"The phenomenon of road rage has been frequently discussed but infrequently examined." So begins a report based on interviews with 1345 randomly selected drivers. The respondents' answers to interview questions produced scores on an "angry/threatening driving scale" with values between 0 and 19, larger values indicating more angry/threatening behaviors. What driver characteristics go with road rage? There were no significant differences among races or levels of education. What about the effect of the driver's age? Here are the means and standard deviations for a measure of "angry/threatening driving" for random samples of drivers in three age groups:

idk

step-by-step explanation:

do it yourself, cause that made me do it myself today, in english!

step-by-step explanation:

circumference divided by 3.141592654 then timesthe radius twice

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.