En la lista de más abajo coloca una D en la raya en blanco, si la variable es discreta y una C si la variable es continua. a- La estatura de una persona——C
b- j
c- El estado civil en una persona—-D
d La calificación obtenida por un estudiante-C
e- Las distancias recorridas por dos automóviles
f- La creencia religiosa de una persona g- El producto de la velocidad por tiempo
h- El nacimiento de un niño
i- La construcción de un vehículo
j- El dinero que percibe un trabajador
k- El afecto de una persona a otra
l- División de un pon en pedazos
ll- Selección de las materias por parte de un estudiante en un ciclo
m- Las edades de mis amigos—- D
n- La cantidad de facturas cobradas por un cobrador en un día

im not sure

step-by-step explanation:

start with a line segment pq that we will copy. mark a point r that will be one endpoint of the new line segment. set the compasses' point on the point p of the line segment to be copied. adjust the compasses' width to the point q. the compasses' width is now equal to the length of the line segment pq.

step-by-step explanation:

95.03 is the answer. hope this !

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.