MATHEMATICS
COLLEGE

Answer:

Answer:

7,849,000

Step-by-step explanation:

This is compact-short form, an effort to avoid writing all the zeros that come with the millions and billions long form numbers.

7.849M is the same as

7,849,000

HIGH SCHOOL

Find the axis of symmetry for this parabola. y = 3x2 - 6x - 9

x = -3

x = 1

x = 3

x = 4

Find the axis of symmetry for this parabola.

y = 3x2 - 6x - 9

x = -3

☆☆☆☆☆☆☆☆☆☆☆☆☆☆☆x = 1

x = 3

x=4

-b/2a=-(-6)/2(3)

=6/6=1

MIDDLE SCHOOL

3 x 10, then 5 x 10, then 7 x 10, then tell if it is going positive or negative

Answer:

3 x 10 = 30

5 x 10 = 50

7 x 10 =70

30 is positive, 50 is positive, 70 is positive

Step-by-step explanation:

When multiplying 3 by 10, imagine 10 being adding by 10 three times.

10 + 10 + 10

Then add

30

If you know even numbers they go:

2,4,6,8,10,12,14,16,18,20,22,24,26,28,30,etc.

These steps also work for 5 x 10 and 7 x 10.

Imagine 10 being added by 10 five times.

10 + 10 + 10 + 10 + 10 = 50.

Imagine 10 being added by 10 seven times.

10 + 10 + 10 + 10 + 10 + 10 + 10 = 70.

MIDDLE SCHOOL

Which is equivalent to RootIndex 3 StartRoot 8 EndRoot Superscript one-fourth x? 8 Superscript three-fourths x

RootIndex 7 StartRoot 8 EndRoot Superscript x

RootIndex 12 StartRoot 8 EndRoot Superscript x

8 Superscript StartFraction 3 Over 4 x EndFraction

Answer: Choice C

RootIndex 12 StartRoot 8 EndRoot Superscript x

12th root of 8^x = (12th root of 8)^x

=========================================

Explanation:

The general rule is

so any nth root is the same as having a fractional exponent 1/n.

Using that rule we can say the cube root of 8 is equivalent to 8^(1/3)

-----

Raising this to the power of (1/4)x will have us multiply the exponents of 1/3 and (1/4)x like so

(1/3)*(1/4)x = (1/12)x

In other words,

-----

From here, we rewrite the fractional exponent 1/12 as a 12th root. which leads us to this

Answer:

C 8 x/3

Step-by-step explanation:

COLLEGE

Three of nine softball players play outfield what is the fracton

The phrase "3 out of 9" is the same as saying 3/9

Because the numerator (top of the fraction) and denominator (bottom of fraction) can both be divided by 3, we know we can divide both by 3 in order to simplify it.

This leaves us with 1/3

Because the numerator (top of the fraction) and denominator (bottom of fraction) can both be divided by 3, we know we can divide both by 3 in order to simplify it.

This leaves us with 1/3

3 of nine softball players play outfield

3 of nine = 3/9

3/9 is your fraction for those who play outfield (3/9 simplified = 1/3)

9/9 - 3/9 = 6/9

6/9 is your fraction for those who do not play outfield (6/9 simplified = 2/3)

hope this helps

3 of nine = 3/9

3/9 is your fraction for those who play outfield (3/9 simplified = 1/3)

9/9 - 3/9 = 6/9

6/9 is your fraction for those who do not play outfield (6/9 simplified = 2/3)

hope this helps

MIDDLE SCHOOL

Emily bought a pair of headphones on sale if they usually cost 36 dollars and 80 cents, and Emily purchase them at fourty percent off, how much did she pay

Answer:

$22.08

Step-by-step explanation:

If Emily recieved 40% off then she paid 60% of the price. To find the sale price she paid, multiply the original price by the decimal conversion of 60%, 0.6.

0.6(36.80) = 22.08

MIDDLE SCHOOL

Noelle is purchasing fabric for something she wants to sew. If she needs 6 yards, and each yard costs $7.89, what is the total cost

if you multiply $7.89 x 6 yards it'll equal to $47.34

MIDDLE SCHOOL

AB = XY, BC = YZ, and angle B is congruent to angle Y,

MABC and AXYZ are congruent by

the SSS criterion

Answer:

Δ ABC ≅ Δ XYZ by SAS criteria.

Step-by-step explanation:

Two triangles are there, one is Δ ABC and the other is Δ XYZ.

Now, given that AB = XY and BC = YZ.

Again it is given that ∠ ABC = ∠ XYZ

So, we can say that Δ ABC and Δ XYZ are congruent or Δ ABC ≅ Δ XYZ by Side-Angle-Side or SAS criteria.

So, it is not by the Side-Side-Side i.e. SSS criteria. (Answer)

MIDDLE SCHOOL

Write a short story problem that can be solved in one step. Write an equation that represents the problem. Name the property used to solve the problem, and then solve the problem my story is jason earn 17$ an hour how much will he earn in 40 hour

Jason earns 680$ in 40 hours.

Step-by-step explanation:

- Property used to solve this problem is Algebra.
- Jason earns 17$ which is fixed earning irrelevant of hours.
- hours is variable which means n.
- how much will he earn = 17 * number of hours (n).
- For n = 1, amount of money he would earn = 17 *1 = 17$
- For n =2, amount of money he would earn = 17 *2 = 34$
- For n = 3, amount of money he would earn = 17*3 = 51$
- For n = 40, amount of money he would earn =17*40 = 680$
- Algebra is branch of mathematics which help in puzzles and many problems from day to day life.In Algebra letters stands numbers and there operations can be done in the numbers.

MIDDLE SCHOOL

Li can walk 2 miles in 40 minutes. At that rate, how far can she walk in 30 minutes

Walks 2 miles in 40 mins

2/40 = x/30

30*2 = 60

60/40 = x

x = 1.5

She would walk 1.5 miles in 30 minutes

Best Regards, Mike

2/40 = x/30

30*2 = 60

60/40 = x

x = 1.5

She would walk 1.5 miles in 30 minutes

Best Regards, Mike