Answer:
345,000,000 =3.45 x 10^8
Step-by-step explanation:
To convert a number to scientific notation, place or move the decimal point of a number until the coefficient of the number is greater than 1 and less than 10. This is Jordan mistake, 34.5 is greater than 10. Which is incorrect!
explanation:
you have 345,000,000
Keep moving the dot till you have 3.45
Then count how many spaces you've moved
To get to 3.45, it took you 8 moves so you would have 3.45*10^8 as your answer
The following list gives the number of public libraries in each of 11 cities. 12, 3, 5, 4, 7, 8, 11, 13, 10, 6, 2 Find the modes of this data set. If there is more than one mode, write them separated by commas. If there is no mode, click on "No mode."
Preform the indicated operation and express the answer in simplest radical form
hello
the question here is
\(3\sqrt[]{7}(14-4\sqrt[]{56})\)step 1
multiply through the bracket by the coeffiecient
\(\begin{gathered} 3\sqrt[]{7}(14-4\sqrt[]{56}) \\ (3\sqrt[]{7}\times14)-(3\sqrt[]{7}\times4\sqrt[]{56}) \\ (14\times3\sqrt[]{7})-3\sqrt[]{7}\times4\sqrt[]{4\times14} \\ (42\sqrt[]{7})-3\sqrt[]{7}\times8\sqrt[]{14} \\ (42\sqrt[]{7})-\lbrack(3\times8)\sqrt[]{7\times14} \\ 42\sqrt[]{7}-24\sqrt[]{98} \end{gathered}\)\(\begin{gathered} 42\sqrt[]{7}-24\sqrt[]{49\times2} \\ 42\sqrt[]{7}-24\times7\sqrt[]{2} \\ 42\sqrt[]{7}-168\sqrt[]{2} \end{gathered}\)Your friend Jenny wants to use a robo-adviser to manage her portfolio. What does this mean?
Jaylen brought j crackers and combined them with Marvin’s m crackers. They then split the crackers equally among 7 friends.
a. Type an algebraic expression that represents the verbal expression. Enter your answer in the box.
The algebraic expression that represents the verbal expression is given as follows:
(j + m)/7.
How to obtain the algebraic expression?The algebraic expression representing the situation is obtained applying the proportions in the context of the problem.
The verbal expression is given as follows:
"Jaylen brought j crackers and combined them with Marvin’s m crackers. They then split the crackers equally among 7 friends.".
The total number of crackers is then given as follows:
j + m.
The crackers were divided evenly among the seven people, hence the expression representing the number of crackers by each person is obtained applying the proportion as follows:
(j + m)/7 -> total divided by number of people.
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Write an equation of the line with the given slope and y-intercept: m = -5,b=4
a. y = -5x + 4
b. y = 5x + 4
c. y= -57-4
d. y = 5x-4
Please select the best answer from the choices provided
Answer:
A.
I hope this will be useful
Question 3: Mathematical proficiency and the construction of mathematics ideas. To answer this question, you need to understand paragraphs 2.12 and 2.13 in your study guide: Key to note the following concepts: constructivism and behaviourism. inductive and deductive thinking or reasoning. instrumental and relational understanding conceptual and procedural knowledge; and ● elements of mathematics proficiency. . e . (10 marks) ● 3.1 Create an activity where procedural and conceptual understanding co-exists. Revisit your content areas and choose a problem to solve and demonstrate how procedural and conceptual knowledge can be linked to the teaching and learning process. (6) 3.2 Provide an example to explain the difference between conceptual knowledge and procedural knowledge.
Given statement solution is :- Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.
3.1 Activity: Procedural and Conceptual Understanding in Action
Content Area: Fractions
Problem: Comparing Fractions
Objective: Students will demonstrate both procedural and conceptual understanding of comparing fractions.
Activity Steps:
Begin by introducing the concept of fractions and reviewing the basic procedures for comparing fractions (e.g., finding a common denominator, cross-multiplying).
Provide students with a set of fraction comparison problems (e.g., 2/3 vs. 3/4, 5/8 vs. 7/12) and ask them to solve the problems using the traditional procedural approach.
After students have solved the problems procedurally, engage them in a group discussion to explore the underlying concepts and relationships between fractions. Ask questions such as:
What does it mean for one fraction to be greater than or less than another?
Can you explain why we need a common denominator when comparing fractions?
How can you visually represent and compare fractions to better understand their relative sizes?
Introduce visual aids, such as fraction bars or manipulatives, to help students visualize the fractions and compare them conceptually. Encourage students to reason and explain their thinking.
Have students revisit the fraction comparison problems and solve them again, this time using the conceptual understanding gained from the group discussion and visual aids.
Compare the students' procedural solutions with their conceptual solutions, and discuss the similarities and differences.
Conclude the activity by emphasizing the importance of both procedural and conceptual understanding in solving fraction comparison problems effectively.
By incorporating both procedural and conceptual approaches, this activity allows students to develop a deeper understanding of comparing fractions. The procedural approach provides them with the necessary steps to solve problems efficiently, while the conceptual approach helps them grasp the underlying principles and relationships involved in fraction comparison.
3.2 Example: Conceptual Knowledge vs. Procedural Knowledge
Conceptual knowledge refers to the understanding of underlying concepts, principles, and relationships within a domain, whereas procedural knowledge focuses on knowing the specific steps or procedures to perform a task without necessarily understanding the underlying concepts.
Example: Division of Fractions
Conceptual Knowledge: Understanding the concept of division as the inverse operation of multiplication, and recognizing that dividing fractions is equivalent to multiplying by the reciprocal of the divisor. This understanding allows for generalization and application of division concepts to various fractions.
Procedural Knowledge: Following the specific steps to divide fractions, such as "invert the divisor and multiply" or "keep-change-flip" method. This knowledge involves applying the procedure without necessarily grasping the underlying concept or reasoning behind it.
In this example, Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.
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estimate each product 8 × 56.7
Answer:
465??
Step-by-step explanation:
The Oldest rocks on Earth are about 4 x 10^9 years old. For which of these ages could this be an approximation?
A. 3,862,100,000 years
B. 3.849999999x10^9 years
C. 0.000000004 years
D.4,149,000,000 years
E.3.45x10^9 years
4149000000 is the approximation age of oldest rock. The precise amount is not known with certainty. Similar to proximity or approximately, the word "approximation" is derived from the Latin Proximus, which meaning "nearest."
What is approximation age?The precise amount is not known with certainty. Similar to proximity or approximately, the word "approximation" is derived from the Latin Proximus, which meaning "nearest." The closest estimate you can make without knowing something's exact size or measurement is called an approximation.
Despite the fact that approximation is most usually used in relation to numbers, it is also regularly used in relation to mathematical functions, forms, and physical laws. In science, the term "approximation" can refer to using a less complex method or model when the proper one is challenging to use.
For this, sampling techniques like Markov chain Monte Carlo and significance sampling as well as variationally methods like mean-field approximations and assumed density filtering have been used.
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if 5x - 3 > 4 - x what is a possible value of x
Answer:
5x-3>4-x
5x+x>4+3
6x>7
6x/6>7/6
x>7/6.
Answer:
7/6 or 1 1/6
Step-by-step explanation:
Isolate the variable by dividing each side by factors that don't contain the variable.
For a segment of a radio show, a disc jockey can play 8 records. If there are 10 records to select from, in how many ways can the program for this segment bearranged?ways
Since the question is asking for the order of arrangement, we will use permutation.
There are 8 records that can be picked from 10 records. Therefore, we can find the number of ways of selection is given as
\(^{10}P_8\)Using the permutation formula, we have
\(^{10}P_8=\frac{10!}{(10-8)!}\)Solving, we have
\(\begin{gathered} ^{10}P_8=\frac{10\times9\times8\times7\times6\times5\times4\times3\times2\times1}{2\times1} \\ ^{10}P_8=1814400 \end{gathered}\)Therefore, there are 1,814,400 ways for the segment to be arranged.
Twenty-five percent of the customers entering a grocery store between 5 P.M. and 7 P.M. use an express checkout. Consider five randomly selected customers, and let x denote the number among the five who use the express checkout. Find the probability that 2 of the customers use the express checkout.
Answer:
The required probability = 0.2637
Step-by-step explanation:
Let X represents the no of customers that uses the express checkout.
\(X \sim Binomial (n =5, p= 0.25)\)
The probability mass function is given by:
\(P(X =x) = \dfrac{5!}{x!(5-x)!}(0.25)^x (1-0.25)^{5-x} \ \ ; for \ x =0,1,2,3,4,5\)
To find:
\(P(X =2) = \dfrac{5!}{2!(5-2)!}(0.25)^2 (1-0.25)^{5-2} \ \\)
\(P(X =2) = \dfrac{5!}{2!(3)!}(0.25)^2 (0.75)^{3} \ \\)
\(P(X =2) = \dfrac{5\times 4 \times 3!}{2!(3)!}(0.25)^2 (0.75)^{3}\)
\(P(X =2) = \dfrac{20}{2!}(0.25)^2 (0.75)^{3}\)
P(X = 2) = 0.2637
Thus, the required probability = 0.2637
Which is the best estimate for the sum 2/9 +10/11 ?
A. 0 + 0 = 0
B. 12+12=1
C. 1 + 1 = 2
D. 0 + 1 = 1
Answer:
The correct answer is D. 0 + 1 = 1
Step-by-step explanation:
To determine the correct option, we must first perform the calculation raised in the question:
2/9 + 10/11 = X
0.22 + 0.9 = X
1.12 = X
Thus, rounded to the nearest whole number, this mathematical operation would be similar to option D, which raises the sum of 0 + 1. This is because 0.22 is rounded to 0, while 0.90 is rounded to 1.
PLEASE HELP I'LL GIVE BEST RATING AND THANKS AND BRAINLIEST IF IT LETS ME!! (Show your work or you don't get the Rewards) 26 - 8 x 2 + 6 /3
Answer:
12
Step-by-step explanation:
26 - 8 x 2 + 6/3 (PEMDAS)
We have to multiply first, so:
26 - 16 + 6/3
Then, we have to divide the 2 numbers
26 - 16 + 2
Then, we just go with the flow from the beginning to end
10 + 2
12
Answer:
12
Step-by-step explanation:
Using the rules of PEMDAS we multiply and divide first so
8 x 2 = 16
6/3 = 2
now we subtract and add
26 - 16 = 10 + 2 = 12
some one please help me! quick!
m(4) = 110° due to the Transitive Property.
The Transitive Property states a that if a = b and b = c, then a = c.
m(3) + m(4) = 180 due to the definition of Supplementary Angles. All supplementary angles add up to 180°.
m(3) = 70° because 180 - 110 = 70.
Find the identical expression for the following plz show work
Abe
Question 3
Scientists measure a bacteria population and find that it is 10,000. Five days later, they find
that the population has doubled. Which functionſ could describe the bacteria population d
days after the scientists first measured it, assuming it grows exponentially?
Answer:
The rate of exponential growth of a bacterial culture is expressed as generation time, also the doubling time of the bacterial population. Generation time (G) is defined as the time (t) per generation (n = number of generations). Hence, G=t/n is the equation from which calculations of generation time (below) derive.
wo lines, A and B, are represented by the equations given below:
Line A: x + y = 6
Line B: x + y = 4
Which statement is true about the solution to the set of equations?
step by step how it was solved
There are infinitely many solutions.
There is no solution.
It is (6, 4).
It is (4, 6).
Answer:
there is no solution
Step-by-step explanation:
x + y = 6 → (1)
x + y = 4 → (2)
subtract (2) from (1) term by term
(x - x) + (y - y) = 6 - 4
0 + 0 = 2
0 = 2 ← false statement
this false statement indicates the equations have no solution
equivalent expression & properties of addition
Equivalent expression & properties of addition State that,
The sum remains unchanged when the numbers are added in a different sequence.The grouping of the numbers does not affect the amount when more than two numbers are added.What is an expression?Mathematical expressions consist of at least two numbers or variables, at least one arithmetic operation, and a statement. It's possible to multiply, divide, add, or subtract with this mathematical operation.
We can write an expression that is equivalent to another expression using some attributes of operations.
Expressions that are equal to one another can be found using the same attributes of operations.
Operation Properties:
1 Commutative Addition Property
The sum remains unchanged when the numbers are added in a different sequence.
Example:
3 + 4 = 4 + 3
2. Commutative Multiplication Property:
The result of the multiplication is unaffected by the numerical order.
Example:
2 x 4 = 4 x 2
3. The addition's associative property
The grouping of the numbers does not affect the amount when more than two numbers are added.
Example:
(3 + 4) + 5 = 3 + (4 + 5)
4. Multiplication's Associative Property
The grouping of the numbers does not change while multiplying more than two integers.
5 distributive quality
A number multiplied by a sum or difference is equivalent to multiplying the number by each number in the sum or difference, followed by addition or subtraction.
