A bottled water company bottles varying sizes of water, from 8-ounce to 1-gallon containers. The company has determined that the mean quantity in their 20-ounce bottles is 20.8 ounces with a standard deviation of 0.6 ounces. The bottling plant manager believes his machines are overfilling the bottles. A random sample of 30 bottles is taken, and the mean number of ounces of water is determined to be 20.9. Under the assumption that the true mean ounces of water is 20.8, 100 simulated means for samples of size 30 are shown in the dotplot. A dotplot titled Mean ounces of water for 20-ounce bottle. A number line labeled stimulated means of samples, n = 30, goes from 20.50 to 21.10. 20.53, 1; 20.55, 1; 20.56, 2; 20.61, 4; 20.63, 1; 20.64, 2; 20.67, 1; 20.68, 1; 20.69, 3; 20.70, 3; 20.71, 2; 20.72, 2; 20.73, 2; 20.74, 5; 20.75, 2; 20.76, 3; 20.77, 1; 20.78, 7; 20.79, 4; 20.80, 6; 20.81, 6; 20.82, 4; 20.83, 6; 20.87, 1; 20.88, 1; 20.91, 5; 20.92, 2; 20.93, 1; 20.94, 4; 20.95, 3; 20.96, 2.

Using the dotplot, is there evidence that machines are overfilling the 20-ounce bottles?

Yes, since a sample mean of 20.9 is greater than the mean, 20.8, there is evidence that the true mean ounces of water is greater than 20.8.
Yes, since a sample mean of 20.9 never occurred in the 100 simulated values, there is evidence that the true mean ounces of water is greater than 20.8.
No, since a sample mean of 20.9 or more occurred 19 out of 100 times, there is insufficient evidence that the true mean ounces of the bottles of water is greater than 20.8.
No, since a sample mean of 20.9 never occurred in the dotplot, it is not possible that a random sample of 30 bottles will have a mean number of ounces of 20.9. Therefore, there is insufficient evidence that the true mean ounces is greater than 20.8.

15%

step-by-step explanation:

use the table and count the number of guesses that has two correct answers.

the following are two correct answers

10010, 01100, 11000

a total of 3 numbers having 2 correct guesses out of 20 questions.

probability of getting 2 correct guesses = the number of questions getting 2 correct answers / total number of questions.

= 3/20

to convert it into percent multiply by 100, we get

= 3/20 * 100

= 15%

the answer is 15%

you.

about 0.75 hours

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.

at least two

step-by-step explanation: