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PilotLPTM [1.2K]
3 years ago
7

If each cube represents 2 ml instead of 1 ml, how much GREEN PAINT will we have?

Mathematics
1 answer:
kicyunya [14]3 years ago
3 0

Answer:

This warm-up encourages students to use the meaning of fractions and properties of operations to reason about equations. While students may evaluate each side of the equation to determine if it is true or false, encourage students to think about the following ideas in each:

The first question: Dividing is the same as multiplying by the reciprocal of the divisor.

The second question: Adjusting the factors adjusts the products. If both factors increase, the resulting product will be greater than the original.

The third question: The commutative property of multiplication.

The fourth question: Decomposing a dividend into two numbers and dividing each by the divisor is a way to find the quotient of the original dividend.

Launch

Display one problem at a time. Tell students to give a signal when they have an answer and a strategy. After each problem, give students 1 minute of quiet think time and follow with a whole-class discussion.

Student Facing

True or false?

Student Response

Teachers with a valid work email address can click here to register or sign in for free access to Student Response.

Activity Synthesis

Ask students to share their strategies for each problem. Record and display their explanations for all to see. Ask students if or how the factors in the problem impacted the strategy choice. To involve more students in the conversation, consider asking:

“Who can restate ___’s reasoning in a different way?”

“Does anyone want to add on to _____’s strategy?”

“Do you agree or disagree? Why?”

After each true equation, ask students if they could rely on the reasoning used on the given problem to think about or solve other problems that are similar in type. After each false equation, ask students how we could make the equation true.

Step-by-step explanation:

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Help me with out this one thanks!
zavuch27 [327]

Answer:

9.5

Step-by-step explanation:

It keeps repeating the line goes all the way up then it keeps going to 9 then to 9.5 in the middle of 9 so it means its in between 10 so its 9.5 to 9 then 9.5 it repeats so mostly the answer is 9.5

hope i helped

please mark me as brainliest please

7 0
3 years ago
What is the quotient of 3/4 divided by 1/5
Charra [1.4K]

Answer:

15/4

Step-by-step explanation:

3/4:1/5= 3/4*5= 15/4

3 0
3 years ago
Write the product in its simplest form:<br> бу - бу?
weqwewe [10]

Answer:

0

Step-by-step explanation:

This deals with simplification or other simple results.

4 0
2 years ago
Suppose we roll a fair six-sided die 20 times and draw ten cards from a standard 52-card deck. Let X be the number of "6"s rolle
Lera25 [3.4K]

Answer:

a) Expected value = 6.406

Variance = 4.905

Standard deviation = 2.45

b) The probability is 0.08547

Step-by-step explanation:

a) Let's suppose that:

X₁ = number of 6´s

X₂ = number of Jack, Queen, King or Aces

The mean of X₁ is:

MeanX₁ = n * p = 20 * (1/6) = 3.33

The variance of X₁ is:

Var-X_{1} =np(1-p)=3.33(1-(1/6))=2.775

The mean of X₂ is:

MeanX₂ = 10 * (16/52) = 3.076

The variance of X₂ is:

Var-X_{2} =3.076(1-(16/52))=2.13

The expect value of X is:

Xexp = MeanX₁ + MeanX₂ = 3.33 + 3.076 = 6.406

The variance of X is:

VarX = VarX₁ + VarX₂ = 2.775 + 2.13 = 4.905

The standard deviation is:

Xdevi = 4.905/2 = 2.45

b) The probability of drawing at least five six out of 20 rolls is equal to:

∑(1/6)ˣ(5/6)²⁰⁻ˣ = 0.231 with x = 5

The probability of at least 4 Jack, Queen, Kings or Aces is:

∑(16/52)ˣ(1-(16/52))¹⁰⁻ˣ = 0.37 with x = 4

The probability of given event is equal to:

P = 0.231 * 0.37 = 0.08547

5 0
3 years ago
Need Help solving this , pic of question
MissTica
<h3>Answer:</h3>

length: 7 ft

width: 5 ft

<h3>Explanation:</h3>

Your familiarity with times tables tells you that 35 = 5×7. Checking, you find that 7 = 3×5 - 8, so you know that these values (5, 7) are the width and length of the rectangle (in feet).

7 0
3 years ago
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