An internet serviceprovider uses 50 modems to serve the needs of 1000 customers. It isestimated that at a given time, each customer will need aconnection with probability 0.01 independently of the othercustomers.

(a) What is the PMF of the number of modems in use at the giventime?
(b) Repeat part (a) by approximating the PMF of the number ofcustomers that need a connection with a Poisson PMF.
(c) What is the probability that there are more customers needing aconnection than there are modems? Provide an exact, as well as anapproximate formula based on the Poisson approximation of part(b).

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.

p(x)= 8 x³ - 36 x² + 54 x - 27

q(x) = 2 x -3

you can check your mistake and then you can choose the correct option.

dividend =   8 x³ - 36 x² + 54 x - 27

divisor = 2 x -3

if you want to find quotient, proceed as follows

q(x)= 0

2 x - 3=0

x =

now , i have used division method , to find quotient and remainder

third choice down

step-by-step explanation:

the first inequality is based on the number of adults and campers, and the second inequality is based on the cost of feeding both the adult and the camper.

we know that there is room for 525 people max.   it's ok to have less than 525, but it's not ok to have more than 525, so the inequality is less than or equal to.   the number combination of adults (x) and campers (y) cannot exceed this 525 max.   therefore:

x + y ≤ 525

now we talk about cost.   it costs $9 to feed one adult, so depending upon the number of adults you have (x) depends upon how much it will cost to feed that number of adults.   same with the campers, who cost $5 to feed.   the adults can be represented by 9x and the campers can be represented by 5y.   since the budget cannot exceed 1,200, the second inequality is:

9x + 5y ≤ 1200