Two fractions equivalent to each: Just divide or multiply both top AND bottom by the same number.<span>
5/6: 10/12 OR 15/18
15/30: 5/10 OR 1/2
45/60: 8/12 OR 4/6
Rewrite each pair or fractions with common denominator: Find the difference between the two bottom numbers, and multiply top and bottom number.
5/8 and 3/4: 4X2=8, 3X2=6. So, 5/8 and 6/8.
2/5 and 1/2: 2/5 and 2.5/5
9/9 and 5/7: 9/9 and ~5.7/9
Rewrite each in simple form: Find greatest common factor and divide.
9/54: 1/6
20/40: 1/2
100/110: 10/11
Are these fractions equivalent?
No. 5/1 and 5/5 are, because they are both 5 wholes. 1/5 is not because it is a fifth of a whole.
In what situation can you use multiplication to find equivalent fractions?
I'm sorry but I do not understand this question.
</span>Source(s):<span>I hope I helped, seeing as I have graduated with a math degree.</span>
Answer:
The margin of error of the 90% confidence interval of a student's average typing speed is of 1.933 wpm.
Step-by-step explanation:
We have the standard deviation for the sample, which means that the t-distribution is used to solve this question.
The first step to solve this problem is finding how many degrees of freedom, we have. This is the sample size subtracted by 1. So
df = 20 - 1 = 19
90% confidence interval
Now, we have to find a value of T, which is found looking at the t table, with 19 degrees of freedom(y-axis) and a confidence level of 
. So we have T = 1.7291
The margin of error is:
In which s is the standard deviation of the sample and n is the size of the sample. For this question, we have 
. So
The margin of error of the 90% confidence interval of a student's average typing speed is of 1.933 wpm.
The larger number is 200. The ratio is 20:10 and 200 + 100 = 300.
Answer:
It is increasing before x = -2 and from x = 0 to x = 2
Step-by-step explanation:
Option 1 - you can see the line going down starting at -2 and that means the line is decreasing but the choice says "It is increasing before x = 0". This contradicts the actual graph.
Option 2 - The line isn't increasing before x= -1, it's actually decreasing as seen in the graph.
Option 3 - The line doesn't even touch the point before x = -3 so this choice makes no sense.
Option 4 - Since all the other choices were eliminated this is the only choice standing. Looking at the line it is increasing before x = -2.
