Use the image above to solve all 4 parts of the question. part 1 - write janet’s time from race #1 in word form. part 2 - three of janet’s times are equal when you round them to the nearest whole second. which three times? part 3 - put janet’s times in order from fastest to slowest. explain how you know. part 4 - grace won race #4 and set a new school record. her time was 1.8 seconds faster than janet’s time for race #4. what was grace’s time? explain how you know.

Step-by-step explanation:

A)

Janet's took 34.56 seconds to cover 50m freestyle swim.

In words it could be said as: thirty four and fifty six hundredths.

B)  

Race #       Time (in sec.)                time( after roundoff to nearest integer)

  1                34.56                                       35

   2                 35                                           35

    3                34.8                                         35

    4                 34.137                                      34

     5                33.92                                       34

Hence, the first 3 race times were equal after rounding off to nearest integer.

C)

on arranging the time of Janet's from fastest to slowest we get the table as:

Race #                              Time( in sec.)

 5                                        33.92

  4                                        34.137

   1                                        34.56

   3                                        34.8

   2                                          35

since, after decimal we arrange the numbers in order same as we do for the natural numbers.

as in race #5 '33' is the smallest among all hence we keep it in first place.

for race 4,1 and 3 we have the same digit before decimals so now we have to look for the number after decimals.

D)

Janet's time in race #4 was: 34.137 sec.

But Grace was 1.8 seconds faster than Janet.

Hence, Grace time=34.137-1.8=32.337 sec.

15% chance.

step-by-step explanation:

3/10 times, the 5 year old will get a tablet. 5/10 times, the 13 yer old will get a tablet. multiply both fractions to get 15/100 times, both would have a tablet.

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.