For this case we must find the value of "x" that meets the following equation:
[tex]\frac {4} {3} = x + \frac {10} {15}[/tex]
We subtract [tex]\frac {10} {15}[/tex] on both sides of the equation:
[tex]\frac {4} {3} - \frac {10} {15} = x\\\frac {15 * 4-3 * 10} {3 * 15} = x\\\frac {60-30} {45} = x\\- \frac {30} {45} = x[/tex]
We simplify:
[tex]x =\frac {6} {9}=\frac{2}{3}[/tex]
Finally, [tex]x =\frac {2} {3}[/tex]
Answer:
[tex]x =\frac {2} {3}[/tex]
plz come on somebody
The area of the parallelogram is equal to the product of its base and height, the area is the twice of πr,r or πr².
Step-by-step explanation:
The circumference of a circle = 2πr.
where r= radius of the circle.
If the circle is divided into equal sectors it will form a triangle.
If we arrange these triangle one by one we'll get a parallelogram. (refer the image).
Then the circumference of the circle becomes the base of the parallelogram and radius becomes the height.
∴Base= 2πr and Height=r.
The area of the parallelogram = Base×Height.
∴ The area for the circle turned parallelogram = 2πr×r.
⇒Area= 2πr².
In other words, twice the πr and r (or) πr².
Thus area of a circle can be derived from the circumference formula.
Answer:
Product
Step-by-step explanation:
Given f(x) = x - 7 and g(x) = x2.
Find g(f(-1))
9(-1)) = 1
Answer:
64
Step-by-step explanation:
f(-1)=-1-7=-8
g(f(-1))=(-8)^2=(-8)(-8)=64
A student researcher conducts an experiment that investigates the effects of a new mathematics website on student achievement. She randomly assigns students to two groups: one that receives supplemental instruction from the website and one that doesn't receive the supplemental instruction. Each sample consists of 20 students. Observations of student engagement are rated by the researcher, according to an engagement scale. How could this study be improved?
Select all that apply.
A.
Have another researcher provide ratings, as well.
B.
Administer a quiz or exam that gauges student understanding.
C.
Increase the sample size.
D.
Limit observations to students who are engaged.
Answer:
A, B and C
Step-by-step explanation:
A. Adding another researcher to provide ratings will make the study less biased.
B. A quiz or exam will show which students have a better understanding of the math material. Better quiz or exam results show that the site is more effective for a student with or without the supplemental instruction.
C. Having a greater sample size is better because a greater scope of students is covered. Different students have different abilities and learning preferences.
Answer:
A. - Have another researcher provide ratings, as well.
B. - Administer a quiz or exam that gauges student understanding
C. - Increase the sample size.
Step-by-step explanation:
Option A is correct because additional researchers help identify and eliminate bias in individuals.
Option B would be very helpful in obtaining quantitative data on students improvement.
Option C will also improve the study because larger sample sizes mean more accurate results.
Option D is NOT correct, as limiting observations to students who are engaged eliminates the control group and makes it so that there is no baseline, rendering the experiments results almost meaningless.
h(n)=−31−7(n−1) complete the recursive formula for h(n)
Answer:
h(n+1) = h(n) - 7
Step-by-step explanation:
Our objective is to write the expression for h(n+1) in terms of h(n) which equals -31 -7(n-1)
So we use the given formula to find what h(n+1) is:
h(n+1) = -31 -7((n+1)-1)
h(n+1) = -31 -7(n+1-1)
we now re-arrange the order of terms inside the parenthesis without combining like terms:
h(n+1) = -31 -7(n-1+1)
and use distributive property to multiply "-7" times the "+1" term and get it extracted from inside the parenthesis:
h(n+1) = -31 -7(n-1) -7
Notice that this way we were able to preserve the form of the term h(n) "-31 -7(n-1)" , and see what is the modification introduced to it when finding the term h(n+1). We now replace "-31 -7(n-1)" by "h(n)" in the above equation:
h(n+1) = -31 -7(n-1) -7
h(n+1) = h(n) - 7
And this is the recursive formula that tells us how to construct the following term of a sequence by knowing the previous one.
Answer:
h(1)=-31
h(n)=h(n-1)+(-7)
Step-by-step explanation:
Enter your answer and show all the steps that you use to solve this problem in the space provided.
