Question:
5/6 x 3/4 as an array is?
Answer:
0.625 or 5/8
Step-by-step explanation:
Using Arrays to Explore Numbers
Arrays are useful models for multiplication which can be used in a variety of ways, ranging from highly structured lessons to games and open investigations.
An array is formed by arranging a set of objects into rows and columns. Each column must contain the same number of objects as the other columns, and each row must have the same number as the other rows.
The following array, consisting of four columns and three rows, could be used to represent the number sentence 3 x 4 = 12, 4 x 3 =12, 3 + 3 + 3 + 3 = 12 and 4 + 4 + 4 =12.
Building Multiplication Facts and Tables
Arrays can be used for building multiplication facts in a meaningful way. Before drilling and memorising tables, children must understand how these facts are derived. For example, by progressively adding another column of three objects, children can build the three-times tables for themselves. This representation not only assists in understanding the process, but provides a visual image for children to draw upon as they begin to use and memorise the basic number facts.
Using arrays to explore larger numbers
Arrays can be helpfully used to explore calculations such as 13 x 5 where the array can be split into useful chunks such as 10 and 3. This means that children can use their known number facts to work out calculations.
Here 13 x 5 = (10 x 5) + (3 x 5).
After a while drawing all the dots can get very tedious! The blank array then becomes a very useful tool for helping children model their thinking and work out how to do more complex multiplications in an informal way.
Here's a child using the blank array, as a thinking tool, to help them work out 15 x 14.
The blank array helps children to use other strategies, such as compensating, when carrying out multiplication. Here, to work out 34 x 9, the child has decided to do 34 x 10 and then take off the 34 x 1.
Beyond the blank array this 'dividing the multiplication into easy parts' strategy can be formalised into the grid method. The children can see how the 'abstract' grid method overlays the array and formalises the blank array into a standard form.
Division as the Inverse Operation of Multiplication
Of the four operations, division is the most troublesome for young students. Full understanding of division tends to lag well behind the other operations. For many children opportunities to explore the concept with concrete materials are curtailed well before they perceive the relationships between division and the other three operations. One such relationship, the inverse relationship between division and multiplication, can be effectively illustrated using arrays.
For example; 3×5=15 or 3 rows of 5 make 15, can be represented by the following array.
Looking at the array differently reveals the inverse, that is
15÷3=5 or 15 put into 3 rows makes 5 columns - or 5 in each row.
Language clearly plays an important role in being able to express the mathematical relationships and the physical array supports this aspect of understanding by giving the children a concrete image to talk about.
Placing the mathematics into a real-life context through word problems can facilitate both understanding of the relationship and its expression through words.
For example, "The gardener planted 3 rows of 5 seeds. How many seeds did she plant?" poses quite a different problem to "The gardener planted 15 seeds in 3 equal rows. How many seeds in each row?" yet both these word problems can be modelled using the same array.
Further exploration of the array reveals two more ways of expressing inverse relationships: 5×3=15 and 15÷3=5 .
The word problems can be adapted to describe these operations and highlight the similarities and differences between the four expressions modelled by the one array.
Using the blank array
Suppose you want to figure out 176 ÷ 8. We can set this up as an array with the value of one side missing.
Using known multiplication facts the value of the missing side can be built up.
So the child can see that 22 lots of 8 is the same as 176.
The array is a very powerful tool for supporting the development of children's thinking around both multiplication and division.
Jeremy constructed this solid by combining two rectangular prisms and a square pyramid.
A rectangular prism with a length of 6 meters, width of 14 meters, and height of 2 meters. A rectangular prism with a length of 5 meters, width of 8 meters, and height of 3 meters. A square pyramid with a base of 6 meters by 6 meters and triangular sides with a height of 7 meters.
What is the surface area of this figure?
_____________ square meters
320
322
368
386
Answer:
368 square meter
Step-by-step explanation:
just guessing
Answer:368
I got it right
How do you find the area of a circle???
A ship from Port travels fot 60km on the bearing of 129°.It continues to travel and changes direction for another 50km on a bearing of 080°
Answer:
The ship is approximately 100 km to the Port.
Step-by-step explanation:
The sketch to the question gives a triangle with two sides and an included angle. Let the distance from the Port to the stopping point of the ship be represented by c. It can be determined by the application of cosine rule. Cosine rule states that:
[tex]c^{2}[/tex] = [tex]a^{2}[/tex] + [tex]b^{2}[/tex] -2ab Cos C
a = 50 km
b = 60 km
C = 51 + 80 = [tex]131^{o}[/tex]
So that;
[tex]c^{2}[/tex] = [tex]50^{2}[/tex] + [tex]60^{2}[/tex] -2(50 x 60) Cos [tex]131^{o}[/tex]
= 2500 + 3600 -6000 x -0.6561
= 6100 + 3936.6
[tex]c^{2}[/tex] = 10036.6
c = [tex]\sqrt{10036.6}[/tex]
= 100.183
c = 100.18 km
Thus, the ship is approximately 100 km to the Port.
plss help me!!
