Answer:
3/4 AND 4/5 are greater than 11/20
Step-by-step explanation:
multiply 3/4 by 5 and u get 15/20
milptiply 4/5 by 4 and u get 16/20
your finding the LCM and LCD
First, you need to find out the perimeter of the fence and how much of the fence he had around his garden last year (leftovers) and subtract them I think.
Answer:
42
Step-by-step explanation:
rectangle = 8x9 = 72
1/3 0f 72 = 24 (72-24= 48)
1/8 of 48 =6 48-6 =42
red-----24
green-----6
unpainted-----42
24+6+42+=72
<span><span>DO use multiplication sign '*' (the STAR) symbol. For the simplifier, xy is NOT the same as x*y or yx. Simplifier thinks that xy is a separate variable. Good example: x*y-y*(x+2). Bad example: xy-y(x+2).</span>DO use '*' when multiplying a variable by an expression in parentheses: x*(x+2). Otherwise, my simplifier will think that you are trying to use a function and will become confused.Use parentheses liberally to avoid any ambiguity. (x+y)/(x-y) is NOT the same as x+y/x-y. x+y/x-y means x+(y/x)-y.</span>Operations<span>Use '*' (STAR) for multiplication. 2*3 is legal, 2x3 will be misunderstood.Use '^' (CARET) for power. 2^3 means 2 to degree of 3, or 8.Use '/' (FORWARD SLASH) for divisionOnly '(' and ')' (parentheses) are allowed for grouping terms. Curly or square brackets are used for other purposes.</span>
Operation priority: + and - have lowest priority, * and / h
Good Examplesx*y-x*(y+2) <-- '*' is used for multiplications
a^b*3 <-- means (a to the degree of b) multiplied by 3
Bad examples<span>xy-yx <-- variable xy and variable yx are different variables
y(x-2) <-- simplifier will think that it is function y of x-2.</span>
