4. based on the completed two-way frequency table, determine the following, and explain how you got your
a. the probability that a randomly selected student is in the marching band
b. the probability that a randomly selected student is an engineering major
c. the probability that a randomly selected student is in the marching band and an engineering major
d. the probability that a randomly selected student is in the marching band and not an engineering major

a 270° rotation about point p says on e d g e n u it y (had to space it out because it says it's a misspelling so i couldn't submit it

x + y = 90 5x – 10y = 90 90 – 10y = 5x 90 + 10y = 5x

step-by-step explanation:

last month maria hiked the 5-mile mountain trail a number of times and she hiked the 10-mile canal trail several times. let x represent the number of times she hiked the 5-mile trail, and let y represent the number of times she hiked the 10-mile trail. if she hiked a total of 90 miles, which equation can be used to find the number of times maria hiked each trail? x + y = 90 5x – 10y = 90 90 – 10y = 5x 90 + 10y = 5x

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: 30

step-by-step explanation: its 30 because im a basketball player and stephen curry hits most of his shots so if you put 30 you might make the shot goodluck