An airline developed a regression model to predict revenue from flights that connect "feeder" cities to its hub airport. The response in the model is the revenue generated by flights operating to the feeder cities (in thousands of dollars per month), and the two explanatory variables are the air distance between the hub and the feeder city (Distance, in miles) and the population of the feeder city (in thousands). The least squares regression equation based on data for 37 feeder locations last month is Estimated Revenue= 87 + 0.3 Distance + 1.5 Population
with R2 = 0.74 and Se= 32.7.

a. The airline plans to expand its operations to add an additional feeder city. One possible city has population 100,000 and is 250 miles from the hub. A second possible city has population 75,000 and is 200 miles from the hub. Which would you recommend if the airline wants to increase total revenue?
b. What is the interpretation of the intercept in this equation?
c. What is the interpretation of the partial slope for Distance?
d. What is the interpretation of the partial slope for Population?

answer: the answer is one

step-by-step explanation:

pemdas, in this situation there is no parenthesis or exponents so you go to multiplication, 1x1=1, then division 1/1= 1 then addition 1+1=2 then subtraction 2-1=1

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.

yes

step-by-step explanation:

so of course you want to start by plugging the 5 in which goes to 7(5)+3(5)=50 because 7*5=35 and 3*5=15 and then add them together, then plug in the 5 to the other equation as well 9(5)+5=50 because 9*5= 45 and then add 5 and so yes they are equivalent.

i believe it is b and c. (side note, i got the same computer from k-12 lol i’m in 8th grade and this is my first year, will it get

step-by-step explanation: