When testing μ, how do we decide whether to use the standard normal distribution or a student's t distribution? if the x distribution is normal and n ≥ 30 with known σ we use the student's t. with the same conditions and unknown σ we use the standard normal. if the x distribution is normal and n ≥ 20 with known σ we use the standard normal. with the same conditions and unknown σ we use the student's t. if the x distribution is normal and n ≥ 30 with known σ we use the standard normal. with the same conditions and unknown σ we use the student's t. whenever we assume the populations are independent, we always use the standard normal.

283 square feet

step-by-step explanation:

good luck

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.