Mathematics High School

Dear Garden Designer,
Shed
I've ordered this shed. It is 2 meters wide, 3.25 meters
long and 2.8 meterstal
I have moved into a house with a smal garden that needs a total redesign
Please design my garden for me. I have attached an accurate scale drawing of my
garden to this emai. I ve listed below some features I want in the garden. I will email
you later about some other things I also want.
To start, please could you draw these features accurately on the plan, showing where
you think they should go in the garden. Send me your plan with an explanation of your
thinking
Best wishes,
Decking for barbeques
I want some decking near the patio doors
It should be big enough to seat at least six people
Mandy
Circular pond
I would like a circular pond.
I'd like its area to be about 7 m.
Path and Borders
I would like some flower borders. These should not be
more than one motor wide as I find wider ones difficult
to look after.
I'd like a gravel path 1 meter wide to go from the shed
to the house and from the garden gate to the house
I will cover the rest with grass

Answers

Answer 1

Answer:

Step-by-step explanation:MATHEMATICAL GOALS

This lesson unit is intended to help assess how well students are able to interpret and use scale

drawings to plan a garden layout. This involves using proportional reasoning and metric units.

COMMON CORE STATE STANDARDS

This lesson relates to the following Standards for Mathematical Practices in the Common Core State

Standards for Mathematics, with a particular emphasis on Practices 1, 3, 4, 5, and 6:

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

8. Look for and express regularity in repeated reasoning.

This lesson gives students the opportunity to apply their knowledge of the following Standards for

Mathematical Content in the Common Core State Standards for Mathematics:

7.G: Draw, construct, and describe geometrical figures and describe the relationships between

them.

Solve real-life and mathematical problems involving angle measure, area, surface area,

and volume.

7.EE: Solve real-life and mathematical problems using numerical and algebraic expressions and

equations.

7.RP: Analyze proportional relationships and use them to solve real-world and mathematical

problems.

INTRODUCTION

This lesson unit is structured in the following way:

• Before the lesson, students work individually on a task designed to reveal their current levels of

understanding. You review their responses and create questions to help them improve their work.

• At the start of the lesson, students reflect on their individual responses, before producing a

collaborative improved solution to the task. Then, in the same small groups students analyze

sample responses. They then discuss as a whole-class the methods they have seen and used.

• In a follow-up lesson, students reflect on their work. If time allows, an extension task is available.

MATERIALS REQUIRED

• Each student will need a copy of Design a Garden and Garden Plan, some blank paper, a miniwhiteboard, pen, and eraser, and the How Did You Work? questionnaire. The Garden Plan should

be copied at exactly 100% scale so the measurements are accurate. If this is not possible,

photocopy the rules on S-3, one rule per student, which should then match the Garden Plan

measurements. It will be useful to have spare copies of the Garden Plan.

• Each small group of students will need a new copy of the Garden Plan, the Assistants’ Methods, a

glue stick, felt-tipped pen, and a sheet of poster paper. For the optional extension Mandy’s Second

Email will be needed. Provide short rules, meter rules, string, protractors, scissors, glue, card,

plain paper, graph paper, and colored pencils for students who choose to use them.

TIME NEEDED

20 minutes before the lesson, a 110-minute lesson (or two 60-minute lessons), and 10 minutes in a

follow-up lesson. Actual timings will depend on the needs of your students.

Related Questions

Find the x-intercept and y-intercept of the line.
2x+y=8
y-intercept:
x-intercept:

Answers

Answer:

The x intercept is 4 (by substituting y as zero we get x intercept)

And the y intercept is 8 (by substituting x as zero we get y intercept)

Take (4, 0) and take (8, 0) to graph the line

You're welcome!

Answer:

x = 4 y = 8 graph (4,0) and (8,0)

Today only, a suit is being sold at a 15% discount. The sale price is $391.
What was the price yesterday?

Answers

Answer:

$460.

