Rebecca has 0.76 miles left to go in her cross country race.
Which fraction is equivalent to the distance, in miles, left in her race?
A 9/20
9 over 20
B 6/7
6 sevenths
C 11/15
11 over 15
D 19/25
To find the equivalent fraction, we need to simplify 0.76.
First, we can multiply both the numerator and denominator by 100 to get rid of the decimal point:
0.76 * 100 = 76/100
Next, we can simplify the fraction by dividing both the numerator and denominator by their greatest common divisor, which is 4:
76/100 ÷ 4/4 = 19/25
Therefore, the fraction equivalent to 0.76 is D) 19/25.
2/3 of the students at Lamar High School are girls. Of those girls, 2/3
sing in the school choir. What fraction of students at Lamar High School are girls in choir?
A 1/3
B 2/3
C 2/6
D 4/3
E 4/9
To find the fraction of students at Lamar High School who are girls in the choir, we need to multiply the fractions for girls at the school and girls in the choir.
First, we can find the fraction of girls at the school by multiplying 2/3 (girls) by 1 (since all the girls are at the school):
2/3 * 1 = 2/3
Next, we can find the fraction of girls in the choir by multiplying 2/3 (girls in the choir) by 1 (since all the girls in the choir are girls):
2/3 * 1 = 2/3
Now, we can multiply these two fractions to find the fraction of students at Lamar High School who are girls in the choir:
2/3 * 2/3 = (2 * 2) / (3 * 3) = 4/9
Therefore, the fraction of students at Lamar High School who are girls in the choir is E) 4/9.
Twenty-four pencils are in a package. The students use 3/8
of the pencils. How many did they use?
To find out how many pencils the students used, we can multiply the fraction used by the total number of pencils.
3/8 * 24 = (3 * 24) / 8 = 72/8
Now we need to simplify the fraction. 72 and 8 have a common factor of 8.
72/8 ÷ 8/8 = 9/1
Therefore, the students used 9 pencils.
At West High School, 2/5
of the students play a sport. Of the students who play a sport, 1/4
play football. What fraction of the students at West High School play football?
Responses
To find the fraction of students at West High School who play football, we need to multiply the fractions for students who play a sport and students who play football.
First, we can find the fraction of students who play a sport by multiplying 2/5 (students who play a sport) by 1 (since all the students who play a sport are students):
2/5 * 1 = 2/5
Next, we can find the fraction of students who play football by multiplying 1/4 (students who play football) by 1 (since all the students who play football are students who play a sport):
1/4 * 1 = 1/4
Now, we can multiply these two fractions to find the fraction of students at West High School who play football:
2/5 * 1/4 = (2 * 1) / (5 * 4) = 2/20
Therefore, the fraction of students at West High School who play football is 2/20, which simplifies to 1/10.
What is the value of the expression -13(21 4/9)
To simplify the expression -13(21 4/9), we first need to convert the mixed number 21 4/9 to an improper fraction.
To convert 21 4/9 to an improper fraction, we multiply the whole number (21) by the denominator (9) and add the numerator (4):
21 * 9 = 189
189 + 4 = 193
So, 21 4/9 as an improper fraction is 193/9.
Now, we can simplify the expression:
-13 * 193/9 = -2513/9
Therefore, the value of the expression -13(21 4/9) is -2513/9.
A
278 7
9278 7 9
B
8 1
48 1 4
C
-278 7
9-278 7 9
D
-34 1
4
To identify the value of the expression, we need to evaluate the given expression.
Looking at the options:
A 278 7
9278 7 9
B 8 1
48 1 4
C -278 7
9-278 7 9
D -34 1
4
None of the given options match the expression you provided, as there seems to be formatting or typing errors. Please provide the correct expression or clarify the given expression so I can assist you further.
A
278 7/9
B
8 1/4
C
-278 7/9
D
-34 1/4
To evaluate the expression, we need to add or subtract the whole numbers and fractions separately.
A
278 7/9
B
8 1/4
C
-278 7/9
D
-34 1/4
Since you did not provide an actual expression or equation, I cannot determine the value of the expression. If you can provide more information or a specific equation, I will be able to assist you further.
What is the value of the expression -13(21 4/9)
Responses
A
278 7/9
B
8 1/4
C
-278 7/9
D
-34 1/4
Apologies for overlooking your previous clarification. Let's evaluate the expression -13(21 4/9).
First, let's convert the mixed number 21 4/9 to an improper fraction:
21 * 9 = 189
189 + 4 = 193
So, 21 4/9 as an improper fraction is 193/9.
