Pat used unit cubes to build a right rectangular prism with a volume of 32 cubic units. The height of the prism
is 4 units.
What figure could be the bottom layer of the prism?
Choose 1

c

step-by-step explanation:

-3

step-by-step explanation:

a drawing really does here:

so i draw the horizontal line y=2 and the vertical line x=-2 at this intersection i put b (this is where my right angle is going to be).   so point b is at (-2,2).   point a is 5 units long and is also on y=2 so this point has to be (3,2) or (-7,2) -doesn't matter i will go with (3,2).

now we know c is at (-2,y) we don't know the y yet bet we know that c is on x=-2.

we have the area of the triangle is .5bh=12.5

we know the base length is 5 (ab)

we have the height is (2-y) if you look at your

plug in

.5(5)(2-y)=12.5

solve for y to get the y-coordinate for c

2.5(2-y)=12.5

divide both sides by 2.5 giving:

2-y=5

now subtract 2 on both sides

-y=3

y=-3

hi there!

the answer will be d: 2

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.