On a piece of paper, graph this system of inequalities. Then determine which region contains the solution to the system.
ys-jx+3
yz 3x + 2
A 8
в
D
-108-04
2
118
10
C
-
-8
-10

answer: was that a question or answer?

step-by-step explanation:

b. 153 students do not participate in sports and seventy-five 12th graders were surveyed

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.

the number of possible outcomes that do not show a 1 on the first spinner and show the number 4 on the second spinner is 2.

spinner 1 spinner 2

1                     1

1                     2

1                     3

1                     4

2                   1

2                   2

2                   3

2                   4   = not 1, and 4

3                   1

3                   2

3                   3

3                   4 = not 1, and 4

only 2 outcomes have passed the given condition.

step-by-step explanation: