"In Grade 2 and early in Grade 3, students learned to use bar models to solve two-step problems involving addition and subtraction. This is extended in this chapter to include multiplication and division.
<span>Both multiplication and division are based on the concept of equal groups, or the part-part-whole concept, where each equal group is one part of the whole. In Grade 2, students showed this with one long bar (the whole) divided up into equal-sized parts, or units. This unitary bar model represents situations such as basket of apples being grouped equally into bags." </span>https://www.sophia.org/tutorials/math-in-focus-chapter-9-bar-modeling-with-multipli
Hi there! I can help you.
Rate: To find the rate, let’s divide interest earned by the principal. When you do, you get 0.15. Multiply by 100 to get 15 and divide by 3 to get 5. The simple interest rate is 5%.
New balance: All you have to do is add the principal and he new balance. When you do, you get 517.5. The new balance is $517.50.
Question: <span>If a right circular cone intersects a plane that runs parallel to the edge of the cone, the resulting curve will be a(n)?
Answer: Parabola
HOPE THIS HELPS! ^_^</span>
Answer:
The ordered pair (3, 4) is found in the coordinate system when you move 3 steps to the right on the x-axis and 4 steps upwards on the y-axis.
Step-by-step explanation:
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brainliest for the brains:)
Answer:
-4/9
Step-by-step explanation:
We first calculate the first bracket.
[2/3-(-4/9)]
= (2/3+4/9) (we cancel out the negatives)
= (6/9+4/9) (common denominator)
= 10/9
Then we convert -2 1/2 into an improper fraction.
-2 1/2
= -5/2
Finally we calculate the division by swapping the numerator and denominator of -5/2.
10/9 / -5/2
= 10/9 * -2/5
= -20/45
= -4/9 (simplify the terms)