Eliza and Jamie are making cupcakes for a bake sale at school. Eliza needs 213
c of flour for her recipe and Jamie needs 134 c for her recipe. They have 4 c of flour. Do they have enough flour for both recipes? Explain.
Question is not proper; Proper question is given below;
Eliza and Jamie are making cupcakes for a bake sale at school.Eliza needs 2 1/3 cups of flour for her recipe, and Jamie needs 1 3/4 cups for her recipe. they have 4 cups of flour.Do they have enough flour for both of their recipes? explain.
Answer:
They do not have enough flour for both recipes.
Step-by-step explanation:
Given:
Amount of flour Eliza needs = [tex]2 \frac{1}{3}[/tex] cup
[tex]2 \frac{1}{3}[/tex] can be rewritten as [tex]\frac{7}{3}[/tex]
Amount of flour Eliza needs = [tex]\frac{7}{3}[/tex] cup
Amount of flour Jamie needs = [tex]1 \frac{3}{4}[/tex] cup
[tex]1\frac{3}{4}[/tex] can be rewritten as [tex]\frac{7}{4}[/tex]
Amount of flour Eliza needs = [tex]\frac{7}{4}[/tex] cup
Total Amount of flour they have = 4 cups
We need to find whether they have enough flour for both recipes.
Total Amount of flour they need is equal to sum of Amount of flour Eliza needs and Amount of flour Jamie needs.
framing in equation form we get;
Total Amount of flour they need = [tex]\frac{7}{3}+\frac{7}{4}[/tex]
Now taking LCM for making the denominator common we get;
Total Amount of flour they need = [tex]\frac{7\times 4}{3\times 4}+\frac{7\times 3}{4\times3} = \frac{28}{12}+\frac{21}{12}= \frac{28+21}{12} = \frac{49}{12} \ cups \ \ \ \ \ OR \ \ \ \ \ 4\frac{1}{12} \ cups[/tex]
Now Since the Total amount of flour they need is [tex]\frac{49}{12} \ cups \ \ \ \ \ OR \ \ \ \ \ 4\frac{1}{12} \ cups[/tex] which greater than Total Amount of flour they have which is 4 cups.
Hence we can say that they do not have enough flour for both recipes.
What is the period of the function F(x) = 2 cot(3x-1) ?
What equation in slope intercept form represents the line that passes through the points (4,6) and (8,0)
Answer:
The slope formed using points (4,6) and (8,0) is [tex]\dfrac{3}{2}[/tex]
Step-by-step explanation:
Given as :
The points are (4,6) and (8,0)
([tex]x_1[/tex] , [tex]y_1[/tex]) = (4,6)
([tex]x_2[/tex] , [tex]y_2[/tex]) = (8,0)
Let The slope that formed = m
So,
slope = m = [tex]\dfrac{y_2 - y_1}{x_2 - x_1}[/tex]
m = [tex]\dfrac{0 - 6}{8 - 4}[/tex]
Or, m = [tex]\dfrac{6}{4}[/tex]
∴ m = [tex]\dfrac{3}{2}[/tex]
So, The slope formed using points = m = [tex]\dfrac{3}{2}[/tex]
Hence , The slope formed using points (4,6) and (8,0) is [tex]\dfrac{3}{2}[/tex] Answer
The sum of the first n terms of an arithmetic progression is 252. if the first term is -16 and the last term is 72, find the number of terms and the common difference of the A.P
Answer:
There are 9 terms, and the common difference is 11.
Step-by-step explanation:
The sum of the first n terms of an arithmetic sequence is:
S = n (a₁ + aₙ) / 2
where a₁ is the first term and aₙ is the last term.
252 = n (-16 + 72) / 2
n = 9
The nth term of an arithmetic sequence is:
aₙ = a₁ + d (n−1)
where d is the common difference.
72 = -16 + d (9−1)
d = 11
There are 9 terms, and the common difference is 11.
To find the number of terms and the common difference of an arithmetic progression, you can use the formulas for the sum of an arithmetic progression and the last term. In this case, there are 10 terms in the AP and the common difference is 8.
Explanation:The first step is to understand that the sum 'S' of the first 'n' terms of an arithmetic progression (AP) can be given by this formula: S=n/2(2a+(n-1)d). Here 'a' is the first term, 'd' is the common difference, and 'n' is the number of terms.
From the question, we know that S=252, a=-16, and the last term is 72. The last term can be expressed as a+(n-1)d, hence 72=-16+(n-1)d.
Solving these two equations we get n=10, meaning there are 10 terms in the AP, and d=8, the common difference.
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NEED ASAP PLEASE HELP!!!! An employee deposits $400 of their pay check into an investment account that earns 2.6% interest annually. No withdrawals or deposits are made over a 6 year period. Find the value of the account in 2 years
Answer:
$420.8
Step-by-step explanation:
An employee deposits $400 of their paycheck into an investment account that earns 2.6% interest annually.
We assume that the investment account gives a simple interest against the deposits.
If there is no withdrawals or deposits in the account other than this, then after 2 years the sum in the account will be
[tex]400(1 + \frac{2.6 \times 2}{100}) = 420.8[/tex] dollars (Answer)
Answer:
The amount in the account after 2 years is $421.04
Step-by-step explanation:
Given as :
The principal deposited into account = p = $400
The rate of interest applied = r = 2.6%
The time period = t = 2 year
Let The amount for 2 years in the account = $A
From Compound Interest method
Amount = Principal × [tex](1+\dfrac{\textrm rate}{100})^{\textrm time}[/tex]
Or, $A = p × [tex](1+\dfrac{\textrm r}{100})^{\textrm t}[/tex]
Or, $A = $400 × [tex](1+\dfrac{\textrm 2.6}{100})^{\textrm 2}[/tex]
Or, $A = $400 × (1.026)²
Or, $A = $400 × 1.0526
∴ A = $ 421.04
So, The amount = A = $421.04
Hence The amount in the account after 2 years is $421.04 Answer
I’m gonna buy a shirt on sale that was 20% less than it’s original price. The original price was five dollars more than the sale price what was the original price?
Answer:
The original price is $25
Step-by-step explanation:
Let x represent the original price
If the shirt was sold on a 20% discount. Then the sale price is 80/100x
The original price was five dollars more than the sale price .
To put this in an equation
X= 5+ 80/100x
X-0.8X= 5
0.2x= 5
X= 5/0.2
X= $25
Find all the numbers such that the sum of the number and 24 is greater than 4 times the number
Answer:
Step-by-step explanation:
x + 24 > 4x
24 > 4x - x
24 > 3x
24/3 > x
8 > x or x < 8
so ur answer is : all numbers less then 8
Which expression describes these arrays?
3 x (3 x 2)
2 x (3 x 2)
2 + (3 x 2)
ate Windows
PC settings to activate Wing
Step-by-step explanation:
[tex]3 \times (3 \times 2) = 18 \\ 2 \times (3 \times 2) = 12 \\ 2 + (3 \times 2) = 8[/tex]
What is the length of AC¯¯¯¯¯ ? Enter your answer in the box. units Triangle A B C with vertical side A C. Vertex B lies to the right of side A C. Angle A and angle C are marked congruent. The length of side A C is labeled as x. The length of side A B is labeled as x plus 4. The length of side B C is labeled as 3 x minus 8.
Since m<A ≅ m<C, AB = BC.
And...
x+4=3x-8
-2x=-12
x=6
Since AC=x, AC=6.
answer: AC = 6
Answer:
Length of AC is 6
Step-by-step explanation:
he side AC = x ;we need to find x; since ∠A = ∠C , It's an isosceles triangle . i.e ,the sides opposite to the angles ( AB and CB ) are also equal. thus ,side AB = x+4 ;CB = 3x-8 ;thus AB = CB or ,x+4 = 3x-8 ,2x = 12 ,x = 6 ; therefore the side AC is 6.
hope this helped
Jordan can swim 2 laps in minutes.
Select the correct unit rates for the given situation.
To determine Jordan's unit rate of swimming, divide the number of laps by the minutes taken. If Jordan swims 2 laps in 4 minutes, the unit rate is 0.5 laps per minute. This concept is widely applicable, enabling comparisons of performance across different contexts.
Explanation:Jordan can swim 2 laps in a given number of minutes. To find Jordan's unit rate of laps per minute, we would simply divide the number of laps by the number of minutes. For example, if Jordan swims 2 laps in 4 minutes, the unit rate would be 0.5 laps per minute.
To find a unit rate, you always divide the first quantity (number of laps) by the second quantity (time in minutes), ensuring you have a rate reflective of one unit of time. This unit rate can then be used to calculate how many laps Jordan could swim in a different given time frame.
Examples of Unit Rates
If the time taken is 2 minutes, Jordan's unit rate is 1 lap per minute.If the time taken is 5 minutes, the unit rate is 0.4 laps per minute.Unit rates are beneficial for comparing performance and can apply to various scenarios like estimating how long it would take to fill a swimming pool or determining the velocity of a common garden snail.
karen received some gift cards for music and movie downloads for her birthday. Using one of them, she downloaded eight songs and nine movies, which cost a total of $115. Using another, she purchased 15 songs and nine movies, which cost a total of $129. How much does each download cost?
One song download costs $2 and one movie download costs $11.
Step-by-step explanation:
Let,
Price of one song download = x
Price of one movie download = y
According to given statement;
8x+9y=115 Eqn 1
15x+9y=129 Eqn 2
Subtracting Eqn 1 from Eqn 2
[tex](15x+9y)-(8x+9y)=129-115\\15x+9y-8x-9y=14\\7x=14[/tex]
Dividing both sides by 7
[tex]\frac{7x}{7}=\frac{14}{7}\\x=2[/tex]
Putting x=2 in Eqn 1
[tex]8(2)+9y=115\\16+9y=115\\9y=115-16\\9y=99[/tex]
Dividing both sides by 9
[tex]\frac{9y}{9}=\frac{99}{9}\\y=11[/tex]
One song download costs $2 and one movie download costs $11.
Keywords: linear equation, elimination method
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what is the order from least to greatest for these numbers
-6.3, 4.2, 7.7, -3.9, 3.4
Answer: -6.3, -3.9, 3.4, 4.2, 7.7
Step-by-step explanation:
Use the number line.
Now remember, the highest negative is last.
So -6.3 goes first, then the next negative, -3.9.
Now use the natural order of numbers, 1,2,3,4....
So then continued, it would be 3.4, 4.2, 7.7
PLEASE MARK BRAINLIEST!
Answer:
This is your answer:
Step-by-step explanation:
Least to greatest:
-6.3 , -3.9 , 3.4 , 4.2 , 7.7NOTE:
Remember - when you are dealing with negative numbers and ordering them, the greater the negative number, the less value it has>
-6.3 has less value than -3.9 because -6.3 is a greater negative number, and because as you keep moving left on the number line, the values keep decreasing in value.
-6.3 has less value than -0.01
but
-6.3 has greater value than -6.5
I hope this helps!
A function is represented by the values in the table.
x y
22 26
20 22
16 20
14 18
10 14
The function represented in the table _________ linear.
A. is not
B. is
7 divided by 238 long division show work
Answer:
The solution for long division of 238÷7 is 34 with remainder of 0. You may check the attached figure a to visualize step by step solution of this long division.
Step-by-step explanation:
Please check the attached figure a to visualize step by step solution of this long division.
Here is the step by step solution of 7 divided by 238.
Write the problem in long division format Divide 23 by 7 to get 3Multiply the quotient digit (3) by the divisor 7Subtract 21 from 23Bring down the next number of the dividendDivide 28 by 7 to get 4Multiply the quotient digit (4) by the divisor 7Subtract 28 from 28Remainder 0Hence, The solution for long division of 238÷7 is 34 with remainder of 0. Please see the attached figure a to visualize step by step solution of this long division.
Keywords: long division, divide
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34 with the remainder of 0 is the result of the long division when 7 is divided by 238.
The following steps will be taken to do the long division:
23 divided by 7 will result in 3
Divide the divisor by the quotient digit (3).
Subtract the numbers = 21 away from 23.
Bring the number as the next dividend figure.
28 divided by 7 will result in 4
Divide the divisor by the quotient digit (4).
Subtract 28 from 28 and the result is 0
The remainder after the division will be 7
The resultant will be 0.
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In the diagram below, which pair of angles is complementary?
Answer:
/2 and /4 because angle 1 is 90
Complementary angles in Mathematics are two angles that add up to 90 degrees. You determine this by adding the measures of two angles; if the sum is 90, the angles are complementary. An example would be angles of 30 and 60 degrees.
Explanation:In the field of Mathematics, specifically geometry, complementary angles are two angles that add up to 90 degrees. Without the diagram, it's tricky to provide an accurate pair of complementary angles. Nevertheless, if you have pairs of angles in the diagram, you calculate their sum: if it equals 90 degrees, those angles are complementary. For example, if one angle measures 30 degrees and the other measures 60 degrees, those two angles are complementary because they add up to 90 degrees.
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The quotient property of radicals requires the indices of the radicals to be the same.
Does this mean that it is not possible to write
the ((4th root of y^3)/(square root of y)) as a single radical? Explain.
Answer:
[tex]\sqrt[4]{y}[/tex]
Step-by-step explanation:
The quotient property of radicals requires the indices of the radicals to be the same.
This statement is true and is applicable also for expressing the ((4th root of y^3)/(square root of y)) as a single radical.
The given expression is
[tex]\frac{\sqrt[4]{y^{3}}}{\sqrt{y} }[/tex]
Now, [tex]\sqrt{y}[/tex] can also be written as [tex]\sqrt[4]{y^{2}}[/tex], and hence,
[tex]\frac{\sqrt[4]{y^{3}}}{\sqrt{y} }[/tex]
= [tex]\frac{\sqrt[4]{y^{3}}}{\sqrt[4]{y^{2}}}[/tex]
= [tex]\sqrt[4]{\frac{y^{3}}{y^{2}}}[/tex]
= [tex]\sqrt[4]{y}[/tex] (Answer)
Answer:
The radicals are the power of the same base so they can be written using rational exponents. Simplified the quotient of the exponential expression by getting a common denominator and subtracting exponents. The simplified expression is the 4th root of y
Step-by-step explanation:
Got it right on edg
Part I: If Brad is 156 centimeters tall, how tall is he in inches?
A. Create a conversion ratio that relates centimeters to inches. (Hint: 1 inch is approximately
2.54 centimeters.) (2 points)
B. Multiply the given number of centimeters by the conversion ratio you found in A
Show your work. (2 points)
C. Approximately how many feet tall is Brad? Round your answer to the nearest tenth of a foot
Show your work. (4 points)
(Hint: Convert the number of inches found in B. to feet.)
PLZZ HELP ITS FO APEX
Answer: A. 1cm=0.3937 inch
B. 61.417inch
C. 5.1 ft
Step-by-step explanation:
A.
1inch=2.54cm
1/2.54=0.3937 inch
1cm=0.3937 inch
B. 156cm*0.3937=61.417 inch
C: 1 ft=12 inch
1:12=X:61.417
61.417 =12x
x=5.1 ft
5x−2y=30
Complete the missing value in the solution to the equation.
(8,?)
Answer:
y=5
Step-by-step explanation:
5(8)-2y=30
40-2y=30
2y=40-30
2y=10
y=10/2
y=5
HELP,
Would I have to subtract 180 from 70 to get the answer for C?? What would the answer be?
Answer:
Angle C is equal to 30.
Step-by-step explanation:
To find angle C, we have to find all the other angles first. They tells us the B ~= BAD ~= ADC. So, if we find ADC, we've found B and BAD as well. ADC is just 180 - 70 (the angle of ADE), which is 110. So, ADC, BAD, and B are equal to 110.
Remember, angles in a quadrilateral add up to 360. So, add all of the values of angles be have now and subtract from 360:
360 - (110 + 110 + 110)
360 - 330 = 30
Angle C should be equal to 30.
Hope this helped!
The range of which function includes -4?
y= half root x-5
y= half root x +5
y= root x+5
y= root x-5
Answer:
[tex]y=\sqrt x - 5[/tex]
Step-by-step explanation:
Given:
The range of the function includes the value '-4'.
The range of a function is the output of the function denoted by the variable 'y'. The input of the function is called the domain and is represented by the variable 'x'.
Here, the 'y' value is -4 which is a negative number.
The last two options given represent a square root function. We know that, the output of a square root function is always a positive number. So, for the last two options the range is always greater than or equal to 0. Thus, these two options are eliminated.
Now, if we consider the second option, let us replace 'y' by -4 and solve for 'x'. This gives,
[tex]-4=\sqrt x + 5\\-4-5=\sqrt x\\\sqrt x= -9[/tex]
But, we know that, the result of a square root function is never negative. Therefore, this option is also incorrect.
Hence, only the first function is correct which can verified below.
[tex]y=\sqrt x-5\\-4=\sqrt x-5\\\sqrt x=-4+5\\\sqrt x=1\\x=1[/tex]
So, we got a positive result without violating the definition of square root functions.
