Calculate the percent increase or decrease between the starting and ending quantities below. Round your answer to one decimal place. Continue on the following page.
1. Start: 3 End: 10
2. Start: 9 End: 20
3. Start: 100 End: 85
4.Start: 45 End: 20
5. Start: 30 End: 60

The number given as 6.961 x 10^27 as a percentage is 6.961 x 10^29%

The number is given as

6.961 x 10^27

To express the number given as 6.961 x 10^27 as a percentage, we simply multiply the number by 100%

So, we have:

6.961 x 10^27 = 6.961 x 10^27 * 100%

Express 100 as 10^2

So, we have:

6.961 x 10^27 = 6.961 x 10^27 * 10^2%

Apply the law of indices, when evaluating the product

So, we have:

6.961 x 10^27 = 6.961 x 10^29%

Hence, the number given as 6.961 x 10^27 as a percentage is 6.961 x 10^29%

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The percent error that has resulted from the student's assumption is 0.5%.

The percent error is used to calculate the percentage error between an experimental measured value and a theoretical actual value.

Percentage error formula = |E-T|/|T| x 100

where E is the experimental value and T is the theoretical value.

Given, the experimental measured value (E) = 100.5 ml and theoretical actual value (T) = 100.0 ml

By using the Percentage error formula, simply put the value of the capacity of the test tube which was found by the student as an experimental measured value and real capacity of the test tube as a theoretical actual value, we get

=|(100.5−100.0)||100.0| × 100

=0.5/100×100

=0.005×100

=0.5%

=0.5% error

∴ 0.5% error has resulted from the student's assumption.

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Two angles have sum as 180° called supplementary angle so the measure of angle C m∠C will be 68.68°.

An angle is a geometry in plane geometry that is created by 2 rays or lines that have an identical terminus.

The identical endpoint of the two rays—known as the vertex—is referenced as an angle's sides.

Given that,

Angle A and angle B are supplementary

Since the supplementary angle has a sum of 180 degrees.

So,

m∠A + m∠B = 180°

16x - 7 + 21x + 2 = 180

16x + 21x + 7 - 2 = 180

37x + 5 = 180

37x = 175

x = 4.78

So,

m∠A = 16(4.78) - 7 = 68.68°

Since m∠C = m∠A

So,

m∠C = 68.68°

Hence"The measure of angle C m∠C will be 68.68° ".

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Answer:

78.5

Step-by-step explanation:

How to calculate circumference?? To calculate circumference, you multiply the diameter by pi.

Diameter: 25
Pi: 3.14

25 x 3.14 = 78.5

The circumference is 78.5 inches or just 78.5 if you cant put the inches part

The value of the given equation  25²x=125 Round to the nearest ten-thousandth  = 0.2000.

A round number is an integer that, in a particular base, terminates with one or more "0s." So, while 590 is rounder than 592, it is less round than 600. In specialist and casual language, a round numeral is usually taken to reflect a value or values near to the nominal value expressed.

given :

25²x=125

simplifying:

25²x=125

(25²)x=125

625x = 125

x = 125/625

x = 0.2000

The value of the given equation  25²x=125 Round to the nearest ten-thousandth  = 0.2000.

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1. The weekly amount that Natalie will earn will be $679.515.

2. The amount earned in the summer will be $5436.12.

Overtime pay = 1.5 × 15.27 = $22.905

Natalie works as a playground supervisor for 8 weeks during the summer at a rate of $15.27/h.

The weekly amount will be:

= 15.27 × 40 + (3 × $22.905)

= $610.80 + $68.715

= $679.515

The amount earned each summer will be:

= 8($610.80 + $68.715)

= $5436.12

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The function definition is an arithmetic sequence and the value of the function f(6) is -12

