Exercises 13 and 14 refer to the following setting. During the winter months, outside temperatures at the Starneses' cabin in Colorado can stay well below freezing (32∘F,(32∘F, or 0∘C0∘C ) for weeks at a time. To prevent the pipes from freezing, Mrs. Starnes sets the thermostat at 50∘F50∘F . The manufacturer claims that the thermostat allows variation in home temperature that follows a Normal distribution with σ=3∘Fσ=3∘F . To test this claim, Mrs. Starnes programs her digital thermometer to take an SRS of n=10n=10 readings during a 24 -hour period. Suppose the thermostat is working properly and that the actual temperatures in the cabin vary according to a Normal distribution with mean μ=50∘Fμ=50∘F and standard deviation σ=3∘Fσ=3∘F Cold cabin? The Fathom screen shot below shows the results of taking 500 SRSs of 10 temperature readings from a population distribution that's N(50,3)N(50,3) and recording the sample variance s2xsx2 each time. (a) Describe the approximate sampling distribution. (b) Suppose that the variance from an actual sample is s2x=25.sx2=25. What would you conclude about the thermostat manufacturer's claim? Explain.

answer: dead jah

step-by-step explanation:

bullet + jah= dead jah

d 25 pi/6

step-by-step explanation:

the diameter is 10 inches

the radius is 1/2 of the diameter or 5 inches

the area of the circle is

a = pi r^2

  = pi 5^2

  = 25 pi

the slice is 60 degrees of the entire circle.

60 degrees out of 360   60/360 = 1/6

the area of the slice is 1/6 of the circle

a slice = 1/6 a circle

a slice = 1/6 * 25 pi

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.

in mathematics, a constraint is a condition of an optimization problem that the solution must satisfy. there are several types of constraints—primarily equality constraints, inequality constraints, and integer constraints. the set of candidate solutions that satisfy all constraints is called the feasible set.

hoped i'm right lol