Which of the following is not a way to illustrate equivalent fractions?
Answer: Multiply the numerator and denominator by the same number.
"Multiply the numerator and denominator by the same number" describes a procedure that results in fractions that are equivalent, but it does not illustrate the idea of equivalence. The other three answers each give one way to illustrate equivalence for each conceptual model (area, length, and set).
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Find the flux of the curl of field F through the shell S.F = -2x2yi + 2xy2j + ln zk ; S: r(r, ?) = r cos ?i + r sin ?j + 3rk, 0 ? r ? 3 and 0 ? ? ? 2?
A. - 81? B. - 36 C. 36 D. 36?
Convert the polar equation to rectangular form. Identify the curve.r = -6
A. x2 + y2 = -36; circle centered at (0, 0) with radius 6 B. x2 + y2 = 36; circle centered at (0, 0) with radius 6 C. x + y = 6; a line with slope -6 and y-intercept 0 D. x + y = 36; a line with slope -6 and y-intercept 0
Solve.Find the equilibrium point for the given supply and demand functions. Here y represents price and x represents quantity. y = 456 - 3x (demand) y = 3x - 300 (supply)
A. 453, $303 B. 126, $78 C. 78, $126 D. -300, $456
Simplify.
A. 
B. 
C. 
D. 