📘 arithmetic

1. **State the problem:** Multiply the fractions $\frac{3}{4}$ and $\frac{1}{5}$.\n\n2. **Formula for multiplying fractions:** To multiply two fractions, multiply the numerators to

1. **State the problem:** Add and subtract the mixed numbers and fractions: $2 \frac{3}{7} + 3 \frac{1}{7} - \frac{4}{7}$. 2. **Convert mixed numbers to improper fractions:**

1. The problem is to evaluate the expression $40,55:5$. 2. The comma in $40,55$ is likely a decimal separator, so the number is $40.55$.

1. The problem is to evaluate the expression $25,6:4$. 2. First, we need to clarify the notation. The comma likely represents a decimal point, so $25,6$ means $25.6$. The colon $:$

1. The problem appears to be a set of arithmetic expressions and equations involving multiplication and subtraction. 2. Let's clarify and solve the first expression: $5 \times 8 =

1. The problem asks: What is 31? 2. Since 31 is a number, the answer is simply the number itself.

1. **Problem:** Write the amount 2 79/100 as a decimal. 2. **Formula and rules:** To convert a mixed number with a fraction to a decimal, convert the fraction to decimal and add it

1. The problem asks for the total length of the line of shoes for students whose shoe lengths are less than 21 centimeters. 2. From the data, shoe lengths less than 21 cm are 20 cm

1. **State the problem:** We have fish of different lengths eating different amounts of food per day. We want to find the total ounces of fish food needed each day. 2. **Identify t

1. **State the problem:** Calculate the value of the expression $7 \times 8 - 7 \times 7$. 2. **Recall the order of operations:** Multiplication and subtraction are involved. Perfo

1. The problem is to evaluate the expression in the top-left box: $2.84 + 2.38$. 2. To add two decimal numbers, align the decimal points and add digit by digit.

1. The problem appears to be a list of numbers: $1 \frac{3}{4}$, $2 \frac{1}{2}$, $10$, and $5$. Let's convert the mixed numbers to improper fractions for clarity. 2. Convert $1 \f

1. The problem is to understand the number 33 you made. 2. Since 33 is a whole number, it can be analyzed in terms of its factors or properties.

1. **State the problem:** Compare the fractions $\frac{2}{5}$ and $\frac{3}{10}$ using $<$, $>$, or $=$. 2. **Formula and rules:** To compare fractions, convert them to have a comm

1. **Problem:** Compare the fractions $\frac{2}{5}$ and $\frac{3}{10}$. **Step 1:** Find a common denominator. The denominators are 5 and 10. The least common denominator (LCD) is

1. The problem is to set up the division of 25 by 3. 2. Division is represented as $\frac{\text{numerator}}{\text{denominator}}$ or using the division symbol $\div$.

1. Let's understand the problem: You have 3 cups of cereal, 2 cups of peanuts, and 1 cup of raisins. 2. The total mix is the sum of all these cups combined.

1. **State the problem:** Multiply the mixed numbers $2 \frac{1}{2}$ and $3 \frac{1}{3}$. 2. **Convert mixed numbers to improper fractions:**

1. Problem: Dividiere das Produkt aus 70 und 8 durch 2. 2. Formel: \(\text{Division} = \frac{\text{Produkt}}{\text{Divisor}}\)

1. The problem is to simplify the fraction $\frac{846}{9}$.\n\n2. The formula for division of two numbers is $\frac{a}{b} = c$ where $c$ is the quotient when $a$ is divided by $b$.

1. **State the problem:** Calculate the sum of 1 and 1. 2. **Formula used:** Addition of two numbers is given by $a + b$.