Magdalena creates the drawing shown of a rectangular field . (length : 7.2 cm and height : 3 cm) she increases all the sides by a scale factor of 4 1/2. what is the area of the new figure?

answer: the answer is one of

step-by-step explanation:   we are given to write a proper fraction where the whole is divided into an even number of equal parts less than ten, and an odd number of those parts exist.

an even number less than 10 may be one of 2, 4, 6 or 8. so, the whole may be one of these four evens.

now, an odd number of these parts must exist, so the numerator must be an odd number, one of 1, 3, 5 or 7. it cannot be 9 because then the fraction will become improper.

thus, our fraction may be one of the following

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.

the arc length is found by finding the circumference of the full circle (2xpixradius) and then dividing by 4 to find just one quarter of the circle (90 degrees).

all you have to do is multiply them both to see how many out comes you can put:

3 x 2 = 6

you can make 6 diferent combinations of crusts and toppings.

~batmans wife dun dun