#### Step-by-step explanation: We are given to **translate** the **following** phrase **into an algebraic expression** : "the quotient of thirty and three times a number." Let the unknown number be represented by x. Then, according to the given phrase, the **algebraic expression** can be written as : Thus, the required **algebraic expression** is. Option (B) is CORRECT. Convert **each** percentage into a fraction and multiply the fraction by 200. For example, they may think of 25% as , 12% as or , and 8% as or . Convert **each** percentage into a decimal and multiply it by 200. Notice that **1**% **of** 200 is 2, and that any percentage of 200 can be found by multiplying the percentage by 2. For example, 25% of 200 is , and. Then the number just after n is n + **1**. Now the given word **expression** is The product of two consecutive number . So the required **algebraic expression** is = n × ( n + **1** ) ━━━━━━━━━━━━━━━━ **Learn** more from Brainly :-**1**. Find the value of the **expression** . a² – 2ab + b² for a = **1**, b = **1**. brainly.in/question/28961155.

**1**) is designed to teach computational estimation.It uses MERs to focus on the question of how learners understand the relation between. Formal mathematics is a paragon of abstractness. It thus seems natural to assume that the mathematical expert should rely more on symbolic or conceptual processes, and less on perception and action. We argue instead that mathematical proficiency relies on perceptual systems that have been retrained to implement mathematical skills. Specifically, we investigated whether the visual system—in. Parallel Teaching GE divides students into two different groups, based on their need for additional support.

**1**. GE distributes the Real Life Mathematics worksheet. GE reviews a sample problem to demonstrate how the same formula/

**expression**is used to complete

**each**section or activity (i.e., bowling, skating, etc.). 2. GE instructs students to.