(ill give brainliest)
2. Jamie is the starting pitcher for his baseball team. The coach recorded the number of pitches he threw in one game. Each pitch is either a ball, strike or hit.

(a) The coach recorded that 54 pitches, or 60%, were strikes. What is the total number of pitches that Jaime threw in this game? (3 pts – 2 for answer, 1 for showing work)

(b) If 60% of the pitches were strikes and 10% of the pitches were balls, how many hits did the pitcher throw? (3 pts – 2 for answer, 1 for showing work)

(c) What is the number of pitches that were either a ball or a strike? (3 pts – 2 for answer, 1 for showing work.

3 1/3 x 2 3/5 = 8 2/3

step-by-step explanation:

just multiply the first number by the second number to get your answer.

94

step-by-step explanation:

average the numbers and use a variable to figure out the minimum to get a 90.

(79+94+91+92+x)/5=90

x = 94

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.

10 - 8 = -2

  8 - 6 = -2

etc, so -2 is the common difference

step-by-step explanation: