Box A has a volume of 32 cubic meters. Box B is similar to Box A. To create Box B, Box A's dimensions were tripled. What is the volume of Box B?

864 m^3
228 m^3
96 m^3
32 m^3

10.416 m/s

step-by-step explantion:

distance=100m

time= 9.6s

average speed=100/9.6

=10.416 m/s

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.

b

step-by-step explanation:

i dont know

large crystals result from very slow cooling.

evaporation of water: this would produce an evaporite which is a sedimentary rock. like a salt pan in a desert. not possible to have volcanic rocks originate this way.

crystalization in molten earth: slow cooling over time. (hundreds to millions of years)

crystalization at earth's surface: this results in fast cooling. (a few hours to a few months or years)

crystalization from cooling off hot water: that would be a hydrothermal deposit. while associated with volcanics they are not volcanic rocks themselves and usually occur fairly rapidly.