What is the decimal equivalent of 8.3x10^6

The statement is false, the perimeter of the trapezoid shown is 23 units

To find the perimeter of a trapezoid, you need to add the lengths of all four sides of the trapezoid.

A trapezoid is a four-sided figure with two parallel sides (the bases) of different lengths. The other two sides are called the legs.

The formula for the perimeter of a trapezoid is:

Perimeter = sum of all sides = base1 + base2 + leg1 + leg2

where base1 and base2 are the lengths of the parallel sides and leg1 and leg2 are the lengths of the non-parallel sides.

So, to find the perimeter of a trapezoid, you need to measure or know the length of all four sides and then add them up using the formula above.

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Use the trapezoid shown to mark each statement below as true or false. if false, please rewrite the statement correctly in the space below the statement!

Q: The perimeter of the trapezoid shown is 22 units.

True false?

The answer to 1/5 + 2/5 is 3/5

None of the coordinate points given are part of the solution set of the given system.

An inequality is used to make comparisons between the numbers or expressions. For example -

2x + 4 > 5

4x + 6 > 2

Given is the system of linear inequality as given below -

y ≥ 12x

y < 2x − 3

Refer to the graph of the system of linear inequality attached. The region common to the both the inequalities represents the solution set of the given system of linear inequality. It can be seen that none of the points are on the common region. So, we can say that none of the points is the solution set of the given system.

Therefore, none of the coordinate points given are part of the solution set of the given system.

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The measure of angle B is given as follows:

m < B = 172º.

Vertical angles are angles that are opposite by the same vertex in crossing segments, and these angles are congruent, meaning that they have the same measure.

For this problem, angles A and B are congruent, hence the value of x is obtained as follows:

8x - 20 = 7x + 4

x = 24.

Hence the measure of angle B is obtained as follows:

m < B = 8(24) - 20

m < B = 172º.

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In the case of converting 506 kilometers to miles, we get approximately 314.58 miles.

Distance is a physical quantity that refers to the amount of space between two objects or points. In the metric system, kilometers (km) are commonly used to measure distance, while miles (mi) are used in the imperial system. To convert kilometers to miles, we need to use a conversion factor.

The conversion factor for kilometers to miles is 0.621371. This means that one kilometer is equivalent to 0.621371 miles. To find out how many miles are in 506 kilometers, we need to multiply 506 by the conversion factor:

506 km x 0.621371 mi/km = 314.58 miles

Therefore, 506 kilometers is equal to approximately 314.58 miles.

In conclusion, distance can be measured in different units such as kilometers and miles. To convert between these units, we need to use a conversion factor.

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Connie's total bill is 9.13$

The value of g in the intersected lines is 28 degrees.

When lines intersect, angle relationships are formed such as linear angles, adjacent angle, vertically opposite angles. Therefore, let's find the angle g in the intersected lines as follows:

Therefore,

g + 43 = 71

subtract 43 from both sides of the equation'

g + 43 - 43 = 71 - 43

g = 28

Therefore,

g = 28 degrees

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Answer:

Assuming that 9x2 is [tex]9x^{2}[/tex], the length would be x + 5.

Step-by-step explanation:

The area of a rectangle is length times width.

It's given that the width is 9x, so the length must be multiplied by 9x to get 9x^2 + 45x.

9x * x = 9x^2 and 9x * 5 = 45x

So, 9x(x + 5) = 9x^2 + 45x

The area of the rectangle can be denoted using the expression, (x + 5).

The area of a rectangle is represented by the product of its length and width.

ar RECTANGLE = length X width

to find out the Length of the rectangle, we need to put the following values in the formula:

area = 9x^2 + 45x

width = 9x

let us assume length = L

putting the above values in the formula we get:

9x^2 + 45x = 9x * L

simplifying the area by taking out the common factor, we can write the area to be:

9x * ( x+ 5)

now,

L = [9x * (x+ 5)] / 9x

L = ( x + 5)

Therefore the length of the rectangle can be represented by using the expression; x + 5.

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48 percent of the students in the survey are male.

40 percent of the students in the survey are female

A number or proportion which can be represented as just a percent of 100 is known to as a percentage in math. If we want to calculate a percentage of such a number, multiple this by 100 then divided it by the total. Thus, a part per hundred is what the percentage refers to. Percent signifies for every 100. The sign "%" is used to denote it.

10%, a comparative figure denoting one hundredth of any amount. One percent (symbolised as 1%), being the hundredth component, is represented as 100 percent, while 200 percent signifies twice the amount specified. percentage.

b. 48 males and 40 females were surveyed.

Among the surveyed students, 8 had green eyes, 35 had blue eyes and 45 had brown eyes.

c. the image in below shows the complete table.

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You can do this on the desmos graph

The length of the sides x and y of the right-angled triangle are both equal to 9m using the trigonometric ratio of sine and cosine of angle 45°

The trigonometric ratios is concerned with the relationship of an angle of a right-angled triangle to ratios of two side lengths.

The basic trigonometric ratios includes;

sine, cosine and tangent.

Considering the right-angled triangle, we shall calculate for the length x and y by application of the trigonometric ratio of sine and cosine for the angle 45°.

sin 45° = y/9√2 {opposite/hypotenuse}

by cross multiplication

y = 9√2 × sin 45°

recall that sin 45° = √2/2

y = 9√2 × √2/2

y = 9m

cos 45° = x/9√2 {adjacent/hypotenuse}

by cross multiplication

x = 9√2 × cos 45°

recall that cos 45° = √2/2

x = 9√2 × √2/2

x = 9m

Therefore, the length of the sides x and y of the right-angled triangle are both equal to 9m using the trigonometric ratio of sine and cosine of angle 45°.

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To generate a slope field, use an online slope field generator tool by specifying the differential equation and the range of values for the independent and dependent variables.

A slope field, also known as a direction field, is a visual representation of the solution curves of a differential equation. It shows the direction of the solution curve at various points in the plane, which can help in understanding the behavior of the solution.

To generate a slope field, one can use an online tool that allows specifying the differential equation and the range of values for the independent and dependent variables. The generator then plots the direction vectors at each point in the plane based on the slope of the differential equation at that point.

Slope field generators are commonly used in the study of differential equations to visualize and better understand their solutions and behaviors.

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Answer: B. False

Step-by-step explanation:

(5-4)+10=11

5-(4+10)=-70

Answer: B: False.

Step-by-step explanation:

Use PEMDAS (  Parentheses, Exponents, Multiplication, Division, Addition, and Subtraction ) to solve this problem.

Step One: Solve for (5-4) + 10

1) (5-4) = 1

2) 1 + 10 = 11

Step Two: Solve for 5 - ( 4 + 10 )

1) ( 4 + 10 ) = 14

2) 5 - 14 = -9

11 and -9 are not equal so this statement is false.

The expression for the measure of the given angle in the image of the circle with center O is [tex]\frac{arc UZW}{2}[/tex].

Remember that the angle subtended by an arc of a circle at its center is twice the angle it subtends anywhere on the circle's circumference. According to this, we can deduce the following expression for the measure of the given angle:

[tex]m\angle UXY = \frac{arc UZW}{2}[/tex]

An angle is a figure in Plane Geometry generated by two rays or lines that share a common endpoint. The term "angle" is derived from the Latin word "angulus," which meaning "corner". The two rays are referred to as the sides of an angle, while the common terminus is referred to as the vertex. The angle in the plane does not need to be in Euclidean space.

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The null hypothesis in a two-tailed test states that there is no significant difference or relationship between two variables being compared.

In hypothesis, the invalid speculation is an assertion about the populace that expects there is no massive distinction or connection between two factors. In a two-followed test, the invalid speculation expresses that there is no distinction or connection between the two gatherings being looked at. The two-followed test is utilized when we are keen on testing whether the mean of an example is essentially not the same as the mean of a populace, without determining a course. For instance, a two-followed test might be utilized to test whether another drug affects pulse, without determining whether it will increment or lessening circulatory strain. The elective speculation in a two-followed test is that there is a huge contrast or connection between the two gatherings.

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Answer:

12 quarters, 15 dimes

Step-by-step explanation:

Let q be the number of quarters and d be the number of dimes. We set up and solve this system of equations:

.10d + .25q = 4.50

d = 3 + q

.10(3 + q) + .25q = 4.50

.30 + .10q + .25q = 4.50

.30 + .35q = 4.50

.35q = 4.20

q = 12, d = 15

so what do you need help with

The two smaller positive integers are:

m = 675

n = 45

And the sum is 675

We know that we have two positive integers, m and n.

And we know that:

3*m³ = 5*n⁵

One way of finding the numbers is evaluating one of the two in positive integers, until we get that the other one is also an integer.

For example,we can solve this for m to get:

m³ = (5/3)*n⁵

m = ∛((5/3)*n⁵)

Now just evaluate in different integer values of n.

if n = 3 we will get:

m = ∛((5/3)*3⁵) =  ∛(405) = 7.39

So this is not a solution.

Now I will use n = 45 = 5*3*3 (so all the exponents inside the cubic root are multiples of 3)

m = ∛((5/3)*(5*3²)⁵)

m = ∛(5⁶*3⁹) = 5²*3³ = 25*27 = 675

Then the sum is:

45 + 675 = 720

These is the smaller sum.

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The number of minutes of talk time used each month is 89. The solution has been obtained by using linear equation.

What is a linear equation?

The linear equation has a degree of 1. It is evident that there are no variables in linear equations with exponents greater than one. This graph's equation produces a straight line.

We are given that a cell phone plan costs ​$ 28.90 per month for 400 minutes of talk time and the related information.

Let m be the number of minutes of talk time

From this, we get an equation as

273.91 = 7 (0.05m + 28.90 + 0.20(28.90))  

On solving the equation, we get

⇒273.91 = 7 (0.05m + 28.90 + 5.78)  

⇒273.91 = 0.35m + 202.3 + 40.46  

⇒273.91 = 0.35m + 242.76

⇒0.35m = 31.15

⇒m = 89

Hence, the number of minutes of talk time used each month is 89.

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Since triangle CDE is dilated by a scale factor of 2 to form triangle CDE, the measure of side EC is equal to 43 units.

In Geometry, the scale factor of a geometric figure can be calculated by dividing the dimension of the image (new figure) by the dimension of the pre-image (original figure):

Scale factor = Dimension of image (new figure)/Dimension of pre-image(original figure)

Substituting the given parameters into the scale factor formula, we have the following;

Scale factor = Dimension of image/Dimension of pre-image

2 = 86/side EC

Side EC = 43 units.

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Complete Question:

Triangle CDE is dilated by a scale factor of 2 to form triangle CDE . Side E'C' measures 86. What is the measure of side EC?

Answer:

answer asap!!!!!!!!!!!

Hey, I’m not sure how to do clue number 5, im rly rly sorry, but I’ve shown how to do #6 below, hope this helped :

f(x) = a(1+r)^x

f(x) = 320(1+ 0.042)^x

f(60) = 320 ( 1 + 0.042)^60

f(60) = 3778

answer : 3778

The function 1/5f(x) compares to the parent function f(x) given as follows:

Vertical shrink/compression by a factor of 1/4.

A translation happens when either a figure or a function are moved horizontally or vertically.

The four translation rules for functions are given as follows:

For a vertical compression or stretch, the definitions are given as follows:

As k = 0.2 < 1, the transformation is a vertical shrink by a factor of 1/5.

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Mr. Jericho needs to teach his students how to make change. Vygotsky would recommend that he set up a pretend shop and have all of the students act as cashiers in it.

One of the four methods of teaching is the interactive or participative method of teaching. In this method, students are taught certain stuff with the use of hands-on techniques. These include acting out whatever is being taught so that students have a better view of whatever is happening around them.

This method is quite useful and this is exactly what Vygotsky suggested for the students in the class in the very first place.

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The length of a truck is an example of a continuous data set, and 20 feet is just one possible value within that range.

The given value, "a truck with a length of 20 feet," is an example of a continuous data set.

Continuous data refers to values that can take on any numerical value within a range, with no gaps or interruptions. In this case, the length of a truck can take on any value between 0 and some maximum length, with no gaps or interruptions in between.

In contrast, discrete data refers to values that can only take on certain specific values, usually integers. For example, the number of tires on a truck is a discrete data set because it can only take on integer values (e.g. 4, 6, 8).

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The probability of drawing a white marble on the first draw and another white marble on the second draw is 1/3.

Probability theory is an area of mathematics that examines random events. A random event's outcome cannot be predicted before it happens, although it could take any of several different forms. The final result is thought to have been determined by chance.

In everyday speech, the word "probability" has numerous meanings. For the growth and applicability of the mathematical theory of probability, two of these are particularly crucial. One is the representation of probabilities as relative frequencies, which is illustrated by examples from basic teams playing coins, cards, dice, and roulette wheels.

Given that, a bag contains 6 white marbles and 4 black marbles. a marble is drawn from the bag and then a second marble is drawn without replacing the first one.

The total number of balls = 10 marbles.

The probability of drawing a white marble on first draw = 6/10.

The probability of drawing a white marble on the second draw = 5/9.

The probability of drawing a white marble on the first draw and another white marble on the second draw is:

6/10 × 5/9 = 30/90 = 1/3

Hence, the probability of drawing a white marble on the first draw and another white marble on the second draw is 1/3.

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Answer:

i believe its C

Sorry if its wrong

Step-by-step explanation:

Answer:

(C) 1/6 + 3/6

Step-by-step explanation:

If you want to add fractions all you do is add them across to get your sum.

Cost can refer to the amount of money or resources used in the production of a good or service, or the amount of money or resources used in the completion of a project. Generally, cost is the total amount of money or resources required to do something. Cost can be calculated by adding up the costs of each resource used or by multiplying the quantity of each resource used by the cost of that resource. Cost can also be determined by using a cost estimating technique, such as a cost-benefit analysis.

Nicole's equation: 7T + 7C = 63

Alberto's equation: 14T + C = 61

Cost of tulip bulb packages = (63 - 7C) / 7

To calculate the cost of tulip bulb packages, take the total amount of Nicole's sales ($63) and subtract the cost of the crocus bulb packages (7C). Then we divide the result by the number of tulip bulb packages (7).

Cost of crocus bulb packages = (61 - 14T) / 1

To calculate the cost of crocus bulb packages, take the total amount of Alberto's sales ($61) and subtract the cost of the tulip bulb packages (14T). Then we divide the result by the number of crocus bulb packages (1).

Cost of tulip bulb packages = $8.71

Cost of crocus bulb packages = $4.43

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Answer:

15

Step-by-step explanation:

q/4=60
Just divide 60 by 4. :)