Which of the following can be represented by a continuous random variable?

a. The time of a flight between Chicago and New York
b. The number of arrivals to a drive-through fast food restaurant window in a four-hour period
c. The number of heads when tossing a coin
d. The number of questions answered correctly by a student on a test

i leave the calculator work to you.

7. diameter 4 miles, circumference 4π miles

8. radius 0.2 miles, circumference 0.4π miles

[this is a bad problem because the actual radius of a car on the track is less than 0.2 miles so the answer is less than 0.4π miles]

9. radius 6 feet, circumference 12π feet

10. diameter 14 cm, circumference 14π cm

11. diameter 4.8 feet, circumference 4.8π feet

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 one below it is a function