Given a mean of 4.5 and a standard deviation of 12 from a sample of variables, what is the equivalent draw from a standard normal distribution for 6.0?

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.

answer: what is the question you're trying to ask?

step-by-step explanation:

one way is to plot 2 points and connect them which is what the answer choices seem to be doing

it seems to be using the y intercept and the slope

y=mx+b, m=slope, b=y-intercept (where the line hits the y axis)

slope=rise/run

y-intercept is where the line croses the y axis which is the y value where x=0

you seem to have given the wrong slope (you didn't put a number in front of te x, it should be 2/3 or 3/2 looking at the answer options)

y=? x-1

m=? because of your fault

b=-1

so it has a slope of ? and y intercept of -1, meaning it pases through (0,-1)

so draw point (0,-1) (so answer is one of the first 2 option)

if slope is 2/3, then go up 2 and right 3 then draw line through those 2 points

if slope is 3/2, then go up 3 and right 2 then draw line through those 2 points