Does anyone at least slightly understand direct and inverse variation? I get the basic idea, but I'm still a little confused, especially with inverse variation. What I'm having more trouble with is conversion using direct and inverse variation. Today, my teacher kept t...
Thank you so much for your help! :)
Here are two more problems I have for homework tonight. I have gotten answers, but I used "guess-and-check" and could not find an equation like I am supposed to. If you answer, please tell me if my answer is correct, walk me through your way of solving it, and if you...
Try to think of a number that goes both into 676 and 1000. Okay, that might be a little hard to think of, but try out some random numbers and see if any work. Hope I helped!
Yes, you're correct!
Hey Courtney! You know who it is... well anyway, let me think of some. Fiesta Buenas tardes (good afternoon) Spicy as a chili pepper Oh my tacos Sorry I'm not very helpful. SYL (See you later)
8th gr. Algebra
Interesting-- some of your problems are similar to the ones that are stumping me! Maybe you would know some of mine. They are a few ones below yours, under Algebra by Celina. I'll try to help you. #1, I can't help you with. For #2 and #3, I would choose one of the coin...
That's the problem. You see, if it had said how many kids or how many girls there are, that would have helped. I copied the problem word for word, so that's all there is. Maybe my teacher messed up and forgot some info. Thanks for helping! :)
Please help!!! I have a worksheet of problems to do for homework, most of which I don't understand. My teacher hasn't really been answering my questions well. We are supposed to write equations, but if you have another way, that is fine, too. If you know any of the ans...
I remember learning this. I'll show you how to do number 1. Think, does tossing the dime affect the outcome of tossing the quarter. And for number 2, would taking out a card from the deck affect what card you would get next? If you need more help, respond again. Hope I hel...
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