EXPERT HELP: EXPLAIN THE ANSWER AND DON'T GUESS

A or D

Answer:

The answer is 422.50

Step-by-step explanation:

30% of 325

0.30 x 325 = 97.5

97.5+325=422.50

( not my work just wanted to make sure people got the right answer)

Answer:

a. 18

Step-by-step explanation:

First you multiply 24 by 9 since each bow is 9 inches and she needs 24 bows.

After multiplying you should then end up with 216 in. Then convert 216 into feet which should give you 18.

(Sorry if my explanation is not the best. I hope this helps though!)

Answer: it does not function

Step-by-step explanation: it does not function because the numbers on the left are all the same. plz mark me brainliest

Answer:

a

Step-by-step explanation:

Answer:

choice three is correct

Explanation:

it just is :)

Answer:

It'd be 25.

21+4=25

Answer:

25 degrees becaues you add 4 to 21

Step-by-step explanation:

Answer:

The answer is A, 18.84.

Step-by-step explanation:

The two points are 6 places apart, so that can be 6 units as radius. To find the circumference of a circle you do r x 3.14 (to abbreviate pi). 6 x 3.14 is 18.84 so A is your answer.

Answer:

6/7-61/1

Step-by-step explanation:

Answer:

50%

Step-by-step explanation:

I dont know how else to put it you didnt show the models though :(

Answer:

50 % of the game

Step-by-step explanation:

30/60 = 50/100

50/100 = 50%

Answer:

4

Step-by-step explanation:

as it is an upward curve

Answer:

Its an irregular pentagon

Step-by-step explanation:

Answer:464

Step-by-step explanation: If I got it wrong I am sorry but I think I got it right.

Answer:

Enduring Understandings:

The square roots of perfect squares are rational numbers.

The square roots of non-perfect squares are irrational numbers.

Many geometric properties and attributes of shapes are related to

measurement.

General Learning Outcomes:

Develop number sense.

Use direct or indirect measurement to solve problems.

Specific Learning Outcome(s): Achievement Indicators:

8.N.1 Demonstrate an understanding

of perfect squares and square

roots, concretely, pictorially, and

symbolically (limited to whole

numbers).

[C, CN, R,V]

 Represent a perfect square as a square

region using materials, such as grid paper

or square shapes.

 Determine the factors of a perfect square,

and explain why one of the factors is the

square root and the others are not.

 Determine whether or not a number is

a perfect square using materials and

strategies such as square shapes, grid paper,

or prime factorization, and explain the

reasoning.

 Determine the square root of a perfect

square, and record it symbolically.

 Determine the square of a number.

8.N.2 Determine the approximate

square root of numbers that are

not perfect squares (limited to

whole numbers).

[C, CN, ME, R, T]

 Estimate the square root of a number that

is not a perfect square using the roots of

perfect squares as benchmarks.

 Approximate the square root of a number

that is not a perfect square using technology

(e.g., calculator, computer).

continued

4 Grade 8 Mathematics: Suppor t Document for Teachers

Specific Learning Outcome(s): Achievement Indicators:

 Explain why the square root of a number

shown on a calculator may be an

approximation.

 Identify a number with a square root that is

between two given numbers.

8.SS.1 Develop and apply the

Pythagorean theorem to solve

problems.

[CN, PS, R, T, V]

 Model and explain the Pythagorean

theorem concretely, pictorially, or by using

technology.

 Explain, using examples, that the

Pythagorean theorem applies only to

right triangles.

 Determine whether or not a triangle

is a right triangle by applying the

Pythagorean theorem.

 Solve a problem that involves determining

the measure of the third side of a right

triangle, given the measures of the other

two sides.

 Solve a problem that involves Pythagorean

triples (e.g., 3, 4, 5 or 5, 12, 13).

