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elena-14-01-66 [18.8K]
3 years ago
15

There are 14 math teaches and 26 science teaches at

Mathematics
1 answer:
Tatiana [17]3 years ago
7 0

Answer:

14:26

Step-by-step explanation:

simplified, the answer is 7:13

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In a class of 32 boys, 16 passed the
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Read 2 more answers
Does anyone know how to solve this?
Lilit [14]

The pattern is that the numbers in the right-most and left-most squares of the diamond add to the bottom square and multiply to reach the number in the top square.


For example, in the first given example, we see that the numbers 5 and 2 add to the number 7 in the bottom square and multiply to the number 10 in the top square.


Another example is how the numbers 2 and 3 in the left-most and right-most squares add up to the number 5 in the bottom square and multiply to the number 6 in the top square.


Using this information, we can solve the five problems on the bottom of the paper.


a) We are given the numbers 3 and 4 in the left-most and right-most squares. We must figure out what they add to and what they multiply to:

3 + 4 = 7

3 x 4 = 12

Using this, we can fill in the top square with the number 12 and the bottom square with the number 7.


b) We are given the numbers -2 and -3 in the left-most and right-most squares, which again means that we must figure out what the numbers add and multiply to.

(-2) + (-3) = -5

(-2) x (-3) = 6

Using this, we can fill the top square in with the number 6 and the bottom square with the number -5.


c) This time, we are given the numbers which we typically find by adding and multiplying. We will have to use trial and error to find the numbers in the left-most and right-most squares.


We know that 12 has the positive factors of (1, 12), (2,6), and (3,4). Using trial and error we can figure out that 3 and 4 are the numbers that go in the left-most and right-most squares.


d) This time, we are given the number we find by multiplying and a number in the right-most square. First, we can find the number in the left-most square, which we will call x. We know that \frac{1}{2}x = 4, so we can find that x, or the number in the left-most square, is 8. Now we can find the bottom square, which is the sum of the two numbers in the left-most and right-most squares. This would be 8 + \frac{1}{2} = \frac{17}{2}. The number in the bottom square is \boxed{\frac{17}{2}}.


e) Similar to problem c, we are given the numbers in the top and bottom squares. We know that the positive factors of 8 are (1, 8) and (2, 4). However, none of these numbers add to -6, which means we must explore the negative factors of 8, which are (-1, -8), and (-2, -4). We can see that -2 and -4 add to -6. The numbers in the left-most and right-most squares are -2 and -4.

4 0
3 years ago
Someone please help me with this problem!!! I really need help and I don’t understand it!! If you know it please explain how you
nikitadnepr [17]
Distance = Rate * Time where the asterisk represents multiplication

We can isolate the rate if we divide both sides by the time. So we'll end up with this formula
Rate = Distance/Time
which can be written as 
r = d/t

The distance is measured in feet while the time is measured in minutes. The rate r is measured in feet per minute. If the speed was 10 feet per minute, then this would mean that the object travels 10 feet every minute. Or put another way, when one minute passes by, the object has traveled 10 feet.

How did I get "feet per minute" from the equation r = d/t? 
Well the units for "d" are in feet, and the units for "t" are in minutes

So writing "d/t" would turn into "feet/minute" when we think of the units only (ignore the actual numbers). Then we rewrite "feet/minute" into "feet per minute" as they mean the same thing, just written different ways. 

-----------------------------------------------------

Answer: The units for the speed or rate are in feet per minute
3 0
3 years ago
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