Answer:
101. NVM
Step-by-step explanation:
23 X 101= 2323
Echoing a two-digit number to make it a four-digit number is equivalent to multiplying the two-digit number by 101.
Echoing a number means repeating the digits of that number to create a new number with a different number of digits. For instance, echoing a one-digit number once turns it into a two-digit number, and echoing a two-digit number once turns it into a four-digit number. In this explanation, we'll explore the relationship between echoing and multiplication to better understand this concept.
Let's consider a one-digit number, say "n." Echoing "n" once will result in a two-digit number "nn." We can express this as:
n → nn
To understand the relationship between echoing and multiplication, let's see what happens when we echo "n" twice:
nn → nnnn
Notice that "nn" is repeated twice to create a four-digit number. We can represent this as:
n → nn → nnnn
To find the relationship between echoing a two-digit number and multiplication, let's take a two-digit number "ab" (where "a" represents the tens digit and "b" represents the ones digit). Echoing "ab" once will give us the four-digit number "abab":
ab → abab
Now, let's echo "ab" again:
abab → abababab
Observe that "ab" is repeated three more times to form an eight-digit number. We can represent this as:
ab → abab → abababab
To generalize this pattern, we can say that echoing a two-digit number "ab" once turns it into a four-digit number "abab," echoing it twice turns it into an eight-digit number "abababab," and so on.
Now, let's examine the relationship between the number of digits in the echoed number and the number of times we echoed it:
- Echoing once: 2 digits
- Echoing twice: 4 digits
- Echoing three times: 8 digits
Notice that the number of digits in the echoed number doubles every time we echo the two-digit number.
Now, consider the powers of 10. Multiplying a number by 10 moves the decimal point one place to the right, while multiplying by 100 moves the decimal point two places to the right.
To make a two-digit number into a four-digit number, we need to multiply it by a value that moves the digits two places to the right. And this value is 100, which is equal to 10².
So, echoing a two-digit number to make it a four-digit number is equivalent to multiplying the two-digit number by 100.
To summarize: ab → abab (echoing once, equivalent to multiplying by 10²)
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c. When measuring the dimensions of a room a carpenter uses a tape measure that only displays a number of feet, L, on the metal tape.
(The carpenter's tape measure does not display inches).
i. Write an expression to determine the length of the room in yards.
Preview
ii. Write an expression to determine the length of the room in units of 3 feet (yards).
Preview
iii. Write an expression to determine how many times as long the room is than 3 feet.
Preview
The dimension of a room is the length and width of the room.
The length of the room in yard is L/3An expression for the length of the room in unit of 3ft is 3LThe room is longer than 3 feet, in L timesFrom the question, we have:
[tex]L \to[/tex] Number of feet
(a) An expression for the length of the room in yards
In standard unit of conversion
[tex]1ft = \frac{1}{3} yd[/tex]
Multiply both sides by L:
[tex]L \times 1ft = L \times \frac{1}{3} yd[/tex]
[tex]L\ ft = \frac{L}{3} yd[/tex]
Hence, the length of the room in yard is L/3
(b) An expression for the length of the room in unit of 3ft
In (a), we have:
[tex]L \to[/tex] Number of feet
To calculate the length in units of 3 feet, we simply multiply L by 3
[tex]Unit = 3 \times L[/tex]
[tex]Unit = 3L[/tex]
An expression for the length of the room in unit of 3ft is 3L
(c) How many times longer the room is, than 3ft.
In (b), we have:
[tex]Unit = 3L[/tex]
The number of times (n) the room is longer than 3 ft is:
[tex]n = Unit \div 3[/tex]
[tex]n = 3L \div 3[/tex]
[tex]n = L[/tex]
The room is longer than 3 feet, in L times
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Answer:
a. L/3
B. L/3
C. L/3
Step-by-step explanation:
trust me, just answered it
what is a decimal that rounds to 4?
Answer:
there are alot of things that can be rounded to 4
Answer:
i think nearest thousand
Express in litres. 80000mm
Answer:
8 l
Step-by-step explanation:
1 l = 1000 mm
8000 mm = 8000/1000
8000 mm = 8 l
Simplify the two terms into one radical expression.
A bowl holds the 15 pieces of fruit shown below.
If Jasmine correctly writes the fraction of fruit that are apples, which of the following would be the numerator of the fraction?
Answer:
Step-by-step explanation:
8/15
The fraction representing the number of apples is 8/15 thus, the numerator will be 8.
