AP Statistics teachers from across the country meet annually in Kansas City to score AP Statistics exams. One social event that many teachers participate in is the annual Prediction Fun Run. Prior to the
race, the teachers predict how long it will take them to complete the 1.96-mile long course. During the
event, they are timed and their actual finishing times are paired with their predicted times. Here is a
scatterplot of the results.
The winner of the race is not the fastest runner, but the most accurate runner.
a) Let x = the runner’s predicted time (in seconds) and y = the runner’s actual time (in seconds).
Provide the equation of the line that can be used to assess how accurate the runners were. Plot
this line on the graph above. Clearly label two points you are using to plot the line.
b) Is the line you drew in part (a) a least-squares regression line for these data? Explain.
c) While many runners were quite good at predicting their race time, some runners did very poorly at
this task. Circle the point of the runner who had the largest error in prediction. Justify your choice.
Was this runner faster or slower than predicted?
d) Describe the relationship between predicted time and actual time. Are all runners able to predict
their actual times approximately equally well?

correct answer is infinitely many solutions

step-by-step explanation:

2(2x + 3) = -4 + 2(2x + 5)

solving the above equation:

4x + 6 = -4 +4x +10

combining like terms

4x -4x = -4+10-6

0=0

since both sides are 0=0, we end up into true statement it means it has infinite many solutions.

so correct answer is infinitely many solutions

answer is 12345678900987654321234567890987654321

step-by-step explanation:

its a trick question

step-by-step explanation:

dogs love water, just turn on the hose and it will run in circles chasing the water all day : )

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.