How would you describe the relationship of these two variables and what does it mean?

Ican interpret and represent the remainder in division calculations sensibly for the context (eg if we wont to know how many 40 seat buses will be needed to transport 170 students for on excursion, we divide 170 by 40 and realise buses and another smaller vehicle to that we need 4 transport 10 more students) solve the following questions. show your work! 11) the zoo had 420 butterflies that needed to be transported to a new enclosure. the boxes that the butterflies would be moved in only hold 80 butterflies in each. how many boxes would they need? 2 12) each classroom in the school can have exactly 25 students, if there are 345 students in the school how many full classrooms are there?

Astudent solves the equation for v. start with the original equation. use the square root property. use the division property of equality. use the multiplication property of equality. simplify. which statement explains how to correct the error that was made? the square root property must be applied after all other properties of equality are applied. the multiplication property of equality should have been applied before the division property of equality. the division property of equality should have been applied to move the fraction to the other side of the equation. the square root property should have been applied to both complete sides of the equation instead of to select variables.

Vikram is studying the square pyramid below. on st to find the surface area of the pyramid, in square inches, vikram wrote (33.2) (34 ikram wrote (33.2)(34.2)+43(34.2)(284) what error did vikram make? o he used the same expression for the area of all four lateral faces. he used the wrong expression to represent the area of the base of the pyramid. o he used the wrong value as the height when he found the area of the lateral faces. he used an expression for surface area that only finds the total area of three faces.