tex]\overline{BA}[/tex] is 5 units.
The slope of [tex]\overline{BA}[/tex] = (2 units)/(5 units) = 2/5
The slope of [tex]\overline{DC}[/tex] = The slope of BA = 2/5
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Joselyn ran 2 miles north, 10 miles east, 4 miles north, 4 miles east and 2 mile north. How far is joselyn from where she started? Leave the answer in simplified radical form.
The distance of 2√65 miles Joselyn is from where she started.
What is the distance between two points?The formula of the distance between two points is P(x₁, y₁) and Q(x₂, y₂) is given by: d (P, Q) = √ (x₂ – x₁)² + (y₂ – y₁) ².
Her initial position is the origin (0, 0), and she ran 2 miles north to reach (0, 2). Then, she ran 10 miles east to reach (10, 2). After that, she ran 4 miles north to reach (10, 6). Then, she ran 4 miles east to reach (14, 6). Finally, she ran 2 miles north to reach (14, 8).
To find the magnitude of Joselyn's displacement, we can use the Pythagorean theorem.
We can consider the displacement from the starting point to Joselyn's final position as the hypotenuse of a right triangle, and the north-south and east-west displacements as the two shorter sides.
Thus, the displacement (d) can be calculated as:
d = √((14 - 0)² + (8 - 0)²)
d = √(14² + 8²)
d = √(196 + 64)
d = √(260)
d = 2√65
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Carlos rented a truck for one day. There was a base fee of $15.99, and there was an additional charge of 90 cents for each mile driven. Carlos had to pay $150.99 when he returned the truck. For how many miles did he drive the truck?
The number of miles driven is 150
How to determine the number of milesFrom the question, we have the following parameters that can be used in our computation:
Base fee = $15.99
Additional charge = $0.90
Using the above as a guide, we have the following:
Total charge = Base fee + Additional charge * Number of miles
Substitute the known values in the above equation, so, we have the following representation
15.99 + 0.9 * Number of miles = 150.99
Evaluate the like terms
0.9 * Number of miles = 135
Divide
Number of miles = 150
Hence, the Number of miles is 150
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how to convert mpa to psi
The SI (International System of Units) unit of pressure is the pascal (Pa), which is defined as one newton per square meter (N/m²).
To convert megapascals (MPa) to pounds per square inch (psi), you can use the following conversion factor:
1 MPa = 145.0377377 psi,
To convert, simply multiply the number of megapascals by 145.0377377 to get the equivalent pressure in psi.
For example, if you want to convert 20 MPa to psi, you can use the conversion factor as follows:
20 MPa × 145.0377377 psi/MPa = 2900.75515 psi (rounded to two decimal places)
Therefore, 20 MPa is approximately equal to 2900.76 psi.
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how much is a 1 gallon to litre?
The gallon is a unit of volume that represents the capacity of a liquid in both conventional and US imperial systems of measurement. 1 gallon is defined as 4.54609 liters.
Gallon:
The gallon is a common unit of volume in both English and US customary units. There are three types of gallons in use today: Imperial Gallon, US Gallon, and US Dry Gallon. There are 4 quarts in a gallon, for a total of 8 pints, and each system has a different volume.
Current use of the imperial gallon as of 2021 is still used as the standard unit of petrol in four British overseas territories. It is also the standard unit of measure for six countries: Antigua and Barbuda, Grenada and Saint Lucia.
Liter:
A liter is a metric unit of volume. A liter costs 1/1000 of a cubic meter. The liter was used as the base unit of the basic French metric system. 1 liter is the volume of a cube, i.e. 10 cm x 10 cm x 10 cm, so 1 liter = 1000 cm3 and 1 liter = 0. 2641720524 gallons.
This unit of volume can be used in the International System of Units even though it is not an SI unit. Current use of liters . The liters are primarily used for pourable items (these items can be solid or liquid). These items are measured by the size or capacity of the container. It is also used to measure non-liquid volumes such as backpacks, car trunks, etc.
Formula for Converting Gallons to liters
The formula for converting 1 gallon of water in liters is :
Liter = Gallon x 3.785411784
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Look at this quadrilateral ABCD, which is not drawn accuratrly. Choose a name for the quadrilateral when the values of the interior angles are as shown below (see attachment for questions)
The solution is, the quadrilateral ABCD is a trapezium.
