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zepelin [54]
3 years ago
6

Un rectangulo tiene area de 15/40 cm cuadrados y sabemos que uno de sus lados mide 5/8 cuanto medira el otro lado

Mathematics
1 answer:
GaryK [48]3 years ago
6 0

Queremos encontrar la medida de un lado de un rectangulo, dado que conocemos la longitud del otro lado y el area del rectangulo.

Veremos que el otro lado del rectangulo mide 3/5 cm

Sabemos que para un rectangulo de largo L y ancho W, el area esta dada por:

A = L*W

En este caso sabemos que el area es igual a (15/40) cm^2.

Y sabemos que uno de sus lados (digamos que es el ancho) mide (5/8) cm.

Entonces podemos reemplazar eso en la ecuación del area:

(15/40) cm^2 = L*(5/8) cm.

Ahora podemos resolver esto para L.

L = (15/40 cm^2)/(5/8 cm) = (15/40 cm^2)*(8/5 cm^-1)

L = 3/5 cm

El otro lado del rectangulo mide 3/5 cm

Sí quieres aprender más, puedes leer:

brainly.com/question/8916743

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Answer:1. uses a related sample - repeated measures

2. . does not use a related sample--a

Step-by-step explanation:

Question 1.

step1  A repeated measure design is a design which measures a given sample repeatedly over a given time using different conditions or related measures.

step 2:In the treatment for compulsive hoarding, Here, measures are taken two times ie before and after treatment on the same 50 hoarders which shows a repeated measure, also the design is a within related sample of the same 50 hoarders to give measurement at different conditions  of treatment for  high and low hoarding scores so the design describes  a related sample - repeated measures

Question 2:

step 1 ; An unrelated sample  occurs when Samples being measured do not depend on each other  

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Complete the statement. 469.1 mg = g
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469.1 mg = .4691 g. Hope I helped. =)
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Read 2 more answers
The answer's are in the image sorry if you cant see them
Simora [160]
C. "David's equation is correct, because their spending will be multiplied by the number of months and then subtracted from their savings"

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3 years ago
Solve.
Nikitich [7]
The answer is C: 10\text{ }^1/_2. Here are the details:

\text{Equation:}\\ 6\text{ }^1/_3+10\text{ }^1/_2\stackrel{?}{=}26\text{ }^1/_6\\ \\ \text{Start with the integers.}\\ 6+10=16\stackrel{?}{=}26\text{ }^1/_6\\ \\ \text{...then with the fractions, but rewrite them first to make it easier.}\\ ^1/_3+\text{ }^1/_2\stackrel{\text{rewrite}}{\to}\text{ }^2/_6+\text{ }^3/_6=\text{ }^5/_6\stackrel{?}{=}26\text{ }^1/_6\\
\\
\text{Add 'em up!}\\
16\text{ }^5/_6

\text{Equation:}\\
16\text{ }^5/_6+3\text{ }^5/_6\stackrel{?}{=}26\text{ }^1/_6\\
\\
\text{Start with the integers.}\\
16+3=19\stackrel{?}{=}26\text{ }^1/_6\\
\\
\text{...then with the fractions, but rewrite them first to make it easier.}\\
^5/_6+\text{ }^5/_6=\text{ }^{10}/_6\stackrel{\text{rewrite}}{\to}\text{ }^5/_3\stackrel{\text{rewrite}}{\to}1\text{ }^2/_3\stackrel{?}{=}26\text{ }^1/_6\\
\\
\text{Add 'em up!}\\
20\text{ }^2/_3

\text{Last equation:}\\ 20\text{ }^2/_3+5\text{ }^1/_2\stackrel{?}{=}26\text{ }^1/_6\\ \\ \text{Start with the integers.}\\ 20+5=25\stackrel{?}{=}26\text{ }^1/_6\\ \\ \text{...then with the fractions, but rewrite them first to make it easier.}\\ ^2/_3+\text{ }^1/_2\stackrel{\text{rewrite}}{\to}\text{ }^4/_6+\text{ }^3/_6=\text{ }^7/_6\stackrel{\text{rewrite}}{\to}1\text{ }^1/_6\stackrel{?}{=}26\text{ }^1/_6\\
\\
\text{Add the integer and fraction together.}\\
25+1\text{ }^1/_6\stackrel{?}{=}26\text{ }^1/_6

26\text{ }^1/_6\stackrel{\checkmark}{=}26\text{ }^1/_6
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