Will give brainliest

Kaylee earned $60 for working 4 hours. Which statements are true? Check all that apply.

(A) The constant of proportionality is 4.

(B) The constant of proportionality is 15.

(C) The constant of proportionality is 60.

(D) The graph of this relationship is a line with slope 4.

(E) The graph of this relationship is a line with slope 15.

(F)The graph of this relationship is a line with slope 115.

From the section of letters above, the correct answers would be

B and E

Step-by-step explanation:

A Constant of proportionality is the ratio between two directly proportional quantities. For example, if a sale on tomato’s was $3.00/2 then our constant would be $1.50. In this case, we have $60/4 hours meaning our constant of proportionality would be 15. Since our constant is proven to be 15, then we move onto what the slope of the equation would be. For every one hour that Kaylee works, she earns $15. This would then mean our slope is 15 as every 1 hour that she works, we gain or increase the line by 15.

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answer: get jesus in your life

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:

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.