People end up tossing 12% of what they buy at the grocery store (Reader's Digest, March 2009). Assume this is the true population proportion and that you plan to take a sample survey of 540 grocery shoppers to further investigate their behavior.

a. Show the sampling distribution of the proportion of groceries thrown out by your sample respondents.
b. What is the probability that your survey will provide a sample proportion within of the population proportion?
c. What is the probability that your survey will provide a sample proportion within of the population proportion?

option 1 is correct.

step-by-step explanation:

y varies inversely with x and constant of variation is 4

the equation will be:

y = k/x

where k =4 so,

y = 4/x

if we put values of x of option 1 in the above equation and find values of y

y = 4/-2 => y =-2

y = 4/-1 => y = -4

y = 4/1 => y = 4

y = 4/2 => y =2

so, all the values of x and y are correct.

if we put values of x given in other options and find value of y we cannot find whole table satisfying the equation.

hence option 1 is correct.

trapezoid

step-by-step explanation:

first i plotted all my points on a grid graph

i made sure all of them were in the correct quadrant

then i saw it was a trapezoid or a quadrilateral

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.

many reason,

step-by-step explanation: