Using the example 2/3 + 1/5, explain why we give fractions a common denominator to add them. What is the logic behind that process? What are we really doing when we give fractions a common denominator?

Answer:

51 cm²

Step-by-step explanation:

Let's ASSUME that the vertical measurements are taken perpendicular to the roughly horizontal baselines.

The three yellow triangles are all similar

the upper small triangle has height 3 and base 6 cm. The ratio of the lengths is 6/3 = 2

This means the medium (overlapping) triangle has lengths 10 - 3 = 7 and 7(2) = 14 cm

Area of the large triangle is ½(14 + 6)(10) = 100 cm²

Area of the overlapping yellow triangle is ½(7)(14) = 49 cm²

Exposed area of the blue triangle is 100 - 49 = 51 cm²

Both triangles have an area of 100 square centimeters and the area of the blue triangle showing is 51 square centimeters.

Based on the information given from statement, we can determine the missing length of the yellow triangle by means of simmilarity ratios, that is:

\(\frac{3\,cm}{6\,cm} = \frac{10\,cm}{x}\) (1)

Where \(x\) is the base of the yellow triangle, in centimeters.

Now we proceed to find the length base:

\(x = \frac{6\,cm}{3\,cm}\times 10\,cm\)

\(x = 20\,cm\)

The area of the triangle can be found by means of the following expression:

\(A = \frac{1}{2}\cdot b\cdot h\) (2)

Where:

If we know that \(b = 20\,cm\) and \(h = 10\,cm\), then the area of the triangle is:

\(A = \frac{1}{2}\cdot (20\,cm)\cdot (10\,cm)\)

\(A = 100\,cm^{2}\)

The area of the yellow triangle is 100 square centimeters and the area of the blue triangle is also 100 square centimeters due to congruency. The dimensions of the section of the yellow triangle overlapping the blue triangle are \(b = 14\,cm\) and \(h = 7\,cm\). The area of this section is:

\(A' = \frac{1}{2}\cdot (14\,cm)\cdot (7\,cm)\)

\(A' = 49\,cm^{2}\)

And the area of the rest of the blue triangle is:

\(A'' = A - A'\) (2)

\(A'' = 100\,cm^{2}-49\,cm^{2}\)

\(A'' = 51\,cm^{2}\)

In a nutshell, both triangles have an area of 100 square centimeters and the area of the blue triangle showing is 51 square centimeters.

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\(\cfrac{2y}{3}-\cfrac{3}{4}=\cfrac{1}{12}\implies \stackrel{\textit{multiplying both sides by }\stackrel{LCD}{12}}{12\left( \cfrac{2y}{3}-\cfrac{3}{4} \right)=12\left( \cfrac{1}{12} \right)}\implies 8y-9=1 \\\\\\ 8y=10\implies y=\cfrac{10}{8}\implies y=\cfrac{5}{4}\)

Answer:

5 * 2 + 3(4 + 2) - 4(5 * 2)

= 10 + 3(6) - 4(10)

= 10 + 18 - 40

= 28 - 40

= -12

Answer: A

Step-by-step explanation:

The three angles in a triangle add to \(180^{\circ}\). Therefore, each angle measures \(\frac{180^{\circ}}{3}=60^{\circ}\).

Answer:

  60°

Step-by-step explanation:

You have the rotation matrix ...

  \(\left[\begin{array}{cc}\cos{\theta}&-\sin{\theta}\\\sin{\theta}&\cos{\theta}\end{array}\right]=\left[\begin{array}{cc}\dfrac{1}{2}&-\dfrac{\sqrt{3}}{2}\\\dfrac{\sqrt{3}}{2}&\dfrac{1}{2}\end{array}\right]\)

This tells you the angle of rotation is ...

  \(\tan{\theta}=\dfrac{\sin{\theta}}{\cos{\theta}}=\dfrac{\left(\dfrac{\sqrt{3}}{2}\right)}{\left(\dfrac{1}{2}\right)}=\sqrt{3}\\\\\theta=\arctan{\sqrt{3}}=60^{\circ}\)

The angle of rotation is 60°.

Answer:

B----- 60

Step-by-step explanation:

Answer:

B. fifty divided by the sum of 5 and n

Step-by-step explanation:

Answer:

I think b

Step-by-step explanation:

hope it works

Answer: Area = l × w

= 3.5 × 2.8

= 9.8 meters2

Step-by-step explanation:

The original fraction is 10/19

Let the fraction be \(\frac{x}{y}\)

Now , according to question

\(\frac{x+2}{y+5}\) =\(\frac{1}{2}\)

⇒ 2(x+2)=y+5

⇒2x-y-1=0-------(1)

and \(\frac{x-4}{y-1}\)=\(\frac{1}{3}\)

⇒3(x-4)=y-1

⇒3x-y-11=0------(2)

subtracting 1 from 2 we get

2x-y-1

3x-y-11

-  +  +

⇒ x=10

putting in (1)

20-y-1=0

y=19

∴ The actual fraction was 10/19

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The experimental probability farthest from the theoretical probability is P(greater than 8). The theoretical probability of rolling a 9 is 1/12 because there is one 9 out of twelve total possible outcomes.

Experimental probability refers to the probability of an event based on data acquired from repeated trials or experiments.

Theoretical probability is the probability of an event occurring based on logical reasoning or prior knowledge. In Todd’s case, he rolled a 12-sided die marked with the numbers 1 to 12.

The probabilities are as follows:P(odd number) = 18/48P(greater than 8) = 16/48P(9) = 12/48To answer the questions:1. Which experimental probability matches the theoretical probability exactly?The theoretical probability of rolling an odd number is 6/12 or 1/2 because there are six odd numbers out of the twelve total possible outcomes.

The experimental probability Todd obtained was 18/48. Simplifying 18/48 to lowest terms gives 3/8, which is equal to 1/2, the theoretical probability.

Therefore, the experimental probability that matches the theoretical probability exactly is P(odd number).2. Which experimental probability is farthest from the theoretical probability? The theoretical probability of rolling a number greater than 8 is 3/12 or 1/4 because there are three numbers greater than 8 out of twelve total possible outcomes.

The experimental probability Todd obtained was 16/48. Simplifying 16/48 to lowest terms gives 1/3, which is not equal to 1/4, the theoretical probability.

The experimental probability Todd obtained was 12/48. Simplifying 12/48 to lowest terms gives 1/4, which is not equal to 1/12, the theoretical probability.

However, the difference between the experimental probability and the theoretical probability for P(9) is smaller than that of P(greater than 8). Therefore, P(greater than 8) is the experimental probability that is farthest from the theoretical probability.

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Answer:

point B

Step-by-step explanation:

First you find (-2, -1) on the graph then you go up two units. there is not a point directly above (-2, -1) but if you look to the side B is exactly 2 units above which is what the question asked for.

Answer:

i believe it's D since the number has to be greater than or equal to 4

While Piaget, Vygotsky, and Bruner have different perspectives on how learning occurs, they all emphasize the active role of the learner in constructing knowledge and the importance of social interaction and cultural influences in the learning process.

Here's a three-column table evaluating how learning takes place according to Piaget, Vygotsky, and Bruner:

Theorist Approach to Learning Key Concepts

Piaget Constructivism 1. Schema: Individuals actively construct their knowledge through assimilation and accommodation, organizing information into mental structures called schemas. 2. Stages of Development: Learning occurs through cognitive development stages, from sensorimotor to formal operational, where individuals progressively acquire more complex mental abilities. 3. Active Exploration: Children learn best through hands-on exploration and interactions with the physical world.

Vygotsky Sociocultural Theory 1. Zone of Proximal Development (ZPD): Learning takes place within the gap between a learner's actual developmental level and their potential level with guidance from a more knowledgeable other. 2. Social Interaction: Learning is facilitated through social interactions with peers and adults, such as cooperative learning and scaffolding. 3. Cultural Tools: The use of language, symbols, and cultural artifacts plays a central role in cognitive development and learning.

Bruner Constructivism 1. Scaffolding: Instruction should provide support and guidance tailored to the learner's current abilities to help them progress to higher levels of understanding. 2. Discovery Learning: Learners construct knowledge by actively exploring and discovering concepts and relationships on their own. 3. Spiral Curriculum: Learning is organized in a spiral manner, revisiting key concepts and building upon previous knowledge in a progressive and interconnected way.

While Piaget, Vygotsky, and Bruner have different perspectives on how learning occurs, they all emphasize the active role of the learner in constructing knowledge and the importance of social interaction and cultural influences in the learning process.

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The buildings that represent the influence of ancient Greek culture are -

Given are the buildings from Ancient Greek Culture.

The buildings that represent the influence of ancient Greek culture are -

Therefore, the buildings that represent the influence of ancient Greek culture are -

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Answer:

\(w^{22}\)

Step-by-step explanation:

\((w^3)^4\cdot(w^5)^2=w^{3*4}\cdot w^{5*2}=w^{12}\cdot w^{10}=w^{12+10}=w^{22}\)

Answer:

Step-by-step explanation:

Assuming that the given dimensions of 13, 13, 13 refer to the base of the rectangular pyramid, we can calculate the surface area of the pyramid as follows:

First, we need to calculate the area of the rectangular base, which is simply length x width:

Area of rectangular base = 13 x 13 = 169 square units

Next, we need to calculate the area of each triangular face of the pyramid. Since the rectangular base has two sets of parallel sides, there are two types of triangular faces: the isosceles triangles on the sides and the right triangles on the front and back.

To calculate the area of the isosceles triangles, we need to first find the length of the slant height, which can be found using the Pythagorean theorem:

a² + b² = c²

where a and b are the base and height of the triangle (both equal to 13 in this case), and c is the slant height.

13² + 13² = c²

338 = c²

c ≈ 18.38

Now that we have the slant height, we can calculate the area of each isosceles triangle using the formula:

Area of isosceles triangle = (1/2) x base x height

Area of isosceles triangle = (1/2) x 13 x 18.38

Area of isosceles triangle ≈ 119.14 square units

To calculate the area of each right triangle, we need to use the same slant height of 18.38, along with the height of the pyramid, which is also 13. Then we can use the formula:

Area of right triangle = (1/2) x base x height

Area of right triangle = (1/2) x 13 x 18.38

Area of right triangle ≈ 119.14 square units

Since there are two of each type of triangular face, the total surface area of the pyramid is:

Surface area = area of rectangular base + 2 x area of isosceles triangle + 2 x area of right triangle

Surface area = 169 + 2 x 119.14 + 2 x 119.14

Surface area = 546.28 square units

Therefore, the surface area of the rectangular pyramid with base dimensions of 13 x 13 and height of 13 is approximately 546.28 square units.

Answer:

4.2 kilometers

Step-by-step explanation:

3/5 simplified =.6 each day .6 x7 days =4.2 kilometers

The weight of the 0.8-meter piece is 19.6 kilograms.

We can use the ratio of length to weight to determine the weight of the 0.8-meter piece.

Let's call the weight of the 2.8-meter piece "W₁" and the weight of the 0.8-meter piece "W₂". Then we have:

W₁/2.8m = 24.5kg/1m

Solving for W₁, we get:

W₁ = (24.5kg/1m) x 2.8m = 68.6kg

Now we can use the same ratio to find W₂:

W₂/0.8m = 24.5kg/1m

Solving for W₂, we get:

W₂ = (24.5kg/1m) x 0.8m = 19.6kg

Therefore, the weight of the 0.8-meter piece is 19.6 kilograms.

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The cubic function with the desired properties is:

f(x) = (-3/4)x³ - (9/4)x² - (113/4)x + 63/4

To find the values of a, b, c, and d, we can use the given information about the relative maximum, relative minimum, and point of inflection.

