Can someone answer. there is one problem. there's a picture. you!

(0,,,0)

step-by-step explanation:

the table of x and y values is shown in the attached pic(part of question)

we have to decide according that graph

given points are (0, 0) (–1, 0), (2, 0)

when we graph these points on graph they show an increasing line as shown in the attached pic

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.

30 feet

step-by-step explanation:

that would be 2 1/2 * 12

= 24 + 6

= 30 feet   (answer)

hi i’m going tomorrow morning and i can come over and you out with this stuff for me haha ya day is going crazy and i’ll tell you what i’m talking about you don’t wanna go do you think i’m going to be a good friend i just don’t know how much you mean about the stuff you want to do and stuff you know i just want you and you know that i’m going crazy i don’t think i’m going crazy about going tomorrow and i’ll tell ya hey i don’t think i’m going crazy about going tomorrow and i’ll tell you what i’m done