Two linear functions are shown below. Which statement about the rates of changes of Functions A and B as shown is true?
O The rate of change is 1 for both Function A and Function B.
O The rate of change is 2 for both Function A and Function B.
The rate of change is greater for Function B than for Function A.
O The rate of change is greater for Function A than for Function B.

(4,5

look up a corrdinate plane and do what the thingy says and boom

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.

0.0076, if you meant 4.125 divided by 0.03125 it would be 132

step-by-step explanation:

first you have to move the decimal in 0.03125 over until its behind the 5 which is 5 places over. now the number is 3125

then you have to move the decimal in 4.125, 5 places over. now the number is 4,112,500.

now you divide like you would normally would and get 0.0076