Answer:
just do that quik mafs
Step-by-step explanation:
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
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.
I WILL GIVE BRAINLEST!!!!!!
Frank earned x dollars the first week of his new job. He earned 5% more the
second week than the first week. Which expression represents the total amount of
money Frank earned for both weeks?
A. 1.50x
B. 1.05x
C. 2.00x
D. 2.05x
PLSSS SHOW YOUR WORK PLSSSS
Find the missing quantity in the double number line.
The missing quantity is 100 books in the double number line.
What is the proportion?A mathematical assessment of two numbers is called a proportion. If two sets of provided numbers rise or fall in the same relation, then the ratios are said to be directly proportional to each other. Proportions are represented by the symbols "::" or "=".
Let the missing quantity be x in the double number line.
According to the given condition, we can write the proportion would be as:
40 books : 2 boxes = x books : 5 boxes
⇒ 40 / 2 = x / 5
Apply the cross-multiplication operation,
⇒ 40 × 5 = 2x
⇒ 2x = 200
⇒ x = 200/2
⇒ x = 100
Therefore, the missing quantity is 100 books in the double number line.
Learn more about the proportion here:
brainly.com/question/1504221
#SPJ2
A 2-digit number is written on a paper. What is the probability that it starts with 2?
Answer:
1 out of 9
Step-by-step explanation:
PLEASE ANSWER I WILL MARK YOU BRAINLIEST!!!
9514 1404 393
Answer:
distributesubtractadddivide byStep-by-step explanation:
[tex]\begin{array}{rccl}&-2(5x+8)=14+6x\\\text{Step 1:}&-10x-16=14+6x&\text{distribute}&\text{-2 to $5x$ and 8.}\\\text{Step 2:}&-16x-16=14&\text{subtract}&6x\\\text{Step 3:}&-16x=30&\text{add}&16\\\text{Step 4:}&x=\dfrac{30}{-16}&\text{divide by}&-16\end{array}[/tex]
At each step after the first, we use one of the properties of equality to simplify the equation. In the first step, we use the distributive property to eliminate parentheses.
_____
Additional comment
Note that the first step could have been "divide by -2", which would result in the equation 5x+8 = -7 -3x. Subsequent steps would add 3x, subtract 8, and divide by 8, to give a result of x=-15/8. There is usually more than one way to work a math problem.
Can someone please tell me the answers for this question
(I'll dm you the screenshots on Twitter)
hiiiiiii hiiiiiiiii ji
Answer:
hlo thanks for free points ❤️❤️
AQRS contains the points: Q (4,2) R (5.1) S (3.7). If the triangle is reflected across the y-axis, what will she?
Answer:
The answer is (-3, 7) hope this helps
Step-by-step explanation:
Answer:If it's reflected,then it should be (-3.7).
Step-by-step explanation:
2x + 6 = 8
can someone tell me dis
Answer:
x=1
Step-by-step explanation:
is the answer
Answer:
x = 1
Step-by-step explanation:
if a>0>b, show that 4a^2 - 5ab + b^2 >0
Mr. Jacobs wants to save over $3,400 for a car. He has a savings account balance of $800 and will make equal weekly deposits for the next 25 weeks.
How much money should Mr. Jacobs deposit each week?
Answer:
64$
Step-by-step explanation:
Directions
1.Make sure to put the question number next to each answer.
2. If you correctly fill out the questions you will be given a link to 50 points.
3. If you incorrectly answer the question (put random numbers or letters) I will report you.
( You will be messaged through inbox so be sure to add your email in the answer)
Also you will be sent the link within 5 mins of the time you answered the question.
25 POINTS and Brainliest
Answer:$293.83
Step-by-step explanation:
Answer:
293.83$
Step-by-step explanation:
total withdrawals = 6*15.72=94.32$
the rest amount before depostit is 153-94.32=58.68$
the rest amount After depostit is 58.68+235.15=293.83$
plsss I need help..i will remark ur answer as a brilliant answer
Answer:
9.3. your ans. nabsbss
Gabby spents $44.10 for 14 gallons of gas.what was the unit cost or price per gallon
Answer:
The unit cost is $3.15
Step-by-step explanation:
Here, we want to get the price per gallon
mathematically, that will be total amount spent divided by the number of gallons
That will be;
44.10/14 = $3.15
Ana Sofia performed a transformation on APQR. She
recorded her transformation and the location of Q' in the
table. Point Q of APQR is located at (-2,3). Complete the
table to determine the values of a and b that make the
algebraic descriptions of her transformation true.
