Which expressions are equivalent to k^{^{\scriptsize -\dfrac{1}{6}}}k − 6 1 k, start superscript, start superscript, minus, start fraction, 1, divided by, 6, end fraction, end superscript, end superscript ? Choose all answers that apply: Choose all answers that apply: (Choice A) A \sqrt[6]{k^{-1}} 6 k −1 root, start index, 6, end index (Choice B, Checked) B \dfrac{1}{k^6} k 6 1 start fraction, 1, divided by, k, start superscript, 6, end superscript, end fraction (Choice C) C \left(k^{-1}\right)^{^{\scriptsize\ dfrac{1}{6}}}(k −1 ) 6 1 left parenthesis, k, start superscript, minus, 1, end superscript, right parenthesis, start superscript, start superscript, start fraction, 1, divided by, 6, end fraction, end superscript, end superscript (Choice D) D

6,250

step-by-step explanation:

to get the area, multiply 360 by 160.(57,600)

to find out how many bags of fertilizer it will take, first figure out how many square feet one bag can hold. divide 1000 by 8(125) to get the unit rate(how many square feet one pound of fertilizer can hold)and multiply it by 50(6250). if i haven't made a mistake, that is the answer.

step-by-step explanation :

we know that

the measurement of the outer angle is the semi-difference of the arcs which comprises

in this problem

m< xzy is the outer angle

substitute the values

the measure of angle xoy is equal to

> by central angle

substitute the value

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.

what steps are you having us

step-by-step explanation: