Use proportional reasoning to determine the value of a in the proportion shown below. Three-fifths = StartFraction a + 5 Over 25 EndFraction

Answer:

14/25

Step-by-step explanation:

21/25 - 7/25 = 14/25

Answer:

14/25

Step-by-step explanation:

21/25 - 7/25 = Answer

( 21 - 7 ) / 25 = Answer

14/25 = Answer

Note:

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Answer: 93

Step-by-step explanation:

I'm not sure is this is right but I think it means 45+48 which equals 93. does it say anything else?

Answer:

No, it's not because 6 x 4 = 24 and 2 x 3 = 6.

Step-by-step explanation:

In order for it to be equivalent, the simplified ratio needs to be multiplied by the same number, meaning because 6 x 4 = 24, the next number needs to be the product of 2 x 4, not 2 x 3.

Answer:

24:6 is equivalent to 6:2 because 6 times 4 is 24 and 2 times 3 is 6

ZEARNNNNNN

Step-by-step explanation:

Answer:

$8.12 is the total amount Freddie will spend on the cookies.

Step-by-step explanation:

3 dozen = 36 cookies

20 x $0.27= $5.4

we still need 16 more cookies

16 x $0.17= $2.72

add $5.4 and $2.72 together. which = $8.12

Answer:

y = 15

Step-by-step explanation:

We need to solve for k

y = x

21 = 7k  Divide both sides by 7 to solve for k

3 = k

y = xk

y = 5(3)

y = 15

Answer: y = 15

Step-by-step explanation:  

Answer:

58

Step-by-step explanation:

It is the middle point/dot

in the box with the line

Answer:

Opening (2 minutes)

Move students into groups of two or three, and distribute the bags of tiles.

Mathematical Modeling Exercise (15 minutes)

 Today, we will model a problem that happens in restaurants every day: moving tables together so that

everyone in a group can sit together. Use the square tiles to represent square tables. One person can sit along

each edge of a table side, no crowding. Our first goal is to find how many people can sit at tables made of

various numbers of square tables pushed together end to end.

 How many chairs can fit around one square table? What is the perimeter of the square if the edge length is

one yard? Record the results in your table.

 4; 4 yards

 If two square tables are pushed together to form a longer rectangular table, how many chairs will fit around

the new table? What is the perimeter of the rectangle? Record the results in your table.

 6; 6 yards

Make sure that each student can connect the square model on the desk to the picture on the classwork sheet.

 If there are twice as many square tables in the new rectangular table, why can’t twice as many chairs fit

around it?

 No chairs will fit right where the tables come together.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 6•4

Lesson 21: Writing and Evaluating Expressions―Multiplication and Addition

223

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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

 Make a record of the number of chairs that will fit around longer rectangular tables when 3, 4, and 5 square

tables are pushed together to form long rectangular tables.

Mathematical Modeling Exercise

The Italian Villa Restaurant has square tables that the servers can push together to accommodate the customers. Only

one chair fits along the side of the square table. Make a model of each situation to determine how many seats will fit

around various rectangular tables.

Number of Square Tables Number of Seats at the Table

+ or ( + )

Are there any other ways to think about solutions to this problem?

Regardless of the number of tables, there is one chair on each end, and each table has two chairs opposite one another.

It is impractical to make a model of pushing tables together to make a long rectangle. If we did have a rectangle that

long, how many chairs would fit on the long sides of the table?

on each side, for a total of

How many chairs fit on the ends of the long table?

chairs, one on each end

How many chairs fit in all? Record it on your table.

chairs in all

Work with your group to determine how many chairs would fit around a very long rectangular table if square tables

were pushed together.

chairs on each side, totaling , plus one on each end; grand total

If we let represent the number of square tables that make one long rectangular table, what is the expression for the

number of chairs that will fit around it?

