PLEASE DONT ANSWER SAYING "DO YOU KNOW THE ANSWER"
Srekar needs to increase the size of the prism below by 2 inches on each side. The original prism has a length of 3, a depth of 2, and a height of 1. A prism has a length of 3, height of 1, and width of 2. Which statements about the new prism are true? Check all that apply. The new prism will have a length of 5 because 3 + 2 = 5. The new prism will have a depth of 4 because 2 + 2 = 4. The new prism will have a height of 2 because 1 times 2 = 2. The volume will increase by 6 because 2 times 3 = 6 and each of the 3 dimensions is increased by 2. Srekar could increase the volume by the same amount by just adding 6 to the height instead of 2 to each side. The volume of the new prism will be 20 times 3 = 60 because there will be 20 cubes in each layer and the height will be 3 so there will be 3 layers of 20 cubes each.

7.25

step-by-step explanation:

we know that 7 equals to 7.0. we also know that 1/4=0.25. so we can add the two together and we get 7.25

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.