1,000,000
100 * 100 * 100
100^3
1,000^2
10,000 * 100
10^4 * 10^2
10^3* 10^3
10^5 * 10
1,000 * 1,000
100,000 * 10
400,000 * 2.5
500,000 * 2
250,000 * 4
200,000 * 5
10 * 10 * 10 * 10 * 10 * 10
10^3 * 10 * 10^2
10^4 * 10 * 10
10^7 / 10
10^10 / 10^4
I DON'T WANT TO WRITE MORE
The solution is: the expressions as we can that have the same value as 10 to the 6 power , using exponents and multiplication are given below.
What is multiplication?In mathematics, multiplication is a method of finding the product of two or more numbers. It is one of the basic arithmetic operations, that we use in everyday life.
Here, we have,
10 to the 6 power
i.e. 10^6
now, using exponents and multiplication the expressions as we can that have the same value as 10 to the 6 power are:
1,000,000100 * 100 * 100100^31,000^210,000 * 10010^4 * 10^210^3* 10^310^5 * 101,000 * 1,000100,000 * 10400,000 * 2.5500,000 * 2250,000 * 4200,000 * 510 * 10 * 10 * 10 * 10 * 1010^3 * 10 * 10^210^4 * 10 * 1010^7 / 1010^10 / 10^4To learn more on multiplication click:
brainly.com/question/5992872
#SPJ2
A university record search of 250 incoming freshmen
at a state university shows that 26 had received college
credit for science courses but not math courses,
and 12 had received college credit for math but not
science. There were 202 that had not received college
credit for either.
a. How many of the students had received college credit for math?
b. How many had received credit for science courses?
Answer:
a. 12 students had received college credit for math
b. 26 students had received college credit for science
HELP ME WITH THIS PLEASEEEE
An art student is mixing blue paint with yellow paint to create a special color. For every 6 gallons of blue paint, they need 4 gallons of yellow paint.
How much yellow paint will they need if they use 30 gallons of blue paint?
Answer:
The answer is 20 gallons of yellow paint
Answer:
20 gallons of yellow paint.
Step-by-step explanation:
4/6 = x/30 is the equation.
4 represents yellow paint.
6 represents blue paint.
We know 30 gallon of blue paints was used.
But we dont know x , the amount of yellow paint.
Criss cross bottom to top
6× X = 4×30
6x= 120
x=20
Consider the equation below.
2(n + 4) = 8–6(n-4)
Solve the equation for n.
A
-3
B
D
16
Answer:
N=3
Explanation:
Look at image below
One of the legs of a right triangle measures 12 cm and the other leg measures 16 cm. Find the measure of the hypotenuse. If necessary, round to the nearest tenth.
Answer: 20 cm
Step-by-step explanation:
Given
For the right angle triangle, the length of the other two sides of triangle are 12 cm and 16 cm
Using the Pythagoras theorem, [tex](\text{Hypotenuse})^2=(\text{Perpendicular})^2+(\text{base})^2[/tex]
Insert the values
[tex]\Rightarrow H^2=12^2+16^2\\\Rightarrow H^2=144+256\\\Rightarrow H^2=400\\\Rightarrow H=\sqrt{400}\\\Rightarrow H=20\ cm[/tex]
Mrs. Smith wants to purchase table pads for her circular dining room table. If the table has a diameter of 3 feet and the pads cost 50 cents per square foot, approximately how much will the table pads cost? Use 3.14 for
Answer:3.53
Step-by-step explanation:
I found it on a quiz game got it right
if 20% of ms.moore's class earned a d how many of her 30 students earned a d what percent of students earned a different grade
Answer:
6 students earned a d and 80% got other
Step-by-step explanation:
Answer:
6 students, 80% of students
Step-by-step explanation:
20% of her 30 students earned a D. To find exactly how many students earned a D, we can convert the 20% into a fraction and thereby multiply the fraction by 30.
[tex]20[/tex]%[tex]=[/tex]
[tex]\frac{20}{100}=\\\frac{1}{5}[/tex]
Ok, [tex]\frac{1}{5}[/tex] of Ms. Moore's 30 students earned a D. Let's multiply.
[tex]\frac{1}{5}*\frac{30}{1} =\\6[/tex]
6 students in Ms. Moore's class earned a D.
Therefore, the rest of the class earned a different grade. [tex]30-6=24[/tex] students had a different grade. To find the percentage, we simply divide by the total number of students and multiply by 100%
[tex]\frac{24}{30} =\\\frac{4}{5} =\\0.8=[/tex]
[tex]80[/tex]%
80% of students in Ms. Moore's class got a grade other than D.
I hope this helps! Let me know if you have any questions :)
0.45 written as a common fraction, in its simplest form, is
Answer:
920
So, 0.45=920 as a proper fraction in simplest form.
investors buy a studio apartment for $240,000 . Of this amount, they have a down payment of 60,000. Their down payment is what percent of the purchase price? What percent of the purchase price would a $108,000 down payment be?
Answer:
25%
bc its 1/4 = 0.25 of the purchase price.
the other percentage is 45
108/240 = 54/120 = 18/40 = 4.5/10 = 45/100
HELP RIGHT NOW AND ILL GIVE BRAINLY IF CORRECT
Answer:
-9
Step-by-step explanation:
[tex]3^{-36}[/tex]= [tex]27^{-12}[/tex]
The sum of two consecutive numbers is one less than three times the smaller integer. Find the two integers.
Answer:
2 and 3
Step-by-step explanation:
Let us start by representing the first consecutive number with x. In a similar sense, the next consecutive number would be x+1. According to the given question, we can write the following equation:
[tex]x+x+1=3x-1[/tex]
Solving for the equation by isolating the term containing x, we have:
[tex]2x+1=3x-1\\2x+2=3x\\\fbox{x=2}[/tex]
Since we have designated x as the first consecutive integer, the other integer we are looking for is x+1, or [tex]\fbox{3}[/tex] .
I hope this helps! Let me know if you have any questionss :)
Based on the side lengths given (a, b, and c), which triangles are right triangles?
Answer:
It's the third option.
Step-by-step explanation:
the answer is b and c
sorry if im wrong
Which Equation has a slope of 1/4 and a y intercept of 3
Answer:
option 4 see desmos graph will help you
Jodie ran at an average speed of 6 km/h for 10 minutes.
How far did she run in km?
Answer:
Distance cover by Jodie = 1 kilometer
Step-by-step explanation:
Given;
Speed of Jodie = 6 kilometer/ hour
Total time Jodie ran = 10 minutes
Find:
Distance cover by Jodie
Computation:
Total time Jodie ran = 10 minutes = 10 / 60 = 0.1667 hour
Distance = Speed x time
Distance cover by Jodie = Speed of Jodie x Total time Jodie ran
Distance cover by Jodie = 6 x 0.1667
Distance cover by Jodie = 1.002
Distance cover by Jodie = 1 kilometer
find any 4 rational number between -1/2 and -1/3
Given:
The two numbers are [tex]-\dfrac{1}{2}[/tex] and [tex]-\dfrac{1}{3}[/tex].
To find:
The 4 rational numbers between the given numbers.
Solution:
We have,
[tex]-\dfrac{1}{2}[/tex] and [tex]-\dfrac{1}{3}[/tex]
First we need to make common denominators. So multiply and divide the first fraction by 3 and second fraction by 2.
[tex]-\dfrac{1\times 3}{2\times 3}=-\dfrac{3}{6}[/tex]
[tex]-\dfrac{1\times 2}{3\times 2}=-\dfrac{2}{6}[/tex]
We need to find 4 rational numbers between the given numbers. So, multiply and divide both fractions by five, (4+1=5).
[tex]-\dfrac{3\times 5}{6\times 5}=-\dfrac{15}{30}[/tex]
[tex]-\dfrac{2\times 5}{6\times 5}=-\dfrac{10}{30}[/tex]
Now, the four numbers between -15 to -10 are -14, -13, -12, -11.
[tex]-15<-14<-13<-12<-11<-10[/tex]
[tex]-\dfrac{15}{30}<-\dfrac{14}{30}<-\dfrac{13}{30}<-\dfrac{12}{30}<-\dfrac{11}{30}<-\dfrac{10}{30}[/tex]
[tex]-\dfrac{1}{2}<-\dfrac{14}{30}<-\dfrac{13}{30}<-\dfrac{12}{30}<-\dfrac{11}{30}<-\dfrac{1}{3}[/tex]
Therefore, the 4 rational number between the given numbers are [tex]-\dfrac{14}{30},\ -\dfrac{13}{30},\ -\dfrac{12}{30}\ -\dfrac{11}{30}[/tex].
can someone help me with part A please??
Answer:
h=4cm
Step-by-step explanation:
a) volume of a cuboid= LBH
cuboid a=(3x2x8)cm³
=48cm³
cuboidb
6cmx2cmxh=48cm³
12cm²xh=48cm³
12cm²h/12cm²=48cm³/12cm²
h=4cm
what is the value of 642/3?
Step-by-step explanation:
[tex] \frac{642}{3} \\ [/tex]
= 214Answer:
[tex]214[/tex]
Step-by-step explanation:
[tex] \frac{642}{3} [/tex][tex] = 642 \div 3 \\ = 214[/tex]
Hope it is helpful...Which statement accurately describes how to reflect point A (3, −1) over the y-axis?
Answer:
Are there any options to choose from???
