The question is asking what do we do to the value is the X column to get the value in the Y column. If we look at each value, we should see that each X value is multiplied by  to get the Y value. 

To find the rule, you may have to do some trial and error. The most important thing to remember is, once you think you have the rule, make sure to test the rule with all of the X values. 

The question is asking what do we do to the value is the X column to get the value in the Y column. If we look at each value, we should see that  is added to each X value to get the Y value. 

To find the rule, you may have to do some trial and error. The most important thing to remember is, once you think you have the rule, make sure to test the rule with all of the X values. 

To solve this problem, we first have to find our unknowns. Our unknowns are the number of beads she will have by the end of the summer and the number of beads each of her friends will receive. We can set up equations for these unknowns by letting  represent the beads that she has at the end of the summer and  represent the number of beads each of her friends will receive. 

  because she gets  more beads by the end of the summer.

 because she is splitting up her total amount of beads between  friends. When you split something up evenly you divide.  

When we round a number to the hundreds place we look to our tens place to tell us if we round up or down. If the number in our tens place is  or greater, we round up. If the number in the tens place is  or less, we round down. When we round up, the number in the hundreds place increases by  and all the other numbers become . When we round down, the number in the hundreds place stays the same and all the other numbers become .

In this case,  is equal to  so our rounded number is 

The two lines above are the same length. The top line is split into  pieces and the bottom line is split into  pieces.

  and  are equivalent because they occupy the same position on the number line. 

We can create a fraction model to help us solve the problem. The fraction models below show  and 

 is greater than , or  is less than , because more of the  model is filled in.               

This shape is a quadrilateral because it has  sides, and by definition a -sided shape is a quadrilateral. 

This shape cannot be a square because it does not have  equal side lengths. 

This shape cannot be a rectangle because its opposite sides are not equal in length, nor are the angles all s.

This shape cannot be a rhombus because it does not have opposite, parallel sides and angles, nor does it have equal side lengths. 

This shape is both a trapezoid and quadrilateral. This shape is a trapezoid because a trapezoid only has one set of parallel sides, which in this case is the top and the base lines. This shape is also a quadrilateral because it has  sides, and a quadrilateral is any -sided figure. 

This shape is not a parallelogram because a parallelogram has two sets of parallel sides, and this shape only has one. 

This shape is not a rhombus because a rhombus has to have  equal sides, or opposite equal acute angles, and this shape does not have  equal sides, nor are the opposite angles equal or acute. The two top angles are obtuse angles. 

This shape is a rectangle because a rectangle has to have all  angles, and a this shape has all  angles. But, a rectangle is also a quadrilateral and a parallelogram. 

A rectangle can be categorized as a quadrilateral because by definition a quadrilateral is a -sided figure, and a rectangle has  sides. 

A rectangle can be categorized as a parallelogram because a parallelogram has to have  sides with opposite sides being parallel, and a rectangle has  sides with opposite sides being parallel. 

This shape can't be categorized has a square or a rhombus because a square and a rhombus both have to have  equal sides. Also, this shape can't be categorized as a triangle because a triangle only has  sides. Also, this shape 

Area is the amount of space inside the boarder of a two dimensional shape. This shape is made up of unit squares. We can count the number of squares within the shape to find the area. 

There are  squares within the shape, so the area is