Match each equation to the situation it represents. Situation
Equation
Leilah has not yet studied 600 of her 2400 flashcards. She studies 40 new
cards each day.
2400 - 40% = 600
Stetson rents studio space for $600 a month for music lessons. He charges
his students $40 per hour and earned a profit of $2400 this month
40% -600 = 2400
A kit contains 600 letter tiles and 40 number tiles. Each tile has the same
mass and the kit has a total mass of 2400 g
1
(600 + 40x = 2400

i'm not sure i quite understand, could you provide more information?

you forgot the options, but i found them anyways, the correct answer is "john wilson believes that words and actions based on the intellect are superior to those based on emotions".

john wilson is depicted as an extremely intelligent man. the point of the excerpt is to make a sort of distinction between emotional and rational intelligence. he happens to have both attributes, but he clearly favors his intellectual gifts. at the same time, because of his religious background, he's a little bit conflicted with this and it makes him ashamed.

hope this !

center (1,3) with radius 6

step-by-step explanation:

we must complete the square to find the center and radius of the circle.

first make sure the x and y squared terms have 1 as their coefficients. we also make sure x and y terms together.

we now create space between the x and y terms with parenthesis.

we complete the square by taking the middle terms -2x and the -6y - divide each and square them.

we add the squares to both sides.

simplify.

and write the quadratics in factored form.

the center is (h,k) or (1,3). the radius is the square root of 36 which is 6.

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.