Why are standardized units of measure important to scientists?
Answer:
121
Step-by-step explanation:
31+90 = 121
180 - 121 = 59
180 - 59 = 121
Answer:
(y1-y2)/(x1-x2)
Step-by-step explanation:
if you have two points from the graph then you can use them to find the slope, for example:
(2,3) and (0,5)
you would take the first point and put it in a fraction (and the second point) but the x goes on the bottom and the y goes on the top:
3/2 and 5/0
Next you put them together minusing one of the equations, but make sure that the two coordinates line up (it doesn't matter which one, in the order):
3-5/2-0
Then you solve:
-2/2
-1
which means that -1 is the slope for this
(the "/" is a fraction bar, in case you didn't already know that)
You do copies divided by minutes
360/30=12
the printer produces 12 pages per minute
Two negatives <em>do not </em>equal a positive when adding. If you're in debt and you add more debt, does that get you out of debt?
Two negatives <em>do </em>equal a positive when you're multiplying them together though. This makes sense if you imagine multiplication as squishing or stretching a particular number on the number line. For example, imagine multiplying 2 x 1/2 as <em>squishing </em>the number 2 two times closer to 0. When you multiply 2 by a negative number, say, -1, you squish it so far down that you <em>flip it to the negative side of the number line</em>, bringing it to -2. You can imagine a similar thing happening if you multiply a number like -4 by -2. You squish -4 down to zero, and then <em>flip it to the positive side</em> and stretch it by a factor of 2, bringing it to 8.
