. What do you know about each leg of the trip? How does this relate to the information you want to find? Select all that apply. I know that the rate is increased for one direction of travel and decreased for another direction of travel.

I know that the rate remains constant for each direction of travel.

Each rate change affects the leg of its corresponding trip.

The sum of the two times is equal to the total time.

The product of the two times is equal to the total time.

Each leg of the trip has a constant rate.

2. To answer the question, think about the strategy and tool you would use along with all the information you have. What answer do you get?

The speed of the plane is about miles per hour.

3. Does your answer make sense in the context of the situation? How do you know? Select the correct words or phrases to complete the sentence.

Yes, the answer is reasonable. If you traveled at a rate of (102, 510) for (5, 10) you would travel a distance of (1020, 2550) , which is reasonably close to

(half the distance, the distance).

a.

step-by-step explanation:

step 1 distribute 2 to every term in the parentheses

step 2 add 10 on both sides of the equal sign

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.

sas (side angle side)

aa (angle angle)

sss(side side side)

sas find two sides with an angle in between

aa is finding two angles and the third will add up to 180

sss find all sides

step-by-step explanation: