Drag the tiles to the correct boxes to complete the pairs. Sam works as a baggage carrier at an airport facility. He owes a certain amount of money, in dollars, to his friend Daniel. The function
y= 12x- 40 represents the amount of money that Sam has after paying Daniel back in terms of the number of hours he works at the alirport.
Match the values and variables to the aspects of the situation they represent.
x-variable
y-variable
12
40
the amount in dollars that Sam owes Daniel
the number of hours Sam works at the airport
the amount in dollars that Sam has after paying back Daniel
the amount in dollars that Sam earns p

Write each fraction as an equivalent fraction with a denominator of 120then write the original fractions in order from samllest to largest

The table shows the relationship between the number of cups of cereal and the number of cups of raisins in a cereal bar recipe: number of cups of cereal number of cups of raisins 8 2 12 3 16 4 molly plotted an equivalent ratio as shown on the grid below: a graph is shown. the title of the graph is cereal bars. the horizontal axis label is cereal in cups. the x-axis values are 0, 20, 40, 60, 80,100. the vertical axis label is raisins in cups. the y-axis values are 0, 10, 20, 30, 40, 50. a point is plotted on the ordered pair 40,20. which of these explains why the point molly plotted is incorrect? (a) if the number of cups of cereal is 40, then the number of cups of raisins will be10. (b)if the number of cups of raisins is 40, then the number of cups of cereal will be10. (c) if the number of cups of cereal is 40, then the number of cups of raisins will be 80. (d) if the number of cups of raisins is 40, then the number of cups of cereal will be 80.

You have learned about the six trigonometric functions, their definitions, how to use them, and how to represent them graphically. the sine, cosine, and tangent trigonometric functions can be paired with their reciprocal functions, cosecant, secant, and cotangent, respectively. think about how each function is related to its reciprocal function. how are the graphs of the reciprocal functions related to their corresponding original functions? what happens to the graphs of the reciprocal functions as x approaches the zeros of the original functions? describe how you would teach friends with different learning styles (visual-spatial, aural-auditory, verbal-linguistic, physical-bodily-kinesthetic, logical-mathematical, social-interpersonal, and solitary-intrapersonal) how to graph the reciprocal functions