MATHEMATICS HIGH SCHOOL

LEAST TO GREATEST 1/10 2/6 3/5 6/10 SHOW WORK


(LOL)

Answers

Answer 1
Answer: first, convert so bottom numbers are the same

so find the smallest numbber that al of them will go into

10,6,5
first find th efactors
110=2 times 5
5=1 times 5
6=2 times 3

so the answer is 2 times 3 times 5=30

bottom number must by 30


1/10 times 3/3=3/30

2/6 times 5/5=10/30

3/5 times 6/6=18/30

6/10 times 2/2=18/30

least to greatest the order is 3,10,18

since3/5=6/10 they are equal so the order is

3/30,10/30,18/30,18/30 or


1/10,2/6,3/5,6/10 or since 3/5 and 6/10 is equivilent it is also
1/10,2/6,6/10.3/5
Answer 2
Answer: the common denominator is 30 so 1/10 would be 3/30  2/6 would be 10/30 3/5 would be 18/30 and 6/10 would be 18/30  in least to greatest it would be  1/10 2/6 6/10 and 3/5

Related Questions

Factor completely 9x2 − 25.
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Answers

You'd want an expression which relates to x, y and d.
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Which point represents a solution to the system of inequalities displayed in the following graph? x ≥ -3
y ≤ -x + 2
y > -4

(−3, 7)

(0, −2)

(4, 3)

(1, −4)

Answers

Answer:

0, -2

Step-by-step explanation:

The system of inequalities given is:

x ≥ -3

y ≤ -x + 2

y > -4

To find which point represents a solution to this system, we need to check each option and see if it satisfies all three inequalities.

Let's start by checking the first option, (-3, 7):

For x ≥ -3: Since x = -3 in this case, it satisfies the first inequality.

For y ≤ -x + 2: Substituting x = -3 and y = 7, we get 7 ≤ -(-3) + 2, which simplifies to 7 ≤ 5. This inequality is not true, so (-3, 7) is not a solution.

Now let's check the second option, (0, -2):

For x ≥ -3: Since x = 0 in this case, it satisfies the first inequality.

For y ≤ -x + 2: Substituting x = 0 and y = -2, we get -2 ≤ -(0) + 2, which simplifies to -2 ≤ 2. This inequality is true, so (0, -2) satisfies the second inequality.

For y > -4: Substituting y = -2, we get -2 > -4. This inequality is also true, so (0, -2) satisfies all three inequalities.

Therefore, the point (0, -2) represents a solution to the given system of inequalities.

Let f(x) = 16x5 – 48x4 – 8x3 and g(x) = 8x2. Find f of x over g of x. a) 2x2 + 6x + 1 b)2x2 – 6x – 1 c)2x3 + 6x2 + x d)2x3 – 6x2 – x

Answers

The answer is d)2x3 – 6x2 – x.

It is given:
f(x)=16 x^(5)-48 x^(4) -8 x^(3)
g(x)=8 x^(2)

We should find:
f( (f(x))/(g(x)) )

So, we just need to replace it in the equation:
f( (f(x))/(g(x)) )= (16 x^(5)-48 x^(4) -8 x^(3))/(8 x^(2))

Let's now separate each member of equation:
f( (f(x))/(g(x)) )= (16 x^(5))/(8 x^(2)) - (48 x^(4))/(8 x^(2)) - (8 x^(3))/(8 x^(2)) = (16)/(8) x^(5-2) -(48)/(8) x^(4-2) -(8)/(8) x^(3-2)

f( (f(x))/(g(x)) )=2 x^(3) -6 x^(2) -x

Answer:

\boxed{\boxed{(f(x))/(g(x))=2x^3-6x^2-x}}

Step-by-step explanation:

Here given that,

f(x) = 16x^5-48x^4-8x^3\n\ng(x) = 8x^2

So (f(x))/(g(x)) will be,

(f(x))/(g(x))=(16x^5-48x^4-8x^3)/(8x^2)

Applying single division,

(16x^5-48x^4-8x^3)/(8x^2)=(16x^5)/(8x^2)-(48x^4)/(8x^2)-(8x^3)/(8x^2)

Simplifying further,

(16x^5)/(8x^2)-(48x^4)/(8x^2)-(8x^3)/(8x^2)=2x^3-6x^2-x

Evaluate the expression n ÷ 5 for n = 3.2.

Answers

Answer:

Use the given functions to set up and simplify

n÷5.n÷5=n/5

n=3.2==3.2

Step-by-step explanation:

BRAINLIEST?

Answer:

n ÷ 5 = 0.64

Step-by-step explanation:

Substitute 3.2 as the variable "n"  in the expression.

n/5

n= 3.2

3.2 / 5 = 0.64

using the calculator

3.2 / 5 =

3 2/10 ÷ 5

= 3 1/5 ÷ 5

= 16/5 ÷ 5

= 16/5 * 1/5 = 16/25 ~ 0.64

solving manually

Weinstein, McDermott, and Roediger (2010) con- ducted an experiment to evaluate the effectiveness of different study strategies. One part of the study asked students to prepare for a test by reading a passage. In one condition, students generated and answered questions after reading the passage. In a se tion, students simply read the passage a second time. All students were then given a test on the passage material and the researchers recorded the number of correct answers. a. Identify the dependent variable for this study. b. Is the dependent variable discrete or continuous? c. What scale of measurement (nominal, ordinal, interval, or ratio) is used to measure the dependent variable? or h ctudy reports that alcohol consumption is ta university why or why not. pidor inexperiment?

Answers

Answer:

Weinstein, McDermott, and Roediger (2010) conducted an experiment to evaluate the effectiveness of different study strategies.

One part of the study asked students to prepare for a test by reading a passage.

In one condition, students generated and answered questions after reading the passage.

In a second condition, students simply read the passage a second time.

All students were then given a test on the passage material and the researchers recorded the number of correct answers.

a. Identify the dependent variable for this study:

   The dependent variable for this study is effectiveness.    

b. Is the dependent variable discrete or continuous?

   The dependent variable is discrete.

c. What scale of measurement (nominal, ordinal, interval, or ratio) is used to measure the dependent variable?

   The scale of measurement is ratio scale.

Step-by-step explanation:

a) To identify the dependent variable you need to find the item, circumstance, concept, sense, time frame, or any category in an specific scientific research, that is going to be measured. In this particular case, the dependent variable measured is the effectiveness of the different study strategies used based by the number of correct answers on a test. This variable could be influenced by independent variables also.

b) The method by which we obtain the resulting values make the difference between a discrete variable and a continuous variable. If measuring is the used method, then it is a continuous variable, but if counting is the utilized method to get the correct number of correct answers, as it is stated in this case, then it is a discrete, finite and countable.

c) The measurements´ accuracy are given by the different scales or levels and they are classified as:

- Nominal

- Ordinal

- Interval

- Ratio

Interval and ratio scales data are similiar is also known as called metric, sharing units, and represent quantiy., therefore the scale of measurement used in this study is ratio scale.

State whether the conclusion shown below could be reached using coordinate methods. Give a reason for your answer. a. yes; same slope
b. no; may not have intersection point
b
c. yes; product of slopes = –1
d. no; may need angle measures

Answers

State whether the conclusion shown below could be reached using coordinate methods. no; may not have intersection point. The answer is letter B
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