Jodi poured herself a cold soda that had an initial temperature of 40degreesf and immediately went outside to sunbathe where the temperature was a steady 99degreesf. after 8 minutes the temperature of the soda was 50degreesf. jodi had to run back into the house to answer the phone. what is the expected temperature of the soda after an additional 7 minutes?

58.75 degreeF

Step-by-step explanation:

The initial temperature of the Soda = 40degreeF

The temperature outside is steady at 99 degreeF

The temperature of the soda became 50 degreeF after 8 minutes

In 8 minutes, the Soda gained

(50 - 40)degreeF

= 10 degreeF

If the soda gains 10 degreeF in 8 minutes, in 1 minute, it will gain 10/8degreeF

Therefore in 7 minutes, the soda will gain (10/8)*7

= 70/8

= 8.75 degreeF

The expected temperature of soda after an additional 7 minutes = 50 + 8.75

= 58.75degreeF

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 answer is d

hope this