Wm 1: the time to advice students in a counselling office was observed. 38 students were advised in an eight-hour session. since the counselor is highly skilled, the performance rating was set at 110%. an allowance factor of 15% is assigned to this session due to the lack of online data from the computer system when the test was conducted. calculate the standard and normal time for the counselling sessions. wm2: a nurse is timed performing a blood pressure test. the time in seconds is provided in table. the performance rating for the employee is 95%. use an allowance factor of 10%. determine the standard time for the task. observation 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 time 78 92 81 88 79 59 69 85 83 92 84 78 75 85 83 91 observation 17 18 19 20 21 22 23 24 25 time 88 87 86 95 99 69 95 75 82 wm 3: a study is conducted and the mean observed time is 12.5 minutes with a standard deviation of 5.6 minutes. how many counseling sessions need to be observed (timed) to obtain a confidence level of 90% and +/- 7.5% accuracy? wm4: use the data in wm2. is the sample size (25) sufficient to determine the true cycle time with a 99% confidence interval and an accuracy of +/- 15%?

honesty mood

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.

a. (14,375+570)(5.3) b. 158,417$

step-by-step explanation:

a. you are basically just setting up the equation. f= amount of debt hence 14,375. g= how much she is borrowing from her parents weekly hence 570 and t= the interest on her debt. creating the equation.

b.   14,375+570= 14,945

      14,945 x 5.3 = 79,208.5

      79,208.5 x 2(years) = 158,417(answer)

i believe b is the answer