The function definition is given as

f(1) = 8

f(n) = f(n + 1) + 4

Rewrite the above function as

f(n + 1) = f(n) - 4

Set n = 1

So, we have

f(1 + 1) = f(1) - 4

This gives

f(2) = f(1) - 4

So, we have

f(2) = 8 - 4

Evaluate

f(2) = 4

Set n = 2

So, we have

f(2 + 1) = f(2) - 4

This gives

f(3) = f(2) - 4

So, we have

f(3) = 4 - 4

Evaluate

f(3) = 0

Set n = 3

So, we have

f(3 + 1) = f(3) - 4

This gives

f(4) = f(3) - 4

So, we have

f(4) = 0 - 4

Evaluate

f(4) = -4

Set n = 4

So, we have

f(4 + 1) = f(4) - 4

This gives

f(5) = f(4) - 4

So, we have

f(5) = -4 - 4

Evaluate

f(5) = -8

Set n = 5

So, we have

f(5 + 1) = f(5) - 4

This gives

f(6) = f(5) - 4

So, we have

f(6) = -8 - 4

Evaluate

f(6) = -12

Hence, the value of the function f(6) is -12

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We get the equation in logarithmic form as log₈ 64 = 2

A “logarithmic equation” is an equation which involves the “logarithm” of any expression which is containing a variable.

Now, we have been given an equation:

8² = 64

We need to write it in the logarithm form.

We know that, it will be written as:

log₈ 64 = 2

Since the power goes after the equal sign, so 2 is placed after the equal sign.

The actual value is taken after log, so 64 is placed there and the base number is taken as the base for the log, so 8 is taken as the base for the log.

Therefore, we get the equation in logarithmic form as log₈ 64 = 2

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[Mathematical Problem]

[tex]9.14[/tex] ÷ [tex]0.04[/tex]

Solution:

[tex]228.5[/tex]

Hope this helps! Thanks and good luck!

Answer:

1

Step-by-step explanation:

[tex]\sin \frac{180^{\circ}}{2}=\sqrt{\frac{1-\cos 180^{\circ}}{2}} \\ \\ \sin 90^{\circ}=\sqrt{\frac{2}{2}} \\ \\ =1[/tex]

If we divide five hundred and thirty two by four using long division method, we obtain one hundred and thirty three.

The term long division implies dividing repeatedly until we are able to arrive at the final result. In this case, we are asked to carry out the division of 532÷4 using long division.

First we have to divide the digits one after the other. This process is a bit iterative and takes a little time for us to do in the process of the long division.

Now; when we divide five by 4 we obtain one remainder one we then add the one that remains to thirty two and we have one hundred and thirty two.

Then we divide one hundred and thirty two by four, we can see that there are thirty three fours in one hundred and thirty two. The final result of our long division now becomes one hundred and thirty three.

Thus, if we divide five hundred and thirty two by four using long division method, we obtain one hundred and thirty three.

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A perfect square trinomial is of the form a^2+2ab+b^2. Equate the given expression to the general form. Find the roots for a^2 and b^2 to get the value of a and b. Equate the unknown b term to 2ab to obtain the solution.

9x^2-bx+4

9x^2-bx+4 = a^2+2ab+b^2

a^2 = √9x^2; a = ±3x

b^2 = 4 ; b = ±2

bx = 2ac

-bx = 2(3x.-2)

-bx = -12x ; b= 12

The value of b is 12.

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Answer:

19=

2:3=

Step-by-step explanation:

Im not good at explaining things

This figure begins with the sentence, “We substitute x equals 3 and y equals 2 into both equations.” The first equation reads 3 times x minus 7equals 7. Then, 3 times 3 minus 2 equals 7. Then 7 = 7 is true. The second equation reads x minus 2y equals 4. The n times 2 minus 2 times 2 = 4. Then negative 2 = 4 is false.

The ordered pair (3, 2) made one equation true, but it made the other equation false. Since it is not a solution to both equations, it is not a solution to this system.

Exercise  5.1.1

Determine whether the ordered pair is a solution to the system:  {x−y=−12x−y=−5

(−2,−1)

(−4,−3)

Answer

Exercise  5.1.2

Determine whether the ordered pair is a solution to the system:  {3x+y=0x+2y=−5

(1,−3)

(0,0)

Answer

Exercise  5.1.3

Determine whether the ordered pair is a solution to the system:  {x−3y=−8−3x−y=4

(2,−2)

(−2,2)

Answer

Solve a System of Linear Equations by Graphing

In this chapter we will use three methods to solve a system of linear equations. The first method we’ll use is graphing. The graph of a linear equation is a line. Each point on the line is a solution to the equation. For a system of two equations, we will graph two lines. Then we can see all the points that are solutions to each equation. And, by finding what the lines have in common, we’ll find the solution to the system.

