Kayden is a stunt driver. One time, during a gig where she escaped from a building about to explode(!), she drove at a constant speed to get to the safe zone that was 160
160160 meters away. After
3
33 seconds of driving, she was
85
8585 meters away from the safe zone.
Let
y
yy represent the distance (in meters) from the safe zone after
x
xx seconds.
Which of the following could be the graph of the relationship?

sine

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.

look at the picture.

1.

ef : ab = 2 : 3

gf : cb = 2 : 3

gh : cd = 2 : 3

he : da = 2 : 3

2.

∠a ≅ ∠e

∠b ≅ ∠f

∠c ≅ ∠g

∠d ≅ ∠h

3.

use pythagorean theorem:

the length of the abcd trapezoid sides:

|ab| = 3 cm

|bc| = 10 cm

|cd| = 3(3) cm = 9 cm

|da| = 8 cm

the perimeter of abcd = 3 + 10 + 9 + 8 = 30 cm

the ratio of perimeters of the tarapezoids is equal 2 : 3.

substitute:

      cross multiply

      divide both sides by 3