Angelique made scores of 85, 56, and 91 on her first three statistic tests. What does she need to make on her next test to have an 80-test average?

geometric series converge the common ratio r has magnitude less than one.

which is equivalent to

for the example we need

|2-x| < 1

-1 < 2-x   and 2-x < 1

x < 3 and x > 1

we can write that

answer: 1 < x < 3

1a. common ratio r=250/25=10 > 1     diverges

1b.   r=50/100=1/2 converges

when these converge they converge to

where a is the first term.

answer: 200

1c. r=-1   so it's not the case that |r| < 1.     diverges

2a. x is the common ratio so we converge when |x|< 1

2b.   r=-10x / -2 = 5x.

we converge when

|5x| < 1

|x| < 1/5

2c.   r=3-2x

-1 < 3-2x and 3-2x < 1

-4 < -2x and 2 < 2x

x < 2 and 1 < x

1 < x < 2

2d. [/tex] r=-48x^3/12 = 4x^3[/tex]

|4x^3| < 1

|x^3| < \frac 1 4

|x| < 4^{-1/3}

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.