I believe the equation shown above is an example of:
B. Associative Property of Addition.
Hope I helped!!
Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or ...
In the parenthesis: p^3/5 * p^2/5 = p^5/5 (You just add the exponents for multiplication)
p^5/5 is the same as p^1 or just p.
So now we have p^5 in our numerator and p^5 in our denominator. So that simplifies to 1.
Answer:
Step-by-step explanation:
A=b^2+2bh
b = 3
A = 3^2 + 2(3)h
A = 9 + 6h
6h = A - 9
Answer:
8 or 9
Step-by-step explanation:
So, you first need to take 4/5 of 400 (320). Then, you can count by 75s for a bit
75students; 2chaperones
150; 4
225; 6
300; 8
now, you have 20 students left over...since one chaperone would watch about 37 kids, you can either divide the remaining kids up among the other chaperones, or you can add one more chaperone to watch the 20 kids. i don't know what the teacher wants, so either 8 or 9 chaperones
