More metric practice a. circle the larger unit: 1) millimeter, centimeter 2) kilogram, gram 3) dl, ml 4) um, mm 5) microsecond, millisecond b. metric prefixes: give the decimal equivalent. 1) centi = 3. milli = 2) kilo = c. metric prefixes: give the metric prefix for the following decimal equivalents. 1) 0.1 3) 0.01 2) 0.1 = d. convert the following with the metric system. show work. 1) 45 km = _ _ cm 2) 0.5381 pl = kl 3) 23.0284 mg = 9 4) 0.00371 ml = _ 5) 3.614 cg = ng e. a normal value for blood cholesterol is 200 if a normal adult has a total blood volume of 5 l, how much total cholesterol is present? (hint: use dimensional analysis.) eumulus

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.

answer: (x+2) (x+3) are the binomials for your question : )

the area of a triangle is determined by the formula: base x height * 1/2

you'll need to assign a base to the triangle. based on the vertices given, the simplest base would be the line segment from (-2,1) to (2,1). the distance between any two numbers is found by just subtracting them. here, you should subtract the x values to find the distance of this side.

2 - (-2) = 4.

so the distance (aka the length of the base) is 4. the height of the triangle is the distance between the base and the highest point on the triangle which is (3,4). we should subtract the y values this time to find the height/distance.

4 - 1 = 3

so the height is 3.

base = 4

height = 3

hope this if needed hmu