What is numerator and denominator?In such a fraction, the value that appears above the horizontal line is referred to as the numerator.
In another word, if we divide two numbers by each other then the upper word is called the numerator, and the lower word is called the denominator.
As per the given apple lot,
The total number of fruits = 20
The total number of apples = 8
Thus, the fraction will be 8/20 where the numerator will be 8.
Hence "The fraction representing the number of apples is 8/15 thus, the numerator will be 8".
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Given the following explicit rule an=3(4)n-1. Find the 9th term in the geometric sequence
a
786432
b
196608
c
49152
d
252356
Answer:
the answer is A
Step-by-step explanation:
lol
16. -4x+3x=2
Please help
Answer:
x= -2
-------
7
Step-by-step explanation:
<1. combine like terms.>
<2.divide both sides of the equation by same terms.>
<3.Simplify.>: then Answer while come x= -2
------
7
sin(60-theta)sin(60+theta)
Step-by-step explanation:
[tex] \sin(60 - \theta) \sin(60 + \theta) \\ = \{ \sin(60) \cos( \theta) - \sin( \theta) \cos(60) \} \{ \sin(60) \cos( \theta) + \cos(60) \sin( \theta) \} \\ = \{ \frac{ \sqrt{3} }{2} \cos( \theta) - \frac{1}{2} \sin( \theta) \} \{ \frac{ \sqrt{3} }{2} \cos( \theta) + \frac{1}{2} \sin( \theta) \} \\ \\ [/tex]
from difference of two squares:
[tex]{ \boxed{(a - b)(a + b) = ( {a}^{2} - {b}^{2} ) }}[/tex]
therefore:
[tex] = \{ {( \frac{ \sqrt{3} }{2}) }^{2} { \cos }^{2} \theta \} - \{ {( \frac{ \sqrt{3} }{2} )}^{2} { \sin }^{2} \theta \} \\ \\ = \frac{3}{4} { \cos }^{2} \theta - \frac{3}{4} { \sin}^{2} \theta[/tex]
factorise out ¾ :
[tex] = \frac{3}{4} ( { \cos }^{2} \theta - { \sin}^{2} \theta) \\ \\ = { \boxed{ \frac{3}{4} \cos(2 \theta) }}[/tex]
The average price for a gallon of gas in the US went up from $2.92 in November 2010 to $3.70 in November 2011. What is the percent increase in the average price for a gallon of gas over this time period?
Answer:
(3.70 - 2.92) / 2.92 = about 0.27%.
Blank as 9 hundreds is 9 thousands
vertex of h(x)=−4x 2 +12x−7
Answer:
x = 1.5
Step-by-step explanation:
To get the vertex of a quadratic equation you can use the formula
x = -b/2a
where f(x) = ax² + bx + c
So you would get -12/2(-4)
-12/-8
x = 1.5
Then substitue x in the equation to find y. I won't be doing that here
Help me quick!! A rancher has a field in the shape of the polygon shown.
9514 1404 393
Answer:
18 sheep
Step-by-step explanation:
The triangle cut from the upper right corner has a height of 200-100=100 m and a width of 200-120=80 m. Its area is given by the triangle area formula ...
A = 1/2bh
A = 1/2(80 m)(100 m) = 4000 m²
__
The area of the square that includes that triangle is ...
A = LW
A = (200 m)(200 m) = 40000 m²
So, the area of the field where the farmer can keep sheep is ...
field area = 40000 m² -4000 m² = 36000 m²
At 2000 m² per sheep, the field will support ...
(36000 m²)/(2000 m²/sheep) = 18 sheep
If a ramp has a slope less than 1 but greater than 0, is it steeper than a ramp with a slope of 1
No the larger the number the steeper the slope. 1 would be a steeper slope than a number less than 1.
Please Help! I will give you a lot of points and the brainiest!
--This is Hindu-Arabic math, so you can't use our regular number system
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I don’t understand this please help.
Answer:
z+5+101=180°( being straight angle)z=180°-106°z=74°hope it helps.stay safe healthy and happyplease help me on my question
Answer:
what question?...........
-2 17/18 as a decimal
17/18 as a decimal is 0.94444444444444.
Evaluate the following problems. Show your work
Step-by-step explanation:
7.)
13 - 24 / (8 - 2) × 1³
brackets first
13 - 24 / (6) × 1³
exponents next
13 - 24 / 6 × 1
dot operations (division, multiplications) next
13 - 24 / 6 × 1 = 13 - 24×1/6 = 13 - 24/6 = 13 - 4
dash operations (adding, subtracting) last
13 - 4 = 9
8.)
