where is the graph????
Step-by-step explanation:
I think because the state wants people to have a certain amount of knowledge at least thats what i think
I dont agree with them because they teach us (in my opinion) unnecessary math like with a bunch of symbols which is just too much its all extra
The number of ways of picking up a red cube out of 12 cubes are 5/12. Number of ways of picking up a second red cube is 4/11.
<span>Thus probability of picking up 2 red cubes = 5/12 * 4/11 = 20/121.
20 / 121 = .165 or .17
So the probability of Celinda getting two red cubes is .17.</span>
D. It's asking how much rope he has in all, so that's 14.
Multiply the numerator and denominator by the same number.<span> Two fractions that are different but equivalent have, by definition, numerators and denominators that are multiples of each other. In other words, multiplying the numerator and denominator of a </span>fraction<span> by the same number will produce an equivalent fraction. Though the numbers in the new fraction will be different, the fractions will have the same value.</span><span>For instance, if we take the fraction 4/8 and multiply both the numerator and denominator by 2, we get (4×2)/(8×2) = 8/16. These two fractions are equivalent.(4×2)/(8×2) is essentially the same as 4/8 × 2/2 Remember that when multiplying two fractions, we multiply across, meaning numerator to numerator and denominator to denominator.Notice that 2/2 equals 1 when you carry out the division. Thus, it's easy to see why 4/8 and 8/16 are equivalent since multiplying 4/8 × (2/2) = 4/8 still. The same way it’s fair to say that 4/8 = 8/16.<span>Any given fraction has an infinite number of equivalent fractions. You can multiply the numerator and denominator by any whole number, no matter how large or small to obtain an equivalent fraction.</span></span>
