Tara takes her pulse in order to determine her resting heart rate, measured in beats per minute (bpm). She
takes it for three minutes, and makes the following chart of the results. We'll assume that Tara's heart rate
is constant over the three-minute period.
Minutes
1
60
2
120
3
180
Beats
Graph the proportional relationship described above, where the L-coordinate represents minutes, and the
Y-coordinate represents beats.

step-by-step explanation:

i have no idea

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 domain of a function is the set of input values, x , for which a function is defined. the domain is shown in the left oval in the picture below. the function provides an output value, f(x) , for each member of the domain.

37 = ending with 7

unit's digit in the cube..3

56 = ending with 6

unit's digit in the cube..2

133 = ending with

unit's digit in the cube..7

hope it : ( : )