The area of a rectangle is 28 m', and the length of the rectangle is 1 m more than twice the width. Find the dimensions of the rectangle.

8m ×3.5m

Step-by-step explanation:

Area of rectangle= length ×width

Let the length and width of the rectangle be L and W meters respectively.

Area of rectangle= LW

LW= 28 (1)

L= 2W +1 (2)

Subst. (2) into (1):

(2W +1)(W)= 28

Expand:

2W² +W= 28

-28 on both sides:

2W² +W -28= 0

Factorise:

(W +4)(2W -7)= 0

W +4=0 or 2W -7=0

W= -4 (reject) or W= 3.5

Substitute W= 3.5 into (2):

L= 2(3.5) +1

L= 7 +1

L= 8

∴ The dimensions of the rectangle is 8m ×3.5m.

the red lines denote the population of the bacteria after 35 hours. that would be 2,409.24. the y-intercept is the blue line which is 800 because that is the starting point. the equation used to make the graph is 800(1.032)^h, where h is the number of hours.

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.

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.