3 of 8 The following are the ages (years) of 5 people in a room: 14, 14, 18, 18, 22 A person enters the room. The mean age of the 6 people is now 16. What is the age of the person who entered the room?

Step-by-step explanation:

Hello,

let's write the mean computation, we note x the age of the additional person

So the age of the person is 10

hope this helps

10

Step-by-step explanation:

The mean is the sum of terms divided by number of terms.

Let x be the age of the person who entered the room.

(14+14+18+18+22+x)/6 = 16

(x + 86)/6 = 16

x + 86 = 96

x = 10

The age of the person who entered the room is 10.

f(x)=2/3x+4/3 is the answer because is whose power in the senate is equal to the power of the speaker of the house?

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.

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.