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The sandyville school 5th graders were doing a play. There was a big dance scene with dancers in rows.  Use these hints to figure out how many dancers were there. 1) there were 40 fifth graders in school, but they did not all dance. 2) when the dancers rehearsed in rows of 2, one dancer was left to dance alone. 3) when the dancers rehearsed in rows of 3 , two dancers were left to dance together. 4) when the dancers rehearsed in rows of 4, three dancers were left to dance together. 5) when the dancers rehearsed in rows of 5, finally every dancer was in a row. How many dancers could have be

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Genre and Subgenre Worksheet 2 . Directions: ... Then explain how you got your answer. Fiction: science fiction, historical fiction, and realistic fiction.

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Explain how you got your answer From the previous data points the coefficient from PHYSICS 6b at Aarhus Universitet. ... Explain how you got your answer from the previous

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### Solve w + 3 > 9 explain how you got your answer

Solve w + 3 > 9 explain how you got your answer. Edit ...

## Suggested Questions And Answer :

### Explain the answer to me for the question please explain how u got the anser

if yu kant subtrakt 1 number from other number, yer beyond hope

### i need help with these questions please and can u explain how u got the answers to please??

x^2-x-4=0 me yuze Quadratik equashun zeroes: 2.5615528 & -1.5615528 a=1, b=-1, c=-4 b^2-4ac=17, so sqrt(17)=4.123105626 -b/2a=0.5 root/2a=2.061552812808 tell teech tu giv a problem weer anser be sumthun simpel, like 2

### ow do you turn this into a decimal!!??? please explain not just give an answer

ow do you turn this into a decimal!!??? please explain not just give an answer like just give an example please You haven't given us anything to work on. Apparently you are looking at a fraction and need to convert it to the equivalent decimal. I'll supply a fraction and explain the process. Say we have the fraction 4/9, and want to know what decimal it represents. What a fraction is saying is, "Divide the numerator (on top) by the denominator (on bottom)." So, do that.   ┌-------- 9│4.00000 The decimal point and zeroes are needed because the answer will be less than one.       .4   ┌-------- 9│4.00000 We divided 40 by 9 and got 4. Multiply 9 by that and put the result under the 4.0, then subtract. Bring down the next zero and repeat the process.       .4   ┌-------- 9│4.00000     3 6    ------       40       .44   ┌-------- 9│4.00000     3 6     ----       40       36       ---         4 This happens to be a repeating decimal; it goes on forever: 0.4444444444 No matter what the fraction, that is how you work it.

### carol made a ten to subtract from 15. she got an answer of 10. is carol correct? explain

carol made a ten to subtract from 15. she got an answer of 10. is carol correct? explain Reasonableness second grade math Of course not. Observe:  15 -10 -----    5 You subtract 0 from 5, leaving 5 in the ones position. Then, you subtract 1 from 1, leaving zero in the tens position. If you have the misfortune of having Common Core shoved down your throat, this will be marked wrong. You will be expected to "know" that you are supposed to add 27 to both numbers and then subtract. You will never be taught to do math the intelligent way, the way it has been done for hundreds of years, the way that has created bridges, skyscrapers, airplanes and spacestations.

### Tamar is thinking of a number in the hundredths. Her number is greater than 0.8 but less than 0.9. The greatest digit in the number is in the hundredths place. What number is Tamar thinking of?

Tamar is thinking of a number in the hundredths. Her number is greater than 0.8 but less than 0.9. The greatest digit in the number is in the hundredths place. What number is Tamar thinking of? Please explain how you got the answer. Because the larger digit is in the hundredths place, and there is an 8 in the tenths place, the only digit that can be in the hundredths place is a 9. Therefore, Tamar is thinking of 0.89

### If f(x) = 5x and g(x) = 5x / 3, find f(x) ÷ g(x).

[f(x) / g(x)]=(5x) / (5x/3).....=3*(5x) /(5x)....=3 RITE

### In triangle ABC;AB=7cm,AC=8cm,angle BAC=48° calculate a.the length BC b.find the size of angle BCA

Disclaimer:  I asked this question and then answered it myself because someone asked this question in a private message.  The answer was too hard to explain without drawing it, so I wrote it out by hand.  Please excuse the messy handwriting.  I gave myself a -40 point bonus to counteract the 40 points I got by answering my own question.

### How would you solve 0.008*0.5 a good way in words

just do 5 * 8 = 40 so you've got 40. now see how you have to move the decimal over 3 places to the left to go from 8 to 0.008? see how you have to move the decimal over 1 place to the left to go from 5 to 0.5? you have to move the decimal over to the left 4 places (because 3+1=4) in your answer (40) 40. , but move the decimal to the left 4 places makes it 0.0040 or just 0.004

### How to get the tax liability of 81,600

tax=13,750 +0.34*(81,600-75,000) =13,750+0.34*(6,600) =13,750+2,244 =15,994