I WILL GIVE BRAINLIEST PLS I NEED HELP. You may use the sample data provided below if you do not have 11 people to measure. Arm Span (inches) y axis Height (inches) x axis 58 arm 60 height 49 arm 47 height 51 arm 55 height 19 arm 25 height 37 arm 39 height 44 arm 45 height 47 arm 49 height 36 arm 35 height 41 arm 40 height 46 arm 50 height 58 arm 61 height Part Two: Representation of Data with Plots Using graphing software of your choice, create a scatter plot of your data. Predict the line of best fit, and sketch it on your graph. Copy and paste your scatter plot into a word processing document. Part Three: The Line of Best Fit Include your scatter plot and the answers to the following questions in your word processing document: Which variable did you plot on the x-axis, and which variable did you plot on the y-axis? Explain why you assigned the variables in that way. Write the equation of the line of best fit using the slope-intercept formula y = mx + b. Show all your work, including the points used to determine the slope and how the equation was determined. What does the slope of the line represent within the context of your graph? What does the y-intercept represent? Test the residuals of two other points to determine how well the line of best fit models the data. Use the line of best fit to help you to describe the data correlation. Using the line of best fit that you found in Part Three, Question 2, approximate how tall is a person whose arm span is 66 inches? According to your line of best fit, what is the arm span of a 74-inch-tall person? e square root of four over the cubed root of four.

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.

step-by-step explanation: 2