The length of a rectangle is 1 foot more than twice the width the perimeter is 44 feet find the dimensions of the rectangle

The length of rectangle is 15 feet and width of rectangle is 7 feet

Solution:

Let "a" be the width of rectangle

Given that, length of rectangle is 1 foot more than twice the width

Therefore, we get

length = 1 + twice the width

length = 1 + 2a eqn 1

Given that perimeter is 44 feet

The perimeter of rectangle is given as:

Perimeter = 2(length + width)

44 = 2(1 + 2a + a)

44 = 2(1+3a)

22 = 1 + 3a

3a = 22 - 1

3a = 21

a = 7

Thus from eqn 1,

length = 1 + 2(7) = 1 + 14 = 15

Thus length of rectangle is 15 feet and width of rectangle is 7 feet

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. positive: 2 or 0; negative : 2 or 0; complex: 4or2or0