1.A nutritionist wants to collect data on how much caffeine the average American drinks per day. She has the following ideas for how she could obtain a sample: 1.Ask the first 20 adults who arrive at a grocery store after 10:00 a. m. about the average amount of caffeine they consume each day.
2.Every 30 minutes, ask the first adult who comes into a coffee shop about the average amount of caffeine they consume each day.

•Would the different methods for selecting a sample lead to different conclusions about the population?
•What are the benefits of each method?
•What might each method overlook?
•Which of the methods listed would be the most likely to produce samples that are representative of the population being studied?
•Can you think of a better way to select a sample for this situation?

Ready? Enter your answer here.

can you add an image ?

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.

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.

i think the length is 12 and the width is 17

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