Answer:
Some answers would be 7 6 5 4 3 2 1. Not all numbers will be less than twelve.
Step-by-step explanation:
First, I added the number to 4 that would equal twelve. Then, I just started using numbers below it. If this is a true or false, this would be false because if you added any number (let's say 12) to 4, you might get more than 12. Although, every number in the negatives would work as well, because they didn't state that the absolute value of the number plus 4 is less than 12. Hope it is right!
Answer:
m=4
Step-by-step explanation:
Using the slope formula: y2 - y1 / x2 - x1
m = 4 - (-4) / 5 - 3
m = 8 / 2
m = 4
Answer:
48 grams
Step-by-step explanation:
pretzels : peanuts : cheese sticks
8 : 5 : 1
64 g : ? g : ? g
grams of peanuts = 5*64 / 8 = 40 g
grams of cheese sticks = 64*1 /8 = 8 g
<u>grams of peanuts and cheese sticks</u> = 40 + 8 = 48 grams
Answer:
-0.25
Step-by-step explanation:
need to find the halfway point (average) between -0.75 and 0.25 (same as 1/4)
To get average, add them together: (-0.75) + (0.25) = -0.5, divide by two since there are two numbers, to get average -0.25
"In Grade 2 and early in Grade 3, students learned to use bar models to solve two-step problems involving addition and subtraction. This is extended in this chapter to include multiplication and division.
<span>Both multiplication and division are based on the concept of equal groups, or the part-part-whole concept, where each equal group is one part of the whole. In Grade 2, students showed this with one long bar (the whole) divided up into equal-sized parts, or units. This unitary bar model represents situations such as basket of apples being grouped equally into bags." </span>https://www.sophia.org/tutorials/math-in-focus-chapter-9-bar-modeling-with-multipli
