I used to hate fractions. But in time, you learn to love them. This is because there's a big difference between fractions and decimals, even though when you divide the actual fraction it comes out to a decimal. Decimals go on and on sometimes, and it would be impossible to write out all those numbers, especially when taking a timed test, for example. Fractions, in this case, would be much more useful (as long as you know how to use them to your advantage). Fractions are basically all those decimal numbers wrapped up into a single, simple division. It makes the outcome of your answer much more accurate than if you estimate every decimal you get throughout a math problem. The more you estimate throughout the problem-solving process, the less accurate your final answer will be. Hence why teachers will usually tell you to estimate when you're putting down the final answer. Fractions are complex at times, so it may be easier to use them in decimal form for certain situations (especially if the decimal form is short and sweet). A world without fractions will result in many, many inaccurate situations involving mathematical knowledge.
Step-by-step explanation:
<R = 180-<P-<Q
<R= 180-60-75
<R = 45°.
hope this helps you
Answer:
1950
Step-by-step explanation:
if we do 325 gallons of water times 6 buckets of water we get 1,950 gallons of water in a fraction 325/1950
hope this helps
Answer:
No
Step-by-step explanation:
This is from a website so you might have to rephrase it but Direct variation describes a simple relationship between two variables . We say y varies directly with x (or as x , in some textbooks) if:
y=kx
for some constant k , called the constant of variation or constant of proportionality . (Some textbooks describe direct variation by saying " y varies directly as x ", " y varies proportionally as x ", or " y is directly proportional to x .")
This means that as x increases, y increases and as x decreases, y decreases—and that the ratio between them always stays the same.
The graph of the direct variation equation is a straight line through the origin.
No, you got the inequalities the wrong way.
In negative numbers, it is how much lower it is than 0. For example, -22 is 22 less than 0. And -2 is 2 less than 0. Here, -22 is actually less than -2 because it is farther below 0 than -2.
You can understand this better if you graph it on a number line.
So, -12 >-15. (-15 is 3 less than -12).
-1/3 >-1.
-2>-21.