Most linear equations in one variable have one solution, but we saw that some equations, called contradictions, have no solutions and for other equations, called identities, all numbers are solutions. Similarly, when we solve a system of two linear equations represented by a graph of two lines in the same plane, there are three possible cases, as shown in Figure  5.1.1 :

This figure shows three x y-coordinate planes. The first plane shows two lines which intersect at one point. Under the graph it says, “The lines intersect. Intersecting lines have one point in common. There is one solution to this system.” The second x y-coordinate plane shows two parallel lines. Under the graph it says, “The lines are parallel. Parallel lines have no points in common. There is no solution to this system.” The third x y-coordinate plane shows one line. Under the graph it says, “Both equations give the same line. Because we have just one line, there are infinitely many solutions.”

Figure  5.1.1

For the first example of solving a system of linear equations in this section and in the next two sections, we will solve the same system of two linear equations. But we’ll use a different method in each section. After seeing the third method, you’ll decide which method was the most convenient way to solve this system.

Exercise  5.1.4 : How to Solve a System of Linear Equations by Graphing

Solve the system by graphing:  {2x+y=7x−2y=6

Answer

Exercise  5.1.5

Solve each system by graphing:  {x−3y=−3x+y=5

Answer

Exercise  5.1.6

Solve each system by graphing:  {−x+y=13x+2y=12

Answer

The steps to use to solve a system of linear equations by graphing are shown below.

TO SOLVE A SYSTEM OF LINEAR EQUATIONS BY GRAPHING.

Graph the first equation.

Graph the second equation on the same rectangular coordinate system.

Determine whether the lines intersect, are parallel, or are the same line.

Identify the solution to the system.

If the lines intersect, identify the point of intersection. Check to make sure it is a solution to both equations. This is the solution to the system.

If the lines are parallel, the system has no solution.

If the lines are the same, the system has an infinite number of solutions.

Exercise  5.1.7

Solve the system by graphing:  {y=2x+1y=4x−1

Answer

Exercise  5.1.8

Solve the system by graphing:  {y=2x+2y=−x−4

Answer

Exercise  5.1.9

Solve the system by graphing:  {y=3x+3y=−x+7

Answer

Both equations in Exercise  5.1.7  were given in slope–intercept form. This made it easy for us to quickly graph the lines. In the next example, we’ll first re-write the equations into slope–intercept form.

Exercise  5.1.10

Solve the system by graphing:  {3x+y=−12x+y=0

Answer

Exercise  5.1.11

Solve each system by graphing:  {−x+y=12x+y=10

Answer

Exercise  5.1.12

Solve each system by graphing:  {2x+y=6x+y=1

Answer

Usually when equations are given in standard form, the most convenient way to graph them is by using the intercepts. We’ll do this in Exercise  5.1.13 .

Exercise  5.1.13

Sopt form.y=12x−3m=12,b=−3{y=12x−3x−2y=4 If we solve the second equation for y, we get x−2y=4x−2y=−x+4y=12x−2m=12,b=−2

The two lines have the same slope but different y-intercepts. They are parallel lines.

Figure  5.1.3  shows how to determine the number of solutions of a linear system by looking at the slopes and intercepts.

The  swimmer will swim 15.23 cm.

According to the Pythagoras theorem, the square of the hypotenuse of a triangle, which has a straight angle of 90 degrees, equals the sum of the squares of the other two sides.

The formula for the Pythagoras theorem is written as c² = a² + b², where c is the hypotenuse of the right triangle and a and b are its other two legs. As a result, the Pythagoras equation can be used to any triangle that has one angle that is exactly 90 degrees to create a Pythagoras triangle.

Given:

Perpendicular = 14 m

Base = 6 m

Using Pythagoras theorem

H²= P² + B²

H² = 14² + 6²

H² = 196 +36

H² = 232

H= 15.23 cm

Hence, the swimmer will swim 15.23 cm.

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9 students should there be to clear debris from an average-sized yard in at most 25 minutes.

So,

According to the given table:

Therefore, 9 students should there be to clear debris from an average-sized yard in at most 25 minutes.

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Answer:

12.5

Step-by-step explanation:

To round to one decimal place you have to round the number to its "tenths". When you are rounding, any number which is 5 or above is rounded to the tenth above or in this situation 6 making it 12.5. But any number below 5 is going to be rounded to the tenth below so if the number was 12.44172 then the answer would 12.4. GL and mb if i messed up.

Answer:

333

Step-by-step explanation:

Answer:

Step-by-step explanation:

8 more= +8

twice a number = 2x
difference between the number and 5=

2x+8=4x(5-x)
2x+8=9x-x
2x+8=8x
8=8x-2x
8=6x
x=6/8
x=3/4

Answer:

This is the graph on a number line.

Hope it helps.

Answer:

2/3

Step-by-step explanation:

Let's simplify the value,

→ 14/21

→ (14 ÷ 7)/(21 ÷ 7)

→ 2/3

Thus, the value is 2/3.

The exponential form of the function 5 = log₂ₓ₊₁(a₊b) is (2x ₊ 1)⁵ = (a₊b).

Given the function is:5 =  log₂ₓ₊₁ (a₊b)

we are asked to determine the exponential form of the above function.

The exponential form is an easier way to represent repeated multiplication involving exponents and bases.

It is easy to quickly convert an exponentially written expression into a logarithm using the following formula.

here we have the form loge b  =a5 =  log₂ₓ₊₁(a₊b)

then, e = 2 , a = 5 and

b = (a₊b)5 =  log₂ₓ₊₁(a₊b)

therefore, exponential form is:

(2x ₊ 1)⁵ = (a₊b).

hence we get the required exponential form as (2x ₊ 1)⁵ = (a₊b).

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The expression A=(r+b/4)m  can be solved for r and r = (4A - mb)m after simplification.

the act of expressing or setting forth in words: the free expression of political opinions. a particular word, phrase, or form of words: old-fashioned expressions. the manner or form in which a thing is expressed in words; wording; phrasing: delicacy of expression.

A=(r+b/4)m given:

solve for r.

Now,

A=(r+b/4)m

4A=rm + mb

rm = 4A - mb

r = (4A - mb)m

Thus, the expression A=(r+b/4)m  can be solved for r and r = (4A - mb)m after simplification.

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Answer:

The elevator is two floors below the ground level. The integer to represent this is -2.

Step-by-step explanation:

Answer:

Step-by-step explanation:

LCD = 24Equivalent Fractions with the LCD1 1/2=36/243/8=9/245/6=20/243=72/24

Answer: mean: 32.375 median: 30 mode: 30 range: 39

Step-by-step explanation:

The range of the quadratic function is {y |0 ≤ y < 9}

The range of a function is the set of output values of the graph. This in other words mean the range of a function is the set of y values of the graph.

From the question, we have the following parameters:

Write out the vertex

So, we have

Vertex = (0, 0)

Remove the x value

y = 0

From the question, we have

The parabola opens upward

This means that the vertex is a minimum

So, the range is

y ≥ 0

Rewrite as

0 ≤ y

Recall that:

Closed circle point = (-2, 4)

Open circle point = (3, 9)

Remove the x values

Closed circle point = 4

Open circle point = 9

Remove the smaller y value

Open circle point = 9

This means that the highest value of y is at open circle point = 9

This is represented as

y < 9

So, we have

0 ≤ y and y < 9

Combine both

0 ≤ y < 9

Rewrite properly as

{y |0 ≤ y < 9}

Hence, the range of the quadratic function is {y |0 ≤ y < 9}

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Answer:

the range of the quadratic function is {y |0 ≤ y < 9}

Step-by-step explanation:

i got it right on the test