Answer:
The correct answer is the last choice. It travels for 2 hours, then stops for 1 hour, and finally travels again for 2 hours.
Step-by-step explanation:
In the first segment of the trip, the car goes from 0 to 2 hours and the line is moving up. Therefore, it traveled for 2 hours.
In the second segment, the line went straight horizontal for 1 hour. That means the distance didn't change, in other words, it didn't move.
In the last segment, it moved up again for 2 hours.
FG = 16
Step-by-step explanation:
Two pairs of consecutive are congruent so, its a kite,
Opposite sides are equal in kite so,
x + 11 = 3x + 1
or, 11 - 1 = 3x - x
or, 2x = 10
so, x = 5
FG = x + 11 = 5 + 11 = 16
Answer:
They are both correct
Step-by-step explanation:
It's interpretation of the concept. In common practice multiplying by 10 means you add a zero and that's what we teach 10 year olds. But what does adding a zero mean? It means adding a place value and that's what you learn when you are
So in both examples just add a decimal:
2.0 x 10 = 20.
0.2 x 10 = 2.0
In conclusion, it depends on the level of precision required in the discussion and the level of maturity as to who is correct in their examples. If you are teaching 3rd graders math, by all means you add a zero. If you are discussing physics you are shifting over a place value.
Answer:
what do u mean, never mind answer is square units
To find<span> the width, multiply the </span>length<span> that you have been given by 2, and subtract the result from the perimeter. You now have the total </span>length<span> for the remaining 2 </span>sides<span>. This number divided by 2 is the width.</span>
