Walter’s history test scores and janine’s history test scores are shown on the dot plot below. if each student gets 65 on the next test, which explains the measure of the center that would be most affected? a. their means it will be most affected because this value will be an outlier. b. their modes will be most affected because the distribution has changed. c. janine’s median will be more affected than walter’s medium because her overall scores were greater. d. walter’s median will be more affected than janine‘s median because he had a gap in the original data.

A.Their means it will be most affected because this value will be an outlier.  

Step-by-step explanation:

The mean is found by adding together the data points and then dividing by the number of data points.  For this reason, the mean is most affected by an outlier, or a number very different from the others.

A high outlier will make the sum of the data points higher; this in turn makes the mean higher.

A low outlier means the sum of the data points does not increase as much as it would have with other numbers; this in turn makes the mean lower.

Since 65 is much lower than the other values, it is an outlier.  Including it will affect the mean the most.

a) 0

step-by-step explanation:

i^413 x i^0 = 0 as any number multiplied by a zero is

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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.