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iVinArrow [24]
3 years ago
9

What is the nearest thousand to 700,000

Mathematics
1 answer:
emmasim [6.3K]3 years ago
3 0
It would stay 700,000
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Jill filled up the gas tank in her new hybrid car.Jill put 10.3 gallons of gas in her car and she has driven 473.8 miles. Determ
mafiozo [28]

Jill put 10.3 gallons of gas into her car. She drove for 473.8 miles.

So we have to find how many miles per gallon she drove.

473.8 into 10.3 = 46

To make sure= 10.3 x 46 = 473.8

So Jill drove 46 miles per gallon.

5 0
3 years ago
Abby uses base 10 blocks to show 1,109. She has no thousands cubes and only 9 flats, as shown. Draw longs and units on the chart
Vinvika [58]

Answer:

  20 longs, 9 units more than the 9 flats

Step-by-step explanation:

If Abby has 9 flats, she has 900 blocks of the 1109 she needs. The remaining 209 can be represented by ...

  20 longs

  9 units

_____

<em>Comment on the question</em>

We cannot see the model Abby has put together so far, so we don't know exactly what it takes to finish it. Any longs or units she already shows must be subtracted from the numbers above.

4 0
3 years ago
1 in = 12 ft
harkovskaia [24]

Answer:

c 2.00 in vec ay se the back yard

8 0
2 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
Explain all parts of the equation y=mx+b <br><br> *will mark brainliest*
saul85 [17]

Answer:

Step-by-step explanation:

In the equation of a straight line (when the equation is written as "y = mx + b"), the slope is the number "m" that is multiplied on the x, and b is the y-intercept (that is, the point where the line crosses the vertical y-axis). This useful form of the line equation is sensibly named as the "slope-intercept form".The coordinates of every point on the line will solve the equation if you substitute them in the equation for x and y. The slope m of this line shows its steepness, or slant - It can be calculated like this:

                         m = change in y-value  /change in x-value

The equation of any straight line, called a linear equation, can be written as: y = mx + b ....

6 0
3 years ago
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