Mathematics: division problems that equal 3R12

division problems that equal 3R12, №9034895, 02.12.2022 21:04

Mathematics

Can a remainder in division problem ever equal the divisor

Step-by-step answer

P Answered by PhD

24

The question here is, if the remainder of a certain division can ever be equals to the divisor?
Well, the answer is NO.
Remainder will always be smaller than the divisor. Because the divisor is the one that used to divide the dividend and the remaining number that cannot be divided by the divisor is called remainder.
For example
=> 100 / 15m how many 15 are there in 100?
=> 6, so that’s equals to 90, with the remainder of 10
10 is lesser than 15 which is our divisor.

Mathematics

Can a remainder in division problem ever equal the divisor

Step-by-step answer

P Answered by PhD

24

The question here is, if the remainder of a certain division can ever be equals to the divisor?
Well, the answer is NO.
Remainder will always be smaller than the divisor. Because the divisor is the one that used to divide the dividend and the remaining number that cannot be divided by the divisor is called remainder.
For example
=> 100 / 15m how many 15 are there in 100?
=> 6, so that’s equals to 90, with the remainder of 10
10 is lesser than 15 which is our divisor.

Mathematics

Can the remainder in a division problem ever equal the divisor.why or why not?

Step-by-step answer

P Answered by Specialist

4

No. The remainder will always be smaller than the divisor

Mathematics

1. using the numbers 3, 5, and 8, can you write nine proper fractions and nine improper fractions? you may use each number only once within a fraction. 2. name the numerator and the denominator in each fraction. a. 11⁄12 b. 7⁄512 c. 12⁄10 d. 0⁄78 3. indicate whether each of the following fractions is proper or improper. a. 4⁄16 b. 75⁄70 c. 2⁄15 d. 6⁄6 4; . insert the greater than, less than, or equal sign ( , , or =) to make each statement true. a. 45⁄45 b. 6⁄3 c. 2⁄7 d. 64⁄23 5. kim ate 3⁄10 of a bag of potato chips; sandy ate 3⁄7 of a bag; and

Step-by-step answer

P Answered by Specialist

39

1. Using 3, 5 and 8 we can write the proper fractions (when numerator is less than the denominator) as $\frac{3}{5} , \frac{3}{8} , \frac{5}{8}$ . As we can see these are just 3 in number.

Likewise, improper Fraction will be when the numerator is greater than the denominator and they are $\frac{5}{3}, \frac{8}{5} , \frac{8}{3}$ . As we can see even these are just three in number.

2. a 11 is the numerator and 20 is the denominator

b 7 is the numerator and 512 is the denominator

c 12 is the numerator and 10 is the denominator

d 0 is the numerator and 78 is the denominator

3 Please keep in mid that a fraction is proper when the numerator is lesser than the denominator and is improper when the numerator is greater than or equal to the denominator. Thus, keeping in mind this rule let us proceed and check the given fractions.

a Proper

b Improper

c Proper

d Improper

4. When the numerator is equal to denominator, the fraction's value will always be equal to 1. When the numerator is greater than the denominator the fraction's value will always be greater than 1 and when the numerator is less than the denominator the fraction's value will always less than 1. Keeping these rules in mind let us proceed with the fractions given.

a. =

b. <

c. <

d. >

Mathematics

1. using the numbers 3, 5, and 8, can you write nine proper fractions and nine improper fractions? you may use each number only once within a fraction. 2. name the numerator and the denominator in each fraction. a. 11⁄12 b. 7⁄512 c. 12⁄10 d. 0⁄78 3. indicate whether each of the following fractions is proper or improper. a. 4⁄16 b. 75⁄70 c. 2⁄15 d. 6⁄6 4; . insert the greater than, less than, or equal sign ( , , or =) to make each statement true. a. 45⁄45 b. 6⁄3 c. 2⁄7 d. 64⁄23 5. kim ate 3⁄10 of a bag of potato chips; sandy ate 3⁄7 of a bag; and

Step-by-step answer

P Answered by Specialist

39

1. Using 3, 5 and 8 we can write the proper fractions (when numerator is less than the denominator) as $\frac{3}{5} , \frac{3}{8} , \frac{5}{8}$ . As we can see these are just 3 in number.

Likewise, improper Fraction will be when the numerator is greater than the denominator and they are $\frac{5}{3}, \frac{8}{5} , \frac{8}{3}$ . As we can see even these are just three in number.

2. a 11 is the numerator and 20 is the denominator

b 7 is the numerator and 512 is the denominator

c 12 is the numerator and 10 is the denominator

d 0 is the numerator and 78 is the denominator

3 Please keep in mid that a fraction is proper when the numerator is lesser than the denominator and is improper when the numerator is greater than or equal to the denominator. Thus, keeping in mind this rule let us proceed and check the given fractions.

a Proper

b Improper

c Proper

d Improper

4. When the numerator is equal to denominator, the fraction's value will always be equal to 1. When the numerator is greater than the denominator the fraction's value will always be greater than 1 and when the numerator is less than the denominator the fraction's value will always less than 1. Keeping these rules in mind let us proceed with the fractions given.

a. =

b. <

c. <

d. >

Mathematics

Whoever answer all of them first will get brainliest, and will get 20 ! plz hurry 1. which division problem is represented with this model? a. 1/3÷2 b. 1/5÷4 c. 1/5÷3 d. 1/4÷3 2. this number line models the division problem 1/4÷5 . what is the quotient? enter your answer as a fraction in simplest form by filling in the boxes. 3. to solve 1/2÷10 , min thinks of dividing a piece of paper into 2 equal parts, dividing one of those parts into 10 equal pieces, and then coloring one of those pieces. what fraction of the paper is min thinking about coloring?

Step-by-step answer

P Answered by Specialist

1

Subtract:

2/3 - 1/2 = 2/3 • 2/2 - 1/2 • 3/3 = 4/6 - 3/6 = 4-3/6 = 1/6

For adding, subtracting, and comparing fractions, it is suitable to adjust both fractions to a common (equal, identical) denominator. The common denominator you can calculate as the least common multiple of the both denominators - LCM(3, 2) = 6. In practice, it is enough to find the common denominator (not necessarily the lowest) by multiplying the denominators: 3 × 2 = 6. In the next intermediate step the fraction result cannot be further simplified by cancelling.

Pls mark me brainiest

Mathematics

Whoever answer all of them first will get brainliest, and will get 20 ! plz hurry 1. which division problem is represented with this model? a. 1/3÷2 b. 1/5÷4 c. 1/5÷3 d. 1/4÷3 2. this number line models the division problem 1/4÷5 . what is the quotient? enter your answer as a fraction in simplest form by filling in the boxes. 3. to solve 1/2÷10 , min thinks of dividing a piece of paper into 2 equal parts, dividing one of those parts into 10 equal pieces, and then coloring one of those pieces. what fraction of the paper is min thinking about coloring?

Step-by-step answer

P Answered by Master

4

Subtract:

2/3 - 1/2 = 2/3 • 2/2 - 1/2 • 3/3 = 4/6 - 3/6 = 4-3/6 = 1/6

For adding, subtracting, and comparing fractions, it is suitable to adjust both fractions to a common (equal, identical) denominator. The common denominator you can calculate as the least common multiple of the both denominators - LCM(3, 2) = 6. In practice, it is enough to find the common denominator (not necessarily the lowest) by multiplying the denominators: 3 × 2 = 6. In the next intermediate step the fraction result cannot be further simplified by cancelling.

Pls mark me brainiest

StudenGPT

Find You can draw pictures to help solve division problems. First, divide the tens. There is 1 ten in each of the 5 groups. Then, unbundle tr 2 tens for 20 ones. 20 ones and 8 ones are equal to 28 ones. For 1-8, Use place-value blocks or a drawing to divide. Record remainders. 1. 66

Step-by-step answer

P Answered by Studen AI

1

To solve the given task, which is to find $78 \div 5$, we can follow the steps explained in the problem. Let's go through the solution step by step: Step 1: Divide the tens. Since we have 78 divided by 5, we start by dividing the tens (7 tens) equally among the 5 groups. There is 1 ten in each group. We are left with 2 tens (20 ones). Step 2: Unbundle the remaining tens. Since we have 20 ones (from the remaining 2 tens), we add them to the existing ones. So the total number of ones becomes 28. Step 3: Record the quotient and remainder. The quotient is the number of groups, which is 15 (as we divided 78 into 5 groups). The remainder is the remaining ones after dividing equally, which is 3. Hence, $78 \div 5 = 15 R 3$. To validate the solution, we can perform the multiplication of the quotient and divisor, and add the remainder (3) to check if it equals the dividend (78): $15 \times 5 + 3 = 78$ Since the equation holds true, our solution is correct. Now let's discuss the math laws used in this solution: 1. Division: Division is the mathematical operation used to split a number into equal parts or groups. In this case, we divide 78 into 5 groups to determine how many times 5 can fit into 78. 2. Place value: The place value system is used to represent numbers based on the position of digits. In this solution, we consider the tens and ones place value positions to divide the number into groups. 3. Quotient: The quotient is the result of division, representing the number of equal groups created. In this case, the quotient is 15. 4. Remainder: The remainder is the amount left over after dividing as equally as possible. It represents the ones that cannot form another complete group. In this case, the remainder is 3. These steps and math laws are important to ensure accurate division and a correct solution. It is always recommended to double-check the work, follow the relevant laws, and verify the answer using alternative methods if needed for accuracy.

Mathematics

What division problems equal 100

Step-by-step answer

P Answered by Specialist

7

200/2 cause it's half so it equals 100, hope i helped

Mathematics

Question 1. solve for x. show each step 4.5(4−x)+36=202−2.5(3x+28) question 2 circle the step where the error has occurred. explain why it is an error and what should have been done to solve the problem correctly. given | 2(10−13x)+9x=−34x+60 step 1: distribute | 20−26x+9x=−34x+60 step 2: combine like terms | 20−17x=−34x+60 step 3: subtraction property of equality | −17x=−34x+40 step 4: addition property of equality | −51x=40 step 5: division property of equality | x=−51/40 question 3: solve the inequality for x. show each step. 12x 9(2x−3)−21

Step-by-step answer

P Answered by Specialist

15

There your go! Sorry for the delay, my ENTIRE answer deleted so I just wrote it down for you!