You are constructing a 90% confidence interval for the difference of means from simple random samples from two independent populations. The sample sizes are n1 = 6 and n2 =14 . You draw dot plots of the samples to check the normality condition for two-sample t-procedures. Which of the following descriptions of those dot plots would suggest that it is safe to use t-procedures?
I. The dot plot of sample 1 is roughly symmetric, while the dot plot of sample 2 is
moderately skewed left. There are no outliers.
II. Both dot plots are roughly symmetric. Sample 2 has an outlier.
III. Both dot plots are strongly skewed to the right. There are no outliers.
(a) I only
(b) II only
(c) I and II
(d) I, II, and III
(e) t-procedures are not recommended in any of these cases.

answer: 20

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.