5/10 = 5÷5/10÷5 = 1/2
3/6 = 3÷3/6÷3 = 1/2
^ 5/10 = 1/2
^ 3/6 = 1/2
1/2 = 1/2
So yes, 5/10 and 3/6 are equivalent fraction
Answer : Yes it is.
Answer:
+10 and - 9
Step-by-step explanation:
If we consider the multiples of - 90
± 1, ± 2, ± 3, ± 5, ± 6, ± 9, ± 10, ± 15, ± 30, ± 90
The combination of multiples which multiply to - 90 and add to + 1 are
+ 10 and - 9
since 10 × - 9 = - 90 and 10 - 9 = 1
Answer:
300 million people
Step-by-step explanation:
If the participation rate is 60% and 200 million people 16 years or older are not in the labor force, it means that 200 million corresponds to 40% of people 16 years or older. Since 60% of people 16 years or older are in the labor force, the total number of people in the labor force is given by:
300 million people are in the labor force in this economy.
Anyway, the value of 5 is 50 and the value of 6 is 6 as in the ones place.
Answer:
The time a student learns mathematics is important for their score
Step-by-step explanation:
Observe the boxes diagrams. Where the horizontal axis represents the score obtained by the students in the test.
The vertical lines that divide the boxes in two represent the value of the median.
The median is the value that divides 50% of the data.
For the class of the morning the value of the median is 50 points, with a maximum value of 80 and a minimum value of 10.
For the afternoon class, the median value is 65 points with a minimum value of 30 and a maximum value of 100.
This indicates that in general, the highest number of high scores were obtained in the afternoon class.
Therefore it can be said that the time a student learns mathematics is important for their score
