Zeek felt bad about excluding the Zoo's pygmy hippo "Little Willy," so he included Willy's open mouth width too. Willy was able to open his mouth 55 centimeters. What would Willy's data be considered as if it were included in the data set with the other hippos? (Hint: this is a vocabulary word that you learned in the lesson.)

I forgot what the vocab word was.

Answer:

a

Step-by-step explanation:

a

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:

m/abc i think but i dont know

Step-by-step explanation:

Answer:

to find the value of x, just add . 5x +15, which is 20x, then add he 4x and 2x to equal 26x. the rest is hard to explain but ill try. no your gonna want to for abc, START AT A, then go to B, then C. for BCA, start at B, go to C, then A. lastly, for CAB, start at C, go to A, then B

Step-by-step explanation:

Answer:

x=45

Step-by-step explanation:

mark brainliest, thank you

Answer:

44

Step-by-step explanation:

Answer:

I think it's C but I could be wrong I tried it on an online graph

Answer:

Im pretty sure its C.

Step-by-step explanation:

I took the quiz on EDGE 2022.

Answer: 48

Why? This is very simple to find the area in this type of problem you just mulitply the 2 sides.

Answer:

6/7-61/1

Step-by-step explanation:

Answer:

d

Step-by-step explanation:

The first step should have been 7h>98

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:

D) 20

Step-by-step explanation:

The equality states the following, that the variable, x is less than 15.

The only number that would not be a solution (thereby being either 15 or greater numerically), is D) 20.

D) 20 is your answer.

~

Answer:

x = 1

Step-by-step explanation:

Create equivalent expressions in the equation that all have equal bases, then solve for  x.  

x = 1

Hope this helped

Answer:

6) 9216π

8) 24

Step-by-step explanation:

6)

V= 2/3πr³

   r = 48/2 = 24

V = 2/3π24³

V = 9216π

8)

V = 4/3πr³

2304π = 4/3πr³

r³= (2304π)/4/3π

r³= 1728

[tex]\sqrt[3]{r^3} =\sqrt[3]{1728}[/tex]

r = 12

D = 2r

D = 2 x 12 = 24

Answer: A=a+b

2 h

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

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

Step-by-step explanation:

2(4)²-3(4)+2=32-12+2≠54

x = 4 is not a solution to this . 2x2 - 3x + 2 = 54

Answer:

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

Answer:

25 Days

Step-by-step explanation:

2.5 x 25= 62.5 and you can't go above that or it's over 64.

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:

Answer:

(3, -4)

Step-by-step explanation:

Answer: (3;-4)

P.S. The coordinates should be written in square bracket, however I dont know how to type them.

Step-by-step explanation:

The coordinates conists of two numbers. The first number in the bracket (in our case number 3) indicates the position of the number along the x-axis. The second number in the bracket (in our case number -4) indicates the position of the number along the y-axis.

Answer:

d

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%