A grocery store has three locations: Central, North, and South. The grocery store counted the number of cantaloupes sold at each of the three locations each day for a month. This table shows the mean and the mean absolute deviation of the number of cantaloupes sold each day. Which statements are correct?

Select each correct answer.

1. The number of cantaloupes sold at North and South varied about the same amount.

2. The number of cantaloupes sold at Central varied less than did the number sold at North.

3. The number of cantaloupes sold at Central and South varied about the same amount.

4. The number of cantaloupes sold at Central varied more than did the number sold at South.
Store location Mean number of sales MAD
Central 45 4.1
North 47 5.7
South 29 5.9

.24

step-by-step explanation:

the probability is   .24

the first player had the highest probability of getting a silver marble

the game could be made fair by adding back the marble that was drawn after each draw

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.

(a) common ratio in the given sequence is, 3

(b) push ups will do kendall do on the 20th week

step-by-step explanation:

geometric sequence is a sequence of numbers that follows a pattern were the next term is found by multiplying by a constant called the common ratio(r)

(a)

given the sequence: 6 , 18 , 54 , 162 ,

this sequence is geometric sequence where each term is 3 times the previous term.

therefore,

common ratio(r) = 3.

(b)

a formula for nth term of geometric sequence is given by;

,   where r is the common ratio between the successive terms and is the first term,

to find how many push ups will kendall do on the 20th week.

here. n = 20th term.

in the given sequence first term

then;

simplify:

therefore, push ups will do kendall do on the 20th week