"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
Answer:
12
Step-by-step explanation:
it’s 12 because 4 x 3 = 12
Answer:
2x + 3y = 10, 3y = 18 (in both cases, for each input x, there is exactly one output y.
Step-by-step explanation:
3y = 10 - 2x, or y = (1/3)(10 - 2x) Yes, this is a function.
4x = 16 → x = 4 NOT a Function, because for x = 4 there are an infinite number of possible y -values
2x - 3 = 14 → 2x = 17 → x = 17/2 Not a function. See reason given above.
3y = 18 → y = 6 Function
2x = 14.6 → x = 7.3 Not a function. See reason given above
Answer:
3N + 4
Step-by-step explanation:
The number next to the parenthesis means that you multiply everything inside the parentheses by that number.
1/2(6N+8) = 3N+4
Answer:
C and D
Step-by-step explanation:
since the line is going up from points A to D it cannot be a negative number.
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