Answer:
1/6
Step-by-step explanation:
So we are subtracting a negative which is the same as adding. Our equation becomes -1/3+1/2. To add fractions we need a common denominator (the denominator of a fraction is the number on the bottom) To fine the least common denominator we need to find the lowest number that both 3 and 2 go into which is 6. Then we will multiply each fraction by the number that will give us 6 for a denominator which is 2 for -1/3 and 3 for 1/2. So -1/3 times 2 is -2/6 and 1/2 times 3 is 3/6. Our equation is now -2/6+3/6. Now we will add the numerators ( the numerator is the number on the top of the fraction) and the denominators stay the same when adding or subtraction fractions -2/6+3/6=1/6
I hope this helps and please let me know if there is anything you are confused about or is still unclear, I will be happy to help!
Answers:
a) 1/6
b) 0
Step-by-step explanation:
a) this is the way i remember
on a 6 sided dice there are <em>6</em> outcomes. 5 is 1 of those outcomes. so its 1/<em>6</em>
b) there no 7 on a six sided dice so its impossible. impossible outcomes are represented as 0
since the hypotenuse is just the radius unit, is never negative, so the - in front of 8/17 is likely the numerator's, or the adjacent's side
now, let us use the pythagorean theorem, to find the opposite side, or "b"
so... which is it then? +15 or -15? since the root gives us both, well
angle θ, we know is on the 3rd quadrant, on the 3rd quadrant, both, the adjacent(x) and the opposite(y) sides are negative, that means, -15 = b
so, now we know, a = -8, b = -15, and c = 17
let us plug those fellows in the double-angle identities then
Well, to solve, garph the equation y=x^2+2x-8 and y=0
see where they intersect
anyway the easier way is to factor but anyway
0=(x-4)(x+2)
anyway
solution is x=4 and -2
A and D are answers (they are same)
Answer:
The statement that best describes how the author of "The Train to Somewhere" alters historical details to tell her story is option B;
B. The author describes the experiences and feelings of an imaginary orphan who was sent west on an orphan train
Step-by-step explanation:
The author included the experiences of one of the children who according to the historical details in the historical account of the Orphan Train Riders were aided by the minister, Charles Loring Brace, to be taken from the New York City streets on the East to other states and Canada to the West
The child, a 5 year old girl, who had lost both parents had been living on the street with her brother for some months
The author also highlighted the taught by the child, of being separated from her brother at one of the destination towns of the train, and the manifestation of the beliefs of the minister, Brace, of the children finding loving families that would help them become productive members of society.
