The dot plots below show the ages of students belonging to two groups of music classes: A dot plot shows two divisions labeled Group A and Group B. The horizontal axis is labeled as Age of Music Students in years. Group A shows 5 dots at 6, 5 dots at 8, 3 dots at 9, 7 dots at 11, and 5 dots at 13. Group B shows 2 dots at 6, 4 dots at 10, 4 dots at 13, 3 dots at 15, 5 dots at 16, 4 dots at 19, and 3 dots at 21. Based on visual inspection, which group most likely has a lower mean age of music students? Explain your answer using two or three sentences. Make sure to use facts to support your answer. (10 points)

answer: jasmine will bake 4/3 or 1 1/3 cookies in an hour

step-by-step explanation:

if u add 1/3 every 15 minutes after an hour u will have 4/3 or 1 1/3

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 radius is 2 times the diameter.

step-by-step explanation: