sir i want to ask you something that makes confuse me.that is what if i sub struct the larger nu from the smaller nu and multiply it to find the area like this (9-7)(15-6)
They have to give you enough information to find its Area. If it's a square, one measurement (side length) would be enough. If it's a circle, one measurement (radius OR diameter) would be enough,.
When a diagram in a Math question looks like one shape but has labels that tell you it is another shape, believe the labels and work with them. We Math teachers often draw diagrams incorrectly on purpose, so that trying to solve with rulers and such tools won't work, because we know what techniques we want the students to use. (And, of course, sometimes it's just because the Math teacher made a mistake.)
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sir i want to ask you something that makes confuse me.that is what if i sub struct the larger nu from the smaller nu and multiply it to find the area like this (9-7)(15-6)
Unfortunately, that method is not leading to the correct answer.
what if there are 2 circles in one rectangle
Hello! I have a question what if the second shape just has one measurement and not 2?
They have to give you enough information to find its Area. If it's a square, one measurement (side length) would be enough. If it's a circle, one measurement (radius OR diameter) would be enough,.
How can i find if the figure inside the rectangle is circle ???
Use the Area of a Circle formula.
Thank u sir
What happens if there is only 3 numbers instead of four
Question, how do you solve when there’s two or more unshaded areas?
Subtract all of the unshaded areas, either all at once or one at a time.
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But sir take a look at middle in big rectangle see it's look like a sqare not as rectangle but ok I've done it
When a diagram in a Math question looks like one shape but has labels that tell you it is another shape, believe the labels and work with them. We Math teachers often draw diagrams incorrectly on purpose, so that trying to solve with rulers and such tools won't work, because we know what techniques we want the students to use. (And, of course, sometimes it's just because the Math teacher made a mistake.)
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