It is believed that GPA (grade point average, based on a four point scale) should have a positive linear relationship with ACT scores. Given below is the Excel output from regressing GPA on ACT scores using a data set of 8 randomly chosen students from a Big-Ten university.

Regressing GPA on ACT

Regression Statistics

Multiple R

0.7598

R Square

0.5774

Adjusted R Square

0.5069

Standard Error

0.2691

Observations

8

ANOVA

df

SS

MS

F

Significance F

Regression

1

0.5940

0.5940

8.1986

0.0286

Residual

6

0.4347

0.0724

Total

7

1.0287

Coefficients

Standard Error

t Stat

P-value

Lower 95%

Upper 95%

Intercept

0.5681

0.9284

0.6119

0.5630

-1.7036

2.8398

ACT

0.1021

0.0356

2.8633

0.0286

0.0148

0.1895

a) The interpretation of the coefficient of determination in this regression is

A) 57.74% of the total variation of ACT scores can be explained by GPA.

B) ACT scores account for 57.74% of the total fluctuation in GPA.

C) GPA accounts for 57.74% of the variability of ACT scores.

D) None of the above.

b) What is the value of the measured test statistic to test whether there is any linear relationship between GPA and ACT?

c) What is the predicted average value of GPA when ACT = 20? Show how you obtain your answer.

d) What are the decision and conclusion on testing whether there is any linear relationship at 1% level of significance between GPA and ACT scores? Explain your 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.

c.)

step-by-step explanation:

you have to wait a while to reward brainliest if only one person answers. if 2 people answer there should be a "mark brainliest" on their question.

i cant fully remember all of the ranks, here are the ones i remember.

hand, ambitous, ace, genius.