A researcher reports that 80% of high school seniors would pass a driving test, but only 45% of high school freshmen would pass the same driving test. Assume that the researcher’s claim is true. Suppose a driving test is given to a random sample of 90 high school seniors and a separate random sample of 85 high school freshmen. Let and be the sample proportions of seniors and freshmen, respectively, who pass the test. What are the shape and mean of the sampling distribution of ? skewed left with mean –0.35 skewed right with mean 0.625 exactly Normal with mean 0.35 approximately Normal with mean 0.35 approximately Normal with mean 0.625

approximately Normal with mean 0.35

Step-by-step explanation:

Central Limit Theorem

The Central Limit Theorem estabilishes that, for a normally distributed random variable X, with mean and standard deviation , the sampling distribution of the sample means with size n can be approximated to a normal distribution with mean and standard deviation .

For a skewed variable, the Central Limit Theorem can also be applied, as long as n is at least 30.

For a proportion p in a sample of size n, the sampling distribution of the sample proportion will be approximately normal with mean and standard deviation

A researcher reports that 80% of high school seniors would pass a driving test, but only 45% of high school freshmen would pass the same driving test.

This means that

Subtraction of Variable 1 by Variable 2:

By the Central Limit Theorem, the shape will be approximately normal.

The mean is the subtraction of the means of each proportion. So

So the correct answer is given by:

approximately Normal with mean 0.35

idk

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.