Please answer the question it’s for my math SAT

D.

This is tricky.

Think of the equation as an equation for a line

where in this case.      

or

You can see the slope of the graph is  which means that for an increase of 1 degree Fahrenheit, the increase is .

Therefore, statement I is true. This is the equivalent to saying that an increase of 1 degree Celsius is equal to an increase of Degrees Fahrenheit

Since Statement 2, is true.

The only answer that has both statement I and statement II as true is D, but if you have time and want to be absolutely thorough, you can also check to see if statement III (an increase of degree Fahrenheit is equal to a temperature increase of 1 degree Celsius) is true:

which is ≠ 1)

An increase of degree Fahrenheit leads to an increase of

not 1 degree, Celsius, and so Statement III is not true.

The final answer is D.

I hope this helped x

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.

i think its doubled. let me know

step-by-step explanation: