Match each description of an arc with a central angle a- arc length of 3pi/2 radius of 9/10
b-arc length of 33 pi radius of 22
c-arc length of 60 pi radius of 48
d- arc length of 12 pi radius of 54

options-
3pi/2
40°
300°
5pi/4
​

answer: the correct answer is -32

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.

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: 5

step-by-step explanation:

since, the range is the difference between the lowest and highest values of the given sample space.

and, here the sample space = { 3, 1, 0, 4, 1, 4, 2, 3, 0, 5, 0, 1, 1, 2, 0, 4, 1,4, 4 ,2 ,3 ,2 ,0 ,1 ,4 }

here, the highest value of the given sample = 5

and, the lowest value = 0

therefore, the range of the sample space = 5 - 0 = 5

statement #3: proof- ang is congruent to ang ecd : angles are congruent.  

step-by-step explanation:

1: the missing angles in statement #3  

a.) acb  

reason- the reason why the answer is acb is because angle ecd and angle acb are both the same size *that's what the word congruent means this is really simple.  

2: the missing word in reason #3  

c.) vertical  

reason- the reason why the answer is vertical is because the angles in that diagram on figure 2 is slanted, which is vertical, and the e and a both lay on vertical lines. along with the other's, but e and a are the 2 main points you want to focus on. and c is kind of like your starting point, because c is for both angles, not just one.  

i hope that was and understanding.