Answer:
Step-by-step explanation:
This is a super question and it is an excellent exercise for you. When I was teaching, once every term, I would ask my physics class to explain acceleration to a 7 year old. The stats favored the older women (mothers) who took the class. Almost none of the guys could do it. Here's why.
- The sentences had to be very short. They were barely 6 or 7 words long. They were complete sentences.
- The examples used had to be very simple. The secret to those mother's answers was they invariably picked something like a stop sign. They all knew that and they always got it right for those reasons.
You are trying to teach a seven or eight year old. Believe it or not, the first thing you have to do is check and see if they know their facts. Can they do 7+8 or 9+ 6 without hesitancy. If they can do those facts do they know the multiplication facts. 4 * 5 etc. They must know those things cold, or you are wasting your time. Don't ask me why. But you can't go on without those 2 fact types solid.
I take it you are trying to do word problems. The best thing you can do is teach them to read.
A man has a dime and a nickel and a penny. How much money does he have? Us a marker to underline the key statement.
a dime,
a nickel
a penny should be underlined. Don't ask for an answer - yet.
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Keep doing this problem over and over. You are not trying to get an answer. You are trying to get them to understand how to read a question
A person has just less than 4 quarters just less than 5 dimes and just less than 4 nickels. How many coins does he have. That's an important question because the grade three-er is going to have to know what less means.
That should get you started.
For this case we have the following function:
![s (V) = \sqrt [3] {V}](https://tex.z-dn.net/?f=s%20%28V%29%20%3D%20%5Csqrt%20%5B3%5D%20%7BV%7D)
This function describes the side length of the cube.
If Jason wants a cube with a minimum volume of 64 cubic centimeters, then we propose the following inequality:
![s \geq \sqrt [3] {64}](https://tex.z-dn.net/?f=s%20%5Cgeq%20%5Csqrt%20%5B3%5D%20%7B64%7D)
Rewriting we have:
![s \geq \sqrt [3] {4 ^ 3}\\s \geq4](https://tex.z-dn.net/?f=s%20%5Cgeq%20%5Csqrt%20%5B3%5D%20%7B4%20%5E%203%7D%5C%5Cs%20%5Cgeq4)
Answer:
Option B
Answer:
4/3
Step-by-step explanation:
cuz its not the same?
Answer:
The answer is the last one. (The one with measures of all 3's.)
Step-by-step explanation:
3 * 3 = 9
9 * 3 = 27
Hope this helps!! :)
