Yooo pls help fr.. whats the total surface area :( ive srsly been doing this for five hrs

Answer and Step-by-step explanation:

All you have to do is find the area of one of the half triangles, multiply that by 2, then multiply it by 4. Then find the area of the square.

Half of 8 is 4, which is the length of the small line of the triangle.

The area of a triangle equation is A = .

The area of a square equation is A = LW

Triangle:

The small triangle area is 20, so one triangle face of the square pyramid is 40.

40 times 4 is 160.

Square:

8 × 8 = 64

The area of the square is 64.

Now add together the areas.

Surface area:

160 + 64 = 224

The surface area of the square pyramid is 224 .

#teamtrees #PAW (Plant And Water)

y-y1=4(x-x1)

step-by-step explanation:

this is point-slope form since you only have 4 as the slope it goes in place of m

hope this : )

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.