What does the digit 2 represent in 701, 280?
Twenty thousand
Two hundred
Two hundred thousand
Two thousand

Answer:

48 inches

or

0.8 minutes

Step-by-step explanation:

To find the unit rate of inches per hour, divide 144 by 3.

144÷3=48

You don't need to round because there are no decimals.

To find the time to braid 1 inch, first multiply 3 by 60 (because there are 60 minutes in 1 hour).

3×60=180

Then divide 144 by 180.

144÷180= 0.8

You don't need to round because there are no thousandths.

Answer:

6.4

Step-by-step explanation:

160 / 25 = 6.4

Answer: 6.4

Step-by-step explanation: 6.4 x 25 = 160 Brainliest please?

Answer:

70° + x + (x - 20°) = 180°

x = 65°

hope it help u !!!

sorry i cant explain it in Eng

hope u can understand the image, it's an example

Answer:

7

Step-by-step explanation:

(0,0)

Step-by-step I took the test

The answer is [tex]24/4=6 \hspace{0.1cm} and \hspace{0.1cm}4*6=24[/tex]. "unknown factor" pertains to finding an unknown value in a multiplication problem, while "quotients" refer to the results obtained in division operations.

Both concepts are fundamental in arithmetic and algebraic calculations.

In mathematics, "unknown factor" and "quotients" are related to multiplication and division, respectively:

1. **Unknown Factor:**

  - An "unknown factor" refers to a number or variable that you want to find or determine in a multiplication problem.

  - In the context of an equation like "a * b = c," where "a" and "b" are known values or variables, and "c" is the result of the multiplication, you might be trying to find the value of "a" or "b." The unknown factor is the value that you don't initially know, and you need to solve for it.

  - For example, if you have the equation "3 * x = 15," the unknown factor is "x," and to find its value, you would need to divide both sides of the equation by 3, yielding "x = 5."

2. **Quotients:**

  - "Quotients" is the plural form of "quotient," and it refers to the result of a division operation.

  - In division, the quotient is the number that you get when you divide one number (the dividend) by another number (the divisor).

  - For example, in the division problem "12 ÷ 4," the quotient is 3 because 12 divided by 4 equals 3. Here, 3 is the result or quotient of the division operation.

  - Quotients can be whole numbers, fractions, or decimals, depending on the numbers being divided and the division process.

to know more about quotients:

https://brainly.com/question/1939154

#SPJ3

Step-by-step explanation:

slope = x factor = - 5/2

Perpendicular slopes must be opposite reciprocals of each other:  m1 * m2 = –1

New slope = 2/5 = m

y = mx + b

from the point given y = 2 | x = -4

2 = (2/5 × -4 ) + b

2 = - 1.6 + b

b = 3.6

line equation

[tex]y = \frac{2}{5} x + 3.6[/tex]

Answer:

2.57

Step-by-step explanation:

3x²-5x-7=0

Eqn and u will get the answer

Answer:

The positive divisors of 2160 are:

1,  2, 3, 4, 5, 6, 8, 9, 10, 12, 15, 16, 18, 20, 24, 27, 30, 36, 40, 45, 48, 54, 60, 72, 80, 90, 108, 120, 135, 144, 180, 216, 240, 270, 360, 432, 540, 720, 1080, 2160

Multiples of 3 are:

3, 6, 9, 12, 15, 18, 24, 27, 30, 36, 45, 48, 54, 60, 72, 90, 108, 120, 135, 144, 180, 216, 240, 270, 360, 432, 540, 720, 1080, 2160

The number of divisors, multiples of 3 is:

Answer:

v² - 4

Step-by-step explanation:

To simplify usually means to reduce something.

So like in this problem all we have to do is reduce...

v^2 - 2^2

v² - 4

Hope this helps :)

Answer:

2.63340641 × 10109 m13 / s13

Answer:

y = x - 8

Step-by-step explanation:

There's no magic method to doing these, and problem 21 makes it harder to see a pattern by using inputs that are not consecutive integers (like problem 20 does)!

Looking at inputs 20 and 21, the outputs are 8 less than the inputs.  Check the other inputs and notice that the same pattern holds up.

Answer:

just for points museum Kristen

Answer:

On his day off, Lee took a trip to the zoo. He drove an average speed of 65 mph, and it took him two-and-a-half hours to get from his house to the zoo.

Step-by-step explanation:

Answer:

f(4) = 0

Step-by-step explanation:

If the value of x is between 0 and 5, then the f(x) will equal 0.

x = 4 is greater than 0 and less than 5, so f(4) = 0

Answer:

I think it's -31

Step-by-step explanation:

I just did it on calculator

Answer:

-31

Step-by-step explanation:

respect BODMAN

open first bracket and its -10, -10-48-(-27)

open second bracket and its - times - is a +

-10-48+27

=-31

Answer:

30mm

Step-by-step explanation:

Diameter 60mm ÷ 2 = 30mm radius

Radius = 1/2 diameter

Answer:

b, d and e

Step-by-step explanation:

Only even numbers are divisible by 2

The only even numbers in the list are

b 70

d 2380

e 6678

Step-by-step explanation:

While there are no examples available, there is the room to understand each angle type you listed, vertical angles are angles that are opposite from each other, and they are congruent (they have the same angle in degrees) now, imagine that for vertical angles, they are in an X top and bottom are equal, and the two sides are equal. For a straight angle, that is usually two angles that are right angles (90 degrees) back to back, meaning when you add 90 and 90 degrees together, you get a straight line or a 180 degree angle. An example of an acute angle is any angle less than 90 degrees, that is a real number, so imagine 25, 40, and 60 as all acute angles.

Hope this helps you identify them in your problem!

Answer:

x = 4

Step-by-step explanation:

[tex]\dfrac{1}{5}*(2x + 92) = 5x[/tex]

Multiply the equation by 5

[tex]5* \dfrac{1}{5}*(2x +92) =5x*5\\\\ 2x + 92 = 25x[/tex]

Subtract 2x from both sides

92 = 25x - 2x

92 = 23x

Divide both sides by 23

92/23 = 23x/23

4 = x

x = 4

Answer:

the distance between points M(2,6) and N(3,1)

MN = [tex]\sqrt{(3 -2)^{2} + (1 - 6)^{2} }[/tex] =[tex]\sqrt{26}[/tex]

Answer:

option 2 is answerrrrrrrrrr

Answer:

8.2

Step-by-step explanation:

If each student in the group collected 15 shells, we know that there are 123 students on the field trip, so we can take 123 and divide it by 15 to get 8.2 or 41/5.

Answer:

(-5,8)

Step-by-step explanation:

The left number represents the x-axis, the right one the y-axis. A translation to the right means in the positive direction on the x-axis, which is why we add 3 to -8 which gives us -5. Down on the y-axis is in the negative direction, which means we have to subtract 1 from 9, giving us 8.

Answer:

the answer is the same since it is the same numeral so in terms of y=mx+c and x1/y1 would be inversely proportional to x2/y2 which is perfectly direct proportional to x3/y3×2 and then dy over dx is the problem of integration so you use (x2/x3÷y2/y3)×x1^y1

Step-by-step explanation:

if you mean x multiply 2 :

j(x) = 2x + 1

j(a+1) = 2(a+1) + 1

= 2a+ 2 +1

=2a + 3

if you mean x to the power of 2

j(x) = x^2 +1

j(a+1) = (a+1)^2 + 1

= a^2 + 2a + 1 +1

= a^2 + 2a + 2

Answer:

Step-by-step explanation:

Doing this the long way, write a^12 as a product of "a"s

a^12 = a * a * a * a * a * a * a * a * a * a * a * a

Now group them into groups of 4

a^12 = a * a * a * a * a * a * a * a * a * a * a * a

There are 3 groups of 4 so you can write it as [(a^4)]^3 which is a cube

Now do the same thing with groups of 6s

a^12 = a * a * a * a * a * a * a * a * a * a * a * a

a^12 = (a^6)^2

So the two answers are

Perfect cube:  [(a^4)]^3

Perfect square: (a^6)^2

Answer:

-5

Step-by-step explanation:

-3y=-3x+15

y=x-5

make x=0

y=0-5

y=-5