Relative Maximum:

The point (-7, 163) is a relative maximum. At this point, the derivative of the cubic function is equal to zero. Taking the derivative of the cubic function, we have:

f'(x) = 3ax² + 2bx + c

Setting x = -7 and f'(-7) = 0, we get:

49a - 14b + c = 0

Relative Minimum:

The point (5, -125) is a relative minimum. At this point, the derivative of the cubic function is equal to zero. Taking the derivative of the cubic function, we have:

f'(x) = 3ax² + 2bx + c

Setting x = 5 and f'(5) = 0, we get:

75a + 10b + c = 0

Point of Inflection:

The point (-1, 19) is a point of inflection. At this point, the second derivative of the cubic function changes sign. Taking the second derivative of the cubic function, we have:

f''(x) = 6ax + 2b

Setting x = -1, we get:

-6a + 2b = 0

Solving the system of equations formed by the above three equations, we can find the values of a, b, c, and d.

49a - 14b + c = 0

75a + 10b + c = 0

-6a + 2b = 0

Solving these equations, we find:

a = -3/4

b = -9/4

c = -113/4

d = 63/4

Therefore, the cubic function with the desired properties is:

f(x) = (-3/4)x³ - (9/4)x² - (113/4)x + 63/4

The number that when rounded to the nearest tenth gives 43.6 is;

Option B: 43.55

The missing options are;

A) 43.65

B) 43.55

C) 43.657

D) 43.549

Now, when we want to approximate a decimal to the nearest tenth, it means that if the second number to the right of the decimal is 5 or greater than 5, we will add 1 to the first number to the right of the decimal.

However, if the second number to the right of the decimal is less than 5, we make the second number 0 and leave the first number the way it is.

Thus, looking at the options the only one that will result in an approximation to the nearest tenth of 43.6 will be option B which is 43.55.

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Answer:

a and d

Step-by-step explanation:

Statements the number of devices per household varies more on Block B and the least number of devices in one household is 1 are true.

A dot plot, also known as a strip plot or dot chart, is a simple form of data visualization that consists of data points plotted as dots on a graph with an x- and y-axis. These types of charts are used to graphically depict certain data trends or groupings.

Block A:

Number of mobile devices are 15.

Greatest number of devices are 5 and the least number of device is 1.

Median is 3.

Block B:

Number of mobile devices are 15.

Greatest number of devices are 4 and the least number of device is 1.

Median is 2.

Therefore, statement A and E are correct.

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Answer: The probability of choosing an ace or a club is 16.

Step-by-step explanation:

Savannah walks 8/9 of a mile to school. Wendy walks 2/3 of a mile to school. who walks a further distance?

Answer:

Savannah

Answer:

Savannah walks a further distance

Step-by-step explanation:

8/9 is a larger fraction than 2/3. This might be easier to see if we make these fractions have the same denominator.

\(\frac{8}{9} and \frac{6}{9}\)

Therefore, savannah walked a further distance than Wendy.

Answer:D

Step-by-step explanation:

Amaro would have the most.

in this problem we have a vertical line

The equation of a vertical line is equal to the x-coordinate of the point that passes through it

so

in this case

the equation of the line is

x=-1

Answer:

In 6 years, Ralph will be only twice as old as Sara

Step-by-step explanation:

Answer:

The answer is C, 3x+4

Step-by-step explanation:

The “in four years” part translates to +4. The 3x translates to 3 times his current age. Hope this helped :)

Answer:

2.1

Step-by-step explanation:

The correct answer is A) The recipe will need 16 cups of sauce and three and a half teaspoons of oregano for 8 servings.

To determine the amount of sauce and oregano needed to make 8 servings, we can use the ratio of sauce to oregano from the table.

According to the table, for 3 servings, 6 cups of sauce are used along with 1 & 1/2 teaspoons of oregano. We need to find the ratio of sauce to oregano to scale it up for 8 servings.

Ratio of sauce to oregano:

6 cups of sauce / 1 & 1/2 teaspoons of oregano = 6/1.5 = 4 cups of sauce per teaspoon of oregano

Now, for 8 servings, we need to multiply the ratio by the number of teaspoons of oregano required:

8 servings * 1 teaspoon of oregano = 8 teaspoons of oregano

Therefore, for 8 servings, we would need:

8 teaspoons of oregano * 4 cups of sauce per teaspoon of oregano = 32 cups of sauce

Therefore, the correct answer is A) The recipe will need 16 cups of sauce and three and a half teaspoons of oregano for 8 servings.

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