The positive four-digit integers that use each of the four digits 1,2,3, and 4 exactly once are ordered from least to greatest. What is the 15th integer in the list?

54 km / hours

step-by-step explanation:

we need to convert seconds to hours

60 seconds = 1 minutes

60 minutes = 1hour

15 m         60 second   60 minutes

  * *         = 54000 meters/ hour

second     1 minute             1 hour

now we need to convert meters to km

1000 m = 1 km

54000 m       1 km

*   = 54 km / hours

hour               1000m

1. x> -5

2. x< 8

step-by-step explanation:

1. 2x> -10

divide by 2 from both sides of equation.

2x/2> -10/2

simplify, to find the answer.

-10/2=-5

x> -5 is the correct answer.

2. 3x< 24

divide by 3 from both sides of equation.

3x/3< 24/3

simplify, to find the answer.

24/3=8

x< 8 is the correct answer.

i hope this you, and have a wonderful day!

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.