What is the rule about significant figures when multiplying and dividing measurements?

The percentage is the indicating hundredth of any change in quantity thus the percentage increase of cars from $2800 to $4500 is 60.72%.

The percentage is defined as a given amount in every hundred. It is a fraction with 100 as the denominator percentage is represented by the one symbol %.

As per the given question,

Buying cost of car = $2800

Selling cost of car = $4500

Percentage change = (change/original)  × 100

Percentage change = [(4500 - 2800)/(2800)] × 100

Percentage change = [(1700)/2800] × 100

Percentage change = 0.607 × 100

⇒ 60.72%

Hence "The percentage is the indicating hundredth of any change in quantity thus the percentage increase of cars from $2800 to $4500 is 60.72%".

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Answer:

Value of a is:

[tex]x^4+10x^3+100x^2+1000x+10000[/tex]

Step-by-step explanation:

we know that:

[tex]x^n-a^n=(x-a)(x^{n-1}+ax^{n-2}+a^2x^{n-3}+...+a^{n-2}x+a^{n-1})[/tex]

Here, a=10 and n=5

[tex]x^5-10^5=(x-10)(x^4+10x^3+100x^2+1000x+10000)[/tex]

[tex]x^5-10^5=(x-10)a[/tex]

⇒ [tex]a=x^4+10x^3+100x^2+1000x+10000[/tex]

Hence,Value of a is:

[tex]x^4+10x^3+100x^2+1000x+10000[/tex]

Final answer:

The requested number is 7, which when multiplied by 9 or added to 56, gives the same result of 63.

Explanation:

To find a number whose product with 9 is the same as its sum with 56, we set up the equation x * 9 = x + 56. Solving for x, we first distribute the 9 to the x, resulting in 9x = x + 56. Next, we subtract x from both sides to get 8x = 56. Finally, we divide both sides by 8 to find that x = 7. Hence, 7 is the number we are looking for, as 7 * 9 = 63 and 7 + 56 = 63, confirming that the product and the sum yield the same result.

The solution to the inequality 2n + 5 > 1 is n > -2 after isolating the variable n and simplifying the equation.

The solution to the inequality 2n + 5 > 1 involves some basic algebra. First, we should isolate the variable, n, on one side of the inequality. This is accomplished by subtracting 5 from both sides of the inequality which gives us: 2n > 1 - 5.

Simplifying the right side gives us 2n > -4. Then, we need to divide every term by 2 which gives us n > -4/2. Simplifying further, we find that the solution to the inequality 2n + 5 > 1 is n > -2.

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To find out how many bags of candy Jamir bought with $15, divide the total spent by the cost per bag, which is $2.50. This calculation is similar to finding total spend on fruits by multiplying the quantity by price per unit. Jamir was able to buy 6 bags of candy.

To answer the question of how many bags of candy Jamir bought, we need to perform a basic division operation.

The total amount Jamir spent on Halloween candy is $15, and he purchased each bag for $2.50.

Therefore, to find the total number of bags of candy that Jamir bought, we divide the total amount spent by the cost per bag.

Drawing a comparison to similar calculations, if we look at other examples such as spending on fruits, we can see a consistent method of calculation:

10 apples at 50 cents each results in $5.00 spent on apples.

12 bananas at 20 cents each gives us a total of $2.40 spent on bananas.

Similarly, 2 bunches of grapes at 65 cents per bunch would equal a spend of $1.30.

Lastly, if we purchase 1 pint of raspberries at $2 each, we spend $2.00 on raspberries.

The same concept applies to Jamir's Halloween candy purchase. By dividing $15 by $2.50, we get the number of bags he was able to buy, which is 6 bags of candy.

Therefore, Jamir bought 6 bags of Halloween candy with his $15.

Final answer:

Jamir was able to buy 6 bags of Halloween candy for $15, given each bag's price of $2.50.

Explanation:

Jamir spent $15 on Halloween candy, with each bag costing $2.50. To find out how many bags of candy Jamir could buy, we divide the total amount spent by the cost per bag of candy.

The calculation would be as follows:

Divide the total amount spent, $15, by the cost per bag, $2.50.

$15 ÷ $2.50 = 6.

Therefore, Jamir bought 6 bags of Halloween candy.

A debt of $59 dollars owed by five (5) ladies and will also be divided among them. They borrow $59 dollars to buy the materials for their science project because 3 out of 5 ladies do not have money to spend to their science project.

2 divided by 5 = 0.4

 so that statement is true.

The probability that a multiple of 4 or 5 is chosen is 2/5.

The range 1-100 is 100 numbers, divide by 4 and 5 to find the number of multiples.

100/4 = 25

100/5 = 20

The probability of choosing a multiple of 4

25/100 = 1/4

The probability of choosing a multiple of 5

20/100 = 1/5

The probabilities are not mutually exclusive because there are duplicate numbers, (overlap) multiples of both 4 and 5 being counted twice.

5/100 = 1/20

20, 40, 60, 80, 100

When or is used, add the probabilities, and subtract the duplicates.

1/4 + 15 - 1/20

=5/20 + 4/20 - 1/20

= 8/20

= 2/5

The probability that a multiple of 4 or 5 is chosen is 2/5.

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3400/60 = 56.6666 minutes/60 = 0.94 hours

63360/5280 = 12 miles

12/0.94 = 12.76 miles per hour for Nina

Nina is faster

The answer is c.) 4/33

the answer is...

The number of groups the science teacher can make is 5.

The arithmetic operations are the fundamentals of all mathematical operations. The example of these operators are addition, subtraction, multiplication and division.

The total number of students is 20.

And, the number of students in one group is 4.

Now, the number of groups can be found using the following operation as,

Number of group = Total students ÷ Number for each group

⇒ 20 ÷ 4 = 5.

Hence, the total number of groups can be obtained as 5.

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The third image contains the labels (a,b), (c,d), (-a,b), and (-c,d).

The diagram that shows the most useful positioning and accurate labeling of an isosceles trapezoid in the coordinate plane is the first figure.

Because it tells you the lengths of the trapezoid's bases and height.

For example, the base lengths are as follows:

a - (-a) = a + a = 2a

c - (- c) = c + c = 2c

height: b-d

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The third image contains the labels (a,b), (c,d), (-a,b), and (-c,d).

An isosceles trapezoid is a type of trapezoid (a quadrilateral with at least one pair of parallel sides) where the non-parallel sides are congruent (have the same length). The base angles, formed by the intersection of the non-parallel sides and the parallel sides, are also congruent in an isosceles trapezoid.

The diagram that shows the most useful positioning and accurate labeling of an isosceles trapezoid in the coordinate plane is the first figure.

Because it tells you the lengths of the trapezoid's bases and height.

For example, the base lengths are as follows:

a - (-a) = a + a = 2a

c - (- c) = c + c = 2c

height: b-d

The North American and European continents will take approximately 166,667 years to drift 500 km farther apart than they are at present.

The North American and European continents are moving apart at a rate of about 3 cm/y. To determine how long it will take for them to drift 500 km farther apart than they are at present, we can use the formula:

Time = Distance / Rate

First, we need to convert the distance from kilometers to centimeters. There are 100,000 centimeters in 1 kilometer, so 500 km is equal to 500,000 cm.

Using the formula, the time it will take is:

Calculating this, we find that it will take approximately 166,667 years for the continents to drift 500 km farther apart than they are at present.