. 14. What is the value of x? Justify each step.
(5 points)
TOOLS
AC = 32
2x
6x +8
A
B
с
Drowing not to scale
AB+ BC = AC
a.
2x+6x+8 = 32
b.
8x+8 = 32
c.
8x = 24
d.
I=3
e.
LESSON
FEEDBACK

this may not be at all, but i use the same website you're using for school, and if i'm stuck doing one of these i try to look for it on the section.

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 is b.

this is because an open circle means < or > & since the line goes left it is < -3.

the next one has a filled circle so it can only be ≥ or ≤ and since the line goes right from 1 it is ≥ 1

hope that