In 2010, washington township created recreational soccer programs for the spring and fall seasons. the table shows the number of participants who registered for each season during the first four years, participation in town soccer programs year spring league fall league year; 2010 spring league; 68 fall league; 145 year; 2011 spring league; 79 fall league; 148 year; 2012 spring league; 90 fall league; 151 year; 2013 spring league; 101 fall league; 154 which statement best describes the programs? a) participation in the spring league is increasing more than twice as fast as participation in the fall league. b)participation in the spring league is increasing at a slightly faster rate than participation in the fall league. c) participation in the fall league is increasing more than twice as fast as participation in the spring league. d) participation in the fall league is increasing at a slightly faster rate than participation in the spring league.

Option A is the answer.

Step-by-step explanation:

Table is given as

Year                    2010           2011            2012          2013    

Spring league      68               79              90              101  

Fall league           145             148             151              154

Now as per given table we will analyze each option given

A). Difference in spring league participation increasing every year = 79-68 = 11

Difference in Fall league increasing every year = 148-145 = 3

Therefore option A is true because Spring league is increasing more than twice as fast as fall league.

B). This option is not true because participation in the spring league is increasing nearly 4 times of Fall league.

C) False. Spring league participation is more than fall league.

D) False. Same as option C because spring league participation is more than fall league.

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.

answer: #1 ads up by 8 and i don't know #2