Answer:
1.
-9 11/15
2. 11/24
3.
34/45
4. -5.05
5. -0.622
Step-by-step explanation:
1. -2 4/5 - 6 2/15
convert them to a common denominator and an improper fraction:
-2 4/5= 18/5=- 54/15 -6 2/15= 92/ 15
*15 is the other denominator, so you keep the numbers in the second number the same*
subtract: -54/15- 92/15
since you are subtracting a negative number it goes farther away from zero
-146/15 or -9 11/15
2. -5/12 + 7/8
convert them to a common denominator
-5/12=- 20/48 7/8= 35/40
add: -20/48+35/40
11/24
since you are adding a negative number it goes closer to zero or past zero:
3. 3 3/5 x 2/9
convert 3 3/5 to an improper fraction: 18/5
mulitply the two denominators and the two numerators
17/5 x 2/9= 34/45
This is also the simplest form.
4. Convert to a decimal. -5 1/20
keep the -5 beacuse that is a whole number
divide 1/20 to turn it to a decimal to get 0.05
5. Which number is the largest? -0.65, -0.622, -5/8
to find this you would have to convert all numbers to either a decimal or a fraction.
5/8 is 0.625
the one closest to zero is the largest which is -0.622
Well,
1/2 is one way of showing that two teachers are getting the paper equally
And 3/6 is also equal to 1/2
So, 1/2 and 3/6 are the answers
Answer:
The problem in the first statement is that it does not say that the lines must be in the same plane.
Suppose in a 3D coordinate axis two lines as:
z = 0, y = 0 (this is the x-axis)
y = 1, x = 0 (this line is parallel to the z-axis but one unit above).
Those two lines are not parallel, and also never meet, so the definition is wrong.
The actual definition should be:
"Parallel lines are two lines that lie on the same plane and never meet"
B: The undefined terms are point, line, plane,...
An example can be "Plane", because if our lines do not lie on the same plane, then we can not use the concept of "parallel lines".
Divide 3 by 5 and then multiply by 100 to get percentage.
3/5 = 0.60 x 100 = 60%
Answer: 60%
D. Add 5 to 2 because you start with the parentheses first
