Mark and Robyn used base-ten blocks to show that 200 is 100 times as much as 2 Ex

Whose model makes sense? Whose model is nonsense? Complete the explanation.

Step

Mark's Work

Robyn's Work

М.

th

Te

200

200

Mark's

model does not make sense. That person's model shows 20 instead of 200

That person's model shows that 200

is 10 times as much as

model makes sense. That person's model shows that 200 is

times as

much as 2

See Explanations

Step-by-step explanation:

The steps in the question isn't clear enough, however the question is answerable.

From the question, we understand that one model shows that:

200 is 10 times 20

While the second model shows that

200 is 10 times 2

The first model that says

200 = 10 times 20 makes sense.

This is so, because 200 = 20 * 100

While the other model which says

200 = 10 * 2 is nonsense.

This is so because, 200 ≠ 10 * 2

10 you would take 50/ .2

step-by-step explanation:

b: |12 – x| ≤ 0.25

step-by-step explanation:      

let x be the possible lengths in inches, of the ribbons jaime cut.

we have been given that jaime is cutting strips of ribbon for a project. he tries to cut each piece to be 12 inches long, but sometimes he cuts it too long or too short by as much as 0.25 inch.  

we can represent this information in an inequality as:

by the definition of absolute value function we will get,

upon combining our inequalities we will get,

therefore, the inequality   describes all the possible lengths (x), in inches, of the ribbons jaime cut.

step-by-step explanation: