7: triangle similarity (, it would mean so much & you)

question 1.
a tree casts a shadow that is about 15ft. long. javier, who is about 5.5 ft. tall, is standing near the tree. javier's shadow is about 4.5 ft. long. what is the estimated height, t, of the tree? (you may want to sketch a )

question options:

9.6 ft.

12 ft.

15 ft. < (i picked this but it's wrong)

18 ft.

question 2. (first picture)
answers:

4 < (i picked this answer it was wrong)

3.5

8

14

question 3.
a landowner wants to find the distance, d, across a pond. the two overlapping right triangles shown are similar. using the measurements shown, what is d?
(picture 2)
question options:

76 meters

96 meters

124 meters

36 meters< (i picked this but it was wrong)

question 4.
a tree that is 125 feet tall casts a shadow 75 feet long. nearby, a building casts a 30-foot-long shadow. how tall is the building? (hint: draw a diagram)
(enter your answer)

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.

a is 8.b is 10.c is 10.5. d is -.5

step-by-step explanation:

just minus the smallest number from the biggest.