7. 3 A carpenter cut four lengths of wood. The lengths were 36 in., 4 5 36 in., 37 in., and z in. If the mean of the lengths is 36 in., 8 2 8 what was the length of the fourth piece of wood the carpenter cut? A in. 4 B 5 36 in. с 35 in. 8. D 7. 36 8 in.

Option (c) is correct.

Step-by-step explanation:

The four pieces of wood are 36 in., 36 in., 37 in. and z in.

The mean length of the pieces of woods are 36 in

We need to find the length of the fourth piece of wood.

Mean = sum of data/total no of data

So, the length of fourth piece is 35 inches. Hence, the correct option is (c).

step-by-step explanation:

divide, then simplify your answer.

1. make -15.66 ÷   5.8 a fraction. then divide.

2. simplify.  

3. final answer.  

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.