Use the graph below to answer the following question: During which month is the animal population the highest? *

Seasonal Changes in an Ecosystem

Max.
Animal Population
Seasonal surplus
Carrying capacity
Min.
Breeding Stock
Survivors
Winter Spring Summer Autumn
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
A) March

square pyramid

step-by-step explanation:

square prism looks like nothing like that

triangular prism has a rectangular base instead of a square base

tetrahedron has a triangular base

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.

"standard form:

3x2 + 14x − 10 = 0

solutions based on quadratic formula:

x1   = −14 − √ 142 − 4×3×(−10) /   2×3   = −14 − 2 × √ 79 /   6   ≈ −5.296

x2   = −14 + √ 142 − 4×3×(−10) /   2×3   = −14 + 2 × √ 79 /   6   ≈ 0.629

150

step-by-step explanation:

(sorry i'm not typing it again just read the other two explanation sections i just typed it'll be the same.)