Set x equal to the amount of money Kim gets, and y for Molly's money.
x = 2/5y, since the ratio is 2:5.
y = 105 + x, since Molly has 105 more pounds than Kim.
Substitute x into this equation, so that y = 105 + 2/5y. Subtract 2/5y from both sides to get 3/5y = 105. Divide each side by 0.6 (equivalent to 3/5) and you get y = 175, which is how much Molly has. Kim gets 2/5 of Molly's share (or 105 fewer pounds), so she has 70.
70 + 175 (Kim and Molly's shares) is equal to 245. Therefore, Laura receives the remaining 140 pounds.
140/385 = a/100
Cross multiply so that 385a is 14000. Divide by 385 to get 36.4 (rounded).
Thus, Laura receives about 36.4% of the total money. Hope this helps (:
Answer:
3.
141592653589793238462643383279502884197169399375105
82097494459230781640628620899862803482534211706798
21480865132823066470938446095505822317253594081284
81117450284102701938521105559644622948954930381964
42881097566593344612847564823378678316527120190914
5648566923460348610454326648213393607260249141273
Step-by-step explanation:
:)
A section, or cross-section, is a view of a 3-dimensional object from the position of a plane through the object. A section is a common method of depicting the internal arrangement of a 3-dimensional object in two dimensions. It is often used in technical drawing and is traditionally crosshatched.
Cross sections of three-dimensional objects are two-dimensional shapes of various sizes. They may be parallel to a side or base of the object or at an angle to these surfaces. A cross section may resemble the shape of the object’s side or base, or it may have a completely different shape.
Answer:
This is a complete lesson with instruction & exercises for 5th grade about multiplying decimals by decimals. The interpretation for multiplying a decimal by a decimal is to think of it as taking a fractional part of a decimal number (the symbol × translates to "of"). The lesson compares multiplication by a decimal to scaling & shrinking a stick. Lastly, it shows the common shortcut to decimal multiplication (multiply as if there were no decimal points; the answer has as many decimals as the factors have in total.)
In the video below, I explain the rule for multiplying decimals (put as many decimal digits in the answer as there are in the factors.) I explain where this rule comes from, using fraction multiplication. The lesson continues below the video.
