Lilly records the age, in years, and the height, in inches, of the starting players on the girls’ middle school basketball team. she records them as ordered pairs (age, height): (11, 62), (12, 64), (13, 65), (13, 67), and (14, 68). is this relation a function?

No

Step-by-step explanation:

We are given that,

The relation in the form of ordered pairs (age, height) is given by,

(11,62), (12,64), (13,65), (13,67) and (14,68).

'A function is a relation in which every element has a unique image'.

So, for the given relation to be a function, every element must have unique image.

But, For age 13, there are girls with 65 and 67 inches of height i.e. the ordered pairs (13,65) and (13,67) exists.

Thus, 13 does not have a unique image.

Hence, the given relation is not a function.

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.