Examples:
6(2 + 4) = 6(2) + 6(4) (4)
8(5 - 3) = 8(5) - 8(3) (3)
6. Adding Identity Property:
A number's value remains unchanged when a zero is added to it.
Example:
9 + 0 = 0 + 9 = 9
7. Multiplication's identity property:
The value of a number remains unchanged when multiplied by one.
Example:
1 x 7 = 7 x 1 = 7
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A test consists of 10 multiple choice questions with five choices for each question. As an experiment, you GUESS on each and every answer without even reading the questions. what is the probability of getting atleast 7 questions correct on this test
The probability of getting at least 7 questions correct on this test is 0.08665%.
What is Binomial distribution?A common discrete distribution is used in statistics, as opposed to a continuous distribution is called a Binomial distribution. It is given by the formula,
P(x) = ⁿCₓ (pˣ) (q⁽ⁿ⁻ˣ⁾)
Where,
x is the number of successes needed,
n is the number of trials or sample size,
p is the probability of a single success, and
q is the probability of a single failure.
The probability of getting an answer right is 1/5, while the probability of getting it wrong is 4/5. Therefore, the probability of getting at least 7 questions correct on this test is,
P(X≥7) = P(X=7) + P(X = 8) + P(X=9) + P(X = 10)
= ¹⁰C₇ (1/5)⁷ (4/5)³ + ¹⁰C₈ (1/5)⁸ (4/5)² + ¹⁰C₉ (1/5)⁹ (4/5)¹ + ¹⁰C₁₀(1/5)¹⁰(4/5)⁰
= 0.0007886 + 0.000073728+ 0.000004096 + 0.0000001024
= 0.0008665264
= 0.08665%
Hence, the probability of getting at least 7 questions correct on this test is 0.08665%.
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Which of these functions are linear?
Choose all that apply.
Ay+ 4 = 2x
By=3-x?
с
X
0
1
2
3
4
у
-1
-0.5
o
-0.5
-1
D
X
-2
2.5
wlo
1
3.25
2
3.5
у
2.75
E
-51
-2
2
F
Correct
It took Ramon 10 hours to drive to a family reunion. On the way home, he was able to increase his average speed by 11 mph and make the return drive in only 8
hours. Find his average speed on the return drive.
v₂ = 55mph
Step-by-step explanation:Hi there !
Velocity formula
v = distance/time = d/t => d = vₓt
v₁ = v₂ - 11
t₁ = 10h
t₂ = 8h
d = v₁ₓt₁ = (v₂ - 11)t₁
d = v₂t₂
(v₂ - 11)t₁ = v₂t₂
replace t₁ ; t₂
(v₂ - 11)10 = v₂8
10v₂ - 11ₓ10 = 8v₂
10v₂ - 8v₂ = 110
2v₂ = 110
v₂ = 55 mph
Good luck !
show step by step 15 liters is approximataly how many gallons
Answer:
3.96 gal (US)
Step-by-step explanation:
➠15 l / 3.785
➠3.96258 gal
➠3.96 gal
Answer: about 10 gallons i hope you get this answer right.
Step-by-step explanation:
Explain how to find which value is greater (5/6)*81 or (9/10)*81 without multiplying?
The value (9/10)*81 is greater than (5/6)*81
How to determine the greater value?The values are given as:
(5/6)*81 and (9/10)*81
Remove the common factor in both values
So, we have:
5/6 and 9/10
Convert to decimals
0.83 and 0.9
0.9 is greater than 0.83
Hence, (9/10)*81 is greater than (5/6)*81
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llan's family stays at a hotel and the room is $199 per night.
They stay for 4 nights and leave a 12% tip to housekeeping.
How much does their hotel cost total.
With a 12% housekeeping gratuity, the hotel bill for 4 nights comes to $891.52.
What is unitary method?
"A method to find a single unit value from a multiple unit value and to find a multiple unit value from a single unit value."
We always count the unit or amount value first and then calculate the more or less amount value.
For this reason, this procedure is called a unified procedure.
Many set values are found by multiplying the set value by the number of sets.
A set value is obtained by dividing many set values by the number of sets.
According to our question-
Total cost = Bill before tip + Tip
Total cost = $796 + $95.52
Total cost = $891.52
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Tennis balls are stored in a cylindrical container with height 21 centimeters and diameter 7 centimeters. Three tennis balls fit in one container.
a. Find the volume of the container.
b. Find the volume of a tennis ball.
c. Find the percentage of the container taken up by the tennis balls.
