The department of economic and community development (decd) reported that in 2009 the average number of new jobs created per county was 450. the department also provided the following information regarding a sample of 5 counties in 2010. assume the population is normally distributed. county new jobs created in 2010 bradley 410 rhea 480 marion 407 grundy 428 sequatchie 400.
a. compute the sample average and the standard deviation for 2010.
b. we want to determine whether there has been a significant decrease in the average number of jobs created. provide the null and the alternative hypotheses.
c. compute the test statistic.
d. at α = 0.05, test the hypotheses.
e. build a 95% confidence interval about the population mean given the sample information above.
f. does the result from the interval support your test conclusion from part (d)? explain.

a = 11 : 4

b = 38

c = 1 for every 6

justin bieber ml.

circle area = pi * radius^2

if diameter = 10 then radius = 5

circle area = pi * 5^2

circle area = pi * 25

circle area = 78.5398163397 square units

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.