Answer:
(1/3 - 5/6) / 5/6
You want to make 1/3 and 5/6 have the same denominator so you multiply both the numerator and denominator of 1/3 by 2 to get 2/6. You plug that back into your equation to get: (2/6 - 5/6) / 5/6. 2/6 - 5/6 is -3/6. -3/6 divided by 5/6 is -3/6 multiplied by 6/5 which is -3/5.
Answer:
Answer is D
Step-by-step explanation:
cuh s
-x+2 > 1
-x+2+x > 1+x .... add x to both sides
2 > 1+x
x+1 < 2
x+1-1 < 2-1 ... subtract 1 from both sides
x < 1
After solving for x, we get x < 1
To graph this, plot an open circle at 1 on the number line and shade to the left of this value. The open circle indicates that 1 is not part of the solution set.
If your teacher requires you to graph this on an xy grid, then draw a vertical line through 1 on the x axis. Make this vertical line a dashed line. Then shade the entire region to the left of this dashed line. Any point in this shaded region will have an x coordinate that is less than 1. The dashed line acts like the open circle. The dashed line tells the reader "any point on this dashed line is not part of the solution set"
Answer: The artist used 8.6 inches more of silver wire
Step-by-step explanation:
Perimeter of the square
P = 4*a
P = 4*a = 40 in
a = 10 in
Each side of the square has a length of 10 in
The diameter of the circle is equal to the length of the side of the square
Diameter = 10 in
Perimeter of the circle
P_c = 2*π*radius = π*diameter
P_c = (3.14)*10 in = 31.4 in
Inches of silver wire (square) = 40 in
Inches of copper wire (circle) = 31.4 in
40- 31.4 in = 8.6 in
Answer:
This is a function
Step-by-step explanation:
What does it say for the next arrows
