NOTE: Angles not necessarily drawn to scale.
Construc

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).

let's first notice, the center of the hyperbola is at the origin, since the focus points are equidistantly 3 units away from the origin, that also means that the distance "c" from the center to either focus is 3.

it should also be notable that, the traverse axis for this hyperbola is vertical, or namely over the y-axis and therefore, the positive fraction will be the one with y-variable.

the traverse "a" component or distance from the center to either vertex is not 2, is more than 2, so we can safely put it at √5 ≈ 2.24.

well since the real answer is 8.9 i guess the estimation would be 9