-81/9×4 + 8²
no brackets, so exponents first
-81/9×4 + 64
dot operations next (often best is going left to right, but the sequence actually does not matter; e.g. -81/9×4 = -81×4/9).
-81/9×4 + 64 = -9×4 + 64 = -36 + 64
dash operations last (again, sequence does not matter, if you handle all signs correctly, but in case of doubt just go left to right).
-36 + 64 = 28
Zelda went to the grocery store and
purchased a box of cereal for $3.25, milk
for $1.25, and bread for $2.25. She paid
with a $10.00 bill. How much change did
Zelda receive?
The value of 2 · 5^2 is 100. True or False?
If n = 4, the value of the expression 28 - 12 + ÷ 2 is _____.
A) 15 B) 17 C) 17/2 D) 21
Please answer both!
A 12-sided die can be made from a geometric solid called a dodecahedron. Find P(“roll something less than 5”)
Answer:
For probability ,Here possible outcome are 4
total outcome = 12
So probability = 4/12 = 1/3
mark me as brainliest ❤️
The probability of rolling something less than 5 is 1/3.
What is probability?Probability is the chance of occurrence of a certain event out of the total no. of events that can occur in a given context.
Given, A 12-sided die can be made from a geometric solid called a dodecahedron.
The sample space is, {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12}.
So, The probability of getting any number is 1/12.
Therefore, The probability of getting a number less than 5 is,
P(1) + P(2) + P(3) + P(4).
= 1/12 + 1/12 + 1/12 + 1/12.
= 4/12.
= 1/3.
So, The probability of getting a number less than 5 is 1/3.
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the table below shows the total cost of attendance to a basket ball game, y, for x students. which explains how the table can be used to predict the cost of any number of students attending the game?
Answer:
Hi there it's simple we can use direct proportion for predicting like that
If EW=6x-35, find UW
pls answer correctly!
n - 6m = 8
solve for n
Hi there!
»»————- ★ ————-««
I believe your answer is:
[tex]n = 8 + 6m[/tex]
»»————- ★ ————-««
Here’s why:
⸻⸻⸻⸻
[tex]\boxed{\text{Solving for 'm'...}}\\\\n - 6m = 8\\------------\\\rightarrow n - 6m = 8 \\\\\rightarrow n - 6m + 6m = 8 + 6m\\\\\rightarrow \boxed{n = 8 + 6m}[/tex]
⸻⸻⸻⸻
»»————- ★ ————-««
Hope this helps you. I apologize if it’s incorrect.
WILL GIVE BRAINLEST
Slove f(-4) if f(x) = -4x -2
Give Step by Step pls.
Answer:
Use the given functions to set up and simplify f(−4).
14
Step-by-step explanation:
Plug x + h into the function f and simplify to find f(x + h). Now that you have f(x + h), find f(x + h) - f(x) by plugging in f(x + h) and f(x) and simplifying. Plug your result from step 2 in for the numerator in the difference quotient and simplify.
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You are making a colorful birthday cake for a birthday party and needs do use 4 drops of food coloring for every 7 ounces of icing how many drops of food coloring do you need if you are using 42 ounces of icing?
You will need 24 drops of food coloring
Because 7x6=42 so we have to multiply 6 by 4 and that is 24
Write a percentage
1/25
Answer:
4$
Step-by-step explanation:
1 divided by 25 is 0.04, which equals 4%.
equal sets are equivalent sets but equivalent sets need not to be equal sets. why?
Step-by-step explanation:
Equal sets are those set which contain same no. elements and have same numbers but equivalent sets are those who contain same number of elements but donot contain exact number. So, they are different.
4)Jose makes $17 an hour and works a 30 hour work week. He loses
20 % of his paycheck to Taxes and SSI. How much is does he keep
from his check?
Answer:
$408
Step-by-step explanation:
$17 x 30 = $510
100% = 510
20% = taxes
remaining amount = 80%
80% of 510 = 0.80 * 510
0.80 * 510 = $408
If my answer is incorrect, pls correct me!
If you like my answer and explanation, mark me as brainliest!
-Chetan K
Answer:
408
Step-by-step explanation:
I think so check with others
If a = t and b=2 then find the value of - 2ab and - 3a+b
Step-by-step explanation:
Given,
a=t
b=2
-2ab=-2×t×2 = -4t
-3a+b=-3×t+2= -3t+2
