a team t-shirt costs $3 per adult and $2 per child. on a certain day, the total number of adults (a) and children (c) who bought shirts was 100, and the total money collected was $275. which of the following options represents the number of children and the number of adults who purchased team shirts that day, and the pair of equations that can be solved to find the numbers?

the options are:

75 children and 25 adults equation 1: a + c = 100 equation 2: 3a − 2c = 275
75 children and 25 adults equation 1: a + c = 100 equation 2: 3a + 2c = 275
25 children and 75 adults equation 1: a + c = 100 equation 2: 3a − 2c = 275
25 children and 75 adults equation 1: a + c = 100 equation 2: 3a + 2c = 275
explanaition is welcome

25 children and 75 adults

Equation 1: a + c = 100

Equation 2: 3a + 2c = 275

Step-by-step explanation:

It was right in the test for FLVS!

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.

answer: ay  

fonsi  

dy  

oh

oh no, oh no

oh yeah

diridiri, dirididi daddy  

go

sí, sabes que ya llevo un rato mirándote  

tengo que bailar contigo hoy (dy)  

vi que tu mirada ya estaba llamándome  

muéstrame el camino que yo voy (oh)

tú, tú eres el imán y yo soy el metal  

me voy acercando y voy armando el plan  

solo con pensarlo se acelera el pulso (oh yeah)

ya, ya me está gustando más de lo normal  

todos mis sentidos van pidiendo más  

esto hay que tomarlo sin ningún apuro

despacito  

quiero respirar tu cuello despacito  

deja que te diga cosas al oído  

para que te acuerdes si no estás conmigo

despacito  

quiero desnudarte a besos despacito  

firmo en las paredes de tu laberinto  

y hacer de tu cuerpo todo un manuscrito (sube, sube, sube)

(sube, sube)