Answer:
<em>The sum of 4 consecutive odd number is 80</em>
<em>Let X be the first of these numbers</em>
<em>Then the next odd number is X+2</em>
<em>The third is X+4The fourth is X+6</em>
<em>All of these add up to 80</em>
<em>(X) + (X+2) + (X+4) + (X+6) = 80</em>
<em>Using the commutative and associative laws, let's transform this equation into</em>
<em>(X + X + X + X) + (2 + 4 + 6) = 804X + 12 = 80</em>
<em>Subtract 12 from both sides of the equation gives4X = 68</em>
<em>Divide both sides by 4 gives</em>
<em>X = 17</em>
<em>Going back to the original question:What are the 4 consecutive odd numbers: 17, 19, 21, 23Checking our answer:17 + 19 + 21 + 23 = 80 Correct!</em>
It is called "trash landing". :)
This is a show of word play which sounds similar to “crash landing” (trash/crash), crash landing is actually an organized landing made by an airplane because of a crisis containing a fast approaching or continuous danger to the well being and activity of the flying machine, but in this case as the plane land in garbage the word “crash” is replaced by “trash” giving a humorous meaning to the phrase.
Hope this helped :)
Answer:
Treatment variable = Teaching methods
Confounding variable = Teacher's teaching prowess
Step-by-step explanation:
The treatment variable here is that variable which is applied on the student in other to ovtujba measure of the dependent or response variable, the response variable here is the test score, while the treatment variable is the independent variable, which are the teaching methods.
The confounding variable is that variable which is capable of causing a spurious association in our measurement and also has an effect on the test score. However, this variable isn't taken into account during our experiment. One possible confounding variable could be the Teacher's individual teaching prowess regardless of the teaching method. This could cause the student to get a better grasp of what is being taught by one teacher than the other.
