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# A student multiplied a number by 4/5 instead of 5/4

A student multiplied a number by 4/5 instead of 5/4. the percentage error is - 388050 Percentage Questions & Answers for AIEEE,Bank Exams,CAT : A student multiplied a number by 4/5 instead of 5/4. What is the percentage error in the calculation

A, B and C donate 8%, 7% and 9%, of their salaries, respectively to a charitable trust. The salaries of A and B are same and the difference between their donations is Rs. 259 Let the number be 100 100×7/5=700/5=140 100×4/3=400/3 Difference=140-400/3=(420-400)/3=20/3 We assumed the number 100 so 20/3is the % erro In anexamination, Renu obtained 480 marks out of 750. What percentage of marks did she get

### A student multiplied a number by 4/5 instead of 5/4

But he accidentally divides the number by 4/5. Now we know that dividing by a fraction a/b, (where a and b are not equal to 0) is equivalent to multipying by the inverse of the fraction, i.e multiplying by b/a. So the student essentially multiplied the number by 5/4. Now this value, you say, is 36 more than the correct answer Saxon Math 5/4, Third Edition, Student Edition may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, LESSON 113 Multiplying a Three-Digit Number by a 525 Two-Digit Number LESSON 114 Simplifying Fraction Answers 529 Investigations contain their own set of questions instead of a problem set. Remember.

### A student multiplied a number by 4/5 instead of 5

Since 9 = 10 − 1, to multiply a number by nine, multiply it by 10 and then subtract the original number from the result. For example, 9 × 27 = 270 − 27 = 243. This method can be adjusted to multiply by eight instead of nine, by doubling the number being subtracted; 8 × 27 = 270 − (2×27) = 270 − 54 = 216 Example 1. Count dates in a specific date range. To count the dates that fall in a certain date range, you can also use either a COUNTIFS formula with two criteria or a combination of two COUNTIF functions. For example, the following formulas count the number of dates in cells C2 through C10 that fall between 1-Jun-2014 and 7-Jun-2014, inclusive When multiplying a number by a decimal less than one, the product will be smaller than the number being multiplied. This is because we are finding a fractional amount of a quantity. For example, 0.1 x 0.8 = 0.08, because the question is asking us to find one tenth of eight tenths For example 2/3 times 4/5 = 8/15. That is, To divide one fraction by another, you simply invert the divisor (invert means make the numerator the denominator and make the denominator the numerator) and multiply. For example 2/3 divided by 4/5 is the same as 2/3 times 5/4 which is 10/12 or 5/6 when reduced. That is

### A student multiplied a number by 3/5 instead of 5

1. For example: 9, 1 8, 2 7, 3 6, 4 5, 5 4, 6 3, 7 2, 8 1, 9 0. You can also calculate this using your fingers. Put up your hands, fingers spread with the palms turned away from you. Start counting from left to right with the number you wish to multiply nine. For example, let's say you want to multiply five with nine
2. 11. A student multiplied 8035 by 87 instead of multiplying by 78. By how much was his answer greater than or less than the correct answer? Solution: Correct answer = 8035 × 87 = 699045. Wrong answer = 8035 × 78 = 626730. Hence, correct answer greater than the wrong answer by = 699045 - 626730 = 72315. 12
3. ators together (2 x 4 = 8) to get the answer. Let's look at one more example to see if this shortcut still applies. Let's say we have 2/3 times 4/5. This means we want 2/3 of the fraction 4/5
4. s*. With over 21 million homework solutions, you can also search our library to find similar homework problems & solutions. Try Chegg Study. *Our experts' time to answer varies by subject & question. (we average 46
5. SIS TIC D 1 5 Copyht 3 eann tton n son 2 3 Ring the shapes in groups of 5. One group is ringed for you. Then complete the multiplication fact. a groups of is equal to × 5 = b groups of is equal to × 5 = This is a multiplication symbol × and it means 'groups of' or 'rows of' . So instead of repeated addition, we can use a multiplication symbol

Lesson 13 Summary. One way to find a quotient of two decimals is to multiply each decimal by a power of 10 so that both products are whole numbers. If we multiply both decimals by the same power of 10, this does not change the value of the quotient. For example, the quotient. 7.65 \div 1.2 1.1. Acknowledgments¶. The Generic Mapping Tools (GMT) could not have been designed without the generous support of several people. The Founders (Wessel and Smith) gratefully acknowledge A. B. Watts and the late W. F. Haxby for supporting their efforts on the original version 1.0 while they were their graduate students at Lamont-Doherty Earth Observatory Question: How do you figure out what is 5/8 of 4/5? Answer: You can still use the rule divide by the bottom and times by the top even if your amount is a fraction. Divide 4/5 by 8 to give 1/10, now multiply 1/10 by 5 to give 1/2. Question: What is 1/8 of 14? Answer: 1/8 of a number can be found by dividing the number by 8. So 14 divided by 8. When multiplying 705 by the digit 2 in 20, the student likely multiplied to get 10, correctly wrote the 0, but then incorrectly regrouped the digit 1 from the ones place to the hundreds place (7) instead of regrouping it to the tens place (0) 4 (numerator)/5 (denominator) Here's the little secret you can use to instantly transform any fraction to a decimal: Simply divide the numerator by the denominator: = 4/5. = 4 ÷ 5. = 0.8. That's literally all there is to it! 4/5 as a decimal is 0.8. I wish I had more to tell you about converting a fraction into a decimal but it really is that.

### A student multiplied a number by 7/5 instead of 4/3, What

The ratio of two numbers is 4 : 5. when the first is increased by 20% and the second is decreased by 20% , then the ratio of the resulting numbers is: A). 4 : 5 B). 5 : Scientific notation is a way to write very large or very small numbers. We write these numbers by multiplying a number between 1 and 10 by a power of 10. For example, the number 425,000,000 in scientific notation is $$4.25 \times 10^8$$. The number 0.0000000000783 in scientific notation is $$7.83 \times 10^{\text-11}$$ 5 / 4 . 2 e. 9. 14.25 1.0825 Answer: 15.426 (rounded to the nearest thousandth) Estimate that a number a little bigger than 14 is multiplied by a number a little larger than 1, so the answer will be close to 14, but probably more like 15. Estimate 18.25 as 20 and the problem becomes similar 10. 325 18.2 multiplication, fundamental operation in arithmetic and algebra. Multiplication by a whole number can be interpreted as successive addition. For example, a number N multiplied by 3 is N + N + N. In general, multiplying positive numbers N and M gives the area of the rectangle with sides N and M. The result of a multiplication is known as the product About 68% of values drawn from a normal distribution are within one standard deviation σ away from the mean; about 95% of the values lie within two standard deviations; and about 99.7% are within three standard deviations. This fact is known as the 68-95-99.7 (empirical) rule, or the 3-sigma rule.. More precisely, the probability that a normal deviate lies in the range between and + is given b

### A student multiplied a number by 3/5 instead of 5/3

So, the 4th power of 5 is calculated like this: 5 4 =5×5×5×5. One way that we could calculate 5 4 in R would be to type in the complete multiplication as it is shown in the equation above. That is, we could do this. 5 * 5 * 5 * 5. ##  625. but it does seem a bit tedious Solution. Write the numbers so each place lines up vertically. Start by multiplying 7 by 62. Multiply 7 by the digit in the ones place of 62. 7 ⋅ 2 = 14. Write the 4 in the ones place of the product and carry the 1 to the tens place. Multiply 7 by the digit in the tens place of 62. 7 ⋅ 6 = 42 expands them incorrectly Think of a number, add 3, and then multiply For example: The student writes: Q1b. 4 + n × 5 instead of 5(n + 4). Q1c. 4 + n ÷ 5 instead of € 4+n 5. Or: The student counts: Q2. € 2(n+3)=2n+3 as correct. Q2. € (5n)2=5n2 as correct. Q2. € (n+3)2=n2+32 as correct. • Which one of the following is the odd one out. The student likely determined the total number of jars stored in the pantry instead of determining the number of jars remaining after the cook used 2 of the jars. The student needs to focus on (4 5),x-- -- --7 (4 5).x x--5 (0,0) 2018 STAAR Algebra I Rationales. power means the student should multiply the exponents 2 and 14 by , namely

the number of columns of the resulting matrix equals the number of columns of the second matrix. For example, if A is a 2 × 3 matrix and B is a 3 × 5 matrix, then the matrix multiplication AB is possible. The resulting matrix C = AB has 2 rows and 5 columns. That is, C is a 2 × 5 matrix. Note that the matrix multiplication BA is not possible The answer (product) is 5 / 4. Below is a similar example using the non-unit fraction 3 / 4 . By counting the number of fourths that have been shaded suggests that the final answer is found by multiplying the numerator (3) by the whole number (5)

### A teacher asked student to multiply a number by 4/7

1. A Matrix. (This one has 2 Rows and 3 Columns) To multiply a matrix by a single number is easy: These are the calculations: 2×4=8. 2×0=0. 2×1=2. 2×-9=-18. We call the number (2 in this case) a scalar, so this is called scalar multiplication
2. Most students multiplied 5s, but did not talk about exponentiation — instead it was 25 groups of 5, or 5 groups of 25, or other patterns. A few students had some really creative ways of breaking down the pattern into 5s -try and figure out. 8 + 9 + 2*4. 4*4 + 1 * 4 + 4. 4*4 + 2*2 + 5
3. A negative exponent means to divide by that number of factors instead of multiplying. So 4 −3 is the same as 1/(4 3 ), and x −3 = 1/ x 3 . As you know, you can't divide by zero
4. Enter a number: 6 Enter a number: 12 Enter a number: 7 Enter a number: 0 Enter a number: -2 The sum is 25. In this program, the user is prompted to enter a number, which is stored in the variable number. In order to store the sum of the numbers, we declare a variable sum and initialize it to the value of 0

If a student is not ready for algebra in eighth grade, consider using Algebra 1/2 at that point. There will be some repetition of content but struggling students will be better prepared to tackle Algebra 1 if they complete both courses. Saxon texts Math 5/4 through Math 8/7 start each lesson with Warm Up activities. These generally include math. Answers is the place to go to get the answers you need and to ask the questions you wan

### Mental calculation - Wikipedi

1. 4 4 5 4 3 2 1 The chart to the left shows the first five exponents of 4. In each case, we find the exponent gives us the number of fours found in the multiplication. Note that this means that 4 to the power of 1 is simply equal to 4. In fact, any number to the exponent of 1 is equal to itself. Some rational exponents are the same as roots. Th
2. Say we have a bunch of numbers like 9, 2, 5, 4, 12, 7, 8, 11. To calculate the standard deviation of those numbers: 1. Work out the Mean (the simple average of the numbers) 2. Then for each number: subtract the Mean and square the result. 3. Then work out the mean of those squared differences. 4
3. Multiplication with Fractions 5.NF.4 / 5.NF.B.4 - Activities for teaching Number & Operations-Fractions, including Number & Operations-Fractions worksheets, Number & Operations-Fractions practice problems, questions, assessments, quizzes, tests, lesson plans - aligned to Common Core and state standards - Goalbook Pathway
4. The sequence En attached to the end of a number, where n is an integer, means that the number is to be multiplied by 10 n. Here are various ways of writing the number 12.345: 1.2345E1 , .12345E2 , .012345E3 , 12.345E0 , 12345E-3

### Excel COUNTIFS and COUNTIF with multiple AND / OR criteria

• Intermediate 4 and 5 can be used instead of Saxon 5/4 and 6/5. These include 120 lessons each, along with 12 Investigations in each. multiplying two and three-digit numbers, mixed number and improper fractions, fractions/decimals/percents, geometry and measurement, division with two and three-digit numbers, estimating perimeter/area.
• 8 + 4 = 5 + 7. 5 = 4 + 1. 6 • 0 = 6. For each, I had a student read it aloud, tell if it was true or false, and explain why. Few students knew how to read the third sentence. I explained, You can use a dot in this way instead of the times sign that you usually use for multiplication. I know about the third problem now, Tawny said
• Intermediate 4 and 5 can be used instead of Saxon 5/4 and 6/5. These include 120 lessons each, along with 12 Investigations in each. Early Finisher Problems found in the Intermediate edition offer enrichment and real-world application. Intermediate 4 includes word problems, elapsed time, inverse operations, multiplying two and three-digit.
• Simplify expression (-3)(4)(-5)(-6) Remove parenthesis -3.4.-5.-6. Multiply Left to right =-12.-5.-6 = 60.-6 = -360 . 2. Solve for y, eight less than y is -32. find y. y-8 = -32. y-8+8 = -32+8. y= -24 . 3. Rewrite the improper fraction as a mixed number. 13/5 . 2 3/5. 2 and three fifths. 4. Rewrite the mixed number 2 7/9 as an improper fraction.

### Decimals Operations: Multiplyin

b) solve single-step practical problems involving multiplication of a whole number, limited to 12 or less, and a proper fraction with models.* Related SOL: 4.3d*, 4.5, 4.15, 5.2a*, 5.18, 6.5 *On the state assessment, items measuring this objective are assessed without the use of a calculator. Learning Intention(s) Students use the relationship between decimals and fractions, as well as the relationship between finite decimals and whole numbers (i.e., a finite decimal multiplied by an appropriate power of 10 is a whole number), to understand and explain why the procedures for multiplying and dividing finite decimals make sense think of multiplication, what do I want you to think of? [00:06:00] Students: Groups. Students: Groups of? Teacher: Yep, groups of. Remember when we do things, still please, when we do math, we don't have to draw fancy pictures. How many people were there? Students: (in unison) 4. 5. Teacher: I kept drawing, so let's see. Let me label This is done by adding the number of decimal digits in each original number. It tells you how many decimal digits your answer needs. For example: 3.25*1.3. -- Ignore the decimal points. Multiply 325*13 = 4225. -- Determine the number of decimal places: 1st number has 2 decimal digits and 2nd number has 1. 2+1 = 3 decimal digits for the answer.

### Dividing Fractions: Why Invert and Multiply? - The Math

• A term is a single number or variable, or variables and numbers multiplied together. This is fine, since there is no reason to insist that students use the greatest common factor at this time. Students should recognize that there is more than one factor that would work, and that the resulting expressions are equivalent
• 5.(4 3) 2 6.((6 2) )2 7.*** 4237 (2233)3 Roots You may have seen the symbol p before, this indicates the square root. The square root, in a way, is the opposite of squaring a number. For example, p 4 asks what number multiplied by itself is 4. Well it's 2. So p 4 = 2. However, not all roots are easily simpli ed like p 5 or
• If the values instead were a random sample drawn from some large parent population (for example, (x 1, x 2, x 3), multiplied by the square root of the number of dimensions of the vector (3 in this case). 4.5 σ: 99.999 320 465 3751%: 0.

Motivate your students with these NO-PREP games! Included are 23 engaging games, which are perfect for practicing key 4th grade math operations standards: whole number addition, subtraction, multiplication, and division! These games support Common Core standards 4.NBT.4, 4.NBT.5, 4.NBT.6, and 4.OA be written as two repeated multiplication expressions using the definition of a power. (42)3 5 (42)(42)(42) 5 (4)(4)(4)(4)(4)(4) There are 6 factors of 4. 5. Use the definition of a power to write repeated multiplication expressions for each power to a power, as modeled in the worked example. Then, record the number of factors. a. (82)3 b. (54) This time, instead of it being adding by 1 greater, it is multiply by one greater. With this pattern, there are a couple different numbers the next one can be. If you go about and continue with the multiplying for another 3 steps, you will get 140 because the next equation will be 28 x 5 Lesson Objective: Multiply multiples of 10, 100, and 1,000 by single digits, recognizing patterns. The Student Debrief is intended to invite reflection and active processing of the total lesson experience. Invite students to review their solutions for the Problem Set. They should check work by comparing answers with A matrix (whose plural is matrices) is a rectangular array of numbers, symbols, or expressions, arranged in rows and columns. A matrix with m m rows and n n columns is called an m×n m × n matrix or m m -by- n n matrix, where m m and n n are called the matrix dimensions. Matrices can be used to compactly write and work with multiple linear.

5.4. Flow of execution¶ In order to ensure that a function is defined before its first use, you have to know the order in which statements are executed, which is called the flow of execution. Execution always begins at the first statement of the program. Statements are executed one at a time, in order from top to bottom According to the FCP, the number of different outcomes is (5)(4)(3) = 60 code words. We could also use the permutation formula, since forming a three letter code word requires us to choose and arrange three elements from a set of five elements Take this course. If you don't GET INSPIRED TO BE MORE INCLINED TO DO CALCULATIONS MENTALLY in the next 30 days, Udemy has a 30 days refund policy! This course is a perfect amalgamation of VEDIC MATH, The Trachtenberg system , Calculation Shortcuts, Tricks & Hacks for MENTAL MATHS.. This is the level 2 of Mental math / Vedic math course And when you multiply any number by 1, you wind up with that number as your answer. the given number you get 1. If you change the sign when you take the reciprocal, you would get a -1, instead of 1, and that is a no no. Example 4: -3.5 ? - 4.5. Since -3.5 is to the right of - 4.5 on the number line, then -3.5 is greater than - 4.5

### Learn How to Memorize Multiplication Table

• Check out our File Generation Service. Note: The numbers generated with this form will be picked independently of each other (like rolls of a die) and may therefore contain duplicates. There is also the Sequence Generator, which generates randomized sequences (like raffle tickets drawn from a hat) and where each number can only occur once.
• A prime number (or a prime) is a natural number greater than 1 that is not a product of two smaller natural numbers. A natural number greater than 1 that is not prime is called a composite number.For example, 5 is prime because the only ways of writing it as a product, 1 × 5 or 5 × 1, involve 5 itself.However, 4 is composite because it is a product (2 × 2) in which both numbers are smaller.
• This is a fun, fast-paced review game for third to fourth grade math. This version builds fluency and quick recall of multiplication and division facts.The game is designed to be played just like the card game Spoons. But instead of finding four cards that have the same number, students look for ma
• The whole class will play the Monty Hall gameshow problem with the teacher as the host. You can see this demonstrated here. After playing, I highly recommend giving these two exp
• Multiplying and dividing by 10, 100, and 1000 Multiplying a whole number by 10, 100, or 1000 is easy - you just add one, two, or three zeros on to the end of the start number, so for example, 5 × 10 = 50, or 62 × 100 = 6200
• A student was asked to multiply a number by 5/3. He multiplied it by 3/5 instead. Find the percenta... 17 a number is to be multiplied by the fraction 4/5. But samir, by mistake, multiplied it by 5/4 an... A number is to be multiplied by the fraction 4/5. but samir, by mistake, multiplied it by 5/4 and o..
• 1. When you multiply a number by ten, just add a zero to the end of the number. This rule is often taught when students are learning to multiply a whole number times ten. However, this directive is not true when multiplying decimals (e.g., 0.25 × 10 = 2.5, not 0.250). Although this statement may reﬂ ec

Students often fail to convert fractions to a common, equivalent denominator before adding or subtracting them, and instead just use the larger of the 2 denominators in the answer (e.g., 4/5 + 4/10=8/10). Students do not understand that different denominators reflect different-sized unit fractions and that adding and subtracting fractions. 18 players. Write a number sentence that will provide a reasonable estimate for the number of players in the league. Explain how you found your estimate. Possible number sentence: 25 × 20 = 500; possible explanation: I used numbers that were close to the given numbers but easier to multiply. 7. The model shows 48 × 37. Write the partial. division by 7, we may as well simply multiply by 4 (the divisor's numerator ). So, inverting and multiplying when dividing fractions is actually just a shortcut! Be sure to let your students know this; kids love shortcuts. 3⁄4 x 4 = 3 5⁄7 4 20⁄7 3 x = 7 21 20⁄7 7 20 3⁄5 ‚ 34⁄7 = ‚ 4 = 3⁄4 5 5‚ 7 ⁄

to 35 and subtracted instead, thus obtaining 20 5 =4. Q8. The majority of candidates presented an answer which was not in its simplest form, that is, 14 24. Answers were presented in different formats, including ratios and percentages. Q9. A considerable number of candidates found difficulty in answering this question Start studying Multiplying Fractions. Learn vocabulary, terms, and more with flashcards, games, and other study tools. What number represents the change in the amount of the thread on the spool?-40 1/4. 4/5 = -4/5. 3 MULTIPLE CHOICE OPTIONS. Which expression could be used to determine the product of -4 and 3 1/4 The student should have added 6 to both sides instead of subtracting it. The student divided 25/-5 incorrectly. 4, 5. If x < 5 and x > c, give a value of c such that there are no solutions to the compound inequality. A number cannot be both less than 5 and greater than 5 at the same time Output : 5 * 1 = 5 5 * 2 = 10 5 * 3 = 15 5 * 4 = 20 5 * 5 = 25 5 * 6 = 30 5 * 7 = 35 5 * 8 = 40 5 * 9 = 45 5 * 10 = 50. This program above computes the multiplication table up to 10 only. The program below is the modification of above program in which the user is also asked to entered the range up to which multiplication table should be displayed Exponents are used when a number is multiplied by itself. Instead of writing out 4 * 4 * 4 * 4 * 4, however, you can simply write out 4^5. This is explained in the Solving Basic Exponents method below. Exponents make it easier to write..

### Selina Solutions Concise Mathematics Class 6 Chapter 1

• 5.4: ASSEMLY 5 PART 2: 1: 6: PART 5: YYAA: (NB the CAD system can return a hyphen instead of a decimal if that helps?). The total QTY for the part is therefore the multiplication of the Parent Assembly QTY and the Part QTY for that Assembly. 9999 BR-01 2 4.1 9999 PC-04 2 4 9999 BR-01 2 4.2 9999 BR-01-01 1 5 9999 BW-02 4 5.1 9999 BW-02.
• 3 + 3. 4 + 2. 5 + 1. The top two look a bit like the last two and since the two dice might be the same colour let's just take those first three results. The 1 + 5, 2 + 4, 3 + 3 could also be changed so that instead of adding these dice numbers together we'll multiply them! 1 x 5 = 5. 2 x 4 = 8
• We use the analogy of dividing pie pieces evenly among a certain number of people. In the video, I explain two different division situations where we don't have to use the rule or shortcut for fraction division, but instead can use mental math. The first is when a fraction is divided by a whole number

a Think of a number (t), multiply it by 3 and then add 5. b Think of a number (t), add 5 and then multiply by 3. c Think of a number (w), multiply it by 7 and then subtract 4. d Think of a number (w), subtract 4 and then multiply by 7. e Think of a number (k), add 8 and then divide by 5. f Think of a number (k), divide by 5 and then add 8 In this program, we've used for loop to loop through all numbers between 1 and the given number num (10), and the product of each number till num is stored in a variable factorial. We've used long instead of int to store large results of factorial. However, it's still not big enough to store the value of bigger numbers (say 100) The effect of multiplying by one. When any number is multiplied by 1, the number is unchanged. For example, 5 × 1 = 5 = 1 × 5. We call 1 the multiplicative identity. It is important to have this conversation with young children in very simple terms, using lots of examples in the early stages of developing understanding about multiplication

Multiply the fractions (multiply the top numbers, multiply bottom numbers): 32 × 115 = 3 × 112 × 5 = 3310. Convert to a mixed number. 3310 = 3 310. If you are clever you can do it all in one line like this: 1 12 × 2 15 = 32 × 115 = 3310 = 3 310. One More Example: What is 3 14 × 3 13? Convert Mixed to Improper Fractions: 3 14 = 134. 3 13. Answer: 42.5. To figure out how many small dogs are competing, you have to subtract 36 from 49 and then divide that answer, 13 by 2, to get 6.5 dogs, or the number of big dogs competing. But you're not done yet! You then have to add 6.5 to 36 to get the number of small dogs competing, which is 42.5

### Multiplying Fractions - KATE'S MATH LESSON

of Multiplication: For any real number A number and its reciprocal multiply to one. is the multiplicative inverse of. Properties of Zero. For any real number. - The product of any real number and 0 is 0. for - Zero divided by any real number except zero is zero. is undefined - Division by zero is undefined 5.NBT.B.7 Number and Operations in Base Ten Perform Operations with Multi-Digit Whole Numbers and with Decimals to Hundredths Students should be able to add, subtract, multiply, and divide decimals to the hundredths place, using the assistance of concrete models or drawings to develop strategies based on place value and the properties of operations

The expenses on rice, fish and oil of a family are in the ratio 12 : 17 : 3. The price of these articles are increased by 20%, 30% and 50% respectively. The total expenses of family on these articles are increased by 4.5 Add and Subtract Fractions with Different Denominators; What happens when you multiply a number by 0? 0? Multiplying by 0 0 makes the product equal zero. The product of any real number and 0 0 is 0. 0. Multiplication by Zero. For any real number a, a, a 15 · 3 5 (4 d + 10) 15. Write a program called Fibonacci to print the first 20 Fibonacci numbers F (n), where F (n)=F (n-1)+F (n-2) and F (1)=F (2)=1. Also compute their average. The output shall look like: The first 20 Fibonacci numbers are: 1 1 2 3 5 8 13 21 34 55 89 144 233 377 610 987 1597 2584 4181 6765 The average is 885.5 Several ways, multiply numerators and denominators to get 36/28, then divide both by 4 to get 9/7. Second, rearrange the fractions to get 9/7 * 4/4, so since 4/4=1, answer is 9/7. I tend to try and get students to cancel before they multiply if possible

The result of multiplication is known as product of the multiplier and the multiplicand. For example 1.3.2 Multiplying Numbers by 10,100 and 1000 To multiply a number by 10, we write one zero to the right of the number and similarly to multiply a number by 100 and 1000, we write two and three zeros to the right of the number respectively Now we will do the reverse—convert fractions to decimals. Remember that the fraction bar indicates division. So 4 5 4 5 can be written 4 ÷ 5 4 ÷ 5 or 5 4. 5 4. This means that we can convert a fraction to a decimal by treating it as a division problem

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• welcome to my presentation on equivalent fractions so equivalent fractions are essentially what they sound like there are two fractions that although they use different numbers they actually represent the same thing let me show you an example let's say I had the fraction mmm 1/2 why isn't it writing make sure I get the right color here to add the fraction 1 over 2 so graphically if we were to.
• Expression - Each part of any number sentence that combines numbers and operation signs (+,-,*, /) is an expression; a number sentence without an equals sign. Factorial - Any number factorial (written 3! Or 15!) means that you multiply that number by all the whole numbers less than that number. So 6! means 6*5*4*3*2*1
• The full grammar for planet requires is given in Importing and Exporting: require and provide, but the best place to find examples of the syntax is on the the PLaneT server, in the description of a specific package. 5.5 Signatures. Signatures do not have to be comment: They can also be part of the code. When a signature is attached to a function, DrRacket will check that program uses the.
• Multiply decimals the same way you multiply whole numbers. The number of decimal places in the product will be the sum of the decimal places found in each of the factors. Example 5: Multiply: 5.36 × 7.4. Solution: The total number of decimal places of the two factors is 2 + 1 = 3. Therefore, the result has 3 decimal places
• Graphing an Inequality on a Number Line. Sometimes we will use an inequality to express the relationship between a variable and a number. x > 3 means that x could have the value of any number greater than 3. This can be pictured on the number line in a graph as follows:-5 -4 -3 -2 -1 0 l 2 3 4 5

3 1 4 5 7 Possible answer: Whether a is positive or negative, I can write a 2 (2b) as That positive factor is then multiplied by a negative number, resulting in a negative product. The product of four 5 4 1.3 2 (22.5) 5 1.3 1 2.5 5 3.8 2 23 1 ··6 1 6 What i want is to represent 4^0.2 as some --->>> (whole number)^(optional - whole number)/(some whole number)^(optional - whole number) $\endgroup$ - Jeel Jun 30 at 19:19 1 $\begingroup$ Piggybacking off @Cornman's comment $4^{1.2}=\sqrt{4^6}$ is defined to be the positive real number that, multiplied by itself five times, gives \$4^6. If each observation is multiplied by 3, 5 4. D. 6 2. Answer. Correct option is . C. 5 4. mean of 1 5 observations = 1 8 Mean of 1 0 0 observations is 4 5. It was later found that two observations 1 9 and 3 1 were in correctly recorded as 9 1 and 1 3. The correct mean is? View solution