Answer:
<em>(a) 3 inches
</em>
<em>(b) Her scale model drawing WILL fit on the piece of paper 8.5 by 7 inches</em>
Step-by-step explanation:
<u>Scaling
</u>
We use scales to represent realities in reduced spaces. In the case of lengths or surfaces, the scale allows us to draw the shapes in normal sheets of paper.
(a)
Kelly's rock garden has a length of 6 feet. She uses a 1 inch:2 feet scale. this means that the model length is
6 feet*1 inch/2 feet = 3 inches
(b)
The width of the model is 5 inches, keeping the same scale it means the real length is
5 inches * 2 feet / 1 inch = 10 feet
The model will have 3 inches by 5 inches, it perfectly fits on any regular piece of paper
Answer:
Step-by-step explanation:
(21²+10²)½ = 23.25= 23.3
Answer:
It is <u>C</u> Or the <u>Third Graph</u>
Step-by-step explanation:
correct answer for edge 2020
First, let’s begin with part A of the question. To find the mean, we must find the average of Rolinda’s test scores by adding them all together and then dividing the sum by 5 (the number of test scores). This is shown below:
(85 + 85 + 60 + 62 + 59) / 5
351/5
70.2
Therefore, the mean of Rolinda’s test scores is 70.2.
Next, we should find the median, or the middle number of the sequence after we order the numbers from smallest to largest. This is shown below:
59, 60, 62, 85, 85
Since 62 is the middlemost number in the list, the median is 62.
Finally, we must find the mode, or the most common number in the list. Since 85 is the only number that occurs more than once, we know that the mode is 85.
Next, we move on to Part B. The measure that supports Rolinda’s claim that she is doing well in her Spanish class is the mode, because it is the highest measure out of the three.
The answer to Part C is as follows: This is misleading because the mode is not an accurate representation of all of Rolinda’s test scores and the range that they cover, it only represents Rolinda’s highest score, which she happened to score twice.
Hope this helps!
Answer:
See explanation
Step-by-step explanation:
Factorize numbers 42 and 56:
These two numbers have common factors 2 and 7. So,
A. Mr. Ellis can divide the group into
- 1 team = 42 ten-year-olds and 56 nine-year-olds (actually this is not dividing only completing 1 team);
- 2 teams = 21 ten=year-olds and 28 nine-year-olds in each team;
- 7 teams = 6 ten-year-olds and 8 nine-year-olds in each team;
- 14 teams = 3 ten-year-olds and 4 nine-year-olds in each team.
So, there are 3 different ways to divide the group of students into teams.
B. The greatest number of teams Mr. Ellis can make so each team has the same number of 9-year-olds and the same number of 10-year-olds is 14 teams.
C. If Mr. Ellis gives a snack to each winner, then he is interested to give the smallest number of snacks, the smallest number of snacks will be when the number of students in the team is the smallest, the smallest number of students will be when the greatest number of teams are created.
