Iago is interested in money. he has a collection of bills in his pocket. he finds that he has two fewer $20 bills than he does $10 bills, three more $5 bills than $10 bills, and twice as many $1 bills as $10 bills. he has a total of $160. how many of each type of bill does iago have?

Let x be the number of $10 bills in Iago pocket.

1. If he has twice as many $1 bills as $10 bills, then he has (2x) $1 bills.

2. He has two fewer $20 bills than he does $10 bills, then he has (x-2) $20 bills.

3. He has three more $5 bills than $10 bills, then he has (x+3) $5 bills.

In total he has $160 that is x·10+2x·1+(x-2)·20+(x+3)·5.

Equate these two expressions and solve the equation:

Thus, he has

answer: -2+√x,-2-√x

i hope this , i don't know if you're looking for a pair or not.

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.