+

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 6•4

Lesson 21: Writing and Evaluating Expressions―Multiplication and Addition

224

This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org

This file derived from G6-M4-TE-1.3.0-09.2015

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Example (13 minutes)

Example

Look at Example 1 with your group. Determine the cost for various numbers of pizzas, and also determine the expression

that describes the cost of having pizzas delivered.

a. Pizza Queen has a special offer on lunch pizzas: $. each. They charge $. to deliver, regardless of how

many pizzas are ordered. Determine the cost for various numbers of pizzas, and also determine the

expression that describes the cost of having pizzas delivered.

Number of Pizzas Delivered Total Cost in Dollars

+

Allow the groups to discover patterns and share them.

What mathematical operations did you need to perform to find the total cost?

Multiplication and addition. We multiplied the number of pizzas by $ and then added the $ delivery fee.

Suppose our principal wanted to buy a pizza for everyone in our class. Determine how much this would cost.

Answers will vary depending on the number of students in your class.

b. If the booster club had $ to spend on pizza, what is the greatest number of pizzas they could order?

Students can use the “guess and check” method for answering this question. A scaffold question might be, “Could they

order 100 pizzas at this price?”

The greatest number of pizzas they could order would be . The pizzas themselves would cost

× $ = $, and then add $. for delivery. The total bill is $.

Step-by-step explanation:

The complete third row is solved and mentioned below -

6   2   5.5   -12   36   1/4

Given are the values of {a} and {b}.

We can complete the third row as -

The complete third row is -

6   2   5.5   -12   36   1/4

Therefore, the complete third row is solved and mentioned below -

6   2   5.5   -12   36   1/4

To solve more questions on algebraic expressions, visit the link below -

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Answer:

Part A = Jillian is not correct, bottom right answer

Part B = The first blank is fraction fs

Step-by-step explanation:

Answer:11 honestly have no idea but im going to give my best answer it is 31

Answer:

777 838 3

Step-by-step explanation:

sood

Answer:

b

Step-by-step explanation:

b because in 4 hours he/she read 20 pages in 40 hours 4(10)=40, in 40 hours he would have read all 200 pages because 20(10)=200

Answer:

-10

Step-by-step explanation:

Answer:

Step-by-step explanation:

11 times 22

the area of its cross-section multiplied by the length

answer: 242cm squared

Answer: You can calculate the likeliness of the spinner landing on blue or red as the more spins you have the more accurate the results would be. In this case, after 200 spins Tiffany calculated that the spinner landing on blue has a 60% chance while landing on red has a 40% chance. Therefore this might not be fair as there is a 60% chance of landing on blue.

Step-by-step explanation: sorry if this didn't help :(

Answer:

Explanation:

75 = 4x - 25

Switch sides

4x - 25 = 75

Add 25 to both sides

4x - 25 + 25 = 75 + 25

Simplify

4x = 100

Divide each sides by 4

4x / 4 = 100 / 4

- zyxx

Answer:

B. -8

Step-by-step explanation:

Solving for variable 's'.

Move all terms containing s to the left, all other terms to the right.

Divide each side by '-0.8'.

s = -8

Simplifying

s = - 8

Can you make me brainliest? ty

I am to believe that the answer is 21

Answer:

8 minutes

Step-by-step explanation:

when you divided 28/224 you get 8 minutes

Answer:

480s per sketch

Step-by-step explanation:

224×60=13440s

28sketches=13440s

1sketch=?

13440÷28=480s per sketch

Answer:

$778.60

Step-by-step explanation:

Sandy worked 80 hours over the last two weeks. She makes $6 per hour, so she earned

$6 x 80 =480

Sandy had a total of $2,986 in sales before taxes. Sandy earns 10% commission on her sales, so

$2,986 x 0.1 = 298.60

is Sandy's earning on sales.

In total, Sandy earned

$480 + $298.60 = $778.60

Answer:

Step-by-step explanation:

Mean, Median, and Mode: Measures of Central Tendency ...

The median is the middle value. It is the value that splits the dataset in half, making it a natural measure of central tendency. To find the median, order your data from smallest to largest, and then find the data point that has an equal number of values above it and below it.