Prior Knowledge

Students may have had experience with the following:

Q Demonstrating an understanding of regular and irregular 2-D shapes by

Q recognizing that area is measured in square units

Q selecting and justifying referents for the units cm² or m²

Q estimating area by using referents for cm² or m²

Q determining and recording area (cm² or m²)

Q constructing different rectangles for a given area (cm² or m²) in order to

demonstrate that many different rectangles may have the same area

Q Solving problems involving 2-D shapes and 3-D objects

Q Designing and constructing different rectangles given either perimeter or area, or

both (whole numbers), and drawing conclusions

Q Identifying and sorting quadrilaterals, including

Q rectangles

Number 5

Q squares

Q trapezoids

Q parallelograms

Q rhombuses

according to their attributes

Q Developing and applying a formula for determining the

Q perimeter of polygons

Q area of rectangles

Q volume of right rectangular prisms

Q Constructing and comparing triangles, including

Q scalene

Q isosceles

Q equilateral

Q right

Q obtuse

Q acute

in different orientations

Background Information

Squares and Square Roots

A square is a 2-dimensional (2-D) shape with all four sides equal.

The total area the square covers is measured in square units.

To determine the side length of a square when given the area, the square root must be

determined.

A perfect square can be described as

Q a square with whole number sides (e.g., 1 × 1, 2 × 2, 3 × 3)

Q a number whose square root is an integer (e.g., 4 = 2 or –2)

A non-perfect square can be described as

Q a square with non-whole number sides (e.g., 1.2 × 1.2)

Q a number whose square root is not a whole number (e.g., 2)

Rounding is often used to determine the approximate square root of non-perfect

squares.

Step-by-step explanation:

The equation that represents the cost of the wire for a certain length will be y = (3 / 50)x.

A connection between a number of variables results in a linear model when a graph is displayed. The variable will have a degree of one.

Let the equation of the line pass through (x₁, y₁) and (x₂, y₂).

Then the equation of the line is given as,

[tex]\rm (y - y_2) = \left (\dfrac{y_2 - y_1}{x_2 - x_1} \right ) (x - x_2)[/tex]

Emily and andy each go to a home improvement shop to purchase wire. The table shows the expense y in dollars for x crawls of the wire they need.

Take two points from the table, then we have

(120, 7.2) and (125, 7.5)

Then the equation of the line is given as,

(y - 7.2) = [(7.5 - 7.2) / (125 - 120)](x - 120)

y - 7.2 = (3/50)(x - 120)

y - 7.2 = (3/50)x - 7.2

y = (3 / 50)x

The equation that represents the cost of the wire for a certain length will be y = (3 / 50)x.

More about the line passing through two points link is given below.

https://brainly.com/question/12740817

#SPJ2

Answer: A=a+b

2 h

Step-by-step explanation: h goes a little bit higher then there

Answer: 2

Step-by-step explanation:124

Answer:

D

Hey There!

To find the answer you have to add the frequencies of all of them and take the frequency of 3 people being in a car and divide that by the sum of all of the frequencies if that makes sense

37+98+40+25=200

The frequency of 3 people being in a car is 40

so we would do

[tex]\frac{40}{200}[/tex] which is equal to [tex]\frac{1}{5}[/tex]

Therefore D is your answer

Answer:

1. 64

2. 72 square feet

3. 31.5 square feet

Step-by-step explanation:

For the first one use the equation A=bh.

Plug in your values: A=12.8*5.

Solve: A=64

For the second one multiply 8*3 which gives you 24. Next multiply that by 3 to give you 72 square feet.

For the third one multiply 9 by 3.5 to get 31.5 square feet.

1st page: it is the fourth answer, y is less than or equal to 12

2nd page: it is the second answer, m is less than or equal to 450

3rd page: it is the first answer, x > -3

4th page: it is the fourth answer, b is more than or equal to 500

Answer: A.

Step-by-step explanation: Option A is correct because -12/5 < -3 1/4 < -4.5 <   2 1/3 <  < 0.8.

Assuming these are all different questions,

1. -15 is colder

2. -10 is closer than -8

3. -18

4. -10 feet

5. Not sure what you are asking, but possibly -300

-11 degrees is warmer than -15 degrees, -10 feet is closer than -8, the temperature is -2, the divers' elevation is 10 feet of elevation, and the whale goes 600 feet in all to breath, & to feed.

Step-by-step explanation:

Answer:

d

Step-by-step explanation:

Answer:

uuuuuh I think the answer is 23 & 27???