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kow [346]
3 years ago
11

5. Higher Order Thinking Write two

Mathematics
1 answer:
Nutka1998 [239]3 years ago
6 0

Answer:

Here we have a math thinking case.

Usually when we add two numbers, we try to deconstruct the numbers in such a way that the sum is easier. One thing that we always try to do, is to make a 10.

For example, in;

4 + 9

We know that 9 = 6 + 3

Then we can write:

4 + (6 + 3)

And re do the sum as:

(4 + 6) + 3

10 + 3 = 13

Now, we want to apply the same principle, but this time we don't want to make a 10.

We also can, for example, make a 5, like in:

2 + 13

We know that 2 + 3 = 5

then:

2 + 13 = 2 + (10 + 3) = 2 + 3 + 10 = 5 + 10 = 15

Other similar example:

2 + 7

We know that we can rewrite 7 as 3 + 4

Then:

2 + (7) = 2 + (3 + 4) = 2 + 3 + 4 = 5 + 4 = 9

This is not exactly easier, but in some cases can be useful.

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ivolga24 [154]

Answer in attachment

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2 years ago
One day at St. Philip's High School, 1/2 of the pupils walked to school, 1/5 of the pupils came to school by bus, and the remai
Doss [256]
Let P be the number of kids,
we know P>57
take 1-(1/2)-(1/5)=3/10
therefore 57 is 3/10P
3/7P=57
P=57*7/3=133 is the answer
it would be incorrect if we didnt get a positive integer.
7 0
3 years ago
Scientists researching the effect of dietary supplements such as multivitamins and supplements of folic acid, magnesium or zinc
yarga [219]

Answer: Null hypothesis : H_0: p_1=p_2

Alternative hypothesis : H_a: p_1\neq p_2

Step-by-step explanation:

Let p_1 be the proportion of women using supplements and p_2 be the proportion of women who did not to have died during that period .

Then the set of hypothesis for testing if the proportion of women elderly women who use dietary supplements is different than those who do not will be :-

Null hypothesis : H_0: p_1=p_2     [∵ it takes equality sign]

Alternative hypothesis : H_a: p_1\neq p_2    [∵ it takes ≠ sign to show difference]

6 0
2 years ago
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Sidana [21]
The money is a lot so it would be c
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3 years ago
równanie zmiany prędkość autokaru poruszającego się po prostym odcinku szosy i rozpoczynającego hamowanie od szybkości 20m/s ma
Rasek [7]

Answer:

s = 22.5 m

Step-by-step explanation:

the equation for the speed change of a coach moving along a straight section of the road and starting braking at a speed of 20 m / s has the form v (t) = 25-5t. Using integral calculus, determine the coach's braking distance.

v (t) = 25 - 5 t

at t = 0 , v = 20 m/s

Let the distance is s.

s =\int v(t) dt\\\\s =\int (25 - 5t)dt\\\\s= 25 t - 2.5 t^2 \\

Let at t = t, the v = 20

So,

20 = 25 - 5 t

t = 1 s

So, s = 25 x 1 - 2.5 x 1 = 22.5 m

3 0
2 years ago
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