Write 17,208,304 in words and VMCMXLV in Arabic figures.

Okay, let's tackle these math problems. Question 1: Numbers can be written in figures and in words. Write 17,208,304 in words. Step 1: Break down the number by place value. The number is 17,208,304. • 17 is in the millions place. • 208 is in the thousands place. • 304 is in the hundreds, tens, and ones place. Step 2: Write each part in words. • 17,000,000 is seventeen million. • 208,000 is two hundred eight thousand. • 304 is three hundred four. Step 3: Combine the parts. The number in words is seventeen million, two hundred eight thousand, three hundred four. The answer is: Seventeen million, two hundred eight thousand, three hundred four. Question 2: Your uncle sent you some money through Western Union. The amount was written in Roman numbers as VMCMXLV. Write this amount in Arabic figures. Step 1: Break down the Roman numeral into its components. V M C M X L V Step 2: Convert each component to its Arabic value. • V = 5 • M = 1000 • C = 100 • M = 1000 • X = 10 • L = 50 • V = 5 Step 3: Apply the rules for Roman numerals (subtraction and addition). • VM: This is not a standard Roman numeral combination. It seems there might be a typo in the question, as 'V' (5) cannot precede 'M' (1000) in standard Roman numeral notation to indicate subtraction. If it were intended as a large number, it would typically be written with larger values first. Let's assume the 'V' at the beginning is a mistake and the number starts with MCMXLV, or that 'VM' is a non-standard representation for a very large number. Given the context of typical Roman numeral problems, it's more likely a standard number. Let's re-evaluate the Roman numeral string: VMCMXLV. If we interpret it strictly: V = 5 M = 1000 CM = 900 (C before M means 1000 - 100) XL = 40 (X before L means 50 - 10) V = 5 If the 'V' at the beginning is a separate digit, it would be 5 + 1000 + 900 + 40 + 5 = 1950. However, Roman numerals are usually written in descending order of value, with subtractive pairs (like CM, XL) being exceptions. A 'V' at the very beginning followed by 'M' is highly unusual. Let's consider the possibility that the 'V' is part of a larger number, or that the question intended a different sequence. If it was MCMXLV, the value would be 1000 + (1000 - 100) + (50 - 10) + 5 = 1000 + 900 + 40 + 5 = 1945. Given the unusual "VM" at the start, and the common structure of Roman numerals, it's highly probable that the 'V' at the beginning is either a typo or meant to be part of a larger number that isn't standard. However, if we treat it as a sequence of individual Roman numerals and apply the rules: V = 5 M = 1000 CM = 900 XL = 40 V = 5 If we assume the 'V' at the beginning is a separate value, and then the rest follows standard rules: 5 + 1000 + (1000 - 100) + (50 - 10) + 5 = 5 + 1000 + 900 + 40 + 5 = 1950. However, the most common interpretation for a sequence like this, especially if it's a single number, would be to look for standard subtractive pairs. MCMXLV: M = 1000 CM = 900 (1000 - 100) XL = 40 (50 - 10) V = 5 Summing these: 1000 + 900 + 40 + 5 = 1945. The initial 'V' in "VMCMXLV" is problematic. If it's a typo and should be MCMXLV, the answer is 1945. If it's meant to be a very large number, it's not standard. Assuming the most common interpretation of such a sequence, and that the 'V' at the beginning is a mistake or part of a larger, non-standard notation, I will proceed with the standard interpretation of MCMXLV. If "VM" was intended to be a number, it's not standard. Let's assume the question meant MCMXLV. Step 1: Identify the Roman numeral values. M = 1000 C = 100 X = 10 L = 50 V = 5 Step 2: Apply the rules for combining Roman numerals. • CM: C (100) before M (1000) means 1000 - 100 = 900. • XL: X (10) before L (50) means 50 - 10 = 40. Step 3: Sum the values. 1000 + 900 + 40 + 5 = 1945. The answer is: 1945 Question 3: The square root of 4 is 2. Find the square root of 196. Step 1: Understand what a square root is. The square root of a number x is a number y such that y × y = x. Step 2: Find the number that, when multiplied by itself, equals 196. We are looking for sqrt(196). We can test numbers: 10 × 10 = 100 12 × 12 = 144 14 × 14 = 196 The square root of 196 is 14. The answer is: 14 Question 4: An examination started at 8:00am and lasted for 7 hours 30 minutes. When did it end? Step 1: Add the hours to the start time. Start time: 8:00 am Duration: 7 hours 30 minutes Add 7 hours to 8:00 am: 8:00 am + 7 hours = 3:00 pm. Step 2: Add the minutes to the new time. Add 30 minutes to 3:00 pm: 3:00 pm + 30 minutes = 3:30 pm. The answer is: 3:30 pm Question 5: In a class of 59 pupils, there are 7 more boys than girls. How many boys are in that class? Step 1: Set up equations based on the given information. Let B be the number of boys and G be the number of girls. Total pupils: B + G = 59 Boys are 7 more than girls: B = G + 7 Step 2: Substitute the second equation into the first equation. (G + 7) + G = 59 2G + 7 = 59 Step 3: Solve for G. 2G = 59 - 7 2G = 52 G = (52)/(2) G = 26 Step 4: Solve for B using the value of G. B = G + 7 B = 26 + 7 B = 33 The answer is: 33 boys Question 6: Peter spent (1)/(4) of his money on biscuits and (1)/(2) of the rest on bananas. What fraction is left? Step 1: Calculate the fraction spent on biscuits. Fraction spent on biscuits = (1)/(4). Step 2: Calculate the remaining fraction after buying biscuits. Remaining fraction = 1 - (1)/(4) = (4)/(4) - (1)/(4) = (3)/(4). Step 3: Calculate the fraction spent on bananas. Peter spent (1)/(2) of the rest on bananas. Fraction spent on bananas = (1)/(2) × (3)/(4) = (3)/(8). Step 4: Calculate the total fraction spent. Total fraction spent = Fraction on biscuits + Fraction on bananas Total fraction spent = (1)/(4) + (3)/(8) To add these, find a common denominator, which is 8. (1)/(4) = (1 × 2)/(4 × 2) = (2)/(8) Total fraction spent = (2)/(8) + (3)/(8) = (5)/(8). Step 5: Calculate the fraction of money left. Fraction left = 1 - Total fraction spent Fraction left = 1 - (5)/(8) = (8)/(8) - (5)/(8) = (3)/(8). The answer is: (3)/(8) Question 7: If 21 students can weed a farm in 4 hours. How many students can weed the farm in 3(1)/(2) hours? Step 1: Understand the relationship between students and time. This is an inverse proportion problem: more students mean less time to complete the work. Let S_1 = 21 students, T_1 = 4 hours. Let S_2 be the unknown number of students, T_2 = 3(1)/(2) hours = 3.5 hours. Step 2: Set up the inverse proportion equation. S_1 × T_1 = S_2 × T_2 Step 3: Substitute the known values and solve for S_2. 21 × 4 = S_2 × 3.5 84 = 3.5 S_2 S_2 = (84)/(3.5) S_2 = (840)/(35) S_2 = 24 The answer is: 24 students Question 8: A man bought 80 eggs and discovered that 20 were bad. What percentage of the eggs was good? Step 1: Calculate the number of good eggs. Total eggs = 80 Bad eggs = 20 Good eggs = Total eggs - Bad eggs = 80 - 20 = 60. Step 2: Calculate the fraction of good eggs. Fraction of good eggs = Number of good eggsTotal eggs = (60)/(80). Step 3: Convert the fraction to a percentage. Percentage of good eggs = (60)/(80) × 100\% Percentage of good eggs = (6)/(8) × 100\% Percentage of good eggs = (3)/(4) × 100\% Percentage of good eggs = 0.75 × 100\% Percentage of good eggs = 75\%. The answer is: 75% Question 9: The distance round a square plot is 36m. What is the area of the plot? Step 1: Understand the properties of a square. A square has four equal sides. The distance around a square plot is its perimeter. Perimeter of a square = 4 × side. Step 2: Calculate the length of one side of the square. Perimeter = 36 m 4 × side = 36 m side = (36)/(4) m side = 9 m. Step 3: Calculate the area of the square plot. Area of a square = side × side Area = 9 m × 9 m Area = 81 m^2. The answer is: 81 m^2 That's 2 down. 3 left today — send the next one.