5. Carbon-14 is an element which loses exactly half of its mass every 5730 years. The mass of a sample of carbon-14 can be modeled by a function, M. which depends on its age, t (in years). We measure that
the initial mass of a sample of carbon-14 is 525 grams.
Write a function that models the mass of the carbon-14 sample remaining t years since the initial
measurement.

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step-by-step explanation:

answer: you need to organize this better it does not make sense.

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.

the correct answer option is (2x-3)(2x+3).

step-by-step explanation:

we are given the following expression and we are to factorize it:

we are to find such factors that when multiplied they give a result of 36 (9 x 4 = 36) and when added they give a result of 0.

the two such factors of 36 are negative six and postive six.

factorizing the given expression to get:

therefore, the correct factorization of is (2x-3)(2x+3).