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.
ANSWER THIS PLEASE ILL GIVE THE BEST ANSWER BRAINLIST
Answer:
6
Step-by-step explanation:
Answer:
10 pieces with 8" left over
Step-by-step explanation:
[tex]8 \div \frac{3}{4} = 8 \times \frac{4}{3} = \frac{32}{3} = 10 \frac{2}{3} [/tex]
so there's 10 pieces and 2/3 of a leftover piece.
2/3 of a foot is
[tex] \frac{2}{3} (12) = 8[/tex]
so there are 8" left
Please I need help asap
Answer:
area of a triangle
1/2 base ×height
1/2×15×8.5
=63.75cm ^2
Answer:
63.75cm^2 / square centimeters
Step-by-step explanation:
The area of a triangle is calculated by multiplying 1/2 times the base, times the height.
A = (1/2)(base)(height)
A = (0.5)(15)(8.5)
A =63.75
help please i need help please
Answer:
B and D
Step-by-step explanation:
You put $400 in a savings account. The account earns 7% simple interest per year. A. What is the interest earned after 8 years? ____ b. What is the balance after 8 years?
Answer:
4000$
Step-by-step explanation:
its the correct answer ...because its saving account
What is the circumference of the circle shown below, given that the length of
AB (the minor arc) is 4?
C
30,
A
A. 48
B. 40
C. 24
d
D. 12
someone pls help no links
Given:
Length of arc AB is 4 units.
The measure of central angle corresponding to arc AB is 30 degrees.
To find:
The circumference of the circle.
Solution:
The formula for arc length is:
[tex]s=2\pi r\dfrac{\theta }{360^\circ}[/tex]
Where, r is the radius and [tex]\theta[/tex] is the central angle.
It is also written as:
[tex]s=C\dfrac{\theta }{360^\circ}[/tex]
Where, C is the circumference of the circle.
Putting [tex]s=4,\theta =30^\circ[/tex] in the above formula, we get
[tex]4=C\dfrac{30^\circ}{360^\circ}[/tex]
[tex]4=\dfrac{1}{12}C[/tex]
Multiply both sides by 12.
[tex]4\times 12=C[/tex]
[tex]48=C[/tex]
The circumference of the circle is 48 units.
Therefore, the correct option is A.
Sine, cosine, and tangent are used when looking for a missing side length in the right triangle. True or False
the number of digits in the square root of 36000000 is
The ANSWER is Four Digits
When you'll square root - 36000000 you'll get 6000 there are four digits in 6000
Find the equation of the axis of symmetry of the following parabola algebraically.
y=x^2-12x+34
What are all possible values of x? (This is not a right triangle!)
Answer:
solution set for x = { 4,5,6}
Answer:
2<x<12
Step-by-step explanation:
Firstly, look at this formula-
a-b<x<a+b
If we make 7, A, and 5, B, then the formula would be 7-5<x<7+5
So after you do the math it would be 2<x<12
Hence, the answer is 2<x<12
BTW if the answer is correct then can you please mark me brainlyest?
I'm only 9 years old
Thanks!
PLS HELP ME!!!!!!!!!
A pair of equations is shown below:
y = 2x - 1
y = 4x - 5 Part A: In your own words, explain how you can solve the pair of equations graphically. Write the slope and y-intercept for each equation that you will plot on the graph to solve the equations. (6 points) Part B: What is the solution to the pair of equations?
Happy Pride Month!
Part 1:
You can solve the pair of equation graphically by writing the y-intercepts which are (0,-1) and (0,-5) Then follow the slopes of each line till the intercept. The slopes are up 2 over 1 and up 4 over 1 respectivily
Part 2:
When you graph these you get the answer of (2,3)
x is 2 and y is 3
Have a good day!
what is the surface area? 5cm, 4cm, 6cm, 5cm & 5cm
Answer:
To find the surface area of a cuboid, add the areas of all 6 faces. We can also label the length (l), width (w), and height (h) of the prism and use the formula, SA=2lw+2lh+2hw, to find the surface area.
Step-by-step explanation:
SA=2*4*5+2*4*6+2*6*5
=148 cmStep-by-step explanation:
On a blueprint, a rectangular room 15 ft by 14 ft has a semicircular sitting area attached with a diameter of 14 ft.
What is the total area of the room and the sitting area?
Use 3.14 for a
15 ft
14 ft
square feet
Pls help asap
The total area of the room and the sitting room is 286.93 feet squared
How to find area of a composite figure?The figure above is a composite figure as it has both rectangle and a semi circle.
The area of the figure(sitting room) is as follows:
total area = area of rectangle + area of semi circle
area of rectangle = lw
where
l = lengthw = widthTherefore,
l = 15 ft
w = 14 ft
area of rectangle = 15 × 14 = 210 ft²
Area of semi circle = πr² / 2
Area of semi circle = 3.14 × 7² / 2
Area of semi circle = 3.14 × 49 / 2
Area of semi circle = 153.86 / 2
Area of semi circle = 76.93 ft²
Area of the sitting room and room= 210 + 76.93 = 286.93 ft²
learn more on area here: https://brainly.com/question/8140198
V-6<25 what is the answer
Answer:
v<31
Step-by-step explanation:
Simplify
v-6<25
We want to isolate x.
v<25+6
Simplify
v<31
If this helps please mark as brainliest
In a flower garden, there are 6 tulips for every 7 daisies. If there are 36 tulips, how many daisies are there? A. 42 B. 48 C. 44 D. 40
Answer:
Step-by-step explanation:
I think it's b
please answer correctly !!!!! Will mark Brianliest !!!!!!!!!!!!!!
Answer:
[tex]1017.9ft ^{3} [/tex]
Step-by-step explanation:
[tex]volume \: of \: cylinder \\ v = \pi \times r {}^{2} \times h \\ = \pi \times 9^2 \times 4 \\ = 1017.9[/tex]
Caves being formed by acid rain wearing down limestone is an example of...
Group of answer choices
Weathering
Erosion
Deposition
Destructive force
Answer:
Weathering
Step-by-step explanation:
Weathering is when water, ice, or wind wear/break down rock into smaller pieces and into sediments.
It’s 28 : 12
because we have the equation
7 : 3 which if you multiply both of
those by 4 you’ll get 28 : 12
Use solving math
Link:
WWW.SOLVINGMATH.COM
Hi can some one please help me :)!
Answer:
Step-by-step explanation:
rational integer and real
it is rational because it is a perfect root of 2
it is a integer because every positive and negative numbers are integers.
..Its C right.????........
A painter is to mix green and yellow paint in the ratio of 4 to 7 to obtain the color she wants.
If she has 28 liters of green paint, how many liters of yellow paint should be added?
A. 11
B. 16
C. 28
O D. 49
E. 196
Answer:
D. 49
Step-by-step explanation:
Create a proportion where x is the number of liters of yellow paint she should use:
[tex]\frac{4}{7}[/tex] = [tex]\frac{28}{x}[/tex]
Cross multiply and solve for x:
4x = 196
x = 49
So, she should add 49 liters of yellow paint.
The correct answer is D. 49
I’m burnt out please help!
Answer:
236+590=
Step-by-step explanation:
236
+590
700+120+6=820 ɨ tɦɨռҡ
Need help need help gfu
Mathematics pls help me.
Answer:
I think the answer may be 465
Step-by-step explanation:
105+115=220
150+95=245
245+220=465
I will give you brainliest and 5 star and thanks if its correct
Answer:
Graph A
Step-by-step explanation:
Graph A flour is half the sugar
Graph B folur is twice the sugar
Graph C flour is equal the sugar
The sum of two numbers is 3, and twice the larger number is 36 more than three times the smaller number. Find the numbers.
Please use system of linear equations by elimination OR substitution. Please show the work as well.
Answer:
x = -6
y = 9
Step-by-step explanation:
The sum of two numbers is 3
x + y = 3
twice the larger number is 36 more than three times the smaller number
2y = 3x + 36
Divide both sides by 2
y = 1.5x + 18
substitute for y in the first equation
x + (1.5x + 18) = 3
2.5x = -15
divide both sides by 2.5
x = -6
Substitute for x in the first equation
-6 + y = 3
y = 9
The sum of two numbers is 3, and twice the larger number is 36 more than three times the smaller number. The number are x = -6 and y = 9.
What is linear equation?A linear equation is an equation in which each term has at max one degree.
Linear equation in variable x and y can be written in the form y = mx + c
Linear equation with two variables, when graphed on a cartesian plane
with axes of those variables, give a straight line.
It is given that the sum of two numbers is 3.
x + y = 3
Also, twice the larger number is 36 more than three times the smaller number, then
2y = 3x + 36
Divide both sides by 2
y = 1.5x + 18
By substituting for y in the first equation
x + (1.5x + 18) = 3
2.5x = -15
now, divide both sides by 2.5
x = -6
Substitute for x in the first equation
-6 + y = 3
y = 9
Learn more about linear equations here:
https://brainly.com/question/27465710
#SPJ2
is each pair of lines parallel perpendicular or neither
Answer:
perpendicular, parallel, neither, parallel
Thomas bought shoes for $45.50. The tax rate on the shoes was 8%. What is the total amount that Thomas paid for his shoe purchase?
Answer:
$49.14 is the total amount
$3.64 is the sales tax
Step-by-step explanation:
45.5 x 0.08 = 3.64
45.5 + 3.64 = 49.14
Create your own story problem ill give 100 points
Answer:
Step-by-step explanation:
Is anyone willing to do my ixl? I have loads of work to do and I need my ixl due tonight. It’s 8th grade math and I’d appreciate any help