Answer: the median is 41.3 and the separator is 28.7

Step-by-step explanation:

Step-by-step explanation:

an = 3* (sqrt 2)^(n-1)   = 192    solve for n

           sqrt(2)^(n-1) = 64

                  n-1 =  log 64 / log (sqrt 2) = 12

                 n = 13  

Answer: Option 4

Step-by-step explanation:

Commutative property is when you change the order of the operands but it does not change the answer like 5 times 6 and 6 times 5 all = 30.

In this case, the fourth answer is correct because 7/15 x -11 x 30 is the same as 7/15 x 30 x -11 but -11 and 30 are switched around.

Hope this helps you!

:)

Answer:

yes, it will fit.

Step-by-step explanation:

10 x 6 = 60ft

she has an area of 108ft

yes, it will fit because 60ft is smaller than 108ft.

Answer:

No, the car didn't catch the bus, as their time and distance traveled doesn't intersect when portrayed on a graph.

Step-by-step explanation:

It would take the car approximately 2.14 hours to catch up to the bus. Since the car left at 12:15 pm, it should have caught up to the bus at 2:29 pm.

Average speed is calculated by dividing a quantity by the time required to obtain that quantity. Meters per second is the SI unit of speed. The formula S = d/t, where S is the average speed, d is the total distance, and t is the total time, is used to determine average speed.

Yes, the car was able to catch up to the bus before it reached the game. With the car travelling at 54 mph and the bus travelling at 48 mph, the car is travelling 6 mph faster than the bus. In order to calculate how long it would take for the car to catch the bus, we use the formula for average speed:

Average speed = (speed of car + speed of bus) / 2

Average speed = (54 mph + 48 mph) / 2

Average speed = 51 mph

Now, we can use the formula for distance travelled over time to calculate how long it would take the car to travel the 110 miles to the game:

Distance = Rate x Time

110 miles = 51 mph x Time

Time = 110 miles / 51 mph

Time = 2.14 hours

Therefore, it would take the car approximately 2.14 hours to catch up to the bus. Since the car left at 12:15 pm, it should have caught up to the bus at 2:29 pm.

Learn more about the average speed here:

brainly.com/question/9834403.

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Answer: all sides of the apartment would be cut in half.

Step-by-step explanation:

To draw a scale drawing using a different scale, convert the measurements from the original scale to the new scale by dividing them by the ratio between the scales. The resulting measurements are then used to create an accurate scale drawing.

To draw a scale drawing of the apartment using a scale of 4 ft to 1 cm, we need to convert the scale from the given 8 ft to 1 cm to the new scale.

Since the new scale is half of the given scale, we can divide the measurements in the given drawing by 2

to get the corresponding measurements in the new drawing.

We then use these new measurements to draw the scale drawing of the apartment.

For example, if a wall in the given drawing is 16 ft long, in the new scale drawing it will be 8 cm long. We repeat this process for all measurements in the given drawing to create an accurate scale drawing based on the new scale.

This drawing is accurate because we followed the conversion process correctly and used the new scale to determine the appropriate measurements for the scale drawing.

Learn more about Scale drawing here:

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Answer: 10

Step-by-step explanation: 4x-9=31

                                             4x=31+9

                                             4x=40

                                             4x/4=40/4

                                             x=10  

Answer: 10. 4(10)-9=31

Step-by-step explanation:

firstly, we would substitute the values given in the subset to the value of x and check which solves the equation.

When x= (-10),

4(-10) -9

= -40-9

=-49,

which does not equal 31, so it cannot be -10.

Similarly, when x=5.5,

4(5.5)-9

=22-9

= 13

which does not equal 31.

Thirdly, when x=9

4(9) -9

= 36-9

= 27

which does not equal 31.

Finally,

when x=10,

LHS 4(10)-9

=40-9

=31 RHS

Therefore x=10.

To learn more about integers,

https://brainly.com/question/929808