Solution :
Given that :
Height of the cylinder, h = 21 cm
Diameter of the cylinder, d = 7 cm
Radius = 3.5 cm
Number of balls fits in the cylindrical container = 3
a). The volume of the container is given by
\($V = \pi r^2 h$\)
= 3.14 x 3.5 x 3.5 x 21
= 807.76 cm cube
b). Volume of each tennis ball is given by :
\($V=\frac{4}{3}\pi r^3 $\)
\($V=\frac{4}{3}\times 3.14 \times (3.5)^3 $\)
= 179.50 cm cube
c). Volume of three tennis balls = 3 x 179.50
= 538.50 cm cube
Therefore, percentage of the container taken up by the three tennis ball is :
\($=\frac{807.76 - 538.50}{538.50} \times 100$\)
= 50 %
Find the value of x such that the line containing (1,2) and (5,3) is perpendicular to the line containing (x,4) and (3,0)
The value of x that makes the line containing (1,2) and (5,3) perpendicular to the line containing (x,4) and (3,0) is x = 2.
To determine the value of x such that the line containing (1,2) and (5,3) is perpendicular to the line containing (x,4) and (3,0), we need to find the slope of both lines and apply the concept of perpendicular lines.
The slope of a line can be found using the formula:
slope = (change in y) / (change in x)
For the line containing (1,2) and (5,3), the slope is:
slope1 = (3 - 2) / (5 - 1) = 1 / 4
To find the slope of the line containing (x,4) and (3,0), we use the same formula:
slope2 = (0 - 4) / (3 - x) = -4 / (3 - x)
Perpendicular lines have slopes that are negative reciprocals of each other. In other words, if the slope of one line is m, then the slope of a line perpendicular to it is -1/m.
So, we can set up the equation:
-1 / (1/4) = -4 / (3 - x)
Simplifying this equation:
-4 = -4 / (3 - x)
To remove the fraction, we can multiply both sides by (3 - x):
-4(3 - x) = -4
Expanding and simplifying:
-12 + 4x = -4
Adding 12 to both sides:
4x = 8
Dividing both sides by 4:
x = 2
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the limit e^x-1/x represents for some function f and some real number a. a. find a possible function f and number a. b. evaluate the limit by computing .
The function is f(x) = \(e^x\) and a = 0 and the limit is equal to 1.
(A) One possible function that satisfies this limit is the exponential function f(x) = \(e^x\). We can find the derivative of this function using the power rule:
f′(x) = d/dx \(e^x\) = \(e^x\)
So we have f′(a) = \(e^a\).
Since the limit given is equivalent to f′(a) as x approaches 0, we can set a = 0:
f′(0) = e^0 = 1
So our function is f(x) = \(e^x\) and a = 0.
(B) To evaluate the limit, we need to find f′(0), which we found in (A) to be 1:
\(\lim_{n \to \infty} e^{x-1}\)
x = 1
So the limit is equal to 1.
The complete question is:-
The limit \(\lim_{n \to \infty}\frac{e^x-1}{x}\) represents \(f'(a)\) for some function \(f\) and some real number \(a\).
(A) Find a possible function \(f\) and number \(a.\)
(B) Evaluate the limit by computing \(f'(a).\)
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You buy a winter jacket on sale for 40% off. You pay $54 for the jacket. What was the original cost? Show your work.
Answer:
original cost is 135$
Step-by-step explanation:
100%×54$÷40%= 135
Based on the median of the samples, what is a reasonable estimate of the number of students that bike to school? Round to the nearest whole number.
PLEASE ANSWER!!!
The number of students that bike to school is 18
How to determine the valueThe median is described as the middle number of a set of data when the values are arranged in an ascending order from the least to the greatest.
We should also know that the median is one of the measures of central tendency.
From the information given, we have that the data set representing the number of students is;
10, 11, 12 , 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25
Then, we have that the median number is;
Median = 17 + 18/2
add the values
Median = 35/2
Divide the values
Median = 18 students
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Death Valley, located in California, is the lowest place in North America. It is 282 feet below sea level, or -282 feet. The Dead Sea, in Asia, is the lowest place on Earth. It's elevation is approximately 4.82 times the elevation of Death Valley. What is the approximate elevation of the Dead Sea?
Answer:
1359.24
plz mark brainly
Step-by-step explanation: