Arrange the steps in the correct order to perform this subtraction problem
1.1x10^3-4.9x10^2

1.1·10^3-4.9·10^2

0.61·10^3

1.1·10^3-0.49·10^3

1.1·10^3-10/10·4.9·10^2

10/10·0.61·10^3

(1.1-0.49)·10^3

6.1·10^2

4 & 3

step-by-step explanation:

factor of 108=2×2×3×3×3=2×2×3^3=the number is 4 because 2 only occurs 2 times and 2×2=4 and factor of 2187=3^3×3^3×3=the number is 3 because 3 onlyvoccur 1 time.

area of part 1:

a1=base*height/2=(8+2)*(8-2-2-1)/2=10*3/2=15 ft^2

area of part 2:

a2=length*width=(8+2)*1=10 ft2

area of part 3:

a3=length*width=8*2=16 ft2

total shaded area : a1+a2+a3=41 ft2

total area of the reactangle : a=16*8=128 ft2

total area of the nonshaded region : 128-41=87 ft2

9) i can't see the angle so whatever it is just do this: cos(angle) x hypotenuse and then use that answer and they hypotenuse and plug it into this: (answer you just got)^2 + b^2 = (hypotenuse)^2. the first answer will be the answer of the adjacent side and the second answer after this equation will be the opposite side.

10) y = 14 x = √147 or 12.12435565

11) x = 4.8

12) x = 4.2

13) x = 9.3

14) pq: 13.2

qr : 17.6

angle p: 53º

15) angle c: 54.3º

angle a: 35.7º

16) h = 21040

v = 1841

step-by-step explanation:

10) 7/sin(30) = 14 = y

7^2 + b^2 = 14^2

49 + b^2 = 196

b^2 = 196 - 49

√b^2 = √147

x = √147

11) cos(70) x 14 = 4.788282007

x = 4.8

12) tan(25) x 9 = 4.196768923

x = 4.2

13) sin(31) x 18 = 9.270685348

x = 9.3

14) pq: sin(37) x 22 = 13.23993051

pq: 13.2

qr: cos(37) x 22 = 17.56998122

qr : 17.6

angle p: 180 - (37 + 90) = 53º

15) cos-1(7/12) = 54.31466529

angle c: 54.3º

angle a: 180 - (90 + 54.31466529) = 35.68533471

angle a: 35.7º

16) 4 x 5280 = 21120

cos(5) x 21120

h = 21039.63202

h = 21040

sin(5) x 21120

v = 1840.729287

v = 1841

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.

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.