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charle [14.2K]
3 years ago
15

A) What happened to the number of equal parts in each whole when you drew the second line?

Mathematics
1 answer:
Ymorist [56]3 years ago
8 0

Answer:

Students will begin to lay the foundation for fractions in second grade. Students have experienced fractions in first grade through geometric shapes. Students should understand that the inverse relationship between the size of the fractional part and the number of equal parts in the whole when given the same size whole. The greater the number of parts, the smaller the size of the parts and the smaller the number of parts, the greater the size of the parts.

Second grade students do not use or write in fraction notation (a/b) as they use written words to describe the relationship of fractions. Students should also have a great understanding that each fractional part of an object is the same size in area and the same shape and that the orientation of the partitioned parts does not affect the size in area or shape of the parts.

Step-by-step explanation:

have a great day

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What event would be complementary to the event that the product is an even number?
Phantasy [73]
The only possibility if a number is not even is that it is odd. Thus, the event would be the product is an odd number.
7 0
3 years ago
a university is comparing the grade point averages of biology majors with grade point averages of engineering majors. the univer
Ronch [10]

Answer:

H0 : μEng = μBio

H1: μEng ≠ μBio

Step-by-step explanation:

μEng = Engineering average gpa

μBio = Biology average gpa

To test for difference between two sample means , in this case grade point average of biology majors and Engineering major.

Null hypothesis is the initial truth, which is that ; there is no difference in the mean grade point average of both biology and engineering majors

H0 : μEng = μBio

The Alternative hypothesis is the opposite of the null, which is stated has ; there is difference between the average GPA of both Engineering and Biology majors

H1: μEng ≠ μBio

7 0
3 years ago
10x+2 = 3x + 30 Find x (please)
Ganezh [65]
Answer: x=4

10x-3x=30-2
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7 0
3 years ago
Find y and x values please
Aleonysh [2.5K]
(-2,6) iissssssss the answer
3 0
3 years ago
Complete the proof for the following conjecture.
Ray Of Light [21]

Answer:

Statements                                                      Reasons

AC+CD=AD and AB+BD=AD         Segment Addition Postulate

AC+CD=AB+BD                            Transitive/Substitution Property

AC=BD                                         Given

BD+CD=AB+BD                            Substitution Property

CD=AB                                         Subtraction Property

AB=CD                                         Symmetric Property

Step-by-step explanation:

By segment addition postulate, we can say the following two equations:

AC+CD=AD and AB+BD=AD.

By either substitution/transitive property, you can say AC+CD=AB+BD.

You are given AC=BD, so we use substitution and write AC+CD=AB+AC.

After using subtraction property (subtracting both sides by AC), you obtain CD=AB.

By symmetric property, you may say AB=CD.

So let's write it into the 2 column-proof you have there:

Statements                                                      Reasons

AC+CD=AD and AB+BD=AD        Segment Addition Postulate

AC+CD=AB+BD                            Transitive/Substitution Property

AC=BD                                          Given

BD+CD=AB+BD                             Substitution Property

CD=AB                                          Subtraction Property

AB=CD                                          Symmetric Property

Properties/Postulates used:

Transitive property which says:

If a=b and b=c, then a=c.

Substitution property which says:

If a=b, then b can be substituted(replaced with) for a.

Subtraction property which says:

a=b implies a-c=b-c.

Segment Addition Postulate says:

If you break a segment into two smaller pieces then the measurement of that segment is equal to the sum of the smaller two segments' measurements.

3 0
3 years ago
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