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Artemon [7]
2 years ago
9

I already answered this, but I ain't sure ‘bout the answer that I got. So, I need clarifications, can you solve this for me plea

se? ​

Mathematics
2 answers:
inessss [21]2 years ago
8 0
<h3>Solution:</h3>

35x( \frac{3}{7}  =  \frac{1}{5}  +  \frac{1}{x} ) \\  = >  35x \times  \frac{3}{7}  = >  35x \times  \frac{1}{5}  + 35x \times  \frac{1}{x}  \\  = >  5x \times 3 = 7x + 35 \\  =  > 15x = 7x + 35 \\  =  > 15x - 7x = 35 \\  =  > 8x = 35 \\  =  > x =  \frac{35}{8}  \\  =  > x = 4.375

<h3>Answer:</h3>

x = 4.375

laila [671]2 years ago
7 0

Step-by-step explanation:

35x׳/7 = (35x×⅕)+(35x×1/x)

15x=7x+35

8x=35

x=4.375.

hope this helps you.

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a recipe calls for a total of 3 2/3 cups of flour and sugar. it the recipe calls for 1/4 cup of sugar, how much flour is needed?
zavuch27 [327]

Answer:

This is very detailed as I wish to make some principles about fractions clear.

3

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12

Explanation:

This question boils down to  

3

2

3

−

1

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A fractions structure is that of:

count

size indicator of what you are counting

→

numerator

denominator

You can not directly add or subtract the counts (numerators) unless the size indicators (denominators) are the same.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Consider  

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Write as  

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Multiply by 1 and you do not change the value. However, 1 comes in many forms so you can change the way something looks without changing its true value

[

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+

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[

3

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3

3

]

+

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9

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+

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=

 

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~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Putting it all together

3

2

3

−

1

4

 

→

 

11

3

−

1

4

But the size indicators are not the same. I chose to make them become 12

11

3

−

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→

 

[

11

3

×

1

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−

[

1

4

×

1

]

               

→

 

[

11

3

×

4

4

]

−

[

1

4

×

3

3

]

               

→

     

44

12

     

−

 

3

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Now we may subtract the counts

               

→

 

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But this is the same as  

12

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+

12

12

+

12

12

+

5

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1

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Step-by-step explanation:


5 0
3 years ago
Read 2 more answers
Use the diagram to answer the question.
Firlakuza [10]
D.Q (3,0)
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8 0
3 years ago
Please help, my teacher doesn't teach me anything and I have to have more than 10 papers due by tomorrow
Nikitich [7]
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3 years ago
surveyor stands 100 m from the base of a tower on which an antenna stands. He measures the angles of elevation to the top and bo
balu736 [363]

Answer: 36.3m

Step-by-step explanation:

To solve this, we can draw two triangle rectangles, where the distance between the man and the base of the tower is one of the cathetus, the adjacent one, the height will be the opposite cathetus.

The triangle where the elevation angle is 58° is associated with the height of the tower without the aerial

The other triangle, where the elevation angle is 63° is associated with the height of the tower with the aerial.

Then we can calculate those two heights, then compute the difference, and the difference will be equal to the height of the aerial.

In both cases we want to calculate the opposite cathetus, then we should use the relation:

Tan(θ) = (Op. cath)/(Adj. cath)

The height without the aerial is h1, let's find it:

Tan(58°) = h1/100m

Tan(58°)*100m = h1 = 160m.

The height with the aerial is h2, let's find it:

Tan(63°) = h2/100m

Tan(63°)*100m = h2 = 196.3m

Then the height of the aerial will be:

h2 - h1 =  196.3m -  160m = 36.3m

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3 years ago
There are 8 students on the minibus.five of the students are boys.what fraction of the students are boys
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