Card 0 of 18
Simplify:
With this problem the first thing to do is cancel out variables. The x2 can all be divided by each other because they are present in each system. The equation will now look like this:
Now we can see that the equation can all be divided by y, leaving the answer to be:
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Simplify:
_x_2 – _y_2 can be also expressed as (x + y)(x – y).
Therefore, the fraction now can be re-written as (x + y)(x – y)/(x + y).
This simplifies to (x – y).
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Simplify the following expression:
Following this equation, you divide 4 by 8 to get 1/2. When a variable is raised to an exponent, and you are dividing, you subtract the exponents, so 6 – 3 = 3.
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Simplify the given fraction:
125 goes into 2000 evenly 16 times. 1/16 is the fraction in its simplest form.
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Simplify the given fraction:
120 goes into 6000 evenly 50 times, so we get 1/50 as our simplified fraction.
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Simplify:
(2_x_ + 4)/(x + 2)
(2_x_ + 4)/(x + 2)
To simplify you must first factor the top polynomial to 2(x + 2). You may then eliminate the identical (x + 2) from the top and bottom leaving 2.
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A train travels at a constant rate of meters per second. How many kilometers does it travel in
minutes?
Set up the conversions as fractions and solve:
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Simplify.
To simplify exponents which are being divided, subtract the exponents on the bottom from exponents on the top. Remember that only exponents with the same bases can be simplified
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Simplify the following expression:
Factor both the numerator and the denominator:
After reducing the fraction, all that remains is:
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Simplify:
Notice that the term appears frequently. Let's try to factor that out:
Now multiply both the numerator and denominator by the conjugate of the denominator:
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Reduce the fraction:
The numerator and denominator are both divisible by 12. Thus, we divide both by 12 to get our final answer.
If we instead divide by another common factor, we may need to complete the process again to make sure that we have completely reduced the fraction.
In mathematical words we get the following:
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Which quantity is greater?
Quantity A
Quantity B
This can be solved using 2 methods.
The most time-efficient solution would recognize that is the largest value and nearly equals the sum the other fraction by itself.
The more time consuming method would be to convert each fraction to decimal form and calculate the sum of each quantity.
Quantity A:
Quantity B:
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Simplify.
When we factor the numerator and denominator, we get:
.
After cancelling , we are left with
.
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Which of the following fractions is between and
?
With common denominators, the range is from
or
.
The only fraction that falls in either of these ranges is .
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For how many integers, , between 26 and 36 is it true that
and
are all in lowest terms?
If is even, then
is not in lowest terms, since both
and 4 are divisible by 2. Therefore, the only possibilities are 27,29,31,33, and 35. But
,
, and
, so only two integers satisfy the given condition: 29 and 31.
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Mrs. Lawrence's class has students,
of which are girls. If you were to choose a student at random, what's the probability that the student chosen would be a boy?
In order to find out the probability of choosing a boy, you must first find out how many boys there are. Since there are girls out of
students,
students should be boys.
Therefore, the probability of choosing a boy is,
.
However, this is not one of the answer choices; therefore, you must reduce the fraction.
In order to reduce a fraction, you have to find their GCM, or greatest common multiple. This is the biggest number that will go into both the numerator and denominator
. The largest number is
. Divide both the top and bottom by
, and you will get the answer:
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Simplify the fraction:
To simplify the fraction
It may be helpful to write it in terms of scientific notation:
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Simply the fraction:
To simplify the fraction
Begin by factoring out common terms in the numerator and denominator:
Now notice that the coefficients for the polynomials in the numerator and denominator match the form of Pascal's Triangle:
The fraction can be rewritten as:
And finally reduced to
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