Please help. I don't have much time.

D I think

Step-by-step explanation:

Hope this helps.

Option C would be correct!

Step-by-step explanation:

Since,

For Option A 8(2r) would be 16r not 10r

For Option B 6r + 3 would be 6r + 3 not 9r

For Option C 9(3r - 4) would be 27r - 36, and that indeed is the answer

For Option D r + r + r + r + r would be 5r not r⁵

Hope this helps!

y = 3x+4

step-by-step explanation:

to find the slope

slope = (y2-y1)/ (x2-x1)

    = (-8-4)/ (-4-0)

    = -12/-4

  = 3

using the slope intercept form of a line

y= mx+b

we know the slope is 3

we know the y intercept is 4 ( the point where it crosses the y axis or x=0)

y = 3x+4

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.