Suppose that upper x has a discrete uniform distribution f left-parenthesis x right-parenthesis equals startlayout left-brace1st row 1st column 1 divided by 3, 2nd column x equals 1,2,3 2nd row 1st column 0, 2nd column otherwise endlayout a random sample of n equals 39 is selected from this population. find the probability that the sample mean is greater than 2.1 but less than 2.6. express the final answer to four decimal places (e. g. 0.9876).

correct answer is option b.

step-by-step explanation:

the true statement about geometric figure is option b that is one line can be drawn through all three points.

if three points are on the same plane, they can be connected by a line.

δabc ≅ δdcb by sas because

db ≅ ac . . given (side)

bc ≅ bc . . reflexive property (side)

∠dbc ≅ ∠ acb . . alternate interior angles where transversal bc crosses parallel lines bd and ac (included angle)

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.

6. 104

7. 52/37

8. 2704

9. 140608

10. -52

11. |52|=52

12. 1/52

13. 156

14. 26

15. 40

16. 37

17. -364

18. 53 1/3

19. 50.96

20. 43 2/3

21. 78

22. 50.75

23. 47.63

24. 163.28

25. 10400

26. 338

27. 208

28. 2704 square inches

29. 312 square meters

30. don't know what its asking, tell me so i can tell you

31. 8490.56

32. 52 degrees would be an acute angle

33. 128 degrees

34. 20.8

35. 39

36. 208