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-step EXPLANATION:The length of each side of an pointequilateral TRIANGLE having anarea of 93 cm is LPP

2 is the smallest NUMBER when divided by 24 and 72 with no REMAINDER

Any number which can be written without any fractions is known as an integer. So, INTEGERS are basically whole numbers which can be positive, zero or negative but no fractions. A set of integers is denoted by Z, which can be written as Z = {…-5,-4,-3,-2,-1, 0, 1, 2, 3, 4, 5…….}. Here Z is a set which has a property of Denumerability which basically tells us that although there is an infinite number of elements in Z, those values are countable and can be identified in the set. The real number includes all the number including fractions also and real number can be converted into integers by rounding the number to the NEAREST integer. For example, 1, 34, 9890, 340945, etc. all are integers and 9.4, 34.56, 803.45 are a real number which can be rounded off to 9, 35, and 803 which are integers. Formula For Integer: There is no particular formula for integer as it is nothing but a set of numbers. But there are certain rules when we perform any mathematical operations like addition, subtraction, etc on integers: Adding TWO positive integers will always result in a positive integer. Adding two negative integers will always result in a negative integer. Adding one positive and one negative integer will result in Positive number if a positive integer is greater Negative number if a negative integer is greater

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-STEP EXPLANATION:We have,A=Rs.9317,P=Rs.7000,R=10%,T=?We KNOW thatA=P(1+100R)T9317=7000(1+10010)T(1+101)T=1.331(1.1)T=1.331(1.1)T=(1.1)3∴T=3 YEARS

2 | 40,60,802 | 20, 30, 405 | 10, 15, 20     2,   3,   4Step-by-step explanation:BRAINLIEST PLZ plz plz plz plz plz

14/6,21/9Step-by-step explanation:7/3 X 2/2 = 14/67/3 x 3/3 = 21/9

.........................Step-by-step EXPLANATION:

10Step-by-step EXPLANATION:MULTIPLE 2 by 3 by 15

24⁻¹ should be DIVIDED by 6⁻¹ so that QUOTIENT = 4⁻¹Step-by-step EXPLANATION:LET ...

I don't UNDERSTAND ur questions what U WANT in this Step-by-step explanation:PLEASE mark me as a brain list please and follow me please

helps plzz mark me as brainliest1.Answer:3hrsStep-by-step explanation:According to the question, 6 oil tankers can be filled by a pipe =4 1/2 = 9/2 hrs1 oil tanker can be filled by a pipe =9/2*64 oil tankers can be filled by a pipe = (9/2*6)4                                                          = (9/6)2                                                            = 18/6 = 3 hrs 2. answer:  630explanation:it's given that       price of food for 30 days = 2718   find cost of food CONSUMED in a week  price of food consumed in a day=2718/30=90 approx.now,       price of food consumed in a week= 90 * 7                                                                 = 630

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no it is WRONG Step-by-step EXPLANATION:.......... ............ ...........

The HCF of two co-primes is (a) the smaller number (b) the larger number (C) PRODUCT of the number (d) 1. ... The number of primes between 90 and 100 is 0 (b) 1 (c. PLAY. 1:34.

2x-3Step-by-step EXPLANATION:the above ATTACHMENT CONTAINS the explanation.

ve QUESTION is related to exponents and powers and we have to prove a CERTAIN equation which is as follows:So, let's use different properties of the exponents as provided in the attachment and solve the question....━━━━━━━━━━━━━━━━━━━━LHS:FIRSTLY, let's use the Quotient property for INSIDE of the parentheses and simplify it:Now multiplying the exponents of the terms:As we can see that the base of these terms are equal i.e. x, then we add the exponents with the same base:Here a² get cancels with -a² and similarly b² and c² will get cancelled. Eventually the power is 0.Anything to the power 0 is equals to 1. Thus, LHS is equals to RHS. Hence proved!

-STEP EXPLANATION:here is UR answer hope it will help you

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5/8 * 16 = 10Step-by-step EXPLANATION:BRAINLIEST PLZ plz PZL pzl

∆--------------------------------------------------------∆-5 -4 -3 -2 -1. 0 1 2 3 4 5 6 7 8 9 10 11 12Step-by-step EXPLANATION: this is a number LINE and -5 12. are there ok

15Step-by-step EXPLANATION: Highest-Lowest=60-45=15Please MARK my ANSWER as BRAINLIEST and FOLLOW me.

-1Step-by-step EXPLANATION:X=(-2)y=12x = 2 × x = 2×(-2)=(-4)3y=3×y=3×1=3(-4)+3=k=(-1)

Factors of 36 are 1, 2, 3, 4, 6, 9, 12, 18, and 36. Pair factors of 36 are (1, 36), (4, 9), (6, 6), (12, 3), and (18, 2). 1 is a FACTOR of every number. PRIME factorization of 36 is 2 × 2 × 3 × 3 = 2² × 3².

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(a+B)^2=(a)^2+(b)^2+2ab

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A Co-prime number is a set of NUMBERS or integers which have only 1 as their COMMON factor i.e. their HIGHEST common factor (HCF) will be 1

OULD snap our fingers and change the WAY math and science are taught in US schools, most of us would. The shortcomings of the current approach are clear. Subjects that are VIBRANT in the minds of experts become lifeless by the time they’re handed down to students. It’s not uncommon to hear kids in Algebra 2 ASK, “When are we ever going to use this?” and for the teacher to reply, “Math teaches you how to think,” which is true—if only it were taught that way.To say that this is now changing is to invite an eye roll. For a number of entrenched reasons, from the way teachers are trained to the difficulty of agreeing on what counts in each discipline, instruction in science and math is remarkably resistant to change. That said, we’re riding the next big wave in K-12 science and math education in the United States. The main events are a pair of highly visible but often MISUNDERSTOOD documents—the Common Core math standards and the Next Generation Science Standards (NGSS)—that, if implemented successfully, will boldly remake the way math and science are taught. Both efforts seek to recast instruction in the fundamental ideas and perspectives that animate the two fields.“What we did in reorganizing the content of school mathematics was long overdue,” said Phil Daro, one of three lead authors of the Common Core math standards.The changes go beyond the contentious new methods of teaching arithmetic that have grabbed headlines and threatened to blunt the momentum of Common Core math. Both documents developed out of decades of academic research on how children learn, and they reflect similar priorities. They exhibit an elegant rethinking of the basic structure of knowledge, along with new assertions of what’s important for students to be able to do by the time they finish high school.“Overall, there’s a movement towards more complex cognitive mathematics, there’s a movement towards the student being invited to act like a mathematician instead of passively taking in math and science,” said David Baker, a professor of sociology and education at Pennsylvania State University. “These are big trends and they’re quite revolutionary.”Pedagogical revolutions are chancy endeavors, however. The Common Core math standards were released in 2010 and NGSS in 2013. Now, years on, even enthusiastic early adopters of the Common Core like the state of New York are retreating from the standards. While the ultimate impact of both the Common Core and NGSS is still uncertain, it’s clear these standards go beyond simply swapping one set of textbooks for another — to really take hold, they’ll require a fundamental rethinking of everything from assessments to classroom materials to the basic relationship between teachers and students.The Old New MathNGSS and the Common Core are a significant departure from the way science and math have been taught, but they didn’t come out of nowhere. In fact, they’re consistent with a trend that’s been slow-boiling for a half-century.In a 2010 paper, Baker and colleagues analyzed 141 elementary school math textbooks published between 1900 and 2000. They found that what kids were learning changed considerably during that period. Until the 1960s, basic arithmetic accounted for 85 percent of math instruction. By the end of the century that proportion had dropped to 64 percent, with the balance of instruction devoted to more complex topics like advanced arithmetic and geometry.“When you step back historically and sociologically, it’s clear education has really ratcheted up along these cognitive dimensions,” Baker said. “The idea that education is like men’s ties and just goes through this cycle of wide and thin is not true.”

OR of the NUMBER - THE NUMBER ITSELF = 1

How do you find 'x' and 'y' if (2ax+3by=a+2b ; 3ax+2by=2a+b)?Register on Spartan Poker & win exciting prizes!2ax + 3by = a+2b….(1)3ax + 2by = 2a+b….(2)Adding (1) and (2)5AX + 5by = 3a + 3b….(3)Subtracting (1) from (2)AX - by = a-b …………..(4)so 5ax - 5by = 5a - 5b….(5)Subtracting (5) from (3)10by = 8b -2a; simplifyingy = (4b -a)/5b……(6)Adding (3) and (5)10ax = 8a -2b; simplifyingx= (4a - b)/5a….(7)CheckIs 2ax + 3by = a+2b….(1)?Left hand side ..Substitute valueof x from eqn.…(7) and y from eqn.…(6)2a* [(4a - b)/5a] + 3b*[(4b -a)/5b]= [8a - 2b + 12b - 3a]/5 = [5a - 10b ]/5 = a + 2b i.e. Right hand sideProvesx= (4a - b)/5a and y = (4b -a)/5b are correct.Don’t MISS vaccination. Lockdown diseases, not childhood.We can use 3 methods to solve these equationsSubstitution methodElimination methodCross multiplication METHODI am using elimination methodLet2ax+3by=a+2b…………(1)3ax+2by=2a+b…………(2)On multiplying(1) by 3 and(2)by 26ax+9by=3a+6b……….(3)6ax+4by=4a+2b………..(4)(3)-(4)(6ax-6ax)+(9by-4by)=(3a-4a)+(6b-2b)5by=-a+4by=(4b-a)/5b putting in equation(1)2ax+3b(4b-a)/5b=a+2b2ax=a+2b-(12b^2-3ab)/5b2ax=(5ab+10b^2–12b^2+3ab)/5b2ax=(8ab-2b^2)/5bx=(4a-b)/5aNow verifyPutting the value of x and y in equation(1)LHS2a(4a-b)/5a+3b(4b-a)/5b=(8a-2b+12b-3a)/5=(5a+10b)/5=a+2b =RHS...2ax+3by=a+2b ….(1)3ax+2by=2a+b …..(2)(2) - (1) givesax - by = a - bImplies 5ax - 5by = 5a - 5b …..(3)(1)+(2)=>5ax + 5by = 3a + 3b …..(4)(3)+(4)=> 10ax = 8a - 2b = 2(4a - b)So x = (1/5a)(4a-b)(4) -(3) gives 10by= -2a + 8b = 2(4b - a)So y= (1/5b)(4b - a)

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-STEP explanation:60/15=4:1Therefore RATIO of 60 CM to 15 cm is 4:1

-8-7+24-15+249please MARK me as BRAINLIEST and LIKE