Let Aequals[Bold v 1 Bold v 2 Bold v 3 Bold v 4]. Note that A is a ▼ 1 times 4 4 times 4 matrix and its columns span ▼ set of real numbers R Superscript 4 Baseline . set of real numbers R . Thus, by the ▼ definition of linear independence, Basis Theorem, Spanning Set Theorem, definition of a basis, Invertible Matrix Theorem, Rank Theorem, the columns ▼ are linearly dependent. are pivot columns. span set of real numbers R cubed . are linearly independent. Therefore, the columns of A are a basis for set of real numbers R Superscript 4 because of the

answer

point o.

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.

i believe it is 0.1m because the measurement of 30.4m limits how precise you can be

you can only be as precise as the least precise measurement