A recipe for fruit punch calls for 1 liter of lemonade and to liter of cranberry juice. What is the unit rate of lemonade to cranberry juice?
А.
1
20
B.
C.
2
:
D. 5
E. 20

answer: the answer is (b) amie should have multiplied

step-by-step explanation: given a sphere and a cylinder with same radius and height.

let, 'r' be the radius of the cylinder and sphere and 'h' be the height of the cylinder. according to the question,

r = h.

now, the volume of the sphere will be

and the volume of the cylinder will be

therefore, we have

thus, ammie should have multiplied the volume of the sphere

765238725478629038640962136509762139056074

step-by-step explanation:

64087235609746097215074621039754021037

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.

tell you what. i'll find the length of the medians and you can fill in the blanks where they belong.

br

b = (2a,0)

r = (a/2,b/2) remember these things are medians. they go to the 1/2 way point of the line opposite the vertex they face.

br^2 =   (2a - a/2)^2 + (0 - b/2)^2

br^2 = (3/2 a) ^2 + b^2 / 4

br^2 = 9/4 a^2 + b^2 / 4   we need to find some relationship between a and b.

let's try ab = bc  

ab = 2a

bc = (2a - a)^2 + (b - 0)^2

bc = sqrt(a^2 + b^2)

ab = bc

2a = sqrt(a^2 + b^2) square both sides.

4a^2 = a^2 + b^2 subtract a^2 from both sides.

sqrt(3a^2) = sqrt(b^2)

sqrt(3)a = b

let's put b into br^2

br^2 = 9/4 a^2 + 3b^2 / 4

br^2 = 12 a^2 / 4

br^2 = 3a^2 

br = sqrt(3) * a

cp

c = (a,b) ; p = (a,0) this is another application of the distance formula, and it is a good one.

cp^2 = (a - a)^2 + (b - 0)^2

cp^2 = 0 + b^2

cp^2 = b^2 which you can see from the diagram. 

cp = sqrt(b^2)

cp = b but b = sqrt(3) * a 

cp = sqrt(3)*a

aq

a = (0,0)

q = (3/2) a, b/2

aq^2 = (3a/2 -0)^2 + (b/2 - 0)^2

aq^2 = 9a^2/4 + b^2/4

but b = sqrt(3) * a 

aq^2 = 9a^2 / 4 + (sqrt(3)*a)^2 /4

aq^2 = 9 a^2/ 4 + 3 a^2 / 4

aq^2 = 12 a^2/4

aq^2 = 3 a^2

aq = (sqrt  3) * a which agrees with the other two.