106=x+x+5+x+8
106=3x+13
3x=93
x=31
(the sides are 31, 36, 39 respectively)
Answer:
Uranium-234 is an isotope of uranium. In natural uranium and in uranium ore, U-234 occurs as an indirect decay product of uranium-238, but it makes up only 0.0055% (55 parts per million) of the raw uranium because its half-life of just 245,500 years is only about 1/18,000 as long as that of U-238.
Step-by-step explanation:
Answer would be C.
Why A would be incorrect: 100m^2 is 100m × 100 m. That would be as big as a football field.
Why B would be incorrect: 1cm^2 is 1cm × 1cm. You can use a regular 15 cm to measure a piece of paper with the length of 1cm each side.
Why C would be correct: 1m^2 = 1m × 1m and it is also equals to 60cm × 60 cm. A 1 meter ruler = 60 cm = 4 times of your average 15 cm ruler. So, it is reasonable that a classroom is 10m by 10m in length and breadth.
Why D would be incorrect: The same explanation applies to here as well. Things that can be measured with 1m × 1m is a square table so your classroom can't be that small to fit an average of 30 to 40 students in there.
I hope my explanations were detailed and easy to understand. :)
To solve each question, all you've got to do is add the two numbers together and then graph the result on the number line.
1.) -3 +(-1.5)
Add 3 to -1.5. It would be the same as subtracting 1.5 from -3(-3 - 1.5)
Final Answer: -4.5<span>
Or, since you are using a number line, start on -3 and go left 1.5 units and you will land on the -4.5 point. You go to the left because you are adding a negative number..
</span>
2.) 1.5+3.5
Add<span>
Final Answer: 5
</span>Or, since you are using a number line, start on 1.5 and go to the right 3.5 and you will land on 5. You go to the right because you are adding a positive number.<span>
</span>3.) 1/4 + 1/2
Multiply 1/2 by 2 to make both fractions have the same denominator
1/4 + 2/4
Add<span>
Final Answer: 3/4
</span>Or, since you are using a number line, start on 1/4 and go up 2/4 and you will land on 3/4 as the result.<span>
</span>4.) -1 1/2 + (-1 1/2)
Add -1 1/2 to -1 1/2. This would be the same as subtracting 1 1/2 from -1 1/2(-1 1/2 - 1 1/2)<span>
Final Answer: -3
</span><span>Or, since you are using a number line, start on -1 1/2 and go to the left 1 1/2 and you will land on the -3 point.</span>
