I assume you mean one that is not rational, such as √2. In such a case, you make a reasonable estimate of it's position, and then label the point that you plot.
For example, you know that √2 is greater than 1 and less than 2, so put the point at about 1½ (actual value is about 1.4142).
For √3, you know the answer is still less than 4, but greater than √2. If both of those points are required to be plotted just make sure you put it in proper relation, otherwise about 1¾ is plenty good (actual value is about 1.7321).
If you are going to get into larger numbers, it's not a bad idea to just learn a few roots. Certainly 2, 3, and 5 (2.2361) and 10 (3.1623) shouldn't be too hard.
Then for a number like 20, which you can quickly workout is √4•√5 or 2√5, you could easily guess about 4½ (4.4721).
They're usually not really interested in your graphing skills on this sort of exercise. They just want you to demonstrate that you have a grasp of the magnitude of irrational numbers.
Answer: She has 1 5/6 exercises for homework.
Step-by-step explanation:
1/2 + 2/3 = 1 1/6
2 * 3 = 6 3 * 2 = 6
1 * 3 = 3 2 * 2 = 4
4 + 3/ 3 + 3
7/6 = 1 1/6
So, she finished 1 1/6 of her problems.
3 - 1 1/6 = 1 5/6
3 - 1 = 2
2 - 1/6 = 1 5/6
Answer:
false
Step-by-step explanation:
Answer:
Step-by-step explanation:
<h2>This account can be modeled using the compound interest formula.</h2><h2>the compound interest formula is expressed as</h2>
Where
A =final amount = y
P=initial principal balance
= $300
r=interest rate = 16%= 0.16
t=number of time periods elapsed= x
Hence the equation to model his account balance/ final amount A (y) after time (x) years is
Answer:
2 hours 32 minutes
Step-by-step explanation:
Subtract.
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