An individual is coding 8 new functions to be used in a digital sales document for a company. The individual estimates that most of the functions will take 10 minutes each to create, but the last two functions will take 25 minutes each. How long should it take for the individual to complete all 8 functions

1 hours (110 minutes).

Step-by-step explanation:

The individual want to code 8 new functions of which most of the functions will take 10 minutes each to create, but the last two 25 minutes.

Thus, 6 of the 8 new functions would take 10 minutes, while two will take 25 minutes. So that;

6 x 10 minutes = 60 minutes

But for the last two;

2 x 25 minutes = 50 minutes

Total time required = (60 + 50) minutes

                                = 110 minutes

                                = 1 hours

The estimated time to complete all 8 functions is 1 hours (110 minutes).

what i would say the best answer is a. 40.5

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.