You can check your answer to a division problem by using multiplication how can i check the answer want to bishop of them has a remainder

Estimating Quotients

You can determine if an answer in division is reasonable by learning to estimate the answers.

Sample

Round the divisor to the nearest 10 or 100, depending on how many digits are in the divisor. In the sample problem, the divisor 27 rounds to 30.

Round the dividend to the nearest 10, 100, or 1,000 so that all of the digits, except the first one are zeros. In the sample problem, the dividend 630 rounds to 600.

Divide 600 by 30. The answer is 20.

Compare your estimate to the exact answer to determine if the exact answer is reasonable.

The estimate of 20 and the exact answer of 23 R9 are close so the estimated answer is reasonably close to the actual answer.

Helpful Hint: The estimate and the exact answer will usually have the same number of digits.

Check Division with Multiplication

Division and multiplication are inverse or opposite operations. You can use multiplication to check your division answer this way.

Do the division problem.

Multiply the quotient times the divisor.

If there is a remainder, add it to the multiplication product.

Compare this answer to the dividend. They should be the same number (630 = 630).

When dividing to get an answer without a remainder. You go to the decimal. Ya know how theres and invisable decimal in 50? ( 50.0000) Go to the decimal part. For example:  7÷2

2|7.0

Then divide as you would. Before this make sure to always put your decimal straight up!

when functions are first introduced, you will probably have some simplistic "functions" and relations to deal with, usually being just sets of points. these won't be terribly useful or interesting functions and relations, but your text wants you to get the idea of what the domain and range of a function are. small sets of points are generally the simplest sorts of relations, so your book starts with those.

step-by-step explanation:

state the domain and range of the following relation. is the relation a function?

{(2, –3), (4, 6), (3, –1), (6, 6), (2, 3)}

the above list of points, being a relationship between certain x's and certain y's, is a relation. the domain is all the x-values, and the range is all the y-values. to give the domain and the range, i just list the values without duplication:

domain: {2, 3, 4, 6}

range: {–3, –1, 3, 6}

(it is customary to list these values in numerical order, but it is not required. sets are called "unordered lists", so you can list the numbers in any order you feel like. just don't duplicate: technically, repetitions are okay in sets, but most instructors would count off for this.)

while the given set does indeed represent a relation (because x's and y's are being related to each other), the set they gave me contains two points with the same x-value: (2, –3) and (2, 3). since x = 2 gives me two possible destinations (that is, two possible y-values), then this relation is not a function.

note that all i had to do to check whether the relation was a function was to look for duplicate x-values. if you find any duplicate x-values, then the different y-values mean that you do not have a function. remember: for a relation to be a function, each x-value has to go to one, and only one, y-value.

state the domain and range of the following relation. is the relation a function?

{(–3, 5), (–2, 5), (–1, 5), (0, 5), (1, 5), (2, 5)}

i'll just list the x-values for the domain and the y-values for the range:

h * s * a

h = history teacher

s = science teacher

a =   art teacher.

i see no data table, but just multiply the number of history teachers, science teachers, and art teachers.