First you would make the mixed fractions into improper fraction by multiplying the denominator and the whole number, then adding the numerator. Then you would flip the second fraction and multiply.
Ex. 1 1/2 ÷1 1/2
1st. 3/2÷3/2
2nd: 3/2×2/3
3rd 3/2x2/3=1
Step-by-step explanation:
<em>The</em><em> </em><em>number</em><em> </em><em><u>of</u></em><em><u> </u></em><em><u>vehicle</u></em><em><u>s</u></em><em><u> </u></em><em><u>is</u></em><em><u> </u></em><em><u>2</u></em><em><u>5</u></em><em><u> </u></em><em><u>and</u></em><em><u> </u></em><em><u>the</u></em><em><u> </u></em><em><u>no</u></em><em><u>.</u></em><em><u> </u></em><em><u>of</u></em><em><u> </u></em><em><u>truck </u></em><em><u>is</u></em><em><u> </u></em><em><u>9</u></em><em><u> </u></em><em><u>so</u></em><em><u> </u></em><em><u>the</u></em><em><u> </u></em><em><u>probability </u></em><em><u>is</u></em><em><u> </u></em><em><u>9</u></em><em><u>/</u></em><em><u>2</u></em><em><u>5</u></em>
Answer:
The first one
Step-by-step explanation:
Answer:
2 Paul's Survey sample only included tenth graders
Step-by-step explanation:
The reson why this is your answer is simple
Because this is true, he ONLY surveyed tenth-graders. He should have found for all of the students, including the other 1,100 students that didn't get surveyed.
Thanks!
Answer:
x= 3 hope it helps thanks
