Answer:
Step-by-step explanation:
![~~~~~~~2^n+2^n+2^n+2^n = 2^{16}\\\\\implies 4 \cdot 2^n = 2^{16}\\\\\implies 2^2 \cdot 2^n = 2^{16}\\\\\implies 2^{n+2} = 2^{16}~~~~~~~~~~~~~~~~~~~~~~~~~~~~;[a^m \cdot a^n = a^{m+n}]\\\\\implies n+ 2 = 16\\\\\implies n = 16-2 \\\\\implies n = 14](https://tex.z-dn.net/?f=~~~~~~~2%5En%2B2%5En%2B2%5En%2B2%5En%20%3D%202%5E%7B16%7D%5C%5C%5C%5C%5Cimplies%204%20%5Ccdot%202%5En%20%3D%202%5E%7B16%7D%5C%5C%5C%5C%5Cimplies%202%5E2%20%5Ccdot%202%5En%20%3D%202%5E%7B16%7D%5C%5C%5C%5C%5Cimplies%202%5E%7Bn%2B2%7D%20%3D%202%5E%7B16%7D~~~~~~~~~~~~~~~~~~~~~~~~~~~~%3B%5Ba%5Em%20%5Ccdot%20a%5En%20%3D%20a%5E%7Bm%2Bn%7D%5D%5C%5C%5C%5C%5Cimplies%20n%2B%202%20%3D%2016%5C%5C%5C%5C%5Cimplies%20n%20%3D%2016-2%20%5C%5C%5C%5C%5Cimplies%20n%20%3D%2014)
15 pounds, 12 divided by four multiplied by 5 (4 because 25% = 1/4)
The answer is 253.............
Answer: The Pacing Method:
Use Edulastic to help convey weekly expectations and track student progress along the way
You can set up Edulastic to function as your check-in-tool with students, and Edulastic will help you in gathering student data during this process (#Edulasticforthewin!). This can help in estimating student participation grades and preparing reports to supervisors. It can also help with pacing and students staying on task.
When I was a high school science teacher I would structure “Check ins” with my students on written handouts that students had to present to me for my signature (upon meeting and discussing project updates, hearing feedback from me etc.). If I had access to Edulastic tools then, I could have instead coordinated these check ins digitally and privately using Edulastic. They could check-in on their own time, at home or at school. That makes things a heck of a lot more efficient than having students form a line waiting to talk to me at my desk! You can set this up to occur at the every other day mark, weekly mark, biweekly, or even monthly mark depending upon length and scope of a project in place.
Check out how this might look in Edulastic:
Step-by-step explanation:
Considering the differences in the budgeted and used amoints, it is found that the correct option is given by:
A. No it’s short $207.00.
<h3>In the graph, what are the differences between the budgeted and used amounts?</h3>
- In utilities, there was a surplus of $20.
- In groceries, the budget was $150 short.
- In clothing, the budget was $75 short.
- In gas, the budget was $2 short.
Hence, the difference between the budgeted amount and the used amount is given by:
20 - (150 + 75 + 2) = -207.
The budget was $207 short, hence option A is correct.
A similar problem, in which an amount is studied, is given at brainly.com/question/25537936
