Oswaldo is cooking a big dinner he bus 30 1/2 ounces of sweet potatoes 13 1/4 ounces of asparagus and 20 1/4 ounces of squash how many pounds of vegetables the Oswaldo buy altogether

b) 1/3 * 1/5

step-by-step explanation:

each smallest part is 1/15 since the written one is 1/5 and it's divided by 3 equal parts. (1/5 )/3 = 1/15 = 1/3 * 1/5

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.

region b will make the inequalities y < 2x + 1 and y > -x - 2 true ⇒ answer a

step-by-step explanation:

* lets study the graph and the inequality to solve the question

- the inequality y > -x - 2

∵ the form of the inequality is y > mx + c , m is the slope of the line

  and c is the y-intercept (the line intersect y-axis at point (0 , c)

∴ c = -2 that means the line intersect the y-axis at point (0 , -2)

∵ the sign of the inequality is >

∴ we shad the part over the line

  region a and b

- the inequality y < 2x + 1

∵ the form of the inequality is y > mx + c , m is the slope of the line

  and c is the y-intercept (the line intersect y-axis at point (0 , c)

∴ c = 1 that means the line intersect the y-axis at point (0 , 1)

∵ the sign of the inequality is <

∴ we shad the part under the line

  region b and c

∵ the common region between the two lines is region b

∴ region b will make the inequalities y < 2x + 1 and y > -x - 2 true

this is the formula: v = the value of investment at the end of the time period

p = the principal amount (the initial amount invested)

r = the annual interest rate

n = the annual frequency of compounding (how many times a year interest is added)

t = the number of years the money is invested

^ means raise to the power of