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sergey [27]
4 years ago
9

when gisselle decided to stop eating junk food, she started saving more of her allowance to buy a larger bicycle. she manage8 we

eks andd to put away $6 every week found a used bicycle for $50. she thought that she had close to the amount in her savings jar. did she have exactly enough for the bicycle? if not, how much extra or how much too little did she have?
Mathematics
1 answer:
Lana71 [14]4 years ago
5 0

Answer:

No she didn't have exact money for the bicycle. She had $2 less in her savings in order to buy the bicycle.

Step-by-step explanation:

Gisselle saved $6 every week in order to buy a bicycle.

In weeks she had saved 8 × $6 = $48

She found a used bicycle costing $50.

So she had $50 - $48 = $2 less in her savings preventing her from buying the bicycle.

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The line is parallel to the bisector of the 1st and 3rd quadrants

y=x

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y=x-2

Since we're considering the area below the graph (not included), the inequality is

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Type the correct answer in the box. Use numerals instead of words if necessary use the /
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Answer:

The length of the TV is 45 inches and the height is 28 inches.

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Add and simplify 9/16 + 1/2 =
harkovskaia [24]

\boxed{\boxed{ \ \frac{9}{16} + \frac{1}{2} = \frac{17}{16} = 1\frac{1}{16} \ }}

<h3>Further explanation</h3>

We will work on adding two fractions correctly with different denominators. The two denominators must be equated first.

In order to add these fractions, we need finding the common denominator by multiplying both denominators together.

\boxed{\frac{9}{16} + \frac{1}{2} = \ ?}

Both denominators, 16 and 2, are multiplied by one another. What about numerators? Pay attention to the treatment of each fraction.

\boxed{= \big( \frac{9}{16} \times \frac{2}{2} \big) + \big( \frac{1}{2} \times \frac{16}{16} \big)}

\boxed{= \frac{18}{32} + \frac{16}{32}}

\boxed{= \frac{34}{32}}

Let's take a break here to think.

Alternatively, develop a sharper method as below.

\boxed{= \frac{(9 \times 2) + (16 \times 1)}{16 \times 2}}

Note how this is performed. Absolutely indeed, cross-multiplication!

\boxed{= \frac{18 + 16}{32}}

\boxed{= \frac{34}{32}}

The numerator and denominator are divided by two to make it a simple fraction. After that, we simplify again into mixed fractions.

\boxed{\boxed{ \ \frac{9}{16} + \frac{1}{2} = \frac{17}{16} = 1\frac{1}{16} \ }}

Gently let's take a break once more to think strategically.

Observing the steps above, we still find a large number when there is a direct multiplication of the two denominators. Are there more highly recommended steps? Of course there is!

\boxed{\frac{9}{16} + \frac{1}{2} = \ ?}

The denominators 2 and 16 have LCM = 16. So, we convert the given fractions into equivalent fractions with denominator 16.

\boxed{= \big( \frac{9}{16} \times \frac{1}{1} \big) + \big( \frac{1}{2} \times \frac{8}{8} \big)}

\boxed{= \frac{9}{16} + \frac{8}{16}}

\boxed{= \frac{17}{16}}

Do not forget simplifying again into mixed fractions.

\boxed{\boxed{ \ \frac{9}{16} + \frac{1}{2} = \frac{17}{16} = 1\frac{1}{16} \ }}

<u>Note:</u>

In the form of fractions, the steps that must be considered are

  • equate the denominator,
  • simplify fractions, and
  • for the final answer, convert fractions to mixed fractions or decimal forms
<h3>Learn more</h3>
  1. How do I solve brainly.com/question/1682776
  2. 90 is ¹/₁₀ of _________? brainly.com/question/96882
  3. Investigating the stages of solving a word problem about one variable linear equations brainly.com/question/2038876

Keywords: add and simplify 9/16 + 1/2 =, solve, 2/7m - 1/7 = 3/14, operations, multiply, divide, fraction, equate, common denominator, numerator, both, LCM, alternative, different, method, way, steps, simple, mixed, convert, equivalent, cross-multiplication

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Which expression simplifies to 5v3?
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Answer:

D.

Step-by-step explanation:

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PLEASE HURRY!
TEA [102]
3/5=6/10 because you double the 1st equation
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