Ecn 221 The sodium content of a popular sports drink is listed as 206 mg in a 32-oz bottle. Analysis of 14 bottles indicates a sample mean of 217.5 mg with a sample standard deviation of 14.9 mg. (a) State the hypotheses for a two-tailed test of the claimed sodium content.

Step-by-step explanation:

We are given the following in the question:

Population mean, μ =  206 mg

Sample mean, = 217.5 mg

Sample size, n = 14

Sample standard deviation, s = 14.9 mg

Claim:

The mean sodium content for the sports drink is not 206 mg. It is different than 206 mg.

Thus, we design the null and the alternate hypothesis

We use two-tailed t test to perform this hypothesis.

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.

step-by-step explanation:

use context clues to figure out the meaning of the bolded word:  

the sage gardener knew when she had to water her plants.  

question 8 options:

mint plant

wise

happy

lazy