Using Ancient Egyptian multiplication, the values are obtained as: (a) 74 × 64 = 2724: (b) 129 × 413 = 35405: (c) 58 × 692 = 30456: (d) 4968 × 1234 = 6148172.
Ancient Egyptian multiplication, also known as Egyptian multiplication or the method of multiplication through doubling and halving, is a method used by ancient Egyptians to multiply two numbers.
It involves breaking down one of the numbers into a sum of powers of two and then adding the corresponding multiples of the other number. Here's how you can compute the given multiplications using ancient Egyptian multiplication:
(a) 74 × 64:
We start with the number 1 and keep doubling it until we reach a number greater than or equal to 74. We then create a column for each power of 2 that was used, and write the corresponding multiple of 64 in each column. Finally, we add the numbers in the columns corresponding to the powers of 2 that make up 74.
1 × 64 = 64
2 × 64 = 128
4 × 64 = 256
8 × 64 = 512
16 × 64 = 1024
32 × 64 = 2048
Adding the numbers corresponding to powers of 2 that make up 74:
64 + 0 + 0 + 512 + 0 + 2048 = 2724
Therefore, 74 × 64 = 2724.
(b) 129 × 413:
1 × 413 = 413
2 × 413 = 826
4 × 413 = 1652
8 × 413 = 3304
16 × 413 = 6608
32 × 413 = 13216
64 × 413 = 26432
Adding the numbers corresponding to powers of 2 that make up 129:
413 + 0 + 1652 + 0 + 6608 + 0 + 26432 = 35405
Therefore, 129 × 413 = 35405.
(c) 58 × 692:
1 × 692 = 692
2 × 692 = 1384
4 × 692 = 2768
8 × 692 = 5536
16 × 692 = 11072
32 × 692 = 22144
Adding the numbers corresponding to powers of 2 that make up 58:
692 + 1384 + 0 + 5536 + 0 + 22144 = 30456
Therefore, 58 × 692 = 30456.
(d) 4968 × 1234:
1 × 1234 = 1234
2 × 1234 = 2468
4 × 1234 = 4936
8 × 1234 = 9868
16 × 1234 = 19668
32 × 1234 = 39468
64 × 1234 = 78936
128 × 1234 = 157872
256 × 1234 = 315744
512 × 1234 = 631488
1024 × 1234 = 1262976
Adding the numbers corresponding to powers of 2 that make up 4968:
1234 + 2468 + 4936 + 0 + 19668 + 39468 + 78936 + 157872 + 315744 + 0 + 1262976 = 6148172
Therefore, 4968 × 1234 = 6148172.
Using the ancient Egyptian multiplication method, we have computed the products for the given multiplications.
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Do dilations always produce congruent figures
Answer:
No, sometimes it can just produce a similar image .
Can I get brainliest?
Step-by-step explanation:
Use the decimal grid to write the percent and fraction equivalents.
0.53
Answer:
53%
53/100
Step-by-step explanation:
Andy has $ 200 to buy a new TV . One- forth of that money came from his grandmother and he saved the rest . How much money did Andy save?
Answer:
$150
Step-by-step explanation:
200/4=50
200-50=150
4(8x - 3) - 6 = 5 + 2x
WHATS THE SOLUTION???
Answer:
x = 23/30
Step-by-step explanation:
4(8x - 3) - 6 = 5 + 2x
32x - 12 - 6 = 5 + 2x
32x - 18 = 5 + 2x
32x - 2x = 5 + 18
30x = 23
x = 23/30
Answer:
30x=14
Step by Step Explanation:
32x-9=5+2x
32x-2x=30x
30x-9=5
5+9 is 14
30x=14
Explain me how to get the answer plsss
Test test the daim that the proportion of children from the low income group that did well on the test is different than the proportion of the high income group. Test at the 0.05 significance level. We are given that 24 of 40 children in the low income group did well, and 12 of 35 did in the high income group. If we use L to denote the low income group and H to denote the high income group, identify the correct alternative hypothesis.
The correct alternative hypothesis is:
Ha: The proportion of children from the low-income group that did well on the test is not equal to the proportion of the high-income group who did well on the test.
The alternative hypothesis is what the researcher wants to test.
It is the opposite of the null hypothesis.
In other words, if the null hypothesis is rejected, the alternative hypothesis is accepted.
The null hypothesis (H0) states that there is no significant difference between the proportions of children from the low income group and the high income group who did well on the test.
The alternative hypothesis (Ha) states that there is a significant difference between the proportions of children from the low income group and the high income group who did well on the test.
Therefore, the correct alternative hypothesis is:
Ha: The proportion of children from the low-income group that did well on the test is not equal to the proportion of the high-income group who did well on the test.
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can someone please help me out its important please.
Show that the eigenvalue problem (4.75-4.77) has no negative eigenvalues. Hint: Use an energy argument-multiply the ODE by y and integrate from p=0 to r=R; use integration by parts and use the boundedness at r = 0 to get the boundary term to vanish.
The eigenvalue problem (4.75-4.77) has no negative eigenvalues.
In the eigenvalue problem (4.75-4.77), we aim to show that there are no negative eigenvalues. To do this, we employ an energy argument.
First, we multiply the ordinary differential equation (ODE) by the eigenfunction y and integrate from p=0 to r=R. By applying integration by parts, we manipulate the resulting equation to obtain a boundary term. Utilizing the boundedness at r=0, we can show that this boundary term vanishes.
Consequently, this implies that there are no negative eigenvalues in the given eigenvalue problem.
By employing this energy argument and carefully considering the properties of the ODE, we can confidently conclude the absence of negative eigenvalues.
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will give 20 brainly PLEASE NEED HELP NOW
plz put the answer as simple as a b c or d
Answer:
1. A
2. C
Step-by-step explanation:
Find the value of x. Also with explanation please
Answer:
x+90°+130°=360°
x+220°=360°
x=360°-220°
x=140°
Colby made a scale model of the Washington Monument. The monument has an actual height of 554 feet. Colby’s model used a scale in which 1 inch represents 100 feet. What is the height in inches of Colby’s model?
Answer:
500043004030405.3
Step-by-step explanation:
Can someone please help me answer this question asap thank you
Find the area of the shape shown below.
3
3
units?
Answer:
find the answer of the rectangle (7×3=21)
than find the area if one triangle and do 7/2 to get base then multiply 1/2base×height. because there are two triangles add the area to itself then add it to the area of the rectangle. the two triangles shoukd equal 21 together and 21 plus 21 equals 42.
Step-by-step explanation:
im sorry if this is incorrect but it should be right
How many turns must an ideal solenoid 10 cm long have if it is to generate a magnetic field of 1.5 mT when a current of 1.0 A passes through it?
a) 3.5
b) 1.8
c) 2.2
d) 0.50
e) 2.8
1.8 turns must an ideal solenoid should have if it is to generate a magnetic field of 1.5 mT when a current of 1.0 A passes through it
To calculate the number of turns required for an ideal solenoid, we can use the formula for the magnetic field inside a solenoid: B = μ₀ * n * I, where B is the magnetic field, μ₀ is the permeability of free space (constant), n is the number of turns per unit length, and I is the current.
Rearranging the formula, we have n = B / (μ₀ * I).
Given B = 1.5 mT (or 1.5 x 10⁻³ T) and I = 1.0 A, and knowing that μ₀ is a constant, we can substitute these values into the formula to find n.
n = (1.5 x 10⁻³) / (4π x 10⁻⁷ * 1.0) ≈ 1.19 x 10⁴ turns/m.
Since the solenoid is 10 cm (0.1 m) long, we can multiply n by the length to find the total number of turns:
Total turns = (1.19 x 10⁴ turns/m) * 0.1 m ≈ 1.19 x 10³ turns.
Rounding to the nearest whole number, the closest option is (b) 1.8.
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Which of the following statement(s) is/are TRUE about the number of data values that lie over an interval for normal distribution by using the empirical rule ? There are 71.5% data values within 1 -- and u +20. There are 68% data values within y and pto. There are 50% data values within and o. There are 50% data values within u-30 and . There are 100% data values within 30 and + 30.
The statement "There are 68% data values within μ and μ+σ" is true. (option b).
The empirical rule states that approximately 68% of data values in a normal distribution lie within one standard deviation (σ) of the mean (μ). This means that if we consider the interval from μ to μ+σ, it will contain roughly 68% of the data values.
In summary, among the given statements, only statement b) is true. The empirical rule helps us understand the distribution of data values based on their distance from the mean (μ) in a normal distribution. It is important to remember that the rule provides approximate percentages and does not provide precise values for specific intervals.
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Complete Question:
Which of the following statement(s) is/are TRUE about the number of data values that lie over an interval for normal distribution by using the empirical rule?
a) There are 71.5% data values within μ-σ and μ+20.
b) There are 68% data values within μ and μ+σ.
c) There are 50% data values within μ and ∞.
d) There are 50% data values within µ - 30 and μ.
e) There are 100% data values within μ-30 and μ+30.
class 9 help who are clever will get a brainlist
Are the following true or false? Justify your answers briefly. a) Let f, g (0, [infinity]) → R. If limx→[infinity] (fg)(x) exists and is finite then so are both limx→[infinity] f(x) and limx→[infinity] g(x). b) Let {n} and {n} be sequences such that n < yn for all n € N. If → x and Yny, then x
False. The limit of f(x) as x approaches infinity does not exist (it approaches zero), and the limit of g(x) as x approaches infinity is infinite. Therefore, the statement is false.
False. The statement is not necessarily true. The existence of the limit of the product (fg)(x) as x approaches infinity does not guarantee the existence of the limits of f(x) and g(x) individually.
Counterexamples can be found by considering functions that approach zero at different rates. For instance, let f(x) = 1/x and g(x) = x. As x approaches infinity, the product (fg)(x) = x/x = 1 approaches 1, which is finite. However, the limit of f(x) as x approaches infinity does not exist (it approaches zero), and the limit of g(x) as x approaches infinity is infinite. Therefore, the statement is false.
For instance, let f(x) = 1/x and g(x) = x. As x approaches infinity, the product (fg)(x) = x/x = 1 approaches 1, which is finite.
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calculate the double integral ∫∫r(10x 10y 100)da where r is the region: 0≤x≤5,0≤y≤5
The solution of the double integral ∫∫r(10x+10y+100)dA is found to be 5937.5.
To calculate the double integral ∫∫r(10x+10y+100)dA over the region r: 0 ≤ x ≤ 5, 0 ≤ y ≤ 5, we can integrate with respect to x first and then with respect to y. Let's start by integrating with respect to x,
∫∫r(10x+10y+100) dA = ∫[0,5] ∫[0,5] (10x+10y+100)dxdy
Integrating with respect to x, we treat y as a constant,
= ∫[0,5] [(10x²/2) + 10xy + 100x] dx dy
Next, we integrate the expression [(10x²/2) + 10xy + 100x] with respect to x over the range [0,5],
= ∫[0,5] [(10x²/2) + 10xy + 100x] dx dy
= [5x³/3 + 5xy²/2 + 50x²] evaluated from x=0 to x=5 dy
= [(5(5)³/3 + 5(5)y²/2 + 50(5)²) - (5(0)³/3 + 5(0)y²/2 + 50(0)²)] dy
= [(125/3 + 125y²/2 + 250) - 0] dy
= (125/3 + 125y²/2 + 250) dy
Now, we integrate the expression (125/3 + 125y/2 + 250) with respect to y over the range [0,5],
= ∫[0,5] (125/3 + 125y²/2 + 250) dy
= [(125/3)y + (125/6)y³ + 250y] evaluated from y=0 to y=5
= [(125/3)(5) + (125/6)(5³) + 250(5)] - [(125/3)(0) + (125/6)(0³) + 250(0)]
= [625/3 + (125/6)(125) + 1250] - [0 + 0 + 0]
= 625/3 + 125/6 * 125 + 1250
= 625/3 + 15625/6 + 1250
= 2083.33 + 2604.17 + 1250
= 5937.5
Therefore, the double integral ∫∫r(10x+10y+100)dA over the region r: 0 ≤ x ≤ 5, 0 ≤ y ≤ 5 is equal to 5937.5.
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9 Marty conducted a survey in his first period class to determine student preferences for music. Out of 25 students, 14 like hip-hop music best. There are 300 students in Marty's school. Based on the survey, how many students in the school like hip- hop music best? A. 50 students B. 132 students C. 168 students D. 261 students
Answer:
C
Step-by-step explanation:
14/25=0.56 0.56x300=168
Based on the survey,
168 students like hip-hop music.
What is ratio?The ratio is a numerical relationship between two values that demonstrates how frequently one value contains or is contained within another.
Given:
Marty conducted a survey in his first period class to determine student preferences for music.
Out of 25 students, 14 like hip-hop music best.
That means, the ratio is 14/25 = 0.56.
There are 300 students in Marty's school.
Based on the survey,
the number of students = 300 x 0.56 = 168 students like hip-hop music.
Therefore, 168 students like hip-hop music.
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Wesley walked 11 miles in 4 hours. If he walked the same distance every hour, how far did he walk in one hour? Using only feet
Answer:
14,520
Step-by-step explanation:
The computation is shown below:
Given that
Wesley walked 11 miles in 4 hours
Now we can say that
1 miles = 5280
So, 11 miles would be
= 5280 × 11
= 58,080
And, the number of hours is 4
So, for one hour he would be far of
= 58,080 ÷ 4
= 14,520
You recently completed an experiment concerning the effects of carbs on happiness. One group of 11 people are assigned a high carb diet, another group of 11 people are assigned a moderate-high carb diet, another group of 11 people are assigned a moderate-low carb diet, and a final group of 11 people are assigned a low carb diet. If I find that I fail to reject the null hypothesis, what might my next step be? O Change my analysis and alpha to make the finding significant and then run post-hoc tests. O Run multiple dependent measures t-tests to see if there are any significant differences between particular groups O Run multiple independent samples t-tests to see if there are any significant differences between particular groups Change my hypothesis to see if I can find something significant with a different hypothesis for this study Run home and binge-watch Bridgerton because there is nothing else that should be done statistically
If you fail to reject the null hypothesis in your experiment, indicating that there is no significant difference between the groups, there are several potential next steps you can consider. The appropriate next step depends on the specific goals and context of your study. Here are a few options:
Refine your analysis and adjust the alpha level: You can re-evaluate your statistical analysis and check if there are any potential issues or mistakes that could have influenced the results. You can also consider adjusting the significance level (alpha) to increase the chance of detecting significant differences if you believe it is justified. However, be cautious with this approach as it may increase the risk of Type I errors (false positives).
Conduct post-hoc tests or further analyses: If the overall analysis did not yield significant results, you can explore further by conducting post-hoc tests or additional analyses. This could involve comparing specific pairs of groups to identify any potential significant differences or examining other variables or dependent measures that may have an impact on the outcome.
Modify or reframe your hypothesis: If the results do not support your initial hypothesis, you may need to reconsider your hypothesis or research question. Explore alternative explanations, variables, or factors that could be influencing the outcome. This could involve formulating new hypotheses or exploring different angles for your study.
Review and refine your study design: Take a closer look at your experimental design, sample size, data collection methods, or other aspects of your study. Identify potential limitations or areas for improvement, and consider making adjustments or modifications for future studies.
Seek expert guidance or consultation: If you are uncertain about the next steps or need further guidance, it can be helpful to consult with experts or colleagues in your field. They may provide valuable insights and suggestions based on their expertise and experience.
In any case, it's important to approach the results objectively and make informed decisions based on the specific context and goals of your study.
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Find the value of x. Enter your answer as a number
We can write logs into the form A logs + Blog, y where A = and B = Write A and B as integers or reduced fractions.
The logarithmic expression can be written in the form Alog(s) + Blog(y), where A and B are integers or reduced fractions.
To express a logarithmic expression in the form Alog(s) + Blog(y), we need to understand the properties of logarithms and simplify the given expression.
The generic logarithmic expression can be written as log(b)(x), where b is the base and x is the argument. To write it in the desired form, we aim to express it as a combination of logarithmic terms with the same base.
First, let's consider an example expression: log(a)(x). We can rewrite it as (1/log(x))(log(a)(x)). Here, A = 1/log(x) and B = log(a)(x). Notice that A is the reciprocal of the logarithm of the base.
Similarly, for the expression log(b)(y), we can rewrite it as (1/log(y))(log(b)(y)). In this case, A = 1/log(y) and B = log(b)(y).
So, in general, for a logarithmic expression log(b)(x), we can express it as Alog(s) + Blog(y), where A = 1/log(x) and B = log(b)(x). These coefficients A and B can be integers or reduced fractions, depending on the specific values of the logarithmic expression and the chosen base.
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ok so i thought i knew what i was doing but then i didn't know what i was doin-
you make a scale drawing of a banner for school dance .you use a scale of 1 inch ,2 feet what is the actual width of the banner HELP ASAP!!!!
Answer:
6.5
Step-by-step explanation:
you take the sides all added up (which was 13in) and divided it by two
Answer: the answer is 18. Trust me. I know what I’m doing lol
Step-by-step explanation:
Solve system of equations given below using both inverse matrix (if possible) and reduced row echelon forms. (20 Points each)
a) xy + 2x_2 + 2x_3 = 1
x_1 - 2x_2 + 2x_3 = - 3
3x_1 - x_2 + 5x_3 = 7
b) x_1 + 2x_2 + 2x_3 + 5x_4 = 0
x_1 - 2x_2 + 2x_3 - 4x_4 = 0
3x_1 - x_2 + 5x_3 + 2x_4 = 0
3x_1, -2x_2 + 6x_3 - 3x_4 = 0.
The solution to the system of equations is: x1 = 1/2, x2 = 9/4, x3 = 1, x4 = 0
a) Solving the system of equations using inverse matrix:
Let's write the system of equations in matrix form: AX = B
The coefficient matrix A is:
A = [[y, 2, 2], [1, -2, 2], [3, -1, 5]]
The variable matrix X is:
X = [[x], [y], [z]]
The constant matrix B is:
B = [[1], [-3], [7]]
To solve for X, we need to find the inverse of matrix A (if it exists):
Calculate the determinant of matrix A: |A|
|A| = y((-2)(5) - (-1)(2)) - 2((1)(5) - (3)(2)) + 2((1)(-1) - (3)(-2))
= -9y + 4
Check if |A| is non-zero. If |A| ≠ 0, then the inverse of A exists.
Since |A| = -9y + 4, it can only be zero if y = 4/9.
If y ≠ 4/9, then |A| ≠ 0, and we can proceed to find the inverse of A.
Calculate the matrix of minors of A: Minors(A)
Minors(A) = [[(-2)(5) - (-1)(2), (1)(5) - (3)(2), (1)(-1) - (3)(-2)],
[(2)(5) - (2)(2), (3)(5) - (3)(2), (3)(-1) - (3)(-2)],
[(2)(-1) - (2)(-2), (3)(-1) - (1)(2), (3)(-2) - (1)(-1)]]
= [[-8, -1, -1],
[6, 9, -3],
[2, -1, -5]]
Calculate the matrix of cofactors of A: Cofactors(A)
Cofactors(A) = [[(-1)^1(-8), (-1)^2(-1), (-1)^3(-1)],
[(-1)^2(6), (-1)^3(9), (-1)^4(-3)],
[(-1)^3(2), (-1)^4(-1), (-1)^5(-5)]]
= [[-8, 1, -1],
[6, -9, 3],
[-2, 1, -5]]
Calculate the adjugate of A: Adj(A) = Transpose(Cofactors(A))
Adj(A) = [[-8, 6, -2],
[1, -9, 1],
[-1, 3, -5]]
Calculate the inverse of A: A^(-1) = Adj(A)/|A|
A^(-1) = [[(-8)/(9y - 4), 6/(9y - 4), (-2)/(9y - 4)],
[1/(9y - 4), (-9)/(9y - 4), 1/(9y - 4)],
[(-1)/(9y - 4), 3/(9y - 4), (-5)/(9y - 4)]]
Multiply A^(-1) by B to find X:
X = A^(-1) * B
= [[(-8)/(9y - 4), 6/(9y - 4), (-2)/(9y - 4)],
[1/(9y - 4), (-9)/(9y - 4), 1/(9y - 4)],
[(-1)/(9y - 4), 3/(9y - 4), (-5)/(9y - 4)]] * [[1], [-3], [7]]
Simplifying the multiplication will give the solution for X in terms of y.
b) Solving the system of equations using reduced row echelon form:
Let's write the system of equations in augmented matrix form [A | B]:
The augmented matrix [A | B] is:
[1, 2, 2, 5 | 0]
[1, -2, 2, -4 | 0]
[3, -1, 5, 2 | 0]
[3, -2, 6, -3 | 0]
Using Gaussian elimination and row operations, we can transform the augmented matrix to reduced row echelon form.
Performing row operations:
R2 = R2 - R1
[1, 2, 2, 5 | 0]
[0, -4, 0, -9 | 0]
[3, -1, 5, 2 | 0]
[3, -2, 6, -3 | 0]
R3 = R3 - 3R1
[1, 2, 2, 5 | 0]
[0, -4, 0, -9 | 0]
[0, -7, -1, -13 | 0]
[3, -2, 6, -3 | 0]
R4 = R4 - 3R1
[1, 2, 2, 5 | 0]
[0, -4, 0, -9 | 0]
[0, -7, -1, -13 | 0]
[0, -8, 0, -18 | 0]
R2 = (-1/4)R2
[1, 2, 2, 5 | 0]
[0, 1, 0, 9/4 | 0]
[0, -7, -1, -13 | 0]
[0, -8, 0, -18 | 0]
R3 = R3 + 7R2
[1, 2, 2, 5 | 0]
[0, 1, 0, 9/4 | 0]
[0, 0, -1, -1 | 0]
[0, -8, 0, -18 | 0]
R4 = R4 + 8R2
[1, 2, 2, 5 | 0]
[0, 1, 0, 9/4 | 0]
[0, 0, -1, -1 | 0]
[0, 0, 0, -6 | 0]
R4 = (-1/6)R4
[1, 2, 2, 5 | 0]
[0, 1, 0, 9/4 | 0]
[0, 0, -1, -1 | 0]
[0, 0, 0, 1 | 0]
R1 = R1 - 2R2 - 2R3
[1, 0, 0, 1/2 | 0]
[0, 1, 0, 9/4 | 0]
[0, 0, -1, -1 | 0]
[0, 0, 0, 1 | 0]
R3 = -R3
[1, 0, 0, 1/2 | 0]
[0, 1, 0, 9/4 | 0]
[0, 0, 1, 1 | 0]
[0, 0, 0, 1 | 0]
The reduced row echelon form of the augmented matrix is obtained.
From the reduced row echelon form, we can write the system of equations:
x1 = 1/2
x2 = 9/4
x3 = 1
x4 = 0
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Which of the following scatterplots do not show a clear relationship and would not have a trend line?
Answer:
B
Step-by-step explanation:
The graph does not form a obvious line and therefore is the answer.
Answer:
The answer is B i got it right.
Step-by-step explanation:
The figures are similar. Give the ratio of the perimeters and the ratio of the areas of the first figure to the second.
a. 7:8 and 49:64
b. 8:9 and 49:64
c. 8:9 and 64:81
d. 7:8 and 64:81
The correct answer is: c. 8:9 and 64:81. The ratio of the areas of the first figure to the second figure is 64:81. This means that the area of the second figure is larger by a factor of 81/64 compared to the first figure.
When two figures are similar, their corresponding sides are proportional. This means that the ratio of the perimeters is equal to the ratio of the corresponding side lengths. Additionally, the ratio of the areas of two similar figures is equal to the square of the ratio of their corresponding side lengths.
In this case, the ratio of the perimeters of the first figure to the second figure is 8:9. This means that the perimeter of the second figure is larger by a factor of 9/8 compared to the first figure.
The ratio of the areas of the first figure to the second figure is 64:81. This means that the area of the second figure is larger by a factor of 81/64 compared to the first figure.
Therefore, the correct answer is c. 8:9 and 64:81.
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A robot moves 3\text{ m}3 m3, start text, space, m, end text, turns more than 90\degree90°90, degree clockwise, moves 4\text{ m}4 m4, start text, space, m, end text more, turns clockwise again, then moves 3.6\,\text{m}3.6m3, point, 6, start text, m, end text. The robot ends where it started, as shown.
How far did the robot turn the first time?
Do not round during your calculations. Round your final answer to the nearest degree.
Answer:120
Step-by-step explanation:
Answer:
120
Step-by-step explanation:
khan
a - 2/3 = 3/5 how much is a?
Answer:
19/15
Step-by-step explanation: In order to solve for A add 2/3 to both sides of the equation to get A alone and 2/3 + 3/5 is equal to 10/15 + 9/15 which means the answer is 19/15.