Mr. harris explains to the students how they should work in pairs. first, he models what he would like them to do and then explains four different activities in a row. throughout his 30-minute explanation, he provides several examples. he prompts them to listen by saying, "settle down, pay attention . we have a lot to get through today." he becomes frustrated when his students fidget and lose attention. he could improve his instruction by:

a) providing scaffolding and further modeling.

b) limiting teacher talk and increasing opportunities for student response.

c) writing the instructions on the board as he talks.

d) prompting students to listen before each example.

x = 7

step-by-step explanation:

equating the expression for area to the given area

2x² - 7x - 4 = 45 ( subtract 45 from both sides )

2x² - 7x - 49 = 0 ← in standard form

to factor consider the factors of the product of the coefficient of the x² term and the constant term which sum to give the coefficient of the x- term

product = 2 × - 49 = - 98 and sum = - 7

the factors are - 14 and + 7

use these factors to split the middle term

2x² - 14x + 7x - 49 = 0 ( factor the first/second and third/fourth terms )

2x(x - 7) + 7(x - 7) = 0 ← factor out (x - 7)

(x - 7)(2x + 7) = 0

equate each factor to zero and solve for x

x - 7 = 0 ⇒ x = 7

2x + 7 = 0 ⇒ 2x = - 7 ⇒ x = -

thus the positive value for x is x = 7

well since twins have about the same dna they dont have one think in common which is the figer print. nobodys fingerprint is the same. if your using twin you would most likely get around the same results for both of them because of the genetics.. i hope this

yes i would go with c

hope i

-lavira: )