A rectangle has an area of 60 cm2. Its width is 7 cm less than its length. (a)Let x cm be the length of the rectangle. Write an equation using the rectangle’s area.
(b)Solve your equation for x
(c)Find the dimensions of the rectangle.

the smallest possible measurement of the width is 14 feet

step-by-step explanation:

let's assume length of parallelogram is 'l'

width of parallelogram is 'w'

the perimeter of a parallelogram must be no less than 40 feet

so, we get

we are given

length of parallelogram is 6 feet

so,

l=6

we can plug it

now, we can solve for w

subtract both sides by 12

divide both sides by 2

and we get

so,

the smallest possible measurement of the width is 14 feet

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.

i believe it's a.

i'm not sure on this one, most likely correct.