Therefore, the correct answer is [tex]y=\sqrt x-5[/tex]
Answer:
A. is the right answer on edge. 2020
Step-by-step explanation:
Which number is not in scientific notation? 1.1 ⋅ 10213 7.8 ⋅ 108 3.02 ⋅ 10−10 35 ⋅ 104
Answer:
35 ⋅ 104
(I hope this helped)
Answer:
35 ⋅ 104
Step-by-step explanation:
this was on my test and got it right. i hope this helped tho
Use the term equal groups to describe the division problem shown below. 123 divided by 5 equals 24r3
The division problem 123 divided by 5 equals 24r3 is about arranging 123 objects into equal groups of 5. There will be 24 groups with 3 objects remaining that can't be added into any group.
Explanation:In the division problem 123 divided by 5 equals 24r3, we're dividing the number 123 into equal groups of 5. When you divide 123 by 5, the quotient (or answer) is 24 and the remainder is 3. This means you can make 24 equal groups of 5 from the number 123, and you would have 3 left over which couldn't form a complete group of 5.
So, in terms of equal groups, you can say: '123 objects can be arranged into 24 equal groups of 5, with 3 objects remaining that cannot be added into any group because it would make that group unequal to the others.'
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Elise made a scale drawing of a shopping center. The scale of the drawing was 1.5 inch :3
feet. In the drawing, a bakery in the shopping center is 13 inches wide. What is the width
of the actual bakery?
Answer:
The actual width is 26 feet.
Step-by-step explanation:
Elise made a scale drawing of a shopping center. The scale of the drawing was 1.5 inches : 3 feet = 1.5 inches : 36 inches = 1 : 24.
Now, in the drawing, a bakery in the shopping center is 13 inches wide.
Therefore, the actual width of the bakery in the shopping center will be the increased value of 13 inches in the ratio 1 : 24.
So, the actual width is (13 × 24) inches = 312 inches i.e. 26 feet. (Answer)
The actual width of the bakery is calculated using the scale factor from the drawing. This can be achieved by multiplying the drawn width of the bakery (in inches) by the scale factor to get the actual width (in feet). Thus, the actual width of the bakery is 26 feet.
Explanation:The subject of this question is scale factor in mathematics, specifically in the context of real-world scenarios, like a scale drawing. The scale of the drawing is 1.5 inches: 3 feet, which represents a scale factor of 2 feet per inch (because 3 feet/1.5 inches = 2 feet per inch). In the drawing, the bakery is stated to be 13 inches wide.
To convert this to the actual width, one should multiply the width in the drawing (13 inches) by the scale factor (2 feet per inch). Hence, the actual width of the bakery is 26 feet (because 13 inches * 2 feet per inch = 26 feet).
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(20 points) A 2-liter bottle of soda (67.6 ounces) costs $1.89. A case of twelve 12 ounce
cans of the same soda costs $2.99. Calculate the unit price (price/ounce) of each
item and determine which is the better bargain.
Answer:
Unit price of a 2-liter bottle of soda: [tex]\$0.028\ per\ ounce[/tex] Unit price of a case of twelve 12 ounce cans: [tex]\$0.021\ per\ ounce[/tex] The better bargain is the case of 12 ounce cans.Step-by-step explanation:
Let be "x" the unit price (price/ounce) of the soda in the 2-liter bottle and "y" the unit price (price/ounce) of the soda in the case of twelve 12 ounces cans.
According to the data provided in the exercise, you know that:
1. The 2-liter bottle of soda is equal to 67.6 ounces.
2. That bottle costs $1.89
Then, the unit price is:
[tex]x=\frac{1.89}{67.6}\\\\x\approx0.028[/tex]
3. There are 12 ounce cans in the case. Then the total ounces is:
[tex]12\ oz*12=144\ oz[/tex]
4. It costs $2.99. So the unit price is:
[tex]y=\frac{2.99}{144}\\\\y\approx0.021[/tex]
Since:
[tex]y<x[/tex]
The better bargain is the case of 12 ounce cans.
Given the expression 2/5 - 4/6, write the addition problem that is equivalent to it
Answer:
-4/15
Step-by-step explanation:
2/5-4/6=2/5-2/3=6/15-10/15=-4/15
When you double me, you get 6. What number am I?
Answer:
3
Step-by-step explanation:
Answer: 3
Step-by-step explanation:
x*2=6
x=3