In 2014, students in an advanced Statistics course at UC Berkeley conducted an anonymous survey about use of cognition-enhancing drugs among college 1o points males. One survey group of males included members from a fraternity, and the other survey of males group included no fraternity members. The difference between the proportion of fraternity members who have used cognition-enhancing drugs and the proportion of n members who have used cognition-enhancing drugs is equal to o.054. Which one of the following conclusions is true? on-fraternity A. Students who are not fraternity members use cognition-enhancing drugs at higher rates than fraternity members. B. One possibility is that the proportion of fraternity members who have used cognition- enhancing drugs is 0.295 and the proportion of non-fraternity members who have used cognition-enhancing drugs is o.241. C. Students could have discovered that the proportion of fraternity members who have used cognition-enhancing drugs is o.315 and the proportion of non-fraternity members who have used cognition-enhancing drugs is o.369.

6,250

step-by-step explanation:

to get the area, multiply 360 by 160.(57,600)

to find out how many bags of fertilizer it will take, first figure out how many square feet one bag can hold. divide 1000 by 8(125) to get the unit rate(how many square feet one pound of fertilizer can hold)and multiply it by 50(6250). if i haven't made a mistake, that is the answer.

answer: translate the circles so they share a common center point and dilate circle y by a scale factor of 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.