# How to write out 693.152 in word fo

### Answered by answersmine:

hey your answer for your question is six hundred ninety-three and one hundred fifty-two thousandths.

## Related questions in Mathematics

### Delia has three pieces of ribbon. Her red ribbon is 2/4 foot long. Her green ribbon is 2/3 foot long. Her yellow ribbon is 2/6 foot long. She wants to use the longest piece for a project. Which color ribbon should Delia use

The longest piece  for her  project is 2/3

Hours = 34 Income per hour = 12.5$Service calls = 6 Income per call = 4 Therefore, total income = (time of working * income per hour) + (service calls * income per call) = (34*12.5) + (6*4) = 425+24 = 449 ### What is twenty one thousand seventy in standard form Twenty-one thousand seventy in standard form= 21070 ### What is 0.624 in expanded form 0 thousand 6 hundred 2tens 4 ones ### Ax - c= -bx + d equations for X Here's my answer. hope it [email protected] ### 13. Suppose you purchase a car for$24,500, and it depreciates at the rate of $1,500 a year. Express the car's value after five years as a term in an arithmetic sequence. 17,000 dollars because you do 1500 times 5 then you do 24,500 - 7500. ### Ben’s General Store is selling yarn for$.04 a foot. How many feet can you buy for $0.52? I hope this helps you ### A basketball team has eight boys and four girls on the roster. The boys average 12 points each. The team averages 136 points as a whole. How many points do the girls average? I hope this helps you ### Mark got a 20% raise for his salary. If this salary was$1,800, what is his new salary

We have to find what 20% of $1,800 is. We can do this by multiplying 0.20 and$1,800
Lets do that :)

0.20 x $1,800 =$360

Now we know that 20% of $1,800 is$360

Since it is asking for his new salary with an extra 20%
we add $1,800 and$360

Soo..
$1,800 +$360 = $2,160 This means that mark's new paycheck is$2,169

Good Luck! :)

### The part of a conditional that follows "then" is the

The part of a conditional that follows "then" is the conclusion.

### "A corn refining company produces corn gluten cattle feed at a variable cost of $82, per ton. If fixed costs are$120,000 per month and the feed sells for \$134 per ton, how many tons must be sold each "

895 or 1463 is the correct answers to the question

### Right each number in standard form 8 + 0.0 + 0.05 + 0.009

8 + 0.0 + 0.05 + 0.009
= 8.000 + 0.050 + 0.009
= 8.000 + 0.059
= 8.059

Hope this helps you! =)

### Hi everybody! I hope you are doing well. I really need help on these two algebra 1 questions. I've been stuck for a whole day and I would appreciate it if it could be explained.. 1. Bradley has 3 square pieces of cardboard with each side equal to x units. For each piece, he does something different to it according to each part below:Part A: Bradley pasted rectangular strips along two adjacent sides of the cardboard to increase its length and width by y units each. What will be the change in the area of the piece of cardboard? Show your work.Part B: Bradley cut off rectangular strips from two adjacent sides of the cardboard to decrease its length and width by y units each. What will be the change in the area of the piece of cardboard? Show your work. Part C: Bradley cut off a strip from one side of the cardboard and pasted the strip on an adjacent side of the cardboard to increase its length by y units and decrease its width by y units. What will be the change in the area of the cardboard? Show your work. 2. Part A: Divide (10x^4y^3 + 5x^3y^2 - 15x^2y - 25x^2y^4) by -5x^2y. Show your work, and justify each step. Part B: How would your answer in Part A be affected if the x^2 variable in the denominator was just an x? Part C: What is the degree and classification of the polynomial you got in Part A? Even if you only have time to answer one of the questions, it would really help. Thank you so much!

These are some lengthy problems for a middle school student!
Oh well, let me see what I can do.

#1:
First off. Draw 3 Squares.
Each side will have the length/width of X.

First let's find the area of a normal square.
Because Area is Base * Height we will get this:
x*x = x^2

Part A:
Alright! So we have our square, but now they add 2 strips to both sides of this square. They tell us that the length/width has increased by y. Which means that our new side is equivalent to the following expression:
X + Y

This is due to the fact that we are simply adding a new side. We haven't multiplied our length/width. So, let's examine the new area.

(x+y)*(x+y) = (x+y)^2

Now we will actually square the expression by using the FOIL method.
F - First
O -  Outer
I - Inner
L - Last

Multiply the First Terms:
x*x = x^2

Multiply the Outer Terms:
x*y = xy

Multiply the Inner Terms:
y*x = xy (yx is the same as xy)

Multiply the Last Terms:
y*y = y^2

Add them all together and we have our answer!

Area = x^2 + 2xy + y^2
(The two xy's add together to form 2xy!)
We are not done here! Now we must find the Change in the Area. To do so we must subtract the new area and the old area. So! Let's get right to it. (Keep in mind the "old area" is the area of a square which has the length/width of X)

(New Area) - (Old Area)
(x^2 + 2xy + y^2) - (x^2)

Cancel out the like terms to get a final answer of... :
Change in Area = 2xy + y^2

Part B:
Same situation as the last problem! Except in this case we will be subtracting y. So our sides now look like this:

X - Y

Area = Base*Height
Both are base and height equal x-y. So we just need to multiply them together like before.

Area = (x - y)^2
Area = (x - y)(x - y)

Multiply the First Terms:
x*x = x^2

Multiply the Outer Terms:
x*-y = -xy

Multiply the Inner Terms:
-y*x = -xy

Multiply the Last Terms:
-y*-y = y^2

Area = x^2 - 2xy + y^2

Change in Area = x^2 -2xy + y^2 - x^2

Once again the x^2 will cancel out.

Change in Area = -2xy + y^2

Part C:
This is where it becomes a bit trickier. Now we have a rectangle instead of a square.

So we have two different sides.
I'll note that it doesn't matter if you say the x-y or x+y are the length or the width. As long as they are both represented it is fine.

Area = L*W

Area = (x - y)(x + y)

Multiply the First Terms:
x*x = x^2

Multiply the Outer Terms:
x*y = xy

Multiply the Inner Terms:
-y*x = -xy

Multiply the Last Terms:
-y*y = -y^2

Area = x^2 + xy - xy + y^2
The xy's cancel out.

Change in Area = x^2 + y^2 - x^2

You can probably guess by now, but the x^2's will cancel out once again!

Change in Area = y^2

#2: Part A:
(10x^4y^3 + 5x^3y^2 - 15x^2y - 25x^2y^4)/-5x^2y

We need to ask a few questions to get to our answer.
Is the constant in front of the denominator (-5) divisible by all of the constants in front of all the terms in the numerator (10 + 5 - 15 - 25)?

What variables are in the denominator? (x and y are)

Do all of the terms in the numerator have x and y?

If yes, then what is the lowest power of x? (x^2)

If yes, then what is the lowest power of y? (y)

What we have here is what we need to reduce the denominator by.
So we reduce all the constants by -5. (Divide by -5)

10/-5 = -2
5/-5 = -1
-15/-5 = 3
-25/-5 = 5

Next up is the variables.
For these we simply subtract the lowest power from all of them. (In reality we are dividing them by x^2, thus reducing

x^4/x^2 = x^2
x^3/x^2 = x
x^2/x^2 = 1
x^2/x^2 = 1

Lastly the y terms.
Same deal with the x terms.

y^3/y = y^2
y^2/y = y
y/y = 1
y^4/y = y^3

Now put them all together!

-2x^2 -xy +3 +5y^3

Part B:
All the x terms would be increased by 1 due to being reduce one less power.
So it'll look like this:
-2x^3 - x^2y + 3 + 5xy^3

Part C:
The Degree is 3, because the highest power is 3 (y^3). The classification for this is a Cubic Polynomial.

### Suppose U = { 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 } is the universal set and Q = { 3, 6, 9 }. What is Q? A- { 3, 6, 9 } B- { 4, 5, 7, 8 } C- { 1, 2, 4, 5, 7, 8, 10 } D- { 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 } -------------------------------------------------------------------------------------------------- For questions 4 and 5, suppose U = { 1, 2, 3, 4, 5, 6, 7, 8 }, A = { 1, 3, 5, 7 }, and B = { 4, 5, 6 }. Tell whether each statement is true or false. 4. A ⊆ B 5. B ⊆ U

The answer for this is

3. Suppose U = { 1,2,3,4,5,6,7,8,9,10} is the universal set ans Q = {3,6,9}. What is Q's? (1 point)
A{3,6,9}
B{4,5,7,8}
C{1,2,4,5,7,8,10}
D{1,2,3,4,5,6,7,8,9,10}

C. - {1,2,4,5,7,8,10}

For question 4 and 5, suppose U = {1,2,3,4,5,6,7,8}, A = (1,3,5,7), and B = {4,5,6}. Tell whether each statement is true or false.

4. A ⊆ B (1 point)
True
False

B. Ture

5. B
⊆  U (1 point)
True
False

A. True

### F(x)=√(10-3x) find the formula

Let y=f(x)
y=sqrt(10-3x)
you want to make x the subject

square both sides
y²=10-3x
3x=10-y²
x=(10-y²)/3

now replace y with x
f^-1(x)=(10-x²)/3

### When the colony reaches 1385 ants, ivors ant farm will not be big enough for all of them . in how many weeks will the ant population be too large

Okay so the colony has a growth of 26 ants per week.
293-267=26
267-241=26
241-215=26
so you take 1385 (ants when colony is over full)/26 (ants per week)
Answer: 53.27 weeks

### X^2+10x-7 / x^2+10x+25=0 how do i solve for x?

You just have to solve the next equation:
x²+10x-7=0
Because, if the numerator is equal to "0", then the next expression
(x²+10x-7) /( x²+10x+25)=0

Therefore:
x²+10x-7=0
x=[-10⁺₋√(100+28)]/2=(-10⁺₋√128)/2=(-10⁺₋8√2)/2=-5⁺₋4√2
We have two possible solutions:

x₁=-5-4√2
x₂=-5+4√2

Now, we have to check these possible solutions.
Remember the denominator cannot be equal to "0".

if x=-5-4√2

[(-5-4√2)²+10(-5-4√2)-7] / [(-5-4√2)²+10(-5-4√2)+25]=0/32=0

Therefore: x=-5-4√2 is a solution.

if x=-5+4√2

[(-5+4√2)²+10(-5+4√2)-7] / [(-5+4√2)²+10(-5+4√2)+25]=0/32=0

Therefore: x=-5+4√√2 is a solution.

Answer: we have two solutions for x:
x₁=-5-4√2
x₂=-5+4√2

### Choose the correct solution in roster form. S is the set of prime numbers that are less than 15. A- { 2, 3, 5, 7, 11, 13 } B- { 2, 3, 5, 7, 9, 11, 13 } C- { 1, 3, 5, 7, 9, 11, 13 } D- { 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 } ---------------------------------------------------------------------------------- Write the solution to the inquality in set-builder notation. 9t - 4 >32 A- { t | t > 4 } B- { t | t > 6 } C- { t | t > 28 } D- { t | t > 36 }

Mathematically speaking, roster form of a set is a list of elements that are in the set.

Basically, to represent a set in roster form, we simply list the elements of the set, separated by commas, within braces.

as per the question, consider the set, S, described verbally:

S = {all prime numbers less than 15}

To write this in roster form, we would first identify all the elements in the set. Let's see. . . the integers that are strictly greater than 0 and less than or equal to 4 would be the integers that are between 0 and 4, not including 0, but including 4, so 1, 2, 3, and 4.

Now we just write these integers, separated by commas, within braces.

S = {2, 3, 5, 7, 11, 13}. So answer is option A

Set notation is a representation of a set of the form {element | properties of that element}.

To represent the inequality in set builder notation, we will first have to solve for the inequality as follows:

9t - 4 >32

Step 1: Add 4 on LHS(Left hand side) and RHS(right hand side) of the inequality.

9t > 36

Step 2: Divide LHS and RHS by 9

t > 4

This means that the inequality holds for all values of t greater than 4 i.e.

{ t | t > 4 }. so answer is option A

### X^2+10x-7 / x^2+10x+25 how do i solve for x? ;
where a = 1, b = 10 and c = -7 