<h3>So lets say y = The amount of money that's made and x = The number of hours worked. We need two equations. one for Tammy and one for Lia. Tammy's equation will be: y=7x+4 because she makes 7 dollars an hour plus 4 dollars for every item she sells. Lia's equation should be: y=10x+3 because she makes 10 dollars an hour plus 3 dollars for every item she sells. Now since we need to know when they will make the same amount of money, we put both the equations together to make 7x+4=10x+3. Now lets use the distributive property to solve that equation. </h3><h3>7x+4=10x+3</h3><h3> -4 -4</h3><h3> 7x=10x-1</h3><h3> -10x -10x</h3><h3>-3x=-1</h3><h3>x=0.3 repeated)</h3><h3>Now we plug x into Lia's equation and solve that.</h3><h3>y=10(
)+3</h3><h3>y=3.33+3</h3><h3>y=6.33</h3><h3>Now we write our answer as an ordered pair: (0.33, 6.33) </h3><h3>Buuuuuuuuuuuttt you can't have 0.333333333333 of an item so the final answer here would be NO SOLUTION.</h3>
Answer:
A
Explanation:
just look into their similarities, including advancement again, in the text.
I believe they ambushed at Louisburg
The British tried to keep settlers off of the Indian Lands. They respected the land west of the Appalacians as the Native Americans land. After the Treaty of Paris the Revolutionary War ended between the USA and Britain the west was opened up. Great Britain abandoned the claims to the trans-Appalachian region. The Native American nations were left to take "care" of their neighbors.
Answer:
The options:
A. Concept formation
B. Hypothesis testing
C. Convergent thinking
D. Divergent thinking
The CORRECT ANSWER IS A.
A. Concept Formation
Explanation:
Concept formation gives a platform for students with a chance to make good use of ideas by using interlinks and examining relationships among the items of information. This method aids students in building and sharpening their capacity to remember and distinguish between major ideas, to view similarities and classify relationships, to develop concepts and generalizations, to give clarity on the organization of the data being considered.
Looking at our case study, Mr. Matthew gave enough data on a specific concept (by identifying the
key features of amphibians). We see the data is produced by the teacher or/and the students in his class. Students are motivated to categorise or put together the information and to offer descriptive basis to their groupings (asking students to offer examples). By imterrelating the examples to the labels and by giving a brief explanation on their reasoning, the students develop their own idea and clarity of the concept.
Concept formation lessons are knowledge boosting as it foster the ability to learn, help generate new and clearer idea of the topic being learnt.
