I understand Haru's dislike, but since this is something that probably happens to many students, perhaps a few questions and comments may be useful:
The big question is: what's this about? If Sal has more context, he/she can get more and better assistance. What are you varying, what are you measuring, where do the error estimates come from ? Are they statistical or are they systematic ?
The comments:
Error estimates are usually pretty rough. 0.05 and 0.005 are testimony. There is a chance they are one half the least significant digit of some measuring instrument, in which case see Haru's comment.
Notation:
It's good practice to state errors (or rather: error estimates) to one decimal place (unless the first digit is 1, or unless there is a good reason to state more).
it's good practice to state measurement to the same number of decimal places as the estimated error. So here X, Y = 0.230, 0.20 etc. That the trailing digit is always zero is suspicious.
Experiments:
usually you vary something (the independent variable) and you measure something (the dependent variable). The varied quantity is probably measured too, like in this case. A simple plot shows the independent variable on the x-axis and the dependent variable on the y-axis. If there is a reason to expect linear behaviour you do a linear least squares analysis to find a slope and an intercept. Other theoretically expected behaviours may bring you to plot calculated values (square root, logarithm, etc.) to obtain an expected linear relationship.
Analysis: With the given information, I would do a linear least squares fit to estimate the slope and the error therein. I would be ignoring the error in X and I would feel justified to do so: it's ten times smaller than the error in Y so when things add up quadratically the one half percent wrong is much smaller than the error in the estimated errors: " √ ( 0.052 + 0.0052 ) = 0.05 "