The graph shows the number of inches of snow over the course of time. Which statement is not correct about the relationship shown in the graph?
A It is snowing at a steady rate.
B It is snowing at a rate of inch per hour.
C The amount of snow is proportional to the time.
D The coordinate (2, 1) indicates that it has snowed 2 inches in 1 hour

Correct OPTIONS:

A It is snowing at a steady rate.

B It is snowing at a rate of ½ inch per hour.

C The amount of snow is proportional to the time.

D The coordinate (2, 1) indicates that it has snowed 2 inches in 1 hour

D The coordinate (2, 1) indicates that it has snowed 2 inches in 1 hour

Step-by-step explanation:

Using the graph given, let's analyse each options provided to see which statement is ✅CORRECT or ❌ INCORRECT.

A. "It is snowing at a steady rate."

✅This is CORRECT because a straight line graph has a constant rate of change.

B. "It is snowing at a rate of ½ inch per hour."

✅This is CORRECT, because when x (time in hrs) is 1, y (snow in inches) is ½.

C. "The amount of snow is proportional to the time."

✅This is CORRECT because the line of the graph intercepts the point of origin, (0, 0).

D. "The coordinate (2, 1) indicates that it has snowed 2 inches in 1 hour"

❌This is NOT CORRECT. The coordinate (2, 1) indicates that it has snowed 1 inch in 2 hours rather.

x = 2 => time(hours)

y = 1 => snow(inches)

walter needs to make at least 5 more cookies but no more than 40. 5 ≤ x ≤ 40

step-by-step explanation:

20 ≤ x + 15 ≤ 55

subtract 15 from all parts

20-15 ≤ x + 15-15 ≤ 55-15

5 ≤ x ≤ 40

this means how many more cookies he has to make

walter needs to make at least 5 more cookies, but no more than 40 cookies; 5 ≤ x ≤ 40

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.