Next, we can multiply -13 by 193/9:
-13 * 193/9 = -2497/9
Therefore, the value of the expression -13(21 4/9) is -2497/9.
None of the given responses match the value of the expression.
If a bookshelf is 28 1/8 inches long, how many 1 7/8 inch thick books will it hold?
To find out how many 1 7/8 inch thick books a 28 1/8 inch long bookshelf can hold, we need to divide the length of the bookshelf by the thickness of each book.
First, let's convert the mixed number 28 1/8 to an improper fraction:
28 * 8 = 224
224 + 1 = 225
So, 28 1/8 as an improper fraction is 225/8.
Next, we can divide 225/8 by 1 7/8 (the thickness of each book):
225/8 ÷ 15/8
Division of fractions is done by multiplying the first fraction by the reciprocal of the second fraction:
225/8 * 8/15 = (225 * 8) / (8 * 15) = 1800/120 = 15
Therefore, the bookshelf can hold 15 books that are 1 7/8 inches thick.
as numbers, here are the choices
52
35
15
48
To find out how many 1 7/8 inch thick books a 28 1/8 inch long bookshelf can hold, we divide the length of the bookshelf by the thickness of each book.
The thickness of each book is 1 7/8 inches.
To divide fractions, we can multiply the numerator by the reciprocal of the denominator.
Thus, 28 1/8 ÷ 1 7/8 can be written as (225/8) ÷ (15/8).
Dividing these fractions, we have (225/8) * (8/15) = 225/15 = 15.
Therefore, the bookshelf can hold 15 books that are 1 7/8 inches thick.
Among the provided choices, the correct answer is 15.
A library loans out 3 books every day for a week and no books are returned. The following equation is written to represent the situation:
(−3)⋅7=−21
Which of the following best explains the meaning of −21
in the equation?
Responses
A Books were loaned out for −21
days.Books were loaned out for negative 21 days.
B The library now has −21
books.The library now has negative 21 books.
C The change in the number of books at the library over the course of the week was −21
.The change in the number of books at the library over the course of the week was negative 21.
D The number of books loaned per day was −21
.The number of books loaned per day was negative 21.
The equation (-3)⋅7 = -21 represents the situation where 3 books are loaned out every day for a week (7 days), and no books are returned.
The value -21 in the equation represents the change in the number of books at the library over the course of the week.
Among the given choices:
A) Books were loaned out for −21 days. -- This choice does not correctly explain the meaning of -21 in the equation. Loaning books for negative days does not make sense in this context.
B) The library now has −21 books. -- This choice does not correctly explain the meaning of -21 in the equation. It implies that the library has a negative number of books, which is not possible.
C) The change in the number of books at the library over the course of the week was −21. -- This choice correctly explains the meaning of -21 in the equation. It represents the change in the number of books at the library, which in this case is a decrease of 21 books.
D) The number of books loaned per day was −21. -- This choice does not correctly explain the meaning of -21 in the equation. -21 does not represent the number of books loaned per day, but rather the change in the number of books over the course of the week.
Therefore, the best explanation for -21 in the equation (-3)⋅7 = -21 is C) The change in the number of books at the library over the course of the week was -21.
Daniel bought four salads at the local super market. Each salad cost $5.49.
The following equation models the situation: 5.49×4=21.96
.
What does the 21.96
represent?
Responses
A The 21.96
represents the total weight of the four salads.The 21 point 9 6 represents the total weight of the four salads.
B The $21.96
represents the cost of each of the four salads.The 21 point 9 6 dollars represents the cost of each of the four salads.
C The $21.96
represents the total cost of four weeks of four salads per week.The 21 point 9 6 dollars represents the total cost of four weeks of four salads per week.
D The $21.96
represents the total cost of the four salads.
The equation 5.49×4 = 21.96 models the situation where Daniel bought four salads at a cost of $5.49 each.
Among the given choices:
A) The 21.96 represents the total weight of the four salads. -- This choice does not correctly explain the meaning of 21.96 in the equation. The equation is about the cost of the salads, not their weight.
B) The $21.96 represents the cost of each of the four salads. -- This choice does not correctly explain the meaning of 21.96 in the equation. The equation shows the total cost of the four salads, not the cost of each individual salad.
C) The $21.96 represents the total cost of four weeks of four salads per week. -- This choice does not correctly explain the meaning of 21.96 in the equation. The equation is about the cost of the four salads bought at once, not recurring costs over multiple weeks.
D) The $21.96 represents the total cost of the four salads. -- This choice correctly explains the meaning of 21.96 in the equation. It represents the total cost accumulated from buying four salads at a cost of $5.49 each.
Therefore, the correct explanation for 21.96 in the equation 5.49×4 = 21.96 is D) The $21.96 represents the total cost of the four salads.
Name 10 common prepositions. Then share one example of a sentence that includes a prepositional phrase. Underline or italicize the prepositional phrase. (See page 2 of 13)
Here are 10 common prepositions:
1. in
2. on
3. at
4. by
5. for
6. with
7. to
8. from
9. of
10. about
Example sentence with a prepositional phrase emphasized:
I went *to the store* to buy some groceries.
give me another prepositional phrase emphasized:
Sure! Here's another example sentence with a different prepositional phrase emphasized:
She walked *through the park* on her way to work.
NARRATOR: Hi! My name is Lilly, and I’m a writer for my middle school’s newsletter.
NARRATOR: I’m currently working on an article about how our food service is trying to include more vegetarian and vegan options on the lunch menu.
NARRATOR: When I finish a draft of the article, our staff advisor, Mrs. Johnston, will help me revise and edit it. In the revision stage, we target big content issues. We ask questions like these: Does the text include enough facts and details to support the main ideas? Are the main ideas clearly organized?
NARRATOR: In the editing stage, however,
NARRATOR: we correct all spelling, grammar, and punctuation mistakes. The goal is to make the text as error-free as possible, just like the kind you read in professional articles. After all, our newsletter has a high reputation to uphold! Students, parents, and teachers depend on us for the latest scoop. Mistakes in our articles could distract our readers from the important topics we cover.
NARRATOR: To help the writers edit their pieces, Mrs. Johnston created a checklist of common grammar errors. We check our work against it. Some items on the checklist include making sure that our subjects and verbs agree. This can get complicated when things such as prepositional phrases, indefinite pronouns, and collective nouns are involved!
NARRATOR: We also make sure that we include punctuation marks such as commas and semicolons so that readers don’t get confused. The checklist even includes stuff such as using the words which or that or who, whom, or whose correctly—WHICH (ha!) can make your head spin!
NARRATOR: But when I finish editing against the checklist, I’m confident that my work is the best it can be. Only then will it be ready for the next newsletter. . . . Speaking of which, keep an eye out for my food-service article in the upcoming issue. It will make your mouth water, I promise!
summarize this as a readers point of view
From the narrator's point of view, being a writer for their middle school's newsletter is an important role. They are currently working on an article about including more vegetarian and vegan options on the lunch menu. They mention the revision and editing stages, where they work with their staff advisor, Mrs. Johnston, to improve the content and ensure error-free writing. The narrator shares that the newsletter has a high reputation and readers rely on it for the latest news. To help with editing, Mrs. Johnston created a checklist of common grammar errors. The narrator mentions the importance of subjects and verbs agreement, proper use of punctuation marks, and correct usage of words like "which" and "that". Once the editing is complete, the narrator believes their work will be the best it can be for the upcoming issue of the newsletter. Overall, the narrator is excited about their role as a writer and encourages readers to look out for their food-service article in the upcoming newsletter.
simplify
The narrator, Lilly, is a writer for their middle school's newsletter. They are currently working on an article about including more vegetarian and vegan options on the lunch menu. During the revision stage, they work with Mrs. Johnston to address content issues such as organization and supporting details. In the editing stage, they focus on correcting spelling, grammar, and punctuation mistakes to ensure error-free writing. The narrator emphasizes the importance of maintaining the newsletter's high reputation and providing accurate information to readers. To assist with the editing process, Mrs. Johnston created a checklist that covers various grammar errors. The narrator mentions the significance of subjects and verbs agreement, punctuation usage, and proper word choices. After completing the checklist, the narrator feels confident that their work is at its best, ready for the next newsletter. They invite readers to anticipate their upcoming food-service article in the newsletter.
simplify it please, make it sound like a 8th grader wrote it
Lilly writes for her school's newsletter. Right now, she's working on a story about adding more veggie options to the lunch menu. She gets help from Mrs. Johnston when they revise and edit the article. They look at things like facts, organization, and fixing mistakes. In the editing stage, they focus on spelling, grammar, and punctuation to make it error-free. The newsletter is important and needs to be accurate for readers. Mrs. Johnston made a checklist for common grammar mistakes, like getting subjects and verbs right. They also check for punctuation and choosing the right words. When Lilly finishes editing, she's confident her work is the best it can be for the next newsletter. Look out for her food-service article in the upcoming issue!
Define the following terms:
Editing
Subject
Verb
Adverb
Antecedent
Punctuation
Adjective
Series