PLEASE HEEELLLPPP LaToya decides to join a gym for a minimum of one month to train for a triathlon. The gym charges a beginner's fee of $100 and a monthly fee of $38. If x represents the number of months that LaToya is a member of the gym, the equation below can be used to determine C, her total membership fee for that duration of time:

100 + 38x = C

LaToya has allocated a maximum of $404 to spend on her gym membership. Which number line shows the possible number of months that LaToya can be a member of the gym? (5 points)

a

A number line shows numbers from 0 to 12 in increments of 1. The portion of the line from 0 to 8 is bold with shaded circles at 0 and at 8

b

A number line shows numbers from 0 to 13 in increments of 1. The portion of the line from 1 to 13 is bold with shaded circles at 1 and at 13

c

A number line shows numbers from 0 to 13 in increments of 1. The portion of the line from 0 to 13 is bold with shaded circles at 0 and at 13

d

A number line shows numbers from 0 to 12 in increments of 1. The portion of the line from 1 to 8 is bold with shaded circles at 1 and at 8

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.

multiply length by height. multiply the length by the height, and then double the product. work out 10 x 10 results = 100 square inches, then work out 100 x 2 = 200. the answer is 200 square inches.

step-by-step explanation: