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hram777 [196]
3 years ago
13

A table is 2 feet wide it is 6 times as long it is wide

Mathematics
1 answer:
yan [13]3 years ago
7 0

Answer:

Length = 12 feet

Perimeter = 28 feet

Area = 24ft²

Step-by-step explanation:

You didn't ask a question so I don't know what the answer you want is so I assumed it was related to one of the answers shown above.

To calculate the length, you simply do 6*2

which is equal to 12.  

The length is 12 feet.

However, if you want to find the perimeter:

12 + 12 + 2+ 2 =  28ft

If you wanted to find the area:

12*2 = 24ft²

I hope this helps!

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In order the four consecutive integers are:
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3 years ago
For geometry:(<br><br> will give brainist to the correct answer!!!
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Answer:

y = ⅔x - 5

Step-by-step explanation:

The line that passes through (-3, -7) will have the same slope (m) as the line, 2x - 3y = 24. This is because if two lines that are parallel to each other would have the same slope.

Rewrite 2x - 3y = 24, in the slope-intercept form, y = mx + b.

Thus:

2x - 3y = 24, rewritten would give us y = ⅔x - 8.

The slope of the line, 2x - 3y = 24, is ⅔.

Thus, the slope of the line that is parallel to 2x - 3y = 24, is also ⅔.

To find the equation, substitute a = -3, b = -7, and m = ⅔ into y - b = m(x - a).

Thus:

y + 7 = ⅔(x + 3)

Rewrite to make the equation in slope-intercept form.

Thus:

y + 7 = ⅔(x + 3)

3(y + 7) = 2(x + 3) ---› multiplication property of equality

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3y = 2x + 6 - 21 ----› subtraction property of equality

3y = 2x - 15

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7 0
2 years ago
Write about a real-world situation that can be solved using a two-step equation. Then write the equation and solve the problem.
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Hmm idk if this is what you need, but here we go: Amy is 5 years older than her brother, John. Her age is 19. How old is John?
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3 years ago
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♥Nikki♥

3 0
3 years ago
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labwork [276]

Answer:

Step-by-step explanation:

You are now a teacher, and you notice that many of your students are consistently making the dividing-out mistake that appears below. Some of the students even admit to knowing the method was wrong as soon as you point it out.

Create a visual to help your students stop making this common mistake: fraction numerator up diagonal strike x squared plus 3 x − 4 over denominator up diagonal strike x squared − 2 x − 8 end fraction .

Your lesson should do the following:

Explain why the dividing-out method is incorrect. You may want to start with a simpler expression and work your way up to polynomials. (For example, compare fraction numerator 3 left parenthesis 5 right parenthesis over denominator 3 end fraction and fraction numerator 3 plus 5 over denominator 3 end fraction.)

Explain when you can cancel a number that is in both the numerator and denominator and when you cannot cancel out numbers that appear in both the numerator and the denominator.

Share tricks, reminders, memory devices, or other methods to help students catch themselves before making this common mistake.

Post your video or series of images. Post answers to the following questions:

A. Why do you think the mistake shown here is such a common one?

B. Have you ever made this mistake before? What helped you stop making this mistake? What will help you stop making this mistake in the future?

Read and comment on the explanations of other student “teachers.”

A. Comment on ideas that helped you better understand or tricks to help you catch yourself before making the dividing-out mistake.

B. Ask a question to help a student improve his or her explanation or make it more thorough.

Respond to replies to your post.

Be sure to check back regularly to participate in the discussion with your fellow students and teacher.

P.S. I can not see pictures or videos that are posted on here, so if you could write everything out it would be kindly appreciated. :)

4 0
3 years ago
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