A circle centered at the origin contains the point (0,–9). Does (8, 17) also lie on the circle? Explain.
No, the distance from the center to the point
(8, 17) is not the same as the radius.
No, the radius of 10 units is different from the
distance from the center to the point
(8, 17).
х
8 110
Yes, the distance from the origin to the point
(8, 17) is 9 units.
Yes, the distance from the point (0, -9) to the point
(8, 17) is 9 units.

c

step-by-step explanation:

there is vertical asymptote at x = 2 and x = 0

vertical asymptote occurs at the points where the denominator is 0. so we can say that

x = 2 occurs when there is a factor (x-2) in the denominator, and

x = 0 occurs when there is a factor "x" in the denominator

thus, the denominator of the equation would have "x * (x-2)", this is option c only. that's the correct answer.

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.