Below is the five-number summary for 136 hikers who recently completed the John Muir Trail (JMT). The variable is the amount of time to complete the 212-mile hike from Yosemite Valley across the high Sierras to the top of Mount Whitney. Five-number summary:Minimum: 9 daysQ1: 18 daysMedian: 21 daysQ3: 28 daysMaximum: 56 daysWhich one of the following statements about the distribution is most accurate?a. Most people finished the JMT within 9 to 56 days, but some took a little longer. b. There were fewer hikers between Q1 and the median than there were between the median and Q3.c. Most people took more than 28 days to complete the JMT. d. At least 34 hikers completed the JMT within 28 to 56 days.

the answer is c. hope this !

step-by-step explanation:

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.

110

step-by-step explanation:

based on the question i am guessing that it is a typo for abc