6.5 divided by 3 is a decimal, 2.16 or if you round it up 2.17
Answer:
Step-by-step explanation:
What is the equation of the line that passes through the point (3,5) and has a slope of 1?
4/1 is a greater rate of change because it is the same as 4. A whole number will always be greater than a fraction and also the fraction is negative which makes it even smaller than a regular fraction. I hope this answers your question! :)
Answer:
4 students
Step-by-step explanation:
As shown in the diagram, let U=[The total number of students questioned]
![\implies n(U) = 10](https://tex.z-dn.net/?f=%20%5Cimplies%20n%28U%29%20%3D%2010)
A=[Those who liked peanut butter ]
![\implies n(A) =18](https://tex.z-dn.net/?f=%5Cimplies%20n%28A%29%20%3D18)
B=[Those who liked jam ]
![\implies n(B) = 10](https://tex.z-dn.net/?f=%20%5Cimplies%20n%28B%29%20%3D%2010)
x = those who like both peanut butter and jam.
Also 6 liked neither peanut butter nor jam.
From the diagram we can write the mathematical equation as follow and solve for x
![30 = 18 - x + x + 10 - x + 6](https://tex.z-dn.net/?f=30%20%3D%2018%20-%20x%20%2B%20x%20%2B%2010%20-%20x%20%2B%206%20)
![\implies 30 = 34- x](https://tex.z-dn.net/?f=%20%5Cimplies%2030%20%3D%2034-%20x%20)
We add x and subtract 30 to both sides.
![\implies 30 - 30 + x = 34- x + x - 30](https://tex.z-dn.net/?f=%20%5Cimplies%2030%20-%2030%20%2B%20x%20%3D%2034-%20x%20%2B%20x%20-%2030)
![\implies x = 4](https://tex.z-dn.net/?f=%5Cimplies%20x%20%3D%204)
Therefore 4 students like both peanut butter and jam.
Step-by-step explanation:
=99*9/11
- -
_____
=891/11
=81