(a) Increased by %

(b) Increased by %

(c) Decreased by %

(d) Decreased by %

(e) Increased by %

(f) Decreased by %

GRADE ANSWER

(a) Increased by 100%

(b) Increased by 50%

(c) Decreased by 33.33%

(d) Decreased by 50%

(e) Increased by 200%

(f) Decreased by 66.67%

Step-by-step explanation:

To calculate percentage change, we can use the following formula:

Positive value of percentage change means increase and

Negative value of percentage change means decrease.

Solution a)

Old Value = 1

New Value = 2

Increase of 100%

Solution b)

Old Value = 2

New Value = 3

Increase of 50%.

Solution c)

Old Value = 3

New Value = 2

Decrease of 33.33%.

Solution d)

Old Value = 2

New Value = 1

Decrease of 50%.

Solution e)

Old Value = 1

New Value = 3

Increase of 200%.

Solution f)

Old Value = 3

New Value = 1

Decrease of 66.67%.

So, the answer is:

(a) Increased by 100%

(b) Increased by 50%

(c) Decreased by 33.33%

(d) Decreased by 50%

(e) Increased by 200%

(f) Decreased by 66.67%

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.

answer:

total cost for tiles and paints is $924.  

step-by-step explanation:

we have been given that a community hall is in the shape of a cuboid. the hall is 40m long 15m high and 3m wide.

the paint will be required for 4 walls and ceiling.

let us find area of walls and ceiling.

therefore, the area of walls and ceiling is 1410 square meters.

given: cost for 10 litre of paint is $10 and 10 litre paint covers 25 square meter. therefore,

therefore, the total painting cost is $564.

tiles will be required for floor. let us find the area of floor.

given: 1m squared floor tiles costs $3. so,

therefore, the total tiles cost is $360.

now let us find combined total cost of tiles and paint.

therefore, the combined total cost of tiles and paint is $924.