Consider a binomial distribution of 200 trials with expected value 80 and standard deviation of about 6.9. Use the criterion that it is unusual to have data values more than 2.5 standard deviations above the mean or 2.5 standard deviations below the mean to answer the following questions.(A) Would it be unusual to have more than 120 successes out of 200 trials? Explain. a. Yes. 120 is more than 2.5 standard deviations above the expected value. b. Yes. 120 is more than 2.5 standard deviations below the expected value. c. No. 120 is less than 2.5 standard deviations above the expected value. d. No. 120 is less than 2.5 standard deviations below the expected value.(B) Would it be unusual to have fewer than 40 successes out of 200 trials? Explain. a. Yes. 40 is more than 2.5 standard deviations above the expected value. b. Yes. 40 is more than 2.5 standard deviations below the expected value. c. No. 40 is less than 2.5 standard deviations above the expected value. d. No. 40 is less than 2.5 standard deviations below the expected value.(C) Would it be unusual to have from 70 to 90 successes out of 200 trials? Explain. a. No. 70 to 90 observations is within 2.5 standard deviations of the expected value. b. Yes. 70 to 90 observations is within 2.5 standard deviations of the expected value. c. No. 90 observations is more than 2.5 standard deviations above the expected value. d. Yes. 70 observations is more than 2.5 standard deviations below the expected value.

answer: all of the odd numbers were opened

the first person was the one that was opening all of the lockers. since one is odd, this causes all of the odd number lockers to be opened in the end.

the answer is thin because within context, the stanza concludes the and frail tone the people have toward each other, and the fact that it would be thin, makes the most sense compared to "pliable" or "not hard or firm to the touch". hope this , good luck.

step-by-step explanation:

can i have brainliest

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.