A rectangular park has an area of 1.36 x 10° ft?. The length of the park is 1.6 x 10* ft. Divide the area by the length to find the width of the park. (1 point)
• 8.5 × 104 f
• 8.5 × 10° f.
• 8.5 × 103 ft.
• 8.5 × 105 ft.
1. D 8.5x10^3
2. A 6x10^-4
3. B 7x10^5
4. B 3x10^-2
5. A 4.3x10^4
To find the width of the park, we need to divide the area by the length:
Width = Area / Length
Using the given values:
Width = (1.36 x 10^0 ft²) / (1.6 x 10^* ft)
To divide two numbers in scientific notation, we subtract the exponents of the powers of 10 and divide the coefficients:
Width = (1.36 / 1.6) x 10^(0-*) ft
Simplifying the coefficients:
Width = 0.85 x 10^(0-*) ft
Since anything raised to the power of zero is 1, we have:
Width = 0.85 x 10^-* ft
This can be written as:
Width = 8.5 x 10^-*(10 ft)
Multiplying by 10 ft, we get:
Width = 8.5 x 10^(-*+1) ft
Therefore, the width of the park is 8.5 x 10 ft.
The correct answer is:
• 8.5 × 10 ft.
divide 3.3 c 10^4 by 5.5 x 10^7
To divide two numbers in scientific notation, we divide the coefficients and subtract the exponent of the denominator from the exponent of the numerator.
In this case, we have:
(3.3 x 10^4) / (5.5 x 10^7)
Dividing the coefficients, we get:
(3.3 / 5.5) x 10^(4-7)
Simplifying the coefficients, we have:
0.6 x 10^(-3)
The coefficient 0.6 can be written as 6 x 10^(-1), so we have:
6 x 10^(-1) x 10^(-3)
When we multiply two numbers in scientific notation, we add the exponents and multiply the coefficients. So we have:
6 x 10^(-1 - 3) = 6 x 10^(-4)
Therefore, the result of dividing (3.3 x 10^4) by (5.5 x 10^7) is:
6 x 10^(-4)
A city lunch program for seniors received a grant of 1.925 x 10° dollars. Divide that figure by the cost of $2.75 per lunch to find out how many senior lunches the grant can provide. Write the answer in scientific notation. (1 point)
• 0.7 × 105
• 7 × 105
• 7 × 10€
• 0.7 × 10€
A city lunch program for seniors received a grant of 1.925 x 10° dollars. Divide that figure by the cost of $2.75 per lunch to find out how many senior lunches the grant can provide. Write the answer in scientific notation. (1 point)
0.7 × 10^-1
• 7 × 10^-1
• 7 × 10^-2
• 0.7 × 10^2
A large pavilion is made of 2.967 x 105 bricks. There are 6.9 bricks per square foot. How many square feet is the pavilion? Write the answer in scientific notation. (1 point)
• 4.3 × 10^4
• 2.33 × 10^5
• 4.3 × 10^5
O 0.43 x 10^4
To find the number of square feet in the pavilion, we need to divide the total number of bricks by the number of bricks per square foot.
Total number of bricks = 2.967 x 10^5 bricks
Number of bricks per square foot = 6.9
Number of square feet = Total number of bricks / Number of bricks per square foot
Number of square feet = (2.967 x 10^5 bricks) / (6.9 bricks/square foot)
Dividing the coefficients, we get:
Number of square feet = (2.967 / 6.9) x 10^(5-0)
Simplifying the coefficients, we have:
Number of square feet = 0.43 x 10^5
Since anything multiplied by 10^5 can be written as 10^5 times that number, we have:
Number of square feet = 4.3 x 10^4
Therefore, the pavilion has an area of 4.3 x 10^4 square feet.
The correct answer is:
• 4.3 × 10^4
Z is correct, use their answers use the answers on the right don’t use the letters on the left since I think the letters are different every single one
why did the British want to deplane control into the ohio valley in the mid 1700s?
During the mid-1700s, the British wanted to gain control over the Ohio Valley for several reasons:
1. Expansion of British Empire: The British Empire was expanding, and they sought to establish control and dominance over new territories. The Ohio Valley presented an opportunity for territorial expansion and the potential for increased trade and resources.
2. Strategic Importance: The Ohio Valley was seen as strategically important due to its location and access to key waterways, such as the Ohio River. Control over this region would provide a gateway to the western parts of North America, enabling the British to have better access to and control over the interior of the continent.
3. Economic Interests: The Ohio Valley was rich in natural resources, particularly fur-bearing animals such as beavers. These fur pelts were highly valuable in European markets, and controlling the Ohio Valley would give the British a monopoly over the fur trade in the region.
4. Native American Relations: The British aimed to establish alliances and trade relationships with Native American tribes in the Ohio Valley. By gaining control, they could control and regulate trade, establish treaties, and limit French influence in the region.
Overall, the British saw the Ohio Valley as a crucial area for their imperial ambitions, strategic advantage, economic interests, and relationships with Native American tribes.
why did the british want to expand control into the ohio valley in the mid 1700’s
• to force the French out of North America
• to put French settlers there under English rule
• to demonstrate Britain's strength to France and Spain
• to gain access to the region's natural resources
The British wanted to expand control into the Ohio Valley in the mid-1700s for multiple reasons, including:
1. To force the French out of North America: The British and French were engaged in a long-standing rivalry for control of North America. By expanding their control into the Ohio Valley, the British aimed to challenge French presence and ultimately force them out of the region.
2. To put French settlers there under English rule: Along with displacing the French from North America, the British intended to bring French settlers in the Ohio Valley under English rule. This would strengthen British control and influence in the region.
3. To demonstrate Britain's strength to France and Spain: The expansion into the Ohio Valley also aimed to showcase British power and dominance to rival European powers such as France and Spain. It was a way to assert British strength and establish their position as the leading colonial power.
4. To gain access to the region's natural resources: The Ohio Valley was known to have abundant natural resources, including fertile land, forests, and fur-bearing animals. By gaining control over the region, the British sought to exploit these resources for their own economic benefit and to establish trade networks.
These factors collectively played a role in motivating the British to seek and expand control into the Ohio Valley during the mid-1700s.
Why did the Algonquins become allies with the French? Select all that apply.
(1 point)
• They were afraid that the French would take their land.
• They wanted to maintain their strong fur trading relationship.
• They wanted to help the French secure land east of the Mississippi.
• The French respected Native American land and did not destroy their hunting grounds.
The Algonquins became allies with the French for the following reasons:
• They wanted to maintain their strong fur trading relationship.
• The French respected Native American land and did not destroy their hunting grounds.
In the text you read this about the aftermath of the Boston Massacre: The soldiers were arrested and tried in court. John Adams agreed to defend them, saying that they deserved a fair trial. He wanted to show the world that the colonists believed in justice, even if the British government did not. At the trial, Adams argued that the crowd had provoked the soldiers. His arguments convinced the jury. In the end, the heaviest punishment any soldier received was a branding on the hand.
Use the excerpt to answer the question.
How could John Adams defend the British soldiers but still be seen as a Patriot?
(1 point)
Adams knew that many Patriots wanted the British soldiers to be set free.
Adams defended the soldiers because many Patriots asked him to.
Adams defended the soldiers while defending the Patriots' belief in justice.
Adams defended the soldiers because he thought it would make the British pity the Patriot cause.
The correct answer is: Adams defended the soldiers while defending the Patriots' belief in justice.
By agreeing to defend the British soldiers and arguing for a fair trial, John Adams demonstrated his commitment to the principles of justice and the rule of law, which were central to the Patriot cause. He wanted to show that even though they were opposing British rule, the colonists still upheld the values of a fair legal system and due process. Adams' defense of the soldiers was not driven by a desire to set them free or to gain pity from the British, but rather to uphold the fundamental rights and principles that the Patriots believed in.
"Our Colonies must be the biggest Beggars in the World, if such small Duties appear to be intolerable Burdens in their Eyes."
Use the excerpt to answer the question.
Item 3
- "Pacificus," Maryland Gazette, March 20, 1766
This excerpt is from a citizen in England in response to the colonial outrage toward the Stamp Act. What central
Item 4
argument of the American colonists against the Stamp Act is not understood by the writer?
Item 5
(1 point)
Item 6
that trade was heavily restricted due to the taxes, which
Item 7
made it difficult for the colonists to make enough money to live let alone pay the taxes
Item 8
that although the tax is small, it is the idea that the
Item 9
• colonists have to repay the British government for a war they did not support that is unjust
Item 10
that it is not the amount of tax that is the problem but rather the fact that the colonists were not involved in passing the tax
that the tax may seem small to those in England but for the American colonists it is a very large amount of money
The central argument of the American colonists against the Stamp Act that is not understood by the writer is:
• That although the tax is small, it is the idea that the colonists have to repay the British government for a war they did not support that is unjust.
The writer in England fails to understand the colonists' objection against being taxed without their consent and being forced to pay for a war they did not approve of. The colonists' argument was not solely about the size of the tax but about the principle of taxation without representation and the perceived injustice of being obligated to fund policies and actions they disagreed with.
To find out how many senior lunches can be provided, we need to divide the grant amount by the cost per lunch.
Grant amount = 1.925 x 10^0 dollars
Cost per lunch = $2.75
Number of lunches = Grant amount / Cost per lunch
Number of lunches = (1.925 x 10^0 dollars) / (2.75 dollars)
Dividing the coefficients, we get:
Number of lunches = (1.925 / 2.75) x 10^(0-0)
Simplifying the coefficients, we have:
Number of lunches = 0.7 x 10^0
Since anything raised to the power of zero is 1, we have:
Number of lunches = 0.7
This can be written in scientific notation as:
Number of lunches = 7 x 10^(-1)
Therefore, the grant can provide 7 x 10^(-1) senior lunches.
The correct answer is:
• 7 × 10^(-1)
To find out how many senior lunches can be provided, we need to divide the grant amount by the cost per lunch.
Grant amount = 1.925 x 10^0 dollars
Cost per lunch = $2.75
Number of lunches = Grant amount / Cost per lunch
Number of lunches = (1.925 x 10^0 dollars) / (2.75 dollars)
Dividing the coefficients, we get:
Number of lunches = (1.925 / 2.75) x 10^(0-0)
Simplifying the coefficients, we have:
Number of lunches = 0.7 x 10^0
Since anything raised to the power of zero is 1, we have:
Number of lunches = 0.7
This can be written in scientific notation as:
Number of lunches = 7 x 10^(-1)
Therefore, the grant can provide 7 x 10^(-1) senior lunches.
The correct answer is:
0.7 × 10^-1.