The formula below is used to convert a temperature in degrees fahrenheit, f, to a temperature in degrees celsius,
c. c = 5/9 (f - 32) what is the temperature in degrees celsius that is equivalent to a temperature of 40

intensity of the vector is v= √37 ≈ 6.08 units and make angle ∡α ≈ 9.46° with east direction

step-by-step explanation:

required vector is consists of the two componentsvx= 2+4=6 units   and vy= 1 unit and vx ⊥ vywe will use pythagorian theorem to find intensity of the vector vv∧2 = vx∧2 + vy∧2 => v = √vx∧2 + vy∧2 = √6∧2 + 1∧2 = √36+1 = √37 ≈ 6.08 unitsthe angle ∡α between vector and east direction we wil find with tanαtanα = 1/6 => α = arc tanα = arc 1/6 => α ≈ 9.46°

hope this

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.

the answer is:

mean: 6

mad: 2.14