Ineed d: (the question is on the image! )

Remark

You have to make an assumption here. I know of no other way to do the problem than by making the assumption that 10 * 14 figure is a rectangle. If that is not true, the problem is not solvable.

Step One

Find the length of the shaded area.

The length will be the length of the hypotenuse of a right triangle formed by the two smaller sides = the hypotenuse.

a = 4

b = 12

c =

Length

L = square root (a^2 + b^2)

L = √(4^2 + 12^2)

L = √(16 + 144)

L = √160    =  √(4*4 * 10)

L = 4√(10)

Width

The width is done the same way.

a = 6

b = 2

w = c = ??

w = √(6^2 + 2^2)

w = √(36 + 4)

w = √40

w = √(2 * 2 * 10)

w = 2 √ 10

Area

Area = L * W

Area = 4√10 * 2√10

Area = 8 * 10

Area = 80

step-by-step explanation:

if you meant, "on the way from (3, 2) to (3, 14):

x does not change; y increases by 12.

ensure that you have copied down this problem correctly.   .

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.