3 decagrams = centgrams

Answers

Answer 1

Answer:

3,000

Step-by-step explanation:

Just multiply every decagram by 1,000


Related Questions

The college student who is looking for a data plan for her cell phone found a third option,
which also offers a 2 gigabyte monthly allowance for data.
The monthly cost of this option can be represented by function C, defined by:
30x + 3 where x is the gigabytes of data used over the monthly allowance.
1. Find C (0.7) and explain what it means in this situation.

Answers

Answer:

Value of C(0.7) = 24 means that the cost of 0.7 gigabytes of data is $24

Step-by-step explanation:

We are told the monthly cost of the 2 gigabyte monthly allowance for data is;

C(x) = 30x + 3

where x is the gigabytes of data used over the monthly allowance

Now, we want to find C(0.7)

C(0.7) = 30(0.7) + 3

C(0.7) = 21 + 3

C(0.7) = 24

This value of C(0.7) = 24 means that the cost of 0.7 gigabytes is $24

2. Mary's test average after 8 tests is 80. Her score on the
9th test was 71. If all 9 tests are weighted equally, what
is Mary's test average for all 9 tests?
A. 71
B. 75.5
C. 77
D. 79
E. 80

Answers

Answer:

D

Step-by-step explanation:

since her test average for the first 8 tests is 80, the sum of all the scores for the first 8 tests is 640. Since her 9th test is 71, we do 640+71=711. To find the average of all 9 tests, we do 711/9 = 79

D

Weights of different materials were taken for three lengths: 6 inches, 12 inches, and 18 inches. Which of the materials' weights does NOT have a proportional relationship with length?

Answers

The question is incomplete, the complete question is shown in the image attached.

Answer:

Material 1

Step-by-step explanation:

Given the table shown in the complete question, we can see that the weights in material 1 does not have a proportional relationship with length.

If something has a proportional relationship, then it increases or decreases by a constant value called the constant of proportionality. This is not the case in material 1 as seen from the table.

Answer:

material 1

Step-by-step explanation:

14. A satellite orbits 22, 300 miles above the equator. It completes one revolution in 24 hours. Assume that the radius of the Earth is 3, 960 miles. How far will the satellite travel in one day?​

Answers

Answer:

Displacement = 0 mi

Distance = 164,996.45 mi

Step-by-step explanation:

In this case, the displacement will be zero because the satellite goes back to its starting point after one day. If there is no distance traveled between the starting point and the ending point, then the Displacement will be zero.

When it comes to the distance, we will need to calculate the perimeter of the circle the satellite describes when making one whole turn around the earth.

The perimeter of a circle is given by the equation:

[tex]p=2\pi r[/tex]

so we need to start by finding what the radius of the circle is. This radius if found by adding the radius of the earth and the distance above the equation the satellite is located at, so we get that:

[tex]r=r_{earth}+h[/tex]

where h is the height of the satellite, so the radius of the circle is:

[tex]r=22,300mi + 3,960 mi[/tex]

so

r=26,260 mi

so now we can use the perimeter equation to get:

[tex]p=2\pi r[/tex]

[tex]p=2\pi (26,260)[/tex]

So the distance traveled by the satellite in one day will be:

P=164,996.45 mi.

how is a line different than a line segment

Answers

Answer:

A line segment has two ends, and a line doesn't end.

Step-by-step explanation:

A line never ends and continues forever, and a line segment had two end points that tell you where the line stops. You can measure the length a line segment but you cannot measure the length of a line.

Δ WILL GIVE BRAINLIEST Δ
Write down 2-3 quotes to show gratitude to teachers to give an extra boost of energy and joy to the teachers and staff during this hard times.

Answers

Answer:

1. the best teacher

teach from the heart ❤️

not from the book

2. a good education can change anyone.

a good teacher can change everything.

3.teaching is a work of a Heart

I NEED HELP ASAP I WILL MARK BRAINLIST ​

Answers

The answer is A.

y > -3 because there is a horizontal asymptote at y= -3 meaning that y can never equal -3, and the shaded area is all underneath the line y = -x, therefore y is less than or equal -x.

Answer:

The answer is A

Step-by-step explanation:

B was the closest but it's A

Find the equation of the line that passes through points a and b.
Please help.

Answers

Answer:

y=2x-1

Step-by-step explanation:

Gradient : (7-3) / (4-2) = 2

y=2x+c

substitute one of the points

3=2*2+c

c=-1

y=2x-1

Help!!Find the y-intercept of the line on the graph.
Enter the correct answer.

Answers

The y-intercept of the graph is -3

How to find the y-intercept of a graph?

The y-intercept is the point where the line intersects the y-axis. This is the value of y when x is equals to zero.

Using slope intercept formula,

y = mx + b

where

m = slopeb = y-intercept

Now, let's trace the value of y when x = 0 in the graph.

Therefore,

when x = 0, y = -3

Hence, the y-intercept of the graph is -3

learn more on y-intercept here: https://brainly.com/question/20759265

#SPJ1

8.F.2: Functions W and Z are both linear functions of x. Which statement comparing the functions is true? Select ALL that apply.


A. The slope of Function W is less than the slope of Function Z.

B. The slope of Function W is greater than the slope of Function Z.

C. The slope of Function W is equal to the slope of Function Z.

D. The y-intercept of Function W is less than the y-intercept of Function Z.

E. The y-intercept of Function W is equal to the y-intercept of Function Z.

F. The y-intercept of Function W is greater than the y-intercept of Function Z.

Answers

*the graph of Function W and table of values of Function Z are in the diagram attached below.

Answer:

B. The slope of Function W is greater than the slope of Function Z.

F. The y-intercept of Function W is greater than the y-intercept of Function Z.

Step-by-step explanation:

To determine which of the statements compare both functions correctly, let's find the slope (m) and the y-intercept (b) of each function given.

✍️Function W:

Slope of Function B, using two points on the line, (0, -1) and (2, 0):

[tex] m = \frac{y_2 - y_1}{x_2 - x_1} = \frac{0 -(-1)}{2 - 0} = \frac{1}{2} = 0.5 [/tex]

✅Slope = 0.5.

y-intercept is the point at which the line intercepts the y-axis. Therefore, the y-intercept, b = -1. The line cuts the y-axis at y = -1. At this point, x = 0.

✅y-intercept = -1.

✍️Function Z:

Slope of Function Z, using two pairs of values from the table of values for function Z, (0, -2) and (2, -1.5):

[tex] m = \frac{y_2 - y_1}{x_2 - x_1} = \frac{-1.5 -(-2)}{2 - 0} = \frac{0.5}{2} = 0.25 [/tex]

✅Slope = 0.25.

y-intercept is the value of y when x = 0. It is at this point the line of the function of X intercepts the y-axis. From the table given, we can see that when x = 0, y = -2. Therefore:

✅y-intercept = -2.

Thus, the following statements that compares both functions are TRUE:

B. The slope of Function W is greater than the slope of Function Z.

✔️This is TRUE because 0.5 is greater than 0.25.

F. The y-intercept of Function W is greater than the y-intercept of Function Z.

✔️This is TRUE because -1 is greater than -2.

Answer: B and F

Step-by-step explanation:

An outdoor adventure company charges $9 per hour for a mountain
bike plus a $5 fee for a helmet.

Answers

Answer:500

Step-by-step explanation:500 +7++U+U++UU+

help meh plz I just need answer question in pic

Answers

Answer:

A

Step-by-step explanation:

At the vertex, the quadratic term in this notation must be zero, i.e., the (x-1)  part. This happens for x=1. So you can already rule out answers C and D.

Now fill in x=-2 in both remaining answers and see what happens.

For A: y = -2(-2 - 1)² + 3 = -15

For B: y = (-2 - 1)² + 3 = 12

That eliminates B and leaves A.

Jack is buying threats for how cats. He wants to buy some greens, which cost $4.95 a bag. He also wants to buy beef bites, which cost $3.50 a bag. White an equation that models treats purchased by Jack when he spends $21.85

Answers

4.95x+3.5=21.85
X represents the greens
Y represents the greens

for f(x) = -8x +8, find f(-3)

Answers

Answer:

f(x)=-8x+8

f(-3)

ANSWER: 11/8

what is 8.275 rounded to the nearest hundredth.

Answers

Answer:

8.28

Step-by-step explanation:

since you have 5, you would round up 1 so 8.

You’re welcome :)

There are 300 students in Emma’s school. If 42% of the students participate in the fundraising program, how many students participate in the fundraising program?

Answers

Answer:

126

Step-by-step explanation:

42% of 100 in 42

100x3=300 soooo

42x3=126

The diagram shows a triangle.
y+12°
2y–18°
2y+16°
What is the value of y?
y =
°

Answers

Answer:

34°

Step-by-step explanation:

I'm a little confused by your question. But I solved the question this way.

y+12+2y-18+2y+16=180

Why 180° you ask? Because the angle sum interior of a triangle always measures 180°.

(y+2y+2y)+(12+−18+16)=180

5y+10=180

Subtract

5y+10−10=180−10

5y=170

divide

5y/5=170/5

y=34

On derwin farm there is a total of 50 chickens and cows. If there are 118 legs, how many chickens are there?

Answers

Answer:

20cows and 29 chickens

Step-by-step explanation:

Find the endpoint:
The midpoint of CD is M = (-3, -6), one endpoint is C = (-1, -4). Find the other endpoint, D

Answers

Answer:

The coordinates of Point D are: (-5,-8)

Step-by-step explanation:

The formula for mid-point is given by:

[tex]M = (\frac{x_1+x_2}{2} , \frac{y_1+y_2}{2})[/tex]

For the point (x1,y1) and (x2,y2)

Given that

M = (-3, -6)

C = (-1, -4) => (x1,y1)

Putting the values of given points in the formula for mid-point

[tex](-3,-6) = (\frac{-1+x_2}{2} , \frac{-4+y_2}{2})[/tex]

Putting respective coordinates equal

[tex]-3 = \frac{-1+x_2}{2}\\-6 =-1+x_2\\x_2=-6+1\\x_2 = -5\\AND\\-6 = \frac{-4+y_2}{2}\\-12 = -4+y_2\\y_2 = -12+4\\y_2 = -8[/tex]

Hence,

The coordinates of Point D are: (-5,-8)

CAN SOMEONE HELP WITTH THESEEEEEEE?!?!?! PLS PLSSSSSSS

USE PYTHAGOREAN THEOREMMMMM!!!!!

Answers

Answer:

42

Step-by-step explanation:

[tex]41^{2}[/tex] + [tex]9^{2}[/tex] = [tex]c^{2}[/tex]

So, what's 41 to the power 2?

Thus;

1,681

Do the same for the other one.

9 to the power of 2

Thus;

81

Add all these up all your final answer to get a total of 1,762.

1681+81=1762

Thus;

[tex]c^{2} = 1762[/tex]

Then square root your final answer

[tex]\sqrt[]{1762}[/tex]=[tex]c^{2}[/tex]

Thus;

42= [tex]c^{2}[/tex]

Possible answers:1/3,1/2,2,3

Answers

Answer:

1/2

Step-by-step explanation:

what is the diameter of a cone if the volume is 134 and the height is 8

Answers

Answer:

times it

Step-by-step explanation:

Find the unit rate. $30 for 2 1/2 hours of work

Answers

Answer:

12$ an hour.

Step-by-step explanation:

Simply set it up as fraction in a way set it as  30/2.5 and divide both values by 2.5 which you get 12 from 30 and 1 from 2.5 there's your unit rate. 12/1 or 12$ an hour.

4x/3+3=x-2
value of x ?​

Answers

Answer:

x = - 15

Step-by-step explanation:

Given

[tex]\frac{4x}{3}[/tex] + 3 = x - 2

Multiply through by 3 to clear the fraction

4x + 9 = 3x - 6 ( subtract 3x from both sides )

x + 9 = - 6 ( subtract 9 from both sides )

x = - 15

Step-by-step explanation:

find the LCM of 3 and 1 which is 3

then you have

4x/3 +3/1 =4x+9/3

now equate the above with x-2

4x+9/3=x-2

Cross multiply

3(x-2)=1(4x+9)

3x-6=4x+9

3x-4x=9+6

-x=15

x = -15

please answer asap

Enter your answer as fraction in simplest form by filling in the boxes ​

Answers

Answer:

1/2

Step-by-step explanation:

pls guys need help...i have test tomorrow​

Answers

Answer:

18x

Step-by-step explanation:

3x^2 - 27 = -18x

x^2 - 3x = -1x

-18x / -1x = 18x

3x^2 = 9

x^2 = 2x

Answer: 18x

Step-by -step: first you started with 3x^2 which is 9x then go to 9x-27 which is 18x
Next you go to x^2 with is also know as 1x^2 which can be 2. Then you subtract 2x -3x which can be 1x. Finally you divide 18x to 1x giving you the answer 18x

find the area please!

Answers

Answer: the area is 224

Step-by-step explanation:

A family wants to purchase a house that costs ​$145,000. They plan to take out a ​$115,000 mortgage on the house and put ​$30,000 as a down payment. The bank informs them that with a​ 15-year mortgage their monthly payment would be ​$785.99 and with a​ 30-year mortgage their monthly payment would be ​$521.41. Determine the amount they would save on the cost of the house if they selected the​ 15-year mortgage rather than the​ 30-year mortgage. How much would they save if they selected the​ 15-year mortgage?

Answers

Answer:

A. 15-year mortgage =$141,478.20

30-year mortgage =$187,707.60

B. $46,229.40

Step-by-step explanation:

A. Calculation to Determine the amount they would save on the cost of the house if they selected the 15-year mortgage rather than the​ 30-year mortgage.

Calculation for 15-year mortgage

Cost amount to save for 15-year mortgage=$785.99*15-year*12 months

Cost amount to save for 15-year mortgage =$141,478.20

Calculation for 30-year mortgage

Cost amount to save for 30-year mortgage =$521.41*30-year*12 months

Cost amount to save for 30-year mortgage =$187,707.60

B. Calculation for How much would they save if they selected the​ 15-year mortgage

Using this formula

Amount to save=30-year mortgage -15-year mortgage

Let plug in the formula

Amount to save=$187,707.60-$141,478.20

Amount to save=$46,229.40

Therefore How much would they save if they selected the​ 15-year mortgage will be $46,229.40

The no. Of adel beads to that of claire's beads was the ratio 7 :4 .When adel gave 68 beads to claire the ratio become 25 :41 . How many beads did claire did claire have finally

Answers

Answer:

37 beads

Step-by-step explanation:

Given that:

Adel : Claire = 7 : 4

Let Adel be = A;  &

Let Claire be = C

A: C = 7 : 4

[tex]\dfrac{A}{C} =\dfrac{7}{4}[/tex]

7C = 4A

[tex]C = \dfrac{4A}{7}[/tex] --- (1)

When Adel gave 68 beads to claire, we have:

C + 68 = 25:41

[tex]\dfrac{A}{C+68}= \dfrac{25}{41}[/tex]

25(C + 68) = 41A

C + 68 = [tex]\dfrac{41}{25}A[/tex]

[tex]C = \dfrac{41}{25}A - 68[/tex] --- (2)

Equating (1) and (2) together;

[tex]\dfrac{4 * A}{7} = \dfrac{41 *A}{25} - 68[/tex]

[tex]\dfrac{4 * A}{7}-\dfrac{41 *A}{25} = - 68[/tex]

[tex]\dfrac{100A - 287 A}{175} =- 68[/tex]

[tex]\dfrac{-187A}{175} = -68[/tex]

- 187 A = 175 × (-68)

-187 A = - 11900

A = - 11900/ -187

A ≅ 64

From; [tex]C = \dfrac{4A}{7}[/tex]

[tex]C = \dfrac{4*64}{7}[/tex]

C = 36.57

C ≅ 37 beads

Researchers wanted to assess the effect of low alcohol consumption on reaction time in​ seniors, believing that even low levels of alcohol consumption can impair the ability to​ walk, thereby increasing the likelihood of falling. They identified 13 healthy seniors who were not heavy consumers of alcohol. The experiment took place in late afternoon. Each subject was instructed to have a light lunch and to not drink any caffeinated drinks in the 4 hours prior to arriving at the lab. The seniors were instructed to walk on a treadmill on which an obstacle would appear randomly. The reaction time was measured by determining the time it took the senior to lift his or her foot upon the appearance of the obstacle.​ First, each senior walked the treadmill after consuming a drink consisting of water mixed with orange juice with the scent and taste of vodka. The senior was then asked to drink two additional drinks​ (40% vodka mixed with orange​ juice). The senior then walked on the treadmill again. The average response time increased by 19 milliseconds after the alcohol treatment. The researchers concluded that response times are significantly delayed even for low levels of alcohol consumption.
A) What type of experimental design is this?
B) What is the response variable in this experiment? Is it quantitative or qualitative?
C) What is the treatment?
D) What factors were controlled and set at a fixed level in this experiment?
E) Can you think of any factors that may affect reaction to alcohol that were not cont rolled?
F) Why do you think the researchers used a drink that had the scent and taste of vodka to serve as the treatment for a baseline measure?
G) What was the conclusion of the study? To whom does this conclusion apply?

Answers

Answer:

See explanation

Step-by-step explanation:

The matched pair experimental design was used here. In this type of design, the experimental units are paired up . Different individuals receive different treatments. A popular type of matched-pairs design is this; a response variable's effect on an experimental unit is measured before and after a treatment is applied.

Reaction time is the response variable here . It is quantitative because it can be counted or measured.

The treatment was water mixed with orange juice with the scent and taste of vodka and subsequently 40% vodka mixed with orange juice.

Food consumption and intake of caffeinated drinks were controlled and set at a fixed level in this experiment.

Age ,gender and weight may also affect the reaction of the seniors to alcohol .

This treatment served the purpose of a placebo thereby working as a control that helps us to establish a baseline treatment that can be used to compare with the results of other treatments .

The research conclusion is that response times are significantly delayed even for low levels of alcohol consumption in seniors .This conclusion can only be applied to healthy seniors that consume a low level of alcohol.

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