23. Lena is saving money to buy a new softball bat that costs $138. She has saved
$40 so far. If Lena saves $4 each week,
what is the least number of weeks, w, that she
will have to save to buy the bat?

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.

answer: c. is your answer

step-by-step explanation: get me a black leather coat

the answer is 0.000652422

but if you ment to ask what is 6131 divided by 4, it is 1532.75.

step-by-step explanation:

aloha~! my name is zalgo and i am here to you out on this amazing day. to answer your question, yes, nonzero numbers can have a greatest common factor and that would be 1. still don't get it? let me considering every number is divisible by 1 and hence every number has 1 as a factor of theirs. so, if 2 nonzero numbers didn't share any gcf (greatest common factor), they would still have a factor in common and that would be 1.

i hope that this ! : p

"stay and stay proud! " - zalgo

(by the way, do you mind marking me as brainliest? i'd greatly appreciate it! mahalo! x3)