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nasty-shy [4]
3 years ago
5

The map scale on a map is ½ inch represents 200 miles. If the distance measured between two cities on the map is 4 inches, what

is the actual distance between the two cities?
Mathematics
2 answers:
Gennadij [26K]3 years ago
5 0
1600 my friend good luck
s344n2d4d5 [400]3 years ago
4 0
1,600 miles.
EXPLANATION:
Since 200 miles is 1/2 inch. 400 miles is one inch
400 miles per inch x 4 inches = 1600 miles.

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If the gradient of a line, A, is 4, what is the gradient of a line which is perpendicular to A?
Ne4ueva [31]

Answer:

m = - 1/4

Step-by-step explanation:

When two line is perpendicular to each other the product of them is - 1

So let the other line be B

Gradient of B = t

Gradient of A = 4

t \times 4 =  - 1 \\  t =  - \frac{1}{4}

therefore m = - 1/4

8 0
2 years ago
NEED HELP WILL GIVE BRAINLIEST!
lozanna [386]

Answer: a=60

Step-by-step explanation:

8 0
2 years ago
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Question 3
Sladkaya [172]

Answer:

(x+6)(x+2) is the factored equation

(-6, -2) is the coordinates

Step-by-step explanation:

find what multiplies to be 12 and adds to be 8

set each factor equal to 0 and solve for x, which is the coordinates

5 0
3 years ago
Actually help on this one plz
user100 [1]
Given the fact that AB≈AD, then 35 is also the angle measure of ADB. The sum of the angles of a triangle =180. 35+35=70. 180-70=110

X=110°
4 0
2 years ago
25. Tiffany deposited two checks into her account this month. One check was for $70 and the second was for $25. Her balance at t
Anna35 [415]

The first thing to do is to start with something not quite so

complicated, so you can get used to the ideas first.  But let's go

ahead with this one, to check your work.

Here's one way I write these to demonstrate how to think it through:

 (18/2){[(9 x 9 - 1)/ 2]-[5 x 20 - (7 x 9 - 2)]}

 \____/  \_________/               \_________/

    9  {[    80     / 2]-[5 x 20 -     61     ]}

        \______________/ \____________________/

    9  {       40       -           39         }

       \_______________________________________/

    9 *                  1

    \____________________/

               9

So you're correct, and your work was fine.  The only thing I did

differently was to evaluate 18/2 earlier, because nothing stood in its

way; I could have waited as you did.

What parentheses do is to contain a subexpression that has to be fully

evaluated before it can be used in any containing expression.  That's

why you work from the inside out: you can't use what's inside until

you evaluate it all, so you might as well start there.  But if you

forgot to, you'd still have a reminder.  Here's an example:

 2[(3 + 7)(3 - 2) - 3(2 + 2)]

If I didn't bother with the inside-out "rule", I  might just start

trying to evaluate at the left (paying attention to the order of

operations, of course): 2 times ... what?  Well, the second number in

that multiplication is the whole thing inside [...], so I have to put

it on hold until I do that.  So I focus on

 (3 + 7)(3 - 2) - 3(2 + 2)

Now I start that.  The first piece is (3 + 7), so I evaluate that

whole thing and get 10.  Now I have to multiply it by (3 - 2), so I

stop and evaluate that, which gives 1.  Now I can multiply 10 by 1 and

get 10.  So I keep going; I have to subtract something from that, but

since the next bit is a product, I have to do that first.  I'll have 3

times the next parenthesis; that's 3 times 4, so I have 12.  The

subtraction I put off is 10 - 12 = -2.

Now, this is what the whole [...] is, so I go back and do that last

multiplication:

 2*(-2) = -4


7 0
2 years ago
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