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Soloha48 [4]
2 years ago
15

Ratio of 1/16 to 1/16

Mathematics
2 answers:
aleksklad [387]2 years ago
7 0
Answer 1:16 is the answer
MrMuchimi2 years ago
6 0
1:16 is answer. okay.
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A number line is numbered in tenths Describe where you would plot √87.35
sleet_krkn [62]

Answer:

Plot at 9.3

Step-by-step explanation:

Take the square root of 87.35

sqrt(87.35)

9.346122191

Rounding to the nearest tenth

9.3

Plot at 9.3

7 0
3 years ago
What is the growth factor of the following example? Assume time is measured in the units given.
podryga [215]

The city is expotentially increasing in regards to population because Candice inhabits the area.

4 0
3 years ago
Read 2 more answers
20 POINTS AND BRAINLIEST!!!!!!!!!!!!!!!!!!
wolverine [178]
Look for points with whole number coefficients.  (2,4) is such a point; (0,1) is another.  To find points on the graph of the inverse of this function, all we have to do in this case is to reverse the order of the coefficients, so 

(2,4) becomes (4,2) and (0,1) becomes (1,0).  Only (4,2) is included in the list of answer choices, above, so the correct answer is (4,2).

7 0
3 years ago
Help me with this 1,2,3. For each sequence, Determine with whether it appears to be arithmetic If it does find a common differen
pshichka [43]

Problem 1

<h3>Answer: Arithmetic, common difference = -4</h3>

-------------------

Explanation:

Pick any term of the sequence, and subtract off the previous term to find that,

  • term2 - term1 = -12 - (-8) = -12 + 8 = -4
  • term3 - term2 = -16 - (-12) = -16 + 12 = -4
  • term4 - term3 = -20 - (-16) = -20 + 16 = -4

Each time we get the same result, so that means we have an arithmetic sequence with common difference -4

This indicates that adding -4 to each term, or subtracting 4 from each term, will generate the next one.

Eg: term2 = term1 - 4 = -8-4 = -12.

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

Problem 2

<h3>Answer: Arithmetic, common difference = 5</h3>

-------------------

Explanation:

Similar to problem 1, this sequence is also arithmetic because we add on 5 to each term to get the next one

  • -6+5 = -1
  • -1+5 = 4
  • 4+5 = 9

Or you could subtract adjacent terms as done in problem 1, to find that the common difference is 5.

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

Problem 3

<h3>Answer: Not arithmetic</h3>

-------------------

Explanation:

Unlike the previous two problems, this sequence is not arithmetic.

We can see that

  • term2 - term1 = 12 - 3 = 9
  • term3 - term2 = 48 - 12 = 36

The gaps of 9 and 36 aren't the same. We need the same common difference between any adjacent terms to have an arithmetic sequence.

This sequence is instead geometric because

  • term2/term1 = 12/3 = 4
  • term3/term2 = 48/12 = 4
  • term4/term3 = 192/48 = 4

Each quotient is 4, showing the common ratio is 4. To find the next term, we multiply the current term by 4. So the next term after 192 would be 4*192 = 768, then 4*768 = 3072 is next, and so on.

3 0
3 years ago
I NEED HELP PLEASE ASAP! :)
bonufazy [111]

Answer:

See below.

Step-by-step explanation:

Again, another great question!

This should be under physics, as it involves Work = Force * Distance. As Anne pushes the wheelbarrow with a force of 70 Newtons with respect to an angle of 50 degrees horizontal, the horizontal force is 70( cos 50 ). The distance over which the work is done is 25 meters, so work should be -

Work = ( 70( cos 50 ) )( 25 ),

Work = ( About ) 1124.87 Joules

<u><em>The work done when Anne pushes the wheelbarrow a distance of 25 meters, is 1124.87 Joules</em></u>

6 0
3 years ago
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