The areas of the squares adjacent to two sides of a right triangle are 32 units^2 and 32 units^2

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.

irst, find the z score of a score of 80. this is given by the formula z = (x-u)/o, where x is the score, u is the mean, and o is the standard deviation. this gives

z = (80-78)/12 = 1/6 = .1667

now, find what percentile a z score of 1/6 correlates to in the normal distribution.

a z score of 1/6 = .1667 is equivalent to the 56.36th percentile of the distribution. so the probability a score is over this is 1-.5636 = .4364

the mean of a sample mean is equal to the original mean. however, the standard deviation of a sample mean is equal to the original standard deviation divided by the square root of n (sample size). so the new standard deviation is 12/sqrt(16) = 3.

the new z score is 80-78/3 = 2/3 = .667. this is equivalent to the 74.86th percentile. so the probability that the mean will be greater than this score is 1-.7486 = .2514.

isocolese triangle

we know that the line connect a and b is the hyptonuse

so first find the hypotonuse length using the distance formula, call the length c

since it is an isocolese triangle, the lengths of the legs are the same

using pythagorean theorem,

in this case, a=b since isocolese triangle so we get

or

we can find c so we can find the distances

we know that if we draw 2 circles, each has center at a and b, and find where they intersect, we can the 2 possible locations for c

if a has center at (xa,ya) and b has center at (xb,yb), then we can solve where

and

intersect to find where they intersect

i'm not going to put an example because i have to go to class. i hope this explanation is enough