Divide and simplify.
−2/17÷−1/2
To divide and simplify -2/17 ÷ -1/2, we can proceed as follows:
Recall that dividing by a fraction is the same as multiplying by its reciprocal. The reciprocal of -1/2 is -2/1 or -2.
Therefore, we can rewrite the expression as:
-2/17 × -2
Multiplying -2/17 by -2 gives us:
(-2 × -2)/(17 × 1) = 4/17
So, -2/17 ÷ -1/2 simplifies to 4/17.
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
A 110
1 10
B 13
1 3
C 15
1 5
D 23
2 3
E 29
To determine the fraction of students at West High School who play football, we need to multiply the fractions related to playing a sport and playing football.
The fraction of students at West High School who play a sport is 2/5.
The fraction of students who play a sport and play football is 1/4.
To find the fraction of students who play football, we multiply 2/5 and 1/4:
(2/5) * (1/4) = (2 * 1) / (5 * 4) = 2/20 = 1/10
Therefore, the fraction of students at West High School who play football is 1/10.
The corresponding answer is A: 1/10.
Write a 7th grade essay on
An invention you could not live without
Title: An Invention I Could Not Live Without
Introduction:
In today's rapidly advancing world, we are surrounded by numerous technological inventions that have become an integral part of our daily lives. Among them, there is one invention that I could not imagine living without. This invention has revolutionized the way we communicate, access information, and connect with people across the globe. The invention I am referring to is none other than the smartphone.
Body:
First and foremost, the feature that makes the smartphone indispensable is its ability to connect us with the world. Whether it's staying in touch with friends and family or networking professionally, a smartphone allows us to communicate effortlessly through calls, text messages, and various messaging applications. It has become a lifeline, allowing us to stay connected no matter where we are.
Moreover, smartphones have transformed the way we access and consume information. Gone are the days when we had to rely on physical books or be limited to the information available in our immediate surroundings. With just a few taps on a smartphone, we have access to a vast sea of knowledge, right at our fingertips. From educational resources and news updates to tutorials and research materials, the smartphone enables seamless and instant information retrieval.
In addition, the smartphone functions as an all-in-one entertainment device. Whether it's listening to music, watching videos, or playing games, it provides a plethora of options to keep us entertained during long commutes or leisure time. Moreover, it serves as a portable camera, capturing precious moments and enabling us to instantly share them with others. The smartphone has indeed replaced multiple standalone gadgets and consolidated them into one convenient device.
Furthermore, smartphones have become an indispensable tool for organization and productivity. With a myriad of helpful applications, they help us manage our schedules, set reminders, create to-do lists, and even track our health and fitness goals. From academic purposes to professional endeavors, a smartphone eliminates the need for bulky planners and notebooks, offering a compact and efficient solution.
Conclusion:
In conclusion, the smartphone is an invention that has transformed the way we live our lives. It has become an essential tool for communication, information access, entertainment, organization, and productivity. The convenience it offers, the connectivity it provides, and the endless possibilities it presents are unparalleled. It has become an irreplaceable part of our lives, enabling us to navigate through this fast-paced, technology-driven world. As a 7th grader who has grown up in the digital age, I cannot imagine my life without the remarkable invention of the smartphone.
−0.539 ÷ (−0.11) =
Responses
A 5.45.4
B 4.94.9
C −4.9−4.9
D −5.4
To divide -0.539 by -0.11, we can proceed as follows:
-0.539 ÷ (-0.11) = 0.539 ÷ 0.11
By dividing 0.539 by 0.11, we get:
0.539 ÷ 0.11 = 4.9
Therefore, -0.539 ÷ (-0.11) is equal to 4.9.
The corresponding answer is B: 4.9.
Reynold has 3/10
of the race left to run.
Which value is equivalent to 3/10
?
Responses
A 0.030.03
B 33%33%
C 32%32%
D 0.3
To determine the value equivalent to 3/10, we can convert the fraction to a decimal or a percentage.
Option A: 0.03 - This decimal represents 3 hundredths, which is equivalent to 3/100 or 3%.
Option B: 33% - This percentage represents 33 hundredths, which is equivalent to 33/100 or 33/100.
Option C: 32% - This percentage represents 32 hundredths, which is not equivalent to 3/10.
Option D: 0.3 - This decimal represents 3 tenths, which is equivalent to 3/10 or 30/100 or 30%.
Therefore, the value equivalent to 3/10 is represented by option D: 0.3.
In Jamie's class, 1/5
of the students are boys. What percent of the students in Jamie’s class are boys?
Responses
A 1.5%1.5%
B 5%5%
C 15%15%
D 20%20%
To determine the percentage of students in Jamie's class that are boys, we can convert the fraction to a percentage.
The fraction given is 1/5.
To convert a fraction to a percentage, we can multiply the fraction by 100.
(1/5) * 100 = 20/5 = 4
Therefore, 1/5 of the students in Jamie's class are boys, which equals 20%.
The corresponding answer is D: 20%.
Elizabeth read 19/20
of her book.
What percentage is equivalent to the fraction of the book that Elizabeth read?
Responses
A 80%80%
B 95%95%
C 75%75%
D 90%90%
To determine the percentage equivalent to the fraction 19/20, we can convert the fraction to a percentage.
The fraction given is 19/20.
To convert a fraction to a percentage, we can multiply the fraction by 100.
(19/20) * 100 = 95
Therefore, Elizabeth read 19/20 of her book, which is equivalent to 95%.
The corresponding answer is B: 95%.
The Frisco Falcons Soccer Team won 3/5
of their soccer games.
What percentage is equivalent to the fraction of games the Falcons won?
Responses
A 35%35%
B 60%60%
C 45%45%
D 50%
To determine the percentage equivalent to the fraction 3/5, we can convert the fraction to a percentage.
The fraction given is 3/5.
To convert a fraction to a percentage, we can multiply the fraction by 100.
(3/5) * 100 = 60
Therefore, the Frisco Falcons Soccer Team won 3/5 of their games, which is equivalent to 60%.
The corresponding answer is B: 60%.
Which set of numbers are equivalent?
Responses
A 3%, 0.3, 3100
3%, 0.3, 3 100
B 20%, 0.2, 210
20%, 0.2, 2 10
C 40%, 0.4, 4100
40%, 0.4, 4 100
D 50%, 0.05, 510
The set of numbers that are equivalent is:
C. 40%, 0.4, 4 100
40% is equivalent to 0.4, which is also equivalent to 4/10 or 4/100.
it was 2/10
Apologies for the misunderstanding. If the fraction is 2/10, then the correct set of numbers that are equivalent is:
B. 20%, 0.2, 2 10
20% is equivalent to 0.2, which is also equivalent to 2/10 or 2/100.
Landry took a survey of all the sixth-grade students at Irvine Park Middle School and discovered that 35% of sixth-graders play sports.
What fraction of sixth-graders play sports?
Responses
A 720
7 over 20
B 3550
35 over 50
C 35
3 fifths
D 78
To determine the fraction of sixth-graders who play sports, we need to convert the given percentage (35%) to a fraction.
Since a percentage represents a portion out of 100, we can write 35% as the fraction 35/100.
To simplify this fraction, we can divide both the numerator and the denominator by their greatest common divisor (GCD), which is 5:
35 ÷ 5 / 100 ÷ 5 = 7/20
Therefore, the fraction of sixth-graders who play sports is 7/20.
The corresponding answer is A: 7 over 20.
Which set of numbers are equivalent?
Responses
A 0.4, 4%, 4/10
0.4, 4%, 4 10
B 0.062, 62%, 621000
0.062, 62%, 62 1000
C 0.80, 80%, 45
0.80, 80%, 4 5
D 0.84, 84%, 1084
The set of numbers that are equivalent is:
A. 0.4, 4%, 4/10
0.4 is equivalent to 4/10, which is also equivalent to 4%.
The corresponding answer is A: 0.4, 4%, 4/10.
4/5
I apologize for the confusion before. If the fraction is 4/5, then the correct set of numbers that are equivalent is:
C. 0.80, 80%, 4 5
0.80 is equivalent to 80%, which is also equivalent to 4/5 or 4 out of 5.
Which set of numbers are equivalent?
Responses be correct this time because i can't fail this test
A 3310
, 0.33, 33%33 10 , 0.33, 33%
B 147
, 0.47, 47%1 47 , 0.47, 47%
C 14
, 0.25, 25%1 4 , 0.25, 25%
D 1200
, 0.20, 20%
I apologize for any confusion earlier. Let's identify the correct set of numbers that are equivalent:
The set of numbers that are equivalent is:
D. 1 2/3, 1.67, 167/100, 167%
1 2/3 is equivalent to both 1.67 and 167/100, which is also equivalent to 167%.
The corresponding answer is D: 1 2/3, 1.67, 167/100, 167%.
Daniel ate 0.55 of a candy bar. Which fraction represents the part of the candy bar that Daniel ate?
Responses
A 1022
10 22
B 1120
11 20
C 25
2 5
D 34
To represent the part of the candy bar that Daniel ate, we need to convert the decimal 0.55 into a fraction.
The decimal 0.55 can be written as 55/100. Since both the numerator and denominator share a common factor of 5, we can simplify this fraction further:
55/100 ÷ 5/5 = 11/20
Therefore, the fraction that represents the part of the candy bar that Daniel ate is 11/20.
The corresponding answer is B: 11 20.
Wade walked 0.58 mile to school.
Which value is equivalent to 0.58?
Responses
A 5.8%5.8%
B 58
Image with alt text: 5 eighths
C 5850
Image with alt text: 58 over 50
D 58%
To determine the value equivalent to 0.58, we need to consider the options provided:
Option A: 5.8% - This represents 5.8 hundredths, which is not equivalent to 0.58.
Option B: 58 - This represents the whole number 58, which is not equivalent to 0.58.
Option C: 58/50 - This fraction is not equivalent to 0.58.
Option D: 58% - This percentage represents 58 hundredths, which is equivalent to 0.58.
Therefore, the value equivalent to 0.58 is represented by option D: 58%.
Note: The options provided in the response may not fully match the formatting due to limitations in text-based communication.
Which expression is equivalent to 2/3 x + 1?
Responses
A
1 (2x + 3)
31 (2 x + 3) 3
B
2 (2x + 3)
32 (2 x + 3) 3
C
2 (3x + 2)
32 (3 x + 2) 3
D
2 (3x + 1)
3
To determine the expression that is equivalent to 2/3 * x + 1, we can distribute the fraction to both terms:
2/3 * x + 2/3 * 1
This simplifies to:
(2/3) x + 2/3
Therefore, the correct expression that is equivalent to 2/3 * x + 1 is represented by:
C. (2x + 2)/3
Steven will factor the expression 42xyz + 56xy – 7x by dividing each term by a common factor. Which possible common factor could Steven use? (choose 2)
Responses
A 77
B yy
C zz
D xx
E 6
To factor the expression 42xyz + 56xy - 7x by dividing each term by a common factor, we need to identify the common factors among all the terms.
The terms in the expression are 42xyz, 56xy, and -7x.
Let's break down each term into its factors:
42xyz = 2 * 3 * 7 * x * y * z
56xy = 2 * 2 * 2 * 7 * x * y
-7x = -1 * 7 * x
From these breakdowns, we can see that the common factor for each term is 7.
Additionally, we can also see that "x" is a common factor among all the terms.
Therefore, the possible common factors that Steven could use are:
A. 77 (since 7 * 11 = 77), and
D. xx, or "x" (since "x" is a common factor among all the terms)
The corresponding answers are A: 77 and D: xx.
Use the distributive property to expand the linear expression.
3(4x + 3)
Responses
A 34
3 4
B 12x + 612x + 6
C 12x + 912x + 9
D -34
To expand the linear expression 3(4x + 3) using the distributive property, we multiply each term inside the parentheses by 3:
3 * 4x + 3 * 3
This simplifies to:
12x + 9
Therefore, the expanded form of the expression 3(4x + 3) is 12x + 9.
The corresponding answer is C: 12x + 9.
Which expression is equivalent to -4(y – 7)?
Responses
A -4y - 28-4 y - 28
B -4y - 7-4 y - 7
C -4y - 11-4 y - 11
D -4y + 28
To find the expression that is equivalent to -4(y - 7), we can distribute the -4 to both terms inside the parentheses:
-4 * y - 4 * (-7)
This simplifies to:
-4y + 28
Therefore, the expression that is equivalent to -4(y - 7) is represented by:
D. -4y + 28.
Which two statements are correct when simplifying this expression?
12 + 6(3x − 2)
Responses
A First, calculate 6(3x − 2)First, calculate 6(3x − 2)
B First, calculate 12 + 6.First, calculate 12 + 6.
C 12 + 6(3x − 2) = 54x − 3612 + 6(3x − 2) = 54x − 36
D 12 + 6(3x − 2) = 18x12 + 6(3x − 2) = 18x
E 12 + 6(3x − 2) = 18x − 24
To simplify the expression 12 + 6(3x - 2), we need to apply the distributive property.
The correct statements regarding the simplification of this expression are:
A. First, calculate 6(3x - 2)
This is correct because we