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inn [45]
3 years ago
9

Benito and Tamika start at the same point. Benito walks 1.5 miles north in a straight path. Tamika walks 2 miles east in a strai

ght path. How many miles apart are they at the end of their walks rounded to the nearest hundredth mile?​
Mathematics
1 answer:
Studentka2010 [4]3 years ago
3 0

Answer:

uuuhhhhhhhhhhhhhhhhhhhhjjjjjjjjjjjjjjjjjjjjjhfdfghhtsdvhtedfniyef

Step-by-step explanation:

ghhhhhtfhfrfbjytddfbnjhhrgvhji

...............buvyctxdx ru vybubyvtctbunubyct ccu buvyftcybubuvtcrctbuhy vfc rx ty vybubyvyvybububtfrfybububub6bubyb

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Can you answer these 2 questions??
Rasek [7]
Answer: no
explanation: don’t feel like it.
8 0
3 years ago
The scores on an exam are listed. If a teacher wants to explain how poorly the class did on the test, would she use the mean, me
Natasha_Volkova [10]
Mean because the mean is an average. That gives an overall understanding of what the entire class did.
4 0
3 years ago
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Hilda was simplifying some numerical expressions and made each of the following sequences of calculations. Name the mathematical
Galina-37 [17]

Answer:

Problem 1:

5 · (−4/3) · (2/5)

= (−4/3) · 5 · (2/5)   <em>Conmutative Property of Multiplication</em>

= (−4/3) · (5 · (2/5))  <em>Associative Property of Multiplication</em>

= (−4/3) · (2/1) = −8/3 = −2*2/3<em> Multiplied fractions and extracted common factor</em>

Problem 2:

17 + 29 + 3+ 1

= 17 + 3 + 29 + 1  <em>Conmutative Property of Addition</em>

= (17 + 3) + (29 + 1)  <em>Associative Property of Addition</em>

= 20 + 30 Added groups

= 50 Added terms

Step-by-step explanation:

<u>For the Problem 1:</u>

In the first step, Hilda applied the <em>Conmutative Property of Multiplication</em>, because she changed the order of the numbers in the product

In the second step, she applied the <em>Associative Property of Multiplication, </em>because she agrouped the product of 5 and<em> </em>2/5 to perform it sepparately

In the third step, she calculated<em> the product of the fractions</em> -4/3 and 2/1, then she extracted 2 as a <em>common factor</em> to express the fraction as -2*2/3

<u>For the Problem 2:</u>

In the first step, Hilda applied the <em>Conmutative Property of Addition, </em>because she changed the order of the numbers in the sum

In the second step, she applied the<em> Associative Property of Addition, </em>because she associated the addition of 17 and 3 and the addition of 29 and 1, to calculate them in groups.

<em />

4 0
3 years ago
Read 2 more answers
Solve for n.<br><br> 11(n – 1) + 35 = 3n<br><br> n = –6<br> n = –3<br> n = 3<br> n = 6
RSB [31]
Solve for n
Simply both sides 11(n-1)+35=3n
Distribute (11)(n) + (11)(-1) + 35 = 3n
11n+-11+35=3n
Combine like terms (11n)+(-11+35)=3n
11n + 24 =3n
Subtract 3n from both sides
11n+24-3n=3n-3n
8n + 24 = 0
Subtract 24 from both sides
8n+24-24=0-24
8n = -24
Divide both sides by 8
8n = -24
8 8
n = -3
6 0
2 years ago
Standard form four hundred and five hundredths
galben [10]
400.05 is the answer.
8 0
3 years ago
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