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sladkih [1.3K]
2 years ago
11

When we first learn arithmetic, we focus on working with whole numbers. Then, we extend our understanding to fractions and negat

ive numbers.
In algebra, we transfer these same skills to expressions involving variables. What elementary skills have you used so far in this course, and how have you extended them?

30pts plz write a paragraph
Mathematics
1 answer:
defon2 years ago
7 0

Answer:

Give an example from your life experience (outside of school) where it was important to understand fractions. Eg; how many cups of walnuts does she need for five pans of fudge?

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uranmaximum [27]

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How to Find the Mean. The mean is the average of the numbers. It is easy to calculate: add up all the numbers, then divide by how many numbers there are. In other words it is the sum divided by the count.

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3 years ago
Classify the following triangle. Check all that apply.
Igoryamba

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B. Equilateral, and C. Acute.

Step-by-step explanation:

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What is the value of c in the equation below?
Flauer [41]

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are the values of a or b given?

Step-by-step explanation:

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3 years ago
Whats the volume of the cylinder? Round your answer to the nearest hundred the top is B the left side of the cylinder is 13cm th
Wittaler [7]

Answer:

The volume of the cylinder is 163.3 m³.

Step-by-step explanation:

Given that,

Height = 13 cm

Base = 4 cm

So, radius = 2 cm

We need to calculate the volume of the cylinder

Using formula of cylinder

V=\pi r^2h

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V=\pi\times(2)^2\times13

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6 0
2 years ago
How do you do this ??
svet-max [94.6K]

The purpose of the grid is to help you record possible and impossible combinations. The repeat of the headings 1st, 2nd, 3rd, 4th helps you compare to both shirt color and name.

Each given statement has certain implications. You are expected to be able to determine as many of those as you can, and mark the grid accordingly.

The first statement says two girls slide down before two other girls. This means the first two girls listed cannot be 3rd or 4th in line, and the last two girls listed cannot be 1st or 2nd in line. It also means that none of the named girls is wearing the blue shirt (so Madeline must be wearing it). These implications are marked in the attachment with X and a circled 1, to indicate to you that the first statement was where we got the X. The X is used to signify an impossible combination.

The second statement tells you the purple shirt will not be 3rd or 4th in line, since at least two girls are after it. It tells you that Alexis is not wearing purple or yellow (so must be wearing white), and it tells you that Alexis and the yellow shirt are not first in line. (We alread knew that about Alexis.)

The third statement lets you finish the problem. We just found that Alexis is wearing the white shirt, so it tells you Madeline is 2nd in line and Alexis is 3rd. (Alexis is 3rd or 4th, but so is Lauren. The only way Madeline can be next to Alexis is for Madeline to be 2nd and Alexis 3rd.) The check marks labeled with a circled 3 are the conclusions we drew from statement 3.

Since the yellow shirt is not first, Lauren must be wearing it 4th in line.

The final conclusion is ...

  1. Hanna, purple
  2. Madeline, blue
  3. Alexis, white
  4. Lauren, yellow

Once you have identified a combination, it can help to mark off the others in that row and column (of the group of 4 rows and columns) as being impossible. This can narrow the choices for the others. I didn't do that here because it makes the diagram busier and the sequence of marks less clear.

_____

It is a good idea to check your final answer with the original problem statements to make sure the answer is consistent with them.

7 0
3 years ago
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