Henry is taking a medicine for a common cold. The table below shows the amount of medicine f(t), in mg, that was present in Henry's body after time t: t (hours) 1 2 3 4 5 f(t) (mg) 282 265.08 249.18 234.22 220.17 Greg was administered 200 mg of the same medicine. The amount of medicine in his body f(t) after time t is shown by the equation below: f(t) = 200(0.88)t Which statement best describes the rate at which Henry's and Greg's bodies eliminated the medicine? Henry's body eliminated the antibiotic faster than Greg's body. Henry's body eliminated the antibiotic at the same rate as Greg's body. Henry's body eliminated the antibiotic at half of the rate at which Greg's body eliminated the antibiotic. Henry's body eliminated the antibiotic at one-fourth of the rate at which Greg's body eliminated the antibiotic.

pls ask

its 60

4 x 12 = 48

3 x 4 = 12

48 + 12 = 60

yeeeet

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.