Answer:
a= 6 b=4
Step-by-step explanation:
-2+6=4
3+4+7
will give brainliest.
Which of the binomials below is a factor of this trinomial?
3x^2+16x+ 5
A- 3x-5
B. 3x-1
C. 3x+1
D. 3x+5
Answer:
option c
Step-by-step explanation:
The zeros of 3x+1
3x=-1
x=-⅓
plug in -⅓ into the trinomial. if it gives an answer of 0 then it's a factor
3(-⅓)²+16(-⅓)+5
=0
What number makes the sentence true?
15 – 7 = 3+1
Answer:
4
Step-by-step explanation:
Although you didn't give me any answers to go with your problem, I am assuming that since 15-7 is 8, and 3 + 1 = 4, the answer should be 4. Now regarding if it is times, it would be x2. Because for times 2 would be 8. Overall the answer should be 4.
If Karen's 45 minute lunch break ended at 12:30 P.M., what time did her lunch break begin?
Answer:
11:45 PM
Step-by-step explanation:
please mark brainliest :D
Simplify each expression by combining like terms.
7a - 6 + 8a
=7a - 6 + 8
=7a + 8a - 6 =15a - 6
where does the line cross in the equation y=2x=12
Maria had $100 at the beginning of summer vacation. She plans to mow lawns and charge $20 per lawn. Which graph could be used to determine the amount of money Maria will have after mowing 10 lawns if she saves all of her money?
Answer:
Line graph
Step-by-step explanation:
A camper leaves camp and travels 4 miles west and 3 miles north. How far is the camper from his original starting point?
Answer:
5 miles
Step-by-step explanation:
To answer this question, use the following:
According to pythagorean theorem, the hypotenuse of the triangle, c, with legs a and b, can be found with the following equation:
[tex]a^2+b^2=c^2[/tex]
Thus plugging in 3 for a and 4 for b:
[tex]c^2 = 25[/tex]
[tex]c=5[/tex]
I will give brainliest
Answer: 16 quarts of blue paint
Step-by-step explanation:
i divided 3 by 24 to see how many quarts there was then took the answer which is 8 and multiplied it by 2.... i dont know if its right but i tried
What is the answer for this
Answer:
the product of 5 and a number
Step-by-step explanation:
product is the result of a multiplication problem
5c is the same as 5 times c
we don’t write an x (5xc) because x is sometimes used as a “placeholder” instead of c
yo im timed please help!! at the top it says "car A is traveling east at a steady speed of 45 mph. after 2 hours it is 100 miles east of Johnstown . car B is traveling east on the same road. its distance east of Johnstown is represented by the graph" il give 20 more points if you're correct
Answer:
it could be C or a
Step-by-step explanation:
more likey c be sorry if it's wrong
WHAT IS DIFFERENCE BETWEEN SQUARE AND RHOMBUS JUSTIFY YOUR ANSWER
Answer:A square and a rhombus both have sides equal in length. But square has all its angles equal to 90 degrees, but a rhombus only has its opposite angles equal.
Step-by-step explanation:
Answer:
A square has all its angles equal to 90 degrees a rhombus has no 90 degree angles
What is the ordered pair for point B?
Answer:
(4,2)
Step-by-step explanation:
..................................
If the sum of the legs of a right triangle is 49cm and the hypotenuse is 41cm find the length of the two legs... without using guess or check.
Please show work
Answer:
I think 42
Step-by-step explanation:
Find the area of the parallelogram ABCD, where DC = 10cm, AD = 6cm, and angle A = 30 degrees
Answer:
6cm
Step-by-step explanation:
hope this helped
Answer:
60
Step-by-step explanation: