Which statement is correct about the system of linear equations graphed below? On a coordinate plane, a line with negative slope goes through (0, 3) and (4, 2). A line with positive slope goes through (0, negative 4) and (4, negative 2). The system of equations has one solution because the lines will eventually intersect. The system of equations has one solution because the lines will never intersect. The system of equations does not have one solution because the lines will eventually intersect. The system of equations does not have one solution because the lines will never intersect.

answer: add the !

step-by-step explanation: then we will answer

answer: 414,377,008

step-by-step explanation:

just multiply it

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.

57.09 minus 7.0435 equals

step-by-step explanation:

just subtrach them both and u get the answer of 50.0465