Math Student Help

I have a problem with dividing decimals. I’ve looked in my algebra book but all it tells me to do is estimate so when I estimated, the answer was wrong. The problem was 2730/9.75. Easy problem, yes, but I cannot figure it out. Thanks in advanced for the help and have a good night.

Transform 9.75 into a whole number…. like 975 or 975.00

So essentially what you did was shifted the decimal to two places to the right (9.7500 to 975.00)

Now divide 2730 / 975…. it is = 2.80

Now shift the decimal of the answer by two places right as well… 2.8000 to 280.00

280 is the answer to the original question..

therefore,

the key is to shift the divisor’s decimal points as many places as it takes to make it a whole number (left or right)….. and shift the decimal point of the answer that many places as well (left or right).

We are planning to add an addition to our home. Talked to the bank, they are going to appraise our house & then see how much we can get for an equity loan. Talked to contractor, he’s going to write/draw us up a bid. If we qualify for the loan for the amount of money needed to do the addition, what are the next steps in order that we must do? I think we’ve got to get a permit & who knows what else, but not sure how it all works.

You will need to apply for a building permit. You will need to provide the following:
1. plans or drawings indicating the design (floor layout,foundation plan, electric layout
plumbing layout, elevation that shows exterior finishes). Typically they want 2 copies of each.
2. 2 copies of your plot with the addition drawn on it to scale.
3. check for the permit fee.
4. They will have a form to fill out as well.
I would call the permitting office to ask what you need to provide. Also talk to your contractor about making your drawings for you.

Once you have the permit, work can begin. your contractor will probably handle settingup the inspections. The electrical, plumbing, HVAC contractors will have to obtain separate permits and set theor own inspections. hope this helps

The total time for a two member team in a 5160- meter relay race is 16 minutes. The first runner on the team averages 300 meters per minute and the second runner averages 360 meters per minute. How many minutes did the first runner keep the baton before passing it to the second runner?

Let:
r1 = rate of first runner
t1 = time taken by first runner
r2 = rate of second runner
t2 = time taken by second runner

Using:
rate * time = distance

Given:
r1 = 300m/min
r2 = 360m/min
t1 + t2 = 16

Solve the time equation for t1:
t1 = 16 - t2

The total distance is the sum of each runner’s distance.
The distance for each runner is simply their rate * time.
r1*t1 + r2*t2 = 5160

Substitute in the given values for their rates:
300*t1 + 360*t2 = 5160

Substitute in the equation for t1:
300*(16 - t2) + 360*t2 = 5160

Solve for t2:
4800 - 300*t2 + 360*t2 = 5160
60*t2 = 360
t2 = 360/60
t2 = 6

Solve for t1:
t1 = 16 - t2
t1 = 16 - 6
t1 = 10

Answer:
Runner #1 ran for 10 minutes
Runner #2 ran for 6 minutes

.

Using double entry accounting, how would we record stolen goods on a financial position worksheet? For example, if $1000 worth of goods is stolen, how would I record that? Thanks in advance!

Stolen goods just become part of the Cost of Goods Sold account (after all, it’s pretty much the same as if a physical inventory count reveals that inventory is $1,000 less than the amount shown on the books). The entry is:

Debit "Cost of Goods Sold’ $1,000 [expense account]
Credit ‘Merchandise Inventory’ $1,000

This entry serves to reduce the amount carried on the books regarding inventory, and also serves to reduce net income because COGS is an expense account.

Can someone break down the steps of how to identify whether an equation needs addition or substitution or both? Thanks.

Most always, you can do either one. Substitution is often easier when one variable is all by itself, or easy to get all by itself, as in"
2x + 3y = 8
x = y - 1

You’d just substitute (y - 1) for the x in equation 1 getting 2(y - 1) + 3y = 9
2y - 2 + 3y = 8
5y - 2 = 8
5y = 10
y = 2 then plug that in to get x.

But if it’s not easy to get a variable by itself, addition is usually easier. As in

2x + 3y = 8
4x + 7y = 18

You would multiply row 1 by -2 then add it to row 2 which will eliminate the x:

-4x -6y = -16
4x + 7y = 18
—————
1y = 2

so again y = 2; plug in to get x

That’s basically it

The problem is 91 1/4 - 87 2/3. Do I borrow from the whole number after I solve the fraction portion?

Just change the fractions to like bases.

91 (3/12) - 87 (8/12)

4 (-5/12)

Now borrow from the whole number. Take 1, or 12/12, so that the fraction isn’t negative:
3 (7/12)

3 and 7/12 is the answer

These are the fractions and decimals: 8 5/16, 8.70, 8 9/32, 8.27, 8 3/7
Plz put these decimals and fractions in order from least to greatest.

8.27, 8 9/32, 8 5/16, 8 3/7, 8.70

What class of enzyme catalyzes addition of water to a double bond?

What class of enzyme catalyzes addition of removing hydrogen atoms?

What class of enzyme catalyzes addition of splitting peptide bonds in proteins?

What class of enzyme catalyzes addition of removing from pyruvate?

Hydratases
dehydrogenases
peptidase/protease
something’s wrong in the last question:)

I have an 11-year-old son who can’t seem to learn his multiplication tables. He is struggling in math. He is a smart kid and this is very frustrating. Does anyone have any ideas or tricks to help him? Thank you!

In most cases, 2x, 5x,and 10x are picked up easily enough so hopefully you don’t need to work too much on those.

As for the rest, it’s some boring drilling and a few tricks to spice things up a bit!

Try here:

http://www.multiplication.com/teach.htm

They have the basic methodology, the "take away the fear" philosophy and a bag of tricks to be used as needed.

Whatever you do, try to make sure your son doesn’t get paranoid about the tables. More kids fail math through brain paralysis based on fear than through any other reason. Find the things he knows and re-test them regularly so he gets lots of positive reinforcement all the time he’s doing the new and unfamiliar stuff. Celebrate EVERY small improvement and put the failures down to "Irrelevant brain farts" or something to make him discount them with a laugh. Motivate, reinforce and celebrate your way through this.

If it gets desperately bad and he really can’t manage the tables, take comfort in the fact that some really brilliant mathematicians didn’t ever master them either. Maths is about finding patterns, not about counting in straight lines.

But save the "It doesn’t matter" line for the VERY last resort.

Not going to lie. I just want a really great calculator that can do algebra, graphing, and any other hard thing my professors will throw at me. Does anyone have any calculator recommendations?

ur in college n need a calculator arent u supposed to be smart????? but anyway try Texas Instruments Graphing Calculator F/Algebra Thru Calculus, Complex Numbers it $160 but its worth the money heres the link http://www.buyonlinenow.com/viewitemsAct.asp?classlabel=OBCA&manufactlabel=1700314&SKU=TEXTI84PLUSSE&gb=1&utm_source=googlebase&utm_medium=comparsionshopping. GOOD LUCK IN COLLEGE HOPE U GRADUATE.