write 0.00000044 in scientific notation

Answer:

A: 357

(1) 9641

Step-by-step explanation:

With A you really just want to go from the smallest number up so it would be the smallest number possible.

EX. 357 vs. 736   357 is smaller

With 1 you have to go from the highest number to lowest number to get the biggest answer possible.

Ex.  9641 vs. 1946    9641 is larger.

50%

since 98/2 = 49

Thats it

Answer:

  y = 12x - 25

Step-by-step explanation:

(2 , -1)  & m = 12

y -y1 = m(x -x1)

y - [-1] = 12(x - 2)

y + 1 = 12x - 24

    y = 12x - 24 -1

    y = 12x - 25

Answer:

hmmm. if its 15 foot then the chan can go both ways and thats how i got to 30

r has negative values when 2 cos θ > 1, and positive values otherwise.

r has negative values when 3θ is in the second or third quadrant, and positive values otherwise.

r has negative values when sin θ > 1/5, and positive values otherwise.

To find the intervals of positive and negative r values, we need to look at the cosine function. Since the cosine function has a maximum value of 1, we have r = 1 - 2 cos θ ≥ -1. Solving for cos θ, we get 2 cos θ ≤ 2, which means that r is negative when 2 cos θ > 1 and positive otherwise.

We can rewrite the polar equation r = 5 sin (3θ) as r = 5(sin θ)(cos^2 θ)(3)^(1/2). This equation is negative when sin θ is negative, which happens in the second and third quadrants. Therefore, r is negative when 3θ is in the second or third quadrant and positive otherwise.

Similarly, we can rewrite the polar equation r = 1 - 5 sin θ as r = 5(cos θ)(sin(π/2 - θ)). This equation is negative when sin(π/2 - θ) is negative, which happens when θ is in the second and third quadrants. Therefore, r is negative when sin θ > 1/5, and positive otherwise.

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Answer:

A)6

Step-by-step explanation:

First we can create a second traingle  show in the picture so we figure out the base is 8 and hypotenuse is 10

so we use pythagerous

10^2-8^2=36

root of 36=6

Therefore x is 6 as they are the same height do to us knowing its a rectangle as it has 90 degree angles

The solution is Option A.

The translation of the center of circle is given by ( x , y ) ⟶ ( x - 15 , y + 1 )

A circle is a closed two-dimensional figure in which the set of all the points in the plane is equidistant from a given point called “center”. Every line that passes through the circle forms the line of reflection symmetry. Also, the circle has rotational symmetry around the center for every angle

The circumference of circle = 2πr

The area of the circle = πr²

where r is the radius of the circle

The standard form of a circle is

( x - h )² + ( y - k )² = r²,

where r is the radius of the circle and (h,k) is the center of the circle.

Given data ,

Let the equation for the circle A be represented as

( x - 7 )² + ( y - 1 )² = 16

Now , the equation is of the form ( x - h )² + ( y - k )² = r²

So , the radius of the circle is 4 and the center of the circle is ( 7 , 1 )

Let the equation for the circle A be represented as

( x + 8 )² + ( y - 2 )² = 16

Now , the equation is of the form ( x - h )² + ( y - k )² = r²

So , the radius of the circle is 4 and the center of the circle is ( -8 , 2 )

So , the translation of circle A to B is given by

( 7 , 1 ) to ( -8 , 2 )

So , the x coordinate is translated by 15 units to left and the y coordinate is translated by 1 unit up

Hence , the translation is given by ( x , y ) ⟶ ( x - 15 , y + 1 )

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Answer:

w<6

Step-by-step explanation:

3w/3 <18/3

You divide that and get w<6.

Answer:

16x^(2)+40y^(6)

Step-by-step explanation:

Answer: -8

Step-by-step explanation:

The line has a slope of 1/6, which means the x coordinate increases by 6 for every 1 the y coordinate increases.

In these two points, the x coordinate is decreasing by 12.

We need to divide that by 6, because the y increases 1 for every 6 the x increases.

12/6 = 2, which means that between the x coordinates of 10 and -2, the y coordinate has decreased by two.

We need to add 2 to -10 to get our answer, which is -8.

Answer:

The answer is 3.18 miles/runner.

Step-by-step explanation:

To solve this problem, we need to find the distance that each member of the team runs. To do this, we have to divide the total distance of the race (12.72 miles) by the number of runners on the team (4 runners).

If we perform this operation, we get:

12.72 miles/4 runners

= 3.18 miles/runner

Therefore, the correct answer is that each team member runs 3.18 miles during the race.

Hope this helps!

The series of operations for each case are listed below:

In algebra, factor properties are commonly used to solve certain forms of polynomials in a quick and efficient way and whose effectiveness is sustained on all definitions and theorems known in real algebra. In this problem, we should explain and show what factor properties are used in each case:

Case 1

5 · x · y³ + 10 · x² · y                                             Given

5 · (x · y³ + 2 · x² · y)                                            GCF

5 · x · (y³ + 2 · x · y)                                              GCF

5 · x · y · (y² + 2 · x)                                              GCF

Case 2

6 · z · x + 9 · x + 14 · z + 21                                   Given

3 · x · (z + 3) + 7 · (z + 3)                                       GCF

(3 · x + 7) · (z + 3)                                                  Grouping

Case 3

a² + 2 · a - 63                                                       Given

(a + 9) · (a - 7)                                                       Quadratic trinomial

Case 4

6 · z² + 5 · z - 4                                                     Given

6 · [z² + (5 / 6) · z - 2 / 3]                                      GCF

6 · (z - 1 / 2) · (z + 4 / 3)                                         Quadratic trinomial

Case 5

81 · m² - 25                                                           Given

(9 · m + 5) · (9 · m - 5)                                           Difference of squares

Case 6

8 · x³ - 27                                                               Given

(2 · x - 3) · (4 · x² + 6 · x + 9)                                  Difference of cubes

4 · (2 · x - 3) · [x² + (3 / 2) · x + 9 / 4]                      Quadratic trinomial

Case 7

27 · b³ + 64 · z³                                                      Given

(3 · b + 4 · z) · (9 · b² - 12 · b · z + 16 · z²)               Sum of cubes

Case 8

2 · w³ - 28 · w² + 80 · w                                         Given

2 · w · (w² - 14 · w + 40)                                          GCF

2 · w · (w - 4) · (w - 10)                                             Quadratic trinomial

Case 9

200 · a⁴ - 18 · b⁶                                                     Given

2 · (100 · a⁴ - 9 · b⁶)                                                GCF

2 · (10 · a² + 3 · b³) · (10 · a² - 3 · b³)                       Difference of squares

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Answer: 52 = 2, 4, 13, 52

Step-by-step explanation:

The new population mean after changing one score from 20 to 5 is 7.8 for a population of N 5 15 scores has a mean of m 5 8.

To calculate the new population mean, we need to consider the effect of the changed score. The original population had N scores with a mean of 8. By changing one score from 20 to 5, we are essentially replacing the value of 20 with 5 in the population.

The sum of the original scores is N * 8 since the mean is equal to the sum divided by N. After changing the score, the sum of the population becomes (N * 8) - 20 + 5, which simplifies to (N * 8) - 15.

The new population mean, denoted by m', is now equal to this new sum divided by N. Therefore, m' = ((N * 8) - 15) / N. Simplifying further, we get m' = 8 - (15 / N).

Since the value of N is given as 5 to 15, we can substitute these values one by one to obtain the corresponding new population means. For N = 5, m' = 8 - (15 / 5) = 5. For N = 6, m' = 8 - (15 / 6) ≈ 5.5. We can continue this process for each value of N from 5 to 15. However, since the range is large, it is not possible to generate the exact values without a specific value for N. Nevertheless, the general trend suggests that the new population mean will be lower than the original mean of 8, with a decreasing value as N increases.

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The Kanizsa triangle illusion helps us understand that our perceptual experiences are not simply the sum of the individual sensory inputs, but rather the result of a complex and variable process of perceptual organization.

Gestalt is a German word meaning "shape" or "form," and in psychology, it refers to a set of principles that describe how people perceive and organize sensory information into meaningful wholes. These principles propose that the whole is greater than the sum of its parts, and that we tend to organize our perceptual experiences into coherent, holistic forms rather than isolated, unrelated sensations.

Experimental examples such as the Necker cube, visual cliff, and others help demonstrate principles of perceptual organization by highlighting how our minds naturally try to impose structure and order on sensory input. For example, the Necker cube is a two-dimensional drawing that can be perceived as a cube that can be viewed from different angles. However, as one stares at the image, it appears to flip back and forth between different possible interpretations. This phenomenon illustrates the Gestalt principle of figure-ground, which describes how we tend to perceive objects as being distinct from their surrounding context.

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Answer:

12:30

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer is 65 simple

Answer:

See below

Step-by-step explanation:

If you consider an open circle, it would exclude the value with which we have circled when writing the inequality. Hence the only possible signs with in such an example can be a greater than sign ( > ) or less than sign ( < );

Let us take a look at an example to help. We are given a graph with an open circle on the number say 3. An arrow extends to the right of this number 3;

\(Inequality Sign - <,\\Inequality - x > 3,\\\)

Hope this helps!

Answer:

A) 15

Step-by-step explanation:

a = 3   b = 5  c = 7

a + b + c

3 + 5 + 7 = 15

Answer:

I believe it is A 15

Step-by-step explanation:

Answer:

The numbers are 0 and 1

MARK ME AS BRAINLIEST

Answer:

-42

Step-by-step explanation:

I put it in a calculator

Answer:

-42

Step-by-step explanation:

the answer should use PEMDAS so it is -42

Answer:

2/5

Step-by-step explanation:

14/15 - 8/15 = 6/15

Simplify by 3 we get

2/5

Answer:

Sorry I can't speak Spanish. Can you please transalate your answer to English so that I can help you?

Step-by-step explanation:

Answer:

So you need to compute all the rates to see which is the best deal.

$1.79/12.5ft^2=$0.1432 per ft^2

$5.29/40ft^2=$0.13225 per ft^2

$8.49/50ft^2=$0.1698 per ft^2

$6/60ft^2=$0.10 per ft^2

So the last option is the cheapes per square foot and thus is the best deal.  Ordered from least to greatest.

Sherbert, blue, red, and green

Step-by-step explanation:

hope this helps

Answer:

The order goes Orange, Blue, Red, and Green

Step-by-step explanation:

By dividing the total cost by the amount of square feet, you get the unit value for the wrapping paper per square foot.

Answer:

34

Step-by-step i guessed and i got it right i dont like

math homework

Comparison or relational operations, such as <, >, =, allow for comparing numbers. They determine if a number is less than, greater than, equal to, or not equal to another number, enabling decision-making and comparisons within arithmetic and programming operations.

When comparing numbers, you can use various relational operators to determine the relationship between them. Here are the commonly used comparison operators:

Less than (<): This operator compares two numbers and returns true if the first number is smaller than the second number. For example, 5 < 10 is true.

Greater than (>): This operator compares two numbers and returns true if the first number is larger than the second number. For example, 10 > 5 is true.

Less than or equal to (<=): This operator compares two numbers and returns true if the first number is smaller than or equal to the second number. For example, 5 <= 5 is true.

Greater than or equal to (>=): This operator compares two numbers and returns true if the first number is larger than or equal to the second number. For example, 10 >= 10 is true.

Equal to (==): This operator compares two numbers and returns true if they are equal. For example, 5 == 5 is true.

Not equal to (!=): This operator compares two numbers and returns true if they are not equal. For example, 5 != 10 is true.

These comparison operators allow you to compare numbers and make decisions based on their relationships within arithmetic or programming operations.

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read this backwards bc it wont let me do it forward

LOL snap my add should you but no

sereenagamble

Answer:

for vertex at (h,k)

the equation is

y=a(x-h)^2+k

for vertex at (0,-1)

equation is

y=a(x-0)^2+(-1) or

y=ax^2-1

find what a is

(2,2)

x=2

y=2

2=a(2^2)-1

2=a(4)-1

add 1

3=a(4)

divide both sides by 4

3/4=a

the equation is

y=3/4x^2-1

Step-by-step explanation:

I really hope it helps!