how do you think you can represent the number 2300 as a number times a multiple of 10? How do you think you can represent the number 2300 as a number x 10 to some exponents? How could you describe the relationship between the two representations?

Which of these equations, when solved, gives a different value of x than the other three? a9.1 = -0.2x + 10 b10 = 9.1 + 0.2x c10 – 0.2x = 9.1 d9.1 – 10 = 0.2x

Write an inequality and solve each problem. for exercises 11 and 12, interpret the solution.

You have learned about the six trigonometric functions, their definitions, how to use them, and how to represent them graphically. the sine, cosine, and tangent trigonometric functions can be paired with their reciprocal functions, cosecant, secant, and cotangent, respectively. think about how each function is related to its reciprocal function. how are the graphs of the reciprocal functions related to their corresponding original functions? what happens to the graphs of the reciprocal functions as x approaches the zeros of the original functions? describe how you would teach friends with different learning styles (visual-spatial, aural-auditory, verbal-linguistic, physical-bodily-kinesthetic, logical-mathematical, social-interpersonal, and solitary-intrapersonal) how to graph the reciprocal functions