Three couples and two single individuals have been invited to an investment seminar and have agreed to attend. Suppose the probability that any particular couple or individual arrives late is 0.36 (a couple will travel together in the same vehicle, so either both people will be on time or else both will arrive late). Assume that different couples and individuals are on time or late independently of one another. Let X = the number of people who arrive late for the seminar.
(a) Determine the probability mass function of X. [Hint: label the three couples #1, #2, and #3 and the two individuals #4 and #5.] (Round your answers to four decimal places.)
x P(X = x)
0
1
2
3
4
5
6
7
8
(b) Obtain the cumulative distribution function of X. (Round your answers to four decimal places.)
x F(x)
0
1
2
3
4
5
6
7
8

Use the cumulative distribution function of X to calculate P(2 ≤ X ≤ 5). (Round your answer to four decimal places.)

P(2 ≤ X ≤ 5) =

75%

step-by-step explanation:

c

step-by-step explanation:

there is vertical asymptote at x = 2 and x = 0

vertical asymptote occurs at the points where the denominator is 0. so we can say that

x = 2 occurs when there is a factor (x-2) in the denominator, and

x = 0 occurs when there is a factor "x" in the denominator

thus, the denominator of the equation would have "x * (x-2)", this is option c only. that's the correct answer.

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.