(05.06 MC) Suppose you are going to graph the data in the table:
Minutes Temperature (*C)
-20
10
5
15
10
20
8 8 3
25
21
14
40
What data should be represented on each axis, and what should the axis increments be?
O x-axis: minutes in increments of 5; y-axis: temperature in increments c
O x-axis: minutes in increments of 5; y-axis: temperature in Increments of 5
© x-axis: temperature in increments of 5; y-axis: minutes in increments of 1
© x-axis: temperature in increments of 1; y-axis: minutes in increments of 5

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: 75°

step-by-step explanation:

∠esk is the supplement of ∠edk, so is 100°. ∠esd = 1/2·arc ed, so is 25°.

since ∠esk = ∠esd + ∠dsk

you have 100° = 25° + ∠dsk . .

fill in known values 75° = ∠dsk . . . . .

subtract 25°

step-by-step explanation: