Answer:
D is not a supported statement
Step-by-step explanation:
Let take them one by one:
A: from table: 0.57; in statement: 0.5
0.57 > 0.5 so this is supported
B: from table: 0.2+0.16=0.36; in statement: 1/3=0.33,
0.36>0.33 so this is supported
C: 0.07 is the least, so this is supported
D: the table DOES NOT show number of students, but proportions. So statement '7 students' IS NOT supported
E: from table 0.20 overslept. 0.2 < 1/4=0.25, so this is supported
Answer:
<h2>12 </h2>
Step-by-step explanation:
<h2>2.5x = 30</h2><h2>x = 30 / 2.5</h2><h2>x = 12</h2>
Answer:
Whether you're teaching the meaning of fractions or fraction operations, visual models can help students connect fractions to what they already know. Division is an essential foundation for fractions. Once students can divide objects into equal groups, they can begin to grasp dividing a whole into equal parts.
Step-by-step explanation:
Answer:
y =10
Step-by-step explanation:
The equation of a line in point slope form is expressed as;
y - y0 = m(x-x0)
m is the slope
(x0, y0) is the point on the line
Given
m = 0 and (x0, y0) = (4, 10)
On substituting;
y - 10 = 0(x-4)
y - 10 = 0
y = 0+10
y = 10
Hence the required equation of the line is y =10
Answer:
Commenalism
Step-by-step explanation:
I dont know why but people are deleting my answers for no reason
