Miguel wrote the predicted and residual values for a data set using the line of best fit y = 1.82x – 4.3. He left out two of the values. A 4-column table with 4 rows. The first column is labeled x with entries 1, 2, 3, 4. The second column is labeled given with entries negative 2.3, negative 0.9, 1.1, 3.1. The third column is labeled predicted value with entries negative 2.48, negative 0.66, a, 2.98. The fourth column is labeled residual value with entries 0.18, negative 0.24, negative 0.06, b. Which represents the missing values of a and b?
a = 1.16 and b = 0.12
a = 1.16 and b = –0.12
a = 0.5 and b = 6.08
a = 0.5 and b = –6.08

the correct answer is c:  a=0.5 and b=6.08

Step-by-step explanation:

I just took the test and got it right on ed2020

Hope I was somewhat helpful :)))

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.

the answer would be a 24

step-by-step explanation:

c=2πr=2·π·3=24