Chorobjects. com/aware2/online Testing online Testingitestid-64076601 STAAR Algebra I EOC Category 5 Test
Perla Blanco Arguello
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De 3. Twenty years ago, a collector purchased a painting valued at $850,00. The value
of the painting since that time can be modeled by the function
(t)- 850(0.78)', where t represents the number of years since the initial
purchase. Which of the following statements is true?
04
O
The value of the painting has decreased by $187.00 each
year
&
o
The value of the painting has increased by 8663.00 each
year.
o
The value of the painting has increased by 78% each year,
0
Do
The value of the painting has decreased by 22% each year,
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to find the total number of combinations, multiply the quantity of each item by each other:

2 pairs of shoes x 3 pairs of shorts = 6 different combinations.

my guess would be b and d, but i didn’t actually get out the pen and paper. lol

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.