Find the gradient of the line segment between the points (-4,4) and (0,12).
gradient = 12-4 ÷0-(-4)=8÷4=2
Answer:
gradient = 2
Step-by-step explanation:
Calculate the gradient m using the gradient formula
m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]
with (x₁, y₁ ) = (- 4, 4) and (x₂, y₂ ) = (0, 12)
m = [tex]\frac{12-4}{0+4}[/tex] = [tex]\frac{8}{4}[/tex] = 2
Ravi is 8 years older than nastasha the sum of their ages is 42 find their ages
Answer: Natasha is 17 and Ravi is 25
Step-by-step explanation:
Let n = Natasha’s age and r = Ravi’s age
We can write an equation then substitute: 42=n+r
We know that Ravi is 8 years older than Natasha, so Ravi’s age is equal to n+8. We can substitute that in, so 42= n+(n+8)
Simplify:
42=n+(n+8)
42= 2n+8
42-8=2n+8-8 (subtract 8 from both sides to isolate n)
34=2n
34/2=2n/2 (divide both sides by two)
17=n
Natasha is 17, and Ravi is 8 years older. 17+8= 25, Ravi is 25. You can double check by adding 25 and 17 together, which brings you back to 42 :]
12(5x + 10x²) = 256 + 60x
How do I solve this equation
Answer:
30
Step-by-step explanation:
idek
Please help! No links or Files please :)
Leonard made a deposit of $4,500 into a savings account which earns 7% annual compound interest. Assuming he makes no other deposits or withdrawals, which of the following shows the amount of interest his account should earn after 15 years?
Answer:
29.6925
Step-by-step explanation:
The window of the school bus need to be washed by the end of the day. Mr.Casey washes 1/3 of the 33 before lunch. If Mr.Casey washes 8 of the remaining windows after lunch, how many windows still need to be washed by the end of the day? A 11 windows B 14 windows C 19 windows D 25 windows
Answer:
14 windows is the answer
Step-by-step explanation:
windows washed before lunch = 1/3 of total windows
= 1/3 * 33
= 11 windows
windows washed after lunch = 8
windows remaining = total - washed before lunch - washed after lunch
remaining = 33 - 11 - 8
= 33 - 19
= 14 windows
Can someone please help ?! Thanks !
Answer:
23
Step-by-step explanation:
The pattern is adding by 5
18+5=23
Hope this helps! :)
Answer:
23
Step-by-step explanation:
each one is 5+ its a pattern so the last one needs to be 5+ so 19 20 21 22 23
8.
How is the graph of y=5x^2-4 different from the graph of y=5x^2?
A. It is shifted 4 units to the left.
B. It is shifted 4 units to the right.
C. It is shifted 4 units down.
D. It is shifted 4 units up.
Answer:
C. It is shifted 4 units down.
Step-by-step explanation:
Shifted four units down. When a number is at the end of the equation, it means that that number shifts up or down depending on its sign.
Answer:
It is shifted 4 units down
Step-by-step explanation:
When we have a function the constant number that is not multiplied by a variable, in this case, 4 in the first function, indicates where the function will intercept the y-axis, or when x is equal to 0.
In this case, we have two functions:
y = 5x^2 - 4, in which -4 is the constant that will determine where the function intercepts the y-axis. So if we say that we have x=0, then y=-4
In the second function we have:
y= 5x^2, this function is very similar but we don´t have another number after 5x^2, so we will have a similar graph but when x = 0 then y = 0.
So the first graph is shifted 4 units down. We can see this in the attachment.
It shifted 4 u it’s to the left
It is shifted 4 units to the left.
.. The solution of which quadratic Inequality is shown on the number line?
O (3+6) (3 – 4) <0
O (2-6) (2 - 4) > 0
O (30 – 6)(+4) <0.
O (30 – 6) (x – 4) <0
Explanation:
If you graphed (x-6)(x+4) on the xy plane, then you'll see a parabola forming. This parabola has roots at x = -4 and x = 6. Between these roots, the curve is below the x axis. This visually shows that (x-6)(x+4) is negative when -4 < x < 6.
Furthermore, we can say that (x-6)(x+4) is negative or zero when [tex]-4 \le x \le 6[/tex] which corresponds directly to the number line graph your teacher gave you. The endpoints being closed circles mean "include this as part of the shaded solution set".
3
PLEASE HELP ME
Type the correct answer in each box. Use numerals instead of words. If necessary, use / for the fraction bar
Consider the equation.
4(pr + 1) = 64
The value of xin terms of pis
The value of x when pis -5 is
Reset
Next
Answer:
ans : x in terms of p is 15/p and if p is -5 than x= -3
Step-by-step explanation:
4( px +1 ) = 64
( Px + 1 ) = 64/4
px = 16 - 1
x = 15/p
and , if p= -5 than,
x = 15 / (-5)
= - 3
?
Answer:
Step-by-step explanation:
She made the -2(6) as a positive 12. it should've been a negative 12 because a negative multiplied by a positive is a negative.
What is the remainder when 19x^2+15x+12 is divided by x-2?
Answer:
118
Step-by-step explanation:
what is the correct answer
Answer:
below
sin30 = x/8
x = 8 *sin30
x = 4
option A is Correct