Find the length of the arc.
Answer:
[tex]\frac{5\pi }{2}\:ft[/tex] (Option D)
Step-by-step explanation:
GIVEN :-
Angle subtended by the arc at center (θ) = 90°Radius of the circle = 5 ft.TO FIND :-
Length of the arcGENERAL FORMULAE TO BE USED IN THIS QUESTION :-
Lets say an arc subtends ∠θ at the center of the circle whose radius is 'r'.
[tex]=> Length \; of \; the \; arc = \theta \times \frac{\pi r}{180}[/tex]
SOLUTION :-
Length of the arc = [tex]\theta \times \frac{\pi r}{180} = 90 \times \frac{5\pi }{180} =\frac{5\pi }{2}[/tex]
What is that number in scientific notation form??
Answer:
D. 3.7 × 10⁶
Step-by-step explanation:
3.7 × 10⁶
3700000
El agua de un manantial se conduce hasta unos depósitos cilíndricos que miden 12 m de radio de la base y 20 m de altura. Luego se embotella en bidones de 2.5 litros. ¿Cuántos envases se llenan con cada depósito?
Answer:
Con cada depósito se pueden llenar 3,617.28 envases.
Step-by-step explanation:
Dado que el agua de un manantial se conduce hasta unos depósitos cilíndricos que miden 12 m de radio de la base y 20 m de altura, y luego se embotella en bidones de 2.5 litros, para determinar cuántos envases se llenan con cada depósito se debe realizar el siguiente cálculo, sabiendo que el volumen de un cilindro se obtiene multiplicando pi por el radio del cilindro al cuadrado por su altura:
3.14 x (12x12) x 20 = X
3.14 x 144 x 20 = X
452.16 x 20 = X
9,043.2 = X
9,043.2 / 2.5 = X
3,617.28 = X
Por lo tanto, con cada depósito se pueden llenar 3,617.28 envases.
Amelia needs to buy some dog food. At the nearest store, 2 bags of dog food cost $7.50. How much would Amelia spend on 5 bags of dog food?
Answer: $18.75
Step-by-step explanation: Each bag cost $3.75 individually.
Mr. Roundtree had 20 tickets. He gave 10 to his family and 8 to his friends.
Find each missing measure.
Answer:
m<A = 84
AC = 9
Step-by-step explanation:
We can find the measure of Angle A by using the sum of interior angles of a triangle theorem.
48+48+A=180
96+A=180
A=84
We can then use the isosceles triangle similarity theorem and reason that since this is an isosceles triangle and one of the side lengths (AB) is 9, the other (AC) would also be 9.
Please help!!! Will give brainliest to the first correct answer!
Answer:
a. (-4,8)
Step-by-step explanation:
the two lines intersect at this point
PLS HELP URGENT ILL GIVE U BRAINLIST!
lim(x --> 3)(-5x^ 2 -2x+4)
A. -47
B. 47
C. 0
D. 3
Hi there!
[tex] \large{lim_{x \longrightarrow 3}( - 5 {x}^{2} - 2x + 4)}[/tex]
Simply substitute x = 3 in the expression.
[tex] \large{ - 5 {(3)}^{2} - 2(3) + 4} \\ \large{ - 5(9) - 6 + 4} \\ \large{ - 45 - 6 + 4} \\ \large{ - 47}[/tex]
Questions can be asked through comment.
Furthermore, limit is like substituting a value. Note that limit is about an approaching value. This is a basic limit.
Hope this helps, and Happy Learning! :)
Help I'm gonna fail
A pet store owner had her staff count the number of fish in each tank. Which interval has the fewest tanks?
the only solution to x² + bx + c = 0
is x = 5
work out the values of b and c
Answers:
b = -10
c = 25
=================================================
Explanation:
If x = 5 is the only solution then (x-5) is the only factor. Turns out we have repeated solutions and repeated factors. Meaning (x-5)(x-5) = (x-5)^2 is what we're after.
Expand that out to get
(x-5)^2
x^2 - 5x - 5x + 25
x^2 - 10x + 25
Then compare this to x^2 + bx + c to find
b = -10
c = 25
If you were to solve x^2-10x+25 = 0, you'll find that x = 5 is the only root.
PLEASE I NEED HELP I DONT UNDERSTAND HOW TO DO ILL GIVW MORE IF RIGHT
Answer:
the second one
Step-by-step explanation:
calculate which number after an increase of 36%, is 170
Hello there I hope you are having a Great day, Percentage increase = 36% × 170 = 36 ÷ 100 × 170 = 36 × 170 ÷ 100 = 6,120 ÷ 100 = 61.2 So the Answer would be 61.2 Hopefully that helps you :)
Find the volume and surface area of a sphere with a radius of 6cm.
What is the range of the function graphed below?
Answer:
C.
[tex] - \infty < y < \infty [/tex]
You randomly roll a number cube (single die).
What is the probability that you roll a 4.
Group of answer choices
2/3
6
1/6
4/5
Answer:
The probability that you will roll a 4 is 1/6
Step-by-step explanation:
A basic number cube has 6 sides.
Each side is marked by one of the numbers: 1, 2, 3, 4, 5, 6
The 4 is only on one out 6 of the sides so it is 1/6 probability
Please considering pressing the thank you button if it helped.
The value of a house has increased by 5% the house is now valued at £609000 what is the value of the house before the increase? I found a post that answered the question but it didn't explain how they got the answer.
Answer:
[tex]Current \ price = 609000\\\\Let \ the \ original \ price \ be = x\\\\\% increase = 5 \% \ of \ x = \frac{5}{100} \times x = \frac{5x}{100}\\\\Price \ after \ increase, current\ price = \frac{5x}{100} + x\\\\[/tex]
[tex]=> 609000 = \frac{5x}{100} + x\\\\=>609000 = \frac{105x}{100}\\\\=> x = \frac{609000 \times 100}{105}\\\\x = 580000[/tex]
Therefore original price = $580,000
Jensen goes to the store with $4. He buys 3 pencils for $0.70 each and
some erasers. Each eraser costs $0.50. Enter the maximum number of
erasers he can buy.
Answer:
3 erasers.
Step-by-step explanation:
Let p = pencils and e = erasers. Since we know that Jensen has $4, we can set up the following inequality and solve for e.
0.70p + 0.50e ≤ 4
0.70(3) + 0.50e ≤ 4
2.10 + 0.50e ≤ 4
0.50e ≤ 1.90
e ≤ 3.8
Since erasers are usually bought as whole items, the maximum amount of erasers Jensen can buy is 3.
Find x. Round to the nearest tenth
A: 5.0
B: 7.8
C: 3.9
D: 4.6
Answer:
D
Step-by-step explanation:
Using the cosine ratio in the right triangle
cos40° = [tex]\frac{adjacent}{hypotenuse}[/tex] = [tex]\frac{x}{6}[/tex] ( multiply both sides by 6 )
6 × cos40° = x , then
x ≈ 4.6 ( to 1 dec. place ) → D
what is 5 to the 3rd power
Answer: 125
Step-by-step explanation: 5•5•5
What type of graph is best to use to show data that are parts of a whole?
Answer:
Pie charts
Step-by-step explanation:
A Pie Chart. Pie charts are best to use when you are trying to compare parts of a whole.
Answer:a Pie Chart. Pie charts are best to use when you are trying to compare parts of a whole.
Step-by-step explanation:a Pie Chart. Pie charts are best to use when you are trying to compare parts of a whole.
Why are the coordinates of the fountain? Show your work
Answer:did u ever get it
Step-by-step explanation:
Find the HCF of 12 and 16
Answer:
4 Hope that helped
What is the least common multiple of the two denominators 6/8 and 4/32, only answer are 18, 8, 32, and 12 which one there are no 4
Answer:
32
hope this helps
have a good day :)
Step-by-step explanation:
Answer:
the correct answer is 32
Use what you know about similarity and proportions to solve for x in the triangles below. Show all work.
4
10
5
x + 5
Answer:
Value of x = 7.5 unit
Length of side = 12.5 unit
Step-by-step explanation:
Given that both triangles are similar because all angles are equal;
So, the ratio of similar lines is in the same proportion.
[x + 5] / 5 = 10 / 4
4[x + 5] = 50
4x + 20 = 50
4x = 50 - 20
4x = 30
x = 30 / 4
x = 7.5
So,
Value of x = 7.5 unit
Length of side = x + 5
Length of side = 7.5 + 5
Length of side = 12.5 unit
I need the answer ASAP
Answer:
Step-by-step explanation:
use pythagoras theorem
a^2+b^2=c^2
g^2+g^2=24^2
2g^2=576
g^2=576/2
g^2=288
g=[tex]\sqrt{288}[/tex]
g=12[tex]\sqrt{2}[/tex]
HELP ILL GIVE BRAINLIEST
Answer:
-2/3
Step-by-step explanation
Use the two points on the graph to calculate the slope. (2, -1) and (-4, 3)
The formula is (y2 - y1)/(x2 - x1) so (3 - (-1))/(-4 - 2) = 4/-6 = -2/3
What is 66.6% as a fraction ( simplest form )