Mathematics, 22.08.2019 14:30 23s40

Simplify the expression (2 27 ) (3 32 ).
a. 18 6
b. 35 6
c. 72 6
d. 36 24
write 34392.55 in scientific notation.
a. 3.439255 × 10^3
b. 3.439255 × 10^4
c. 3.439255 × 10^4
d. 3.439255 × 10^3
what is the value of j in the equation j + j + 14 = 3 j + 10?
a. 2
b. 16
c. 2
d. 4

Answers: 1

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Answer from: 22danny

Lets start with the easiest. -Scientific notation-
So we have out decimal, now we are going to move it to the left to get this problem greater then one and less then 10.
So lets see how many places the decimal needs to move.
And the answer to that is 4.
Reason: We moved the decimal 4 places to the left to make this problem greater then one and less then 10.
Now our answer is 3.439255*10^4
The 4 is positive because we moved the decimal to the left.
Now lets go to the first problem: Your answer is C)72 sq of 6.
Reason:
To simplify radicals, factor out the perfect squares under the √ signs
Now take the square roots of the perfect squares
Now multiply out the integers and the radicals separately
and you get 72√6
Now for the last one.
j = 16
Reason:
Bring all the √j to one side and all the numbers to the other side, it may sound confusing but its really easy.
4 is root j. But we still want to find j. We need to square both sides.
and then you get 16.

Answer from: Quest

Ujjg

Answer from: Quest

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

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Simplify the expression (2 27 ) (3 32 ).
a. 18 6
b. 35 6
c. 72 6
d. 36 2...

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