Answer and Explanation:
If, on the other hand, the graph "flexes" or "flattens out" to some degree when it goes to cross the axis, then the zero is of a higher multiplicity; that is, it'll be of multiplicity three, five, or higher.
When a graph doesn't start at 0, it means that the graphs before it is not shown.
For number 4, I'd suggest Graph 3.
For number 3, I'd suggest graph 1.
For number 5, Write something along the lines of "Graph 2 does not show the car stopping slowly, it stops suddenly. Then it starts going really fast and stops suddenly again."
I hoped this helped.
The answer would be D Because one side is 18 and another is 26 and 18 times 26 is 468.
I would try -50 i really dont get what your asking but i did -10 -40=50
Answer:
They are both correct
Step-by-step explanation:
It's interpretation of the concept. In common practice multiplying by 10 means you add a zero and that's what we teach 10 year olds. But what does adding a zero mean? It means adding a place value and that's what you learn when you are
So in both examples just add a decimal:
2.0 x 10 = 20.
0.2 x 10 = 2.0
In conclusion, it depends on the level of precision required in the discussion and the level of maturity as to who is correct in their examples. If you are teaching 3rd graders math, by all means you add a zero. If you are discussing physics you are shifting over a place value.
6/3 = 2
10^4/10^-5 = 10^9
so it's 2 x 10^9
answer
<span>A 2 × 10^9</span>
