I HAVE TO TURN ALL MY ASSIGNMENTS IN TODAY PLEASE HEL!! I WILL GIVE 1, a. Create a perfect square trinomial.

b. Factor the perfect square trinomial you created in 1a.

2, a. Create a difference of two squares.

b. Factor the difference of two squares you created in 2a.

3, a. Describe at least one similarity between the perfect square trinomial and the difference of squares. You can use either the form you wrote in 1a and 2a, or you can use their factored form from 1b and 2b. Write your answer using complete sentences.

b. Describe at least one difference between the perfect square trinomial and the difference of squares. You can use either the form you wrote in 1a and 2a, or you can use their factored form from 1b and 2b. Write your answer using complete sentences.

the answer is c)8

step-by-step explanaction:

asdsaddsa

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.

-3.5 is the distance.

i've had this question so choose the one in the absolute value sign.