Step-by-step explanation:

[tex]Percentage\ change = (\frac{Original\ Price\ - Discounted\ Price}{Original\ Price})100\\\\15=(\frac{x-391}{x})100\\\\15x=(x-391)100 \\\\15x/100=x-391\\0.15x=x-391\\391=x-0.15x\\391=0.85x\\391/0.85=x\\460=x\\[/tex]

So the price yesterday was $460

if lines intersect, does that make it, one solution, no solution, or infinite solution?​

Answers

Answer:

one solution

Step-by-step explanation:

No solution is when they don't intersect at all. Infinite solutions is if the two lines are on top of each other.

Answer:

one solution

Step-by-step explanation:

if they intersect, they become one solution, if they don't intersect, than there are no solutions. If the graphs of the equations are the same, there are infinite solutions.

What is the sum of -7 1/6 + 3 5/6 in simplest form?

Answers

Answer:

-3 1/3

Step-by-step explanation:

Fill in the missing fractions in the blanks. (You don't need to simplify.) 50.891 = 50 + 8/10 + Source 51-5 USM2 THAN YO UNA CA bo Anu​

Answers

Answer:

Sorry no idea

Step-by-step explanation:

Christine purchased a prepaid phone card for $20. Long distance calls cost 18 cents a minute using this card. Christine used her card only once to make a long distance call. If the remaining credit on her card is $15.68, how many minutes did her call last?

Answers

Answer:

4 minutes and 32 seconds

Step-by-step explanation:

card $20.00-money left over $15.68            $20.00-$15.68  4.32

Which of the following is true about similar figures?

All similar figures are congruent.


If two figures are not similar, they can still be congruent.


All congruent figures are similar.


If two figures are not congruent, they can't be similar.

Answers

Answer:

All congruent figures are similar

Step-by-step explanation:

Congruent means "same" in mathematics and you have evidence to prove it. You can look at two puppies with the exact same fur color and be like "yeah they're the same". If they are the same size and shape they're congruent. This is why the AAA postulate can't work because triangles can have the same angles yet be different sizes. If figures are not congruent, they can't be similar and figures that aren't similar can't be congruent either.

All similar figures are congruent is true about similar figures

What is congruency?

We know two similar planer figures are congruent when we have sides or angles or both that are the same as the corresponding sides or angles or both.

In mathematics, congruent means identical, and you can cite examples to support your claim.

just by looking at them. They are congruent if their dimensions match. Triangles can have the same angles but differ in size, which makes the AAA postulate invalid.

If two figures are not similar, they cannot be congruent, therefore similarly unrelated figures cannot be congruent.

learn more about congruency here :

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y = 5 - 3x Rewrite in y = mx + b form.

Answers

y=-3x+5
hope this helped!!

evaluating reports , help me please ...

Answers

Well I think it’s b

-1/2 (10+1/4)


A. -5 -1/4

B. -5 -1/8

C. -5 +1/8

D. -5 +1/4.

Please help, I'll mark first correct as Brainlyest

Answers

Answer:

-5 1/8

Step-by-step explanation:

-5 1/8

What is the sum?
8+(-12)
-20
24
4
20

Answers

Answer:

-4

Step-by-step explanation:

adding a negative is the same as subtracting a positive

xoxo, your highness...

Answer: 24

8 + (-12) = -4

-4 + (-20) = -24

-24 + 24 = 0

0 + 4 = 4

20 + 4 = 24

Given mn, find the value of x.​

Answers

You would do 118- 180 because a straight line adds up to 180

The answer is x =62

The value of the angle x in the given set of parallel lines is 62°.

Given that are two lines m and n which are parallel to each other, a transversal line t intersecting the lines at one point each making angles measuring 118° and x, which are opposite to each other, x is on line n whereas 118° is on m,

We need to find the value of x,

Here, we can use the property of corresponding angles to find the value of x.

Corresponding angles are formed when a transversal intersects two parallel lines, and they are congruent (equal) to each other.

In this case, the corresponding angle to the 118° angle on line m is the supplement of angle x on line n.

Since the corresponding angles are equal, we can set up the equation:

180° - x = 118°

x = 62°

Hence the value of x is 62°.

Learn more about corresponding angles click;

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Can somebody please solve these for me I don't wana do it (thats why i am using so many points)

Answers

Down                            

6. 4,011                          

10. -94

11. 26

13. 178

15. -8

16. 6,861

18. 3,482

20. 385

22. 788

24. -5

25. 44

Across

1. -248

5. -9

7. 4,923

8. 90

9. 67

10. -912

12. 119

14. 16

15. -6

17. 743

19. 8,838

21. 47

23. 68

24. -884

26. 15

27. 7,284

first question is Bitcoin is a virtual currency used to buy things online. An investment of $5125 in bitcoins grew 48 times. What is the total value of the investment?

And the second question is The cost of each projector in an office is $9841. Find the cost of 210 such projectors.
$
tell me the answer A S A P plz

Answers

[tex]\huge\mathbb\purple{AnSwEr}[/tex]

[tex]\huge❤\bold\red{Hello}❤[/tex]

Hey mate 1. $246,000 2. $20,66,610 is your Answer

[tex]My \: pleasure \: to \: help \: you \: anytime.[/tex]

[tex]Mark \: me \: as \: brainliest .[/tex]

[tex] \huge \mathscr \pink \star\underline {Follow \: me } \red \star[/tex]

UGHHHHHH HELPPP!!!!!!!! The sum of a number and 3 more than twice the number is less than 36. Find the number! ANSWER QUICKLYYYY

Answers

Step-by-step explanation:

Read the poem. excerpt from “Spring” by Christina Rossetti Frost-locked all the winter, Seeds, and roots, and stones of fruits, What shall make their sap ascend That they may put forth shoots? Tips of tender green, Leaf, or blade, or sheath; Telling of the hidden life That breaks forth underneath, Life nursed in its grave by Death. Which line from the poem contributes most to a hopeful tone? "Telling of the hidden life" "Frost-locked all the winter," "Life nursed in its grave by Death." "What shall make their sap ascend"

I need help will give crown

Answers

Answer:

$15 per hour and he worked 5 hours yesterday.

Step-by-step explanation:

Since we know that the number of hours he works and know how much he got paid we need to look for how much he makes each hour.

Set up the equation like this.

7x=105

Divide by 7 to isolate the x

x=15

That means he makes 15 dollars per hour. For the 2nd part, we are looking for how many hours he worked. We know that he gets 15 dollars per hour so we can set up the equation like this.

15x=75

Divide by 15 to isolate the x

x=5

That means he worked 5 hours yesterday.

P.S. give me crown

Answer:

 He worked approximately 4-5 hours because when he worked 7 hours a day he earned 105 dollars that means he made 15 dollars an hour so he only worked 4-5  hours that day and he made 75 dollars.  

Step-by-step explanation:

This is a short answer so u dont have to write that much.

plz help me, thank you

A bacteria culture starts with 40 bacteria and the number doubles every 20 mins.
write an equation of an exponential function that models the described situation.

plz show me the working.

Answers

Answer:

[tex]P=40(1.03526)^{t}[/tex]

Step-by-step explanation:

Exponential Growth

The natural growth of some magnitudes can be modeled by the equation:

[tex]P=P_o(1+r)^{t}[/tex]

Where P is the actual amount of the magnitude, Po is its initial amount, r is the growth rate and t is the time.

The initial number of bacteria is Po=40 and it doubles (P=2Po) at t=20 min. With that point we can find the value of r:

[tex]2P_o=P_o(1+r)^{20}[/tex]

Simplifying:

[tex](1+r)^{20}=2[/tex]

Solving for 1+r:

[tex]1+r=\sqrt[20]{2}[/tex]

[tex]1+r=1.03526[/tex]

The exponential function that models the situation is:

[tex]\mathbf{P=40(1.03526)^{t}}[/tex]

Bill built a rectangular pen in his yard that measures feet by 6 feet. He wants to make another pen that is similar but not congruent to the one he built. Which these rectangles is similar?

Answers

You have to include a picture for us to see what’s the choices

Write seventeen thousand and one hundred six thousandths in standard form

Answers

Answer: 17,000.106.

Step-by-step explanation: hope this helps

There are 12 squares and 20 triangles. What is the simplest ratio of squares to triangles?

Answers

Answer: 12:20 but if simplified then it is 3:5! This is the simplest ratio of square to triangles Explanation: I found the "GCF" (Greatest Common Factor) which was 4 and I got 3 for 12/4 and 5 for 20/4

(10-3)(-2)

giving brainlist out

Answers

Answer:

i think the answers 5

Step-by-step explanation:

Answer:

-14

Step-by-step explanation:

(10-3)(-2)

(7)(-2)

-14

Consider a function f(x) such that f(5x) =x-5/5x-1. Find f(x) and hence write down the domain of f(x).
​

Answers

Answer:

[tex]f(x) = \frac{x - 25}{5x - 5}[/tex]

Domain: [tex]x \ne 1[/tex]

Step-by-step explanation:

Given

[tex]f(5x) = \frac{x - 5}{5x - 1}[/tex]

Required

Determine f(x) and its domain

To determine f(x), we replace 5x with x in f(5x)

So, we have:

[tex]f(5x) = \frac{\frac{5x}{5} - 5}{5x - 1}[/tex]

[tex]f(x) = \frac{\frac{x}{5} - 5}{x - 1}[/tex]

Take LCM

[tex]f(x) = \frac{\frac{x - 25}{5}}{x - 1}[/tex]

[tex]f(x) = \frac{x - 25}{5} * \frac{1}{x-1}[/tex]

[tex]f(x) = \frac{x - 25}{5x - 5}[/tex]

To get the domain, we set the denominator as

[tex]5x - 5 \ne 0[/tex]

[tex]5x \ne 5[/tex]

[tex]x \ne 1[/tex]

3. Jason earns $400 per week plus a 3% commission on his total sales. If he sold $675 in total sales, how much did he earn this week?​

Answers

Answer:

$420.25

Step-by-step explanation:

Total earnings of the week

[tex] = 400 + 3 \% \: of \:675 \\ \\ = 400 + 0.03 \times 675 \\ \\ = 400 + 20.25 \\ \\ = \$ 420.25[/tex]

question no. 3 the square root pls help guys pls ​

Answers

the answer to number 3 is 198

its not math but I still need helppppp​

Answers

Answer:

T

Step-by-step explanation:

Plz help This is a very important thing I have to do and it depends 50% of my grade so please help...!

Answers

Answer:

A.B

Step-by-step explanation:

5 - sqrt1.35 =  ~3.8

A) 3 / sqrt2 = ~2.1

B) 5 / sqrt3 = ~2.9

C) 3 + 2sqrt2 = ~5.8

D) 4 + 8/sqrt50 = ~5.1

A car is 180 inches long. A truck is 75% longer than the car. How long is the truck?

Answers

Answer:

315 inches

Step-by-step explanation:

180 + 180 * 075 =

180 + 135 = 315

Answer:

The truck is 315 inches long.

Step-by-step explanation:

What is 135 less than the product of 57 and 219?

Answers

Answer: something in the negatives

Step-by-step explanation:

PLEASE HELPPP IDEK WHEN WE LEARNED THISSS

Answers

Answer:

1 in 52 I THINK DONT BE MAD IF ITS WRONG :(

Step-by-step explanation:

Because there are 52 cards in the deck and you need to pull out 1 card so its 1 in 52 chance

1 of 13 because there are 4 different sets of numbers, letters, shapes, and colors for each.

Addilyn received 300 of the most popular beads for her birthday.
There are 30 beads per package. How many packages did she receive?


1. a = 300 + 30

2. a = 300 x 30

3. a = 300 divided by 30

4. a = 300 - 30

Answers

The correct answer is 3: a= 300 divided by 30

Answer:

3. a=300/30

Step-by-step explanation:

you want to figure out how many packages she received, and there are 30 beads in each package. so, you divide the total amount of beads (300) by the amount in each package to determine how many packages there are. 300/30=10 packages of beads

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