Mohammed wants to prove that circle c with center (-4,8) and radius d with center (4,-8) and radius 8. He plans to do so by mapping C onto D using a sequence of similarity transformations. Which sequence should he use? A. Translation 8 units right and 16 up, then dilation with center(-4,8) and scale factor 2/3

B. Translation 8 units left and 16 units up, then dilation with center (-4,8) and scale factor 3/2

C. Translation 8 units left and 16 units down, then dilation with center (4,-8) and scale factor 3/2

D. Translation 8 units right and 16 units down, then dilation with center (4,-8) and scale factor 2/3

4400

step-by-step explanation:

it would more likely be bald eagle because its has more in the box so about 75%.

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.

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.

answer: b

step-by-step explanation: