s response team help me! Mark X

01-which of the pairs below is the solution of the system below?

2x - y = 0 x + 3y = 7

A) (2.1)
B) (-1.2)
C) (1.2)
D) (0.0)

02-Classify the following linear system:

3x - 2y = 4
x - 4y = 2

A) SBP
B) SPI
C) SI
D) SPD

03- Convert 30 ° to radians

04-Convert to degrees:

5π / 6

A) 135 °
B) 150 °
C) 180 °
D) 120 °

05- The minute hand of a watch measures 12 cm. How far does your end travel for 20 minutes?

A) 24.13 cm
B) 25.12 cm
C) 21.14 cm
D) 22.11 cm

06-Determine the quadrant where the 840 ° arc end is located

A) 3rd quadrant
B) 2nd quadrant
C) 1st quadrant
D) 4th quadrant

07- Reducing to the 1st quadrant, calculate the value of 225 tg

A) 1/2
B) -1/2
C) 1
D) 0

8- A person makes 8 bicycle rides around a circular track with a radius of 20 m. Determine the distance traveled by the bicycle.

π = 3.14

A) 1002.3 m
B) 1001.5 m
C) 1004.8 m
D) 1003.4 m

sine

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.

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: it is 8

step-by-step explanation:

you know why its 8

b. 18

step-by-step explanation:

so the equation for this is:

ab^2=ac⋅ad

ab being the top length of 6 and ac being the length of 2 and ad being the length of x. let's plug into the equation:

6^2 = 2x

now lets just solve for x:

36 = 2x

18 = x

i hope that !