A researcher wants to test the claim that the proportion of boys who play with blocks regularly is greater than the proportion of girls who play with blocks regularly. She finds that 23 of 51 randomly selected boys and 17 of 23 randomly selected girls report playing with blocks regularly. A 98% confidence interval for the difference in population proportions is (−0.5558, −0.0205). Which of the statements gives the correct outcome of the researcher's test of the claim?

a. The researcher cannot draw a conclusion about a claim without performing a significance test.
b. Because the confidence interval is negative, the researcher can conclude the proportion of boys and girls who play with blocks regularly is the same.
c. Because the confidence interval is negative, the researcher can conclude the proportion of boys and girls who play with blocks regularly may be the same.
d. Because the confidence interval is negative, the researcher can conclude there is a greater proportion of boys who play with blocks regularly.
e. Because the confidence interval is negative, the researcher can conclude there is a greater proportion of girls who play with blocks regularly.

i dont know sorry

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.

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.

explanation:

infrared radiation has wavelength in the range between 700 nm and 1 mm. lets' convert these values into scientific notation, keeping in mind that:

let's start from the lower value, we have:

(we moved the dot two places to the left, so we increased the exponent by 2 units, from -9 to -7)

the higher value is:

so, the range of wavelength of infrared radiation is: