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Elden [556K]
2 years ago
8

Dear Garden Designer,

Mathematics
1 answer:
guapka [62]2 years ago
7 0

Answer:

Step-by-step explanation:MATHEMATICAL GOALS

This lesson unit is intended to help assess how well students are able to interpret and use scale

drawings to plan a garden layout. This involves using proportional reasoning and metric units.

COMMON CORE STATE STANDARDS

This lesson relates to the following Standards for Mathematical Practices in the Common Core State

Standards for Mathematics, with a particular emphasis on Practices 1, 3, 4, 5, and 6:

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

8. Look for and express regularity in repeated reasoning.

This lesson gives students the opportunity to apply their knowledge of the following Standards for

Mathematical Content in the Common Core State Standards for Mathematics:

7.G: Draw, construct, and describe geometrical figures and describe the relationships between

them.

Solve real-life and mathematical problems involving angle measure, area, surface area,

and volume.

7.EE: Solve real-life and mathematical problems using numerical and algebraic expressions and

equations.

7.RP: Analyze proportional relationships and use them to solve real-world and mathematical

problems.

INTRODUCTION

This lesson unit is structured in the following way:

• Before the lesson, students work individually on a task designed to reveal their current levels of

understanding. You review their responses and create questions to help them improve their work.

• At the start of the lesson, students reflect on their individual responses, before producing a

collaborative improved solution to the task. Then, in the same small groups students analyze

sample responses. They then discuss as a whole-class the methods they have seen and used.

• In a follow-up lesson, students reflect on their work. If time allows, an extension task is available.

MATERIALS REQUIRED

• Each student will need a copy of Design a Garden and Garden Plan, some blank paper, a miniwhiteboard, pen, and eraser, and the How Did You Work? questionnaire. The Garden Plan should

be copied at exactly 100% scale so the measurements are accurate. If this is not possible,

photocopy the rules on S-3, one rule per student, which should then match the Garden Plan

measurements. It will be useful to have spare copies of the Garden Plan.

• Each small group of students will need a new copy of the Garden Plan, the Assistants’ Methods, a

glue stick, felt-tipped pen, and a sheet of poster paper. For the optional extension Mandy’s Second

Email will be needed. Provide short rules, meter rules, string, protractors, scissors, glue, card,

plain paper, graph paper, and colored pencils for students who choose to use them.

TIME NEEDED

20 minutes before the lesson, a 110-minute lesson (or two 60-minute lessons), and 10 minutes in a

follow-up lesson. Actual timings will depend on the needs of your students.

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uysha [10]

Answer:

Step-by-step explanation:

\frac{12x}{2x-3x-10}-\frac{x}{x-5}=\frac{12x}{-x-10}-\frac{x}{x-5}\\\\=\frac{12x}{-(x+10)}-\frac{x}{x-5}\\\\=\frac{-12x}{x+10}-\frac{x}{x-5}\\\\=\frac{-12x*(x-5)}{(x+10)*(x-5)}-\frac{x*(x+10)}{(x-5(x+10)}\\\\=\frac{-12x*x-5*(-12x)}{(x+10)(x-5)}-\frac{x*x+x*10}{(x-5)(x+10)}\\\\=\frac{-12x^{2}+60x}{(x+10)(x-5)}-\frac{x^{2}+10x}{(x-5)(x+10)}\\\\=\frac{-12x^{2}+60x-(x^{2}+10x)}{(x+10)(x-5)}\\\\=\frac{-12x^{2} + 60x - x^{2}-10x}{x^{2}+5x-50}\\\\=\frac{-13x^{2}+50x}{x^{2}+5x-50}

8 0
3 years ago
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You are having a discussion about sequences with your classmate. She insists the the sequence 2,3,5,8,12 must be either arithmat
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The sequence is, in fact, quadratic. It is described by the equation
.. a[n] = (n*(n -1))/2 +2

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4 0
3 years ago
Which is the correct way to represent 0.0035 kg by using scientific notation? –3.5 103 kg –3.5 10–3 kg 3.5 10–3 kg 3.5 103 kg?
Vlada [557]
It would be

3.5 × 10⁻³ kg.

The decimal point must be moved 3 places to the right in order to have it behind the first non-zero digit; this gives us the exponent of 3, and since we are moving the decimal to the right, it is a negative exponent.
5 0
3 years ago
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Can someone SMART redo these questions I mean I made a seven and I did all I could I need to know what went wrong
adoni [48]
2. 8x -28 = -140
8x -28 + 28 = -140 + 28
8x = -112
8x/8 = -112/8
x = -14

3. -9 + x/3 = -23
-9 + 9 + x/3 = -23 + 9
x/3 = -14
x/3/3 = -14/3
x = -14/3

4. x/-1.5 - 3.5 = -13.5
x/-1.5 - 3.5 + 3.5 = -13.5 + 3.5
x/1.5 = -10
x/-1.5/-1.5= -10/-1.5
x = 20/3

5.-6(x + 3) = -36
-6x - 18 = -36
-6x - 18 + 18 = -36 + 18
-6x = -18
-6x/-6 = -18/-6
x = 3

6. k + 3.7/9.8 = -0.22
k + 3.7/9.8/9.8 = -0.22/9.8
k + 3.7 = -2.156
k + 3.7 - 3.7 = -2.156 - 3.7
k = -5.856

7. 12(x - 6) = -108
12x - 72 = -108
12x - 72 + 72 = -108 + 72
12x = -36
12x/12 = -36/12
x = -3

8. -21.83x - -19.9 = -23.83
-21.83x + 19.9 = -23.83
-21.83x + 19.9 - 19.9 = -23.83 - 19.9
-21.83x = -43.73
-21.83x/-21.83 = -43.73/-21.83
x = 2

9. -10x - 68 + x = 40
-9x - 68 = 40
-9x -68 + 68 = 40 + 68
-9x = 108
-9x/-9 = 108/-9
x = -12

10. -34 - 3x - 2x = 71
-34 - 5x = 71
-34 + 34 - 5x = 71 + 34
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-5x/-5 = 105/-5
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11. 3x - 77 - 8x = 23
-5x - 77 = 23
-5x - 77 + 77 = 23 + 77
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12. 3x - 5(2x - 12) = 123
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15. -3x + 6(5x + 3) = -171
-3x + 30x + 18 = -171
27x + 18 = -171
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27x = -189
27x/27 = -189/27
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5 0
3 years ago
Use the distributive property to simplify the expression below:
Lorico [155]
4x + 2x + 2
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So the answer is B
8 0
3 years ago
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