Answer: [<em>b + 4 = -10</em>]
Step-by-step explanation: We are given the equation <em>b = -14</em> and told to, given this information, evaluate <em>b + 4 = ?</em> and find <em>?.</em> Given b = -14 we can plug in <em>-14</em> for <em>b</em> in <em>b + 4 = ?</em>. This gives us <em>-14 + 4 = ?.</em> Adding this up gives us the answer of -10. Hope that this makes sense and helps, and good afternoon to you!
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Answer:The purpose of this task is to support students' reasoning based on place value to multiply a single digit number by a multiple of 10. This reasoning builds on and supports knowledge described in 2.NBT.A.1, 3.OA.A.1, and 3.OA.B.5. If used in an instructional setting, students might benefit from having access to base-ten blocks. Students should also be encouraged to use a number line marked with tens. An empty number line is an excellent tool that helps students who are ready to develop a more abstract understanding of place value but are not yet ready for a purely symbolic solution approach.
Step-by-step explanation:
Answer:
%
Step-by-step explanation:
Well, first you would have to put the numbers in ascending order. Then you would Put the number in the correct bases/categories. I hope this helped ^^
*see the given given in the attachment below
Answer:
x = 109°
Step-by-step Explanation:
Since AB is parallel to CF, m<BAE = m<AED = 38° (alternate interior angles are congruent)
Since AE = DE, ∆AED is an isosceles ∆.
The two base angles of any given isosceles ∆ are said to be congruent.
This means, m<EAD = m<EDA = ½(180 - m<AED)
m<EDA =
m<EDA =
x + m<EDA = 180° (angle on a straight line)
Value of x = 109°