What is Quadrilateral ?In geometry a quadrilateral is a four-sided polygon, having four edges and four corners. The word is derived from the Latin words quadri, a variant of four, and latus, meaning "side".
here, we have,
from the given figure we get,
the figure has four sides, which are not all equal, and, two of them are parallel to each other.
here we get,
angle A = angle C = 80
angle B = angle D = 100
and, two sides are parallel to each other.
Hence, The solution is, the quadrilateral ABCD is a trapezium.
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Is the relation a function?
{(-6, 1), (2, 3), (3, 4), (4, 5)}
Answer:
The one you provided in your text: Yes, each input has exactly one output.
The second one: No. 3 has two outputs.
The third one: No, two outputs for each x>-4.
The fourth one: Yes, unique y for each x.
Quadratic functions q and w are graphed on the same coordinate grid.
The vertex of the graph of q is 18 units below the vertex of the graph of w.
Which pair of functions could have been used to create the graphs of q and w?
)= 18x2 and w(x) = x²
dx)= x2 + 18 and w(x)=x²
dx)=18x2 and w(x) = x²
Oqx)=x²-18 and w(x) = x²
Fe
Answer: The correct pair of functions that could have been used to create the graphs of q and w is:
q(x) = x² - 18 and w(x) = x²
The vertex of the graph of q is (0, -18) and the vertex of the graph of w is (0, 0). Since the vertex of the graph of q is 18 units below the vertex of the graph of w, this is the pair of functions that would produce the given information.
Step-by-step explanation:
line u - Line v, what is the value of x?
The value of x in the given figure is 6.
What are alternate angles?Alternate angles are angles that occur on opposite sides of the transversal line and have the same size.
Given that, two lines are parallel, line U ║ line V, we need to find the value of x,
Using the concept of alternate interior angles between parallel lines,
Alternate angles between the parallel, line are equal,
Therefore,
16x-6 = 90
16x = 96
x = 6
Hence, the value of x in the given figure is 6.
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(3x^3+7x-1) +4x^3-9x^2-11x+1) urgent need
STANDARD FORM
The standard form, of the expression 3x³+7x-1+4x³-9x²-11x+1 is 7x³-9x²-4x
What is expression?Expressions in math are mathematical statements that have a minimum of two terms containing numbers or variables, or both, connected by an operator in between.
Given is an expression, 3x³+7x-1+4x³-9x²-11x+1 we need to make it in a standard form,
To arrange this expression in a standard form, we will just have to perform operations in like terms and then arrange them in decreasing order of the power of the variables,
Therefore,
3x³+7x-1+4x³-9x²-11x+1
Adding the like terms
= 4x³+3x³+7x-11x-9x²+1-1
= 7x³-9x²-4x
Hence, the standard form, of the expression 3x³+7x-1+4x³-9x²-11x+1 is 7x³-9x²-4x
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what is -0.28125 to 6 decimal places
Answer:
[tex]-0.281250[/tex]
Step-by-step explanation:
The given number has [tex]5[/tex] after the decimal point, so add a trailing zero.
I need help on it and need the answers please!
Answer:
Step-by-step explanation:
a)C
b)D
c)B
d)A
ok so 5/10=0.5
and 5/50=0.1
and 5/100=0.05
and 5/20=0.25
students estimate the distance a toy car will role down a ramp. gregs estimate is 74cm. the car rolls 80cm. keikos estimate for the distance the car will role is 85cm what is the percent error in keiko estimate
Percent error in Keiko's estimate is 6.25%
What is percent error?Percent error is the difference between estimated value and the actual value in comparison to the actual value and is expressed as a percentage.
[tex]Percent error=\frac{|observed value -true value|}{true value}*100[/tex]
Students estimate the distance a toy car will role down a ramp.
The car rolls 80cm.
Keiko estimate for the distance the car will role is 85cm.
Percent error in Keiko's estimate is calculated by,
[tex]Percent error=\frac{|observed value -true value|}{true value}*100[/tex]
= [tex]\frac{|85-80}{80} *100[/tex]
=6.25%
Hence, percent error in Keiko's estimate is 6.25%
Learn more about percent error here:
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