Write the equation of a line through the points (−7,14) and (−21,28) in slope-intercept form

y= -x + 7

Solution:

Step 1 : find the slope using the equation using the pair of coordinates that are given i.e A (−7,14)  B (−21,28) ( name them A and B respectively so they can be easily named as x1, y1 and x2,y2 respectively)

m = y2-y1/x2-x1

m = 28-14 / -21 -( -7)

m =  14 / -14

m = -1

Step 2 : Find the y intercept using the line of equation (use and one of the given coordinates either A or B)

Using A ( -7, 14)

y= mx+ b

14 = (-1)(-7) + b

14= 7 + b

14-7 = b

7 =b

So,

y=mx+b

Insert m and b

y= -x + 7

a

step-by-step explanation:

the answer is a

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.