1. George is at a craft store and sees two types of decorative beads for a project he is working on: blue squares and red circles. The craft store sells these beads by the

pound. The blue squares cost $3.50 per pound, and the red circles cost $1.75 per

pound. George wants to buy as many beads as he can with the $21 he has.

(a) Write an equation that describes the relationship of the pounds of blue

square beads and the pounds of red circle beads that George can buy if he

spends all his money.

Let's define the variables:

B = number of blue beads he buys

R = number of red beads he buys

each blue bead costs $3.50, then in the B beads he will pay:

B*$3.50

Each red bead costs $1.75, then in the R beads he will pay:

R*$1.75

If we add those, we get:

B*$3.50 + R*$1.50 as the total cost.

He wants to buy the maximum possible with $21 that he has, then:

B*$3.50 + R*$1.75 = $21

Now if he wants to buy the maximum possible number of beads, then he needs to muy mostly reed ones, because these are cheaper, he could buy:

$21/$1.75 = 12 pounds of red beads, and that is the maximum amount of beads he can buy

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.

i would you but i don't under stand the qustion

step-by-step explanation: