Case Study based-1: Junk food is unhealthful food that is high in calories protein, vitamins, minerals, or other important forms of nutritional value. A sample of few students have taken. If a be the number of students who take junk food, B be the number of students who take healthy food such that alpha > beta and a and B are the zeroes of the quadratic polynomial f(x) = x ^ 2 - 7x + 10 , then answer the following questions:(i) Name the type of expression of the polynomial in the above statement? (a) quadratic (b) cubic (c) linear (d) bi-quadratic (ii) Find the number of students who take junk food. (a) 5 (b)2 (c) 7 (d) None of these (iii) Find the number of students who take healthy food. (a) 5 (b) 2 (e) 7 (d) None of these (iv) Find the quadratic polynomial whose zeros are -3 and -4. (a) 1 ^ 2 + 4x + 2 (c) x ^ 2 - 7x + 12 (b) x ^ 2 - x - 12 (d) None of these (v) If one zero of the polynomial x^ 2 . 5x + 6 is 2 then find the other zero. (i) 6 (ii) -6 18. Case Study based-2: (iii) 2 (d) None of these​

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.

step-by-step explanation:

sorry i just needed points for a quiz plz for give me