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Ber [7]
2 years ago
7

need help with this it is due at 11:59 answer correctly ad will mark you brainless and you dont need to show the work just the a

nswer
Mathematics
1 answer:
katen-ka-za [31]2 years ago
3 0
The picture is blank sorry:/
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What 3.405 ounces in expanded form
Y_Kistochka [10]
What you’re doing is breaking it down into its parts and writing it into an equation that way long hand.

3 + .4 + .00 + .005
7 0
3 years ago
what is the equation of the line described below written in slope-intercept form? the line passing through point (2,2) and perpe
djverab [1.8K]

Answer:

The equation of line passing through point (2 , 2) and perpendicular to line y = x is  y = - x + 4   .

Step-by-step explanation:

Given as :

The line equation is y = x

Now, equation of line in slope-intercept form y = m x + c

where m is the slope of line and c is y-intercept

Comparing given line equation with standard line equation

The slope of line y = x is m = 1

Again

Other line is passing through point (2 ,2) and is perpendicular to line y = x

Let The slope of other line = M

∵ From perpendicular lines property

Product of slope of lines = - 1

i.e m × M = - 1

Or , M = \dfrac{ - 1}{m}

Or, M = \dfrac{ - 1}{1}

∴  M = - 1

<u>Now, Equation of other line in point-slope form</u>

The other line is passing through point (2 , 2) and slope M = - 1

So, y - y_1 = M × (x - x_1)

Or, y - 2 = - 1 × ( x - 2 )

Or, y - 2 = - x + 2

Or, y = - x + 2 + 2

Or, y = - x + 4

Hence, The equation of line passing through point (2 , 2) and perpendicular to line y = x is  y = - x + 4   . Answer

5 0
3 years ago
A pony, tied to the end of a lead, can walk in a full circle, a distance of 56.55 meters. About how long is its lead?
sergejj [24]
B is the correct answer
4 0
3 years ago
Read 2 more answers
Please help will give brainliest 7
labwork [276]

Answer:

Step-by-step explanation:

You are now a teacher, and you notice that many of your students are consistently making the dividing-out mistake that appears below. Some of the students even admit to knowing the method was wrong as soon as you point it out.

Create a visual to help your students stop making this common mistake: fraction numerator up diagonal strike x squared plus 3 x − 4 over denominator up diagonal strike x squared − 2 x − 8 end fraction .

Your lesson should do the following:

Explain why the dividing-out method is incorrect. You may want to start with a simpler expression and work your way up to polynomials. (For example, compare fraction numerator 3 left parenthesis 5 right parenthesis over denominator 3 end fraction and fraction numerator 3 plus 5 over denominator 3 end fraction.)

Explain when you can cancel a number that is in both the numerator and denominator and when you cannot cancel out numbers that appear in both the numerator and the denominator.

Share tricks, reminders, memory devices, or other methods to help students catch themselves before making this common mistake.

Post your video or series of images. Post answers to the following questions:

A. Why do you think the mistake shown here is such a common one?

B. Have you ever made this mistake before? What helped you stop making this mistake? What will help you stop making this mistake in the future?

Read and comment on the explanations of other student “teachers.”

A. Comment on ideas that helped you better understand or tricks to help you catch yourself before making the dividing-out mistake.

B. Ask a question to help a student improve his or her explanation or make it more thorough.

Respond to replies to your post.

Be sure to check back regularly to participate in the discussion with your fellow students and teacher.

P.S. I can not see pictures or videos that are posted on here, so if you could write everything out it would be kindly appreciated. :)

4 0
3 years ago
Given m∠1 = x degrees and m∠2 = (x + 50).<br> Find the value of x. Then find m∠1 and m∠2.
Rainbow [258]
X= 65°
Angle 1= 65°
Angle 2= 115°
3 0
3 years ago
Read 2 more answers
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