Carol can type 5 pages of an essay in 23 minutes. She claims she can type 10 pages in less than half an hour. She supports her claim by saying 5 + 5 = 10 and 23+5 = 28. She also claims that 28 minutes is less than half an hour.
Which statement best explains whether Carol's claim is correct and why?
Carol's claim is incorrect. Because 10 pages is twice as much as 5 pages, it will take her twice as long to type. It
will take her 46 minutes to type 10 pages.
Carol's claim is incorrect. To find out how long it will take her to type 10 pages, she should add 23 + 10, which is
more than half an hour
Carol's claim is incorrect. It will take her 28 minutes to type 10 pages, but 28 minutes is not less than half an
hour
Carol's claim is correct. She is adding 5 pages to what she is typing, so she needs to add 5 minutes to her time
too

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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.

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 would be 8.64 or s = 11π/4 inches

step-by-step explanation:

s = r θ  

where s = arc length  

r = radius = 3 inches  

θ = central angle in radians = ( π /180)*165  

s = 3(π/180)*165  

= 8.64 inches

for this case we have that by definition, the surface area of a cylinder is given by:

where:

r: it is the radius of the cylinder

h: it is the height of the cylinder

we can also rewrite it as:

where:

la: it's the lateral area

ba: area of the base

option a