Answers are mentioned along with explanations/
Explanation:
1. We are given D = 5R
where D = no. of diamonds and R = no. of rubies
a. In words, Number of diamonds = 5 times no. of rubies
In letters D = 5R
b. Given R = 4, so D = 5 x R = 5x 4
D = 20
c. Given R = 10 , so D = 5 x R = 5x 10
D = 50
d. Given D = 15 , D = 5R so , R = D/5 = 15/5 = 3
R = 3
e. R = because D = 5R
2. Given A = B + C
a. B = 5 , C = 2 => A= 5+2 => A= 7
b. B = A - C from above equation and given A = 10 , C = 2 , B= 10 - 2
B = 8
c. two values of B and C for A to be 7
B = 4 C = 3 and vice versa as 4+3 = 7
d. B = A - C by moving C on the RHS thus changing its prefix sign.
3. Given A = 3x and B = 5x+1
a. B goes up faster because it is 5 times x plus 1 where A is just 3 times x
b. if x = 0, A = 3x = 3x0 = > A = 0
c. if x =1 , B = 5x+1 = 5x1 +1 = 5+1 => B = 6
4. Given A = 2x and B = x2 where x2 means x*x so,
a. if x=1 , A = 2*1 = 2 and B = 1*1 = 1
b. if x = 3, A = 3*1 = 3 and B = 3*3 = 9
5. Given D =2R
a. given R = 8 , D = 2*8 => D=16
b. given R =3 then D = 2*3 => D = 6
c. D= 20 given, R = D/2 = 20/2 => R = 10
d. D = 100 so R = D/2 = 100/2 => R =50
e. R = or D/2
6. Given C = π D and π = 3.14
a. if D = 20, C = 3.14*20 => C = 62.8 centimeters
b. if D = 10, C = 3.14*10 => C = 31.4 inches
c. Given C = 18, D = C/31.4 = 18/3.14 => D = 5.732 inches
7. Given S = D/T
a. S = 12/3 = 4 feet/seconds
b. S = 100/5 = 20 miles/seconds
c. For S = 4feet per second , D = 8 ft and T = 2 seconds as S = D/T
Answers are mentioned along with explanations/
Explanation:
1. We are given D = 5R
where D = no. of diamonds and R = no. of rubies
a. In words, Number of diamonds = 5 times no. of rubies
In letters D = 5R
b. Given R = 4, so D = 5 x R = 5x 4
D = 20
c. Given R = 10 , so D = 5 x R = 5x 10
D = 50
d. Given D = 15 , D = 5R so , R = D/5 = 15/5 = 3
R = 3
e. R = because D = 5R
2. Given A = B + C
a. B = 5 , C = 2 => A= 5+2 => A= 7
b. B = A - C from above equation and given A = 10 , C = 2 , B= 10 - 2
B = 8
c. two values of B and C for A to be 7
B = 4 C = 3 and vice versa as 4+3 = 7
d. B = A - C by moving C on the RHS thus changing its prefix sign.
3. Given A = 3x and B = 5x+1
a. B goes up faster because it is 5 times x plus 1 where A is just 3 times x
b. if x = 0, A = 3x = 3x0 = > A = 0
c. if x =1 , B = 5x+1 = 5x1 +1 = 5+1 => B = 6
4. Given A = 2x and B = x2 where x2 means x*x so,
a. if x=1 , A = 2*1 = 2 and B = 1*1 = 1
b. if x = 3, A = 3*1 = 3 and B = 3*3 = 9
5. Given D =2R
a. given R = 8 , D = 2*8 => D=16
b. given R =3 then D = 2*3 => D = 6
c. D= 20 given, R = D/2 = 20/2 => R = 10
d. D = 100 so R = D/2 = 100/2 => R =50
e. R = or D/2
6. Given C = π D and π = 3.14
a. if D = 20, C = 3.14*20 => C = 62.8 centimeters
b. if D = 10, C = 3.14*10 => C = 31.4 inches
c. Given C = 18, D = C/31.4 = 18/3.14 => D = 5.732 inches
7. Given S = D/T
a. S = 12/3 = 4 feet/seconds
b. S = 100/5 = 20 miles/seconds
c. For S = 4feet per second , D = 8 ft and T = 2 seconds as S = D/T
2/3
Step-by-step explanation:
If we have 'x' students who like math and 'y' students that like science, we can formulate that:
Half of x likes math and science, and also one third of y likes math and science, so:
(1/2) * x = (1/3) * y
x / y = (1/3) / (1/2)
x / y = (1/3) * 2 = 2/3
So the ratio of the number of students who like math to the number of students who like science is 2/3
2/3
Step-by-step explanation:
N is the total number of students
M is the number of students thta like math
S is the number of students that like science.
We know that half of the elements in M also are elements from S
And a third of the elements of S also are elements of M
And because those elements are common elements for both sets, we should have that:
M/2 = S/3
then we have that:
M = (2/3)*S
The ratio is 2/3
this means that the number of students that like math is 2/3 times the number of students that like science.
Is there a total for how many kids like each? If there isn't than this is how I would solve it. For percentage purposes let's say there are 100 students. 50 like math, 50 like science. Half of the students who like math also like science, which means 75 percent of the school likes science. A third of students who like science also like math, and since 75 percent of the school of 100 children likes science, that would mean 1/3 of that is 25, which would mean 75 percentof all students like math. Hence the ratio, I believe, is 1 to 1.
Step-by-step explanation:
PLEASE GIVE BRAINLIEST
2/3
Step-by-step explanation:
If we have 'x' students who like math and 'y' students that like science, we can formulate that:
Half of x likes math and science, and also one third of y likes math and science, so:
(1/2) * x = (1/3) * y
x / y = (1/3) / (1/2)
x / y = (1/3) * 2 = 2/3
So the ratio of the number of students who like math to the number of students who like science is 2/3
2/3
Step-by-step explanation:
N is the total number of students
M is the number of students thta like math
S is the number of students that like science.
We know that half of the elements in M also are elements from S
And a third of the elements of S also are elements of M
And because those elements are common elements for both sets, we should have that:
M/2 = S/3
then we have that:
M = (2/3)*S
The ratio is 2/3
this means that the number of students that like math is 2/3 times the number of students that like science.
Is there a total for how many kids like each? If there isn't than this is how I would solve it. For percentage purposes let's say there are 100 students. 50 like math, 50 like science. Half of the students who like math also like science, which means 75 percent of the school likes science. A third of students who like science also like math, and since 75 percent of the school of 100 children likes science, that would mean 1/3 of that is 25, which would mean 75 percentof all students like math. Hence the ratio, I believe, is 1 to 1.
Step-by-step explanation:
PLEASE GIVE BRAINLIEST
2:3 ratio
math:science
Step-by-step explanation:
I already use it :D
Step-by-step explanation:
It will provide an instant answer!