The graph below shows the weekly salaries of two employees based on the number of items sold. Salaries

A graph has items sold on the x-axis and weekly salary on the y-axis. A line for Dreya goes through points (0, 500) and (4, 600). A line for Marsha goes through points (0, 250) and (3, 400).

Which statement best explains who earns the most money per item sold?
Dreya earns the most money per item sold because her line increases at a faster rate than Marsha’s.
Marsha earns the most money per item sold because her line increases at a faster rate than Dreya’s.
Dreya earns the most money per item sold because her line begins at a higher point than Marsha’s.
Marsha earns the most money per item sold because her line begins at a higher point than Dreya’s.
Mark this and return

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.

yx = 36

step-by-step explanation:

cos f = opposite side/ hypotenuse

cos f = yw / yx

we know cos f = 4/9 and yw =16

4/9 = 16/yx

multiply each side by yx

4/9 yx = 16/ yx * yx

4/9 yx = 16

multiply each side by 9/4

9/4 * 4/9 yx = 16 *9/4

yx = 36

point m is on plane r