Write a confidence interval problem using one of the options below. For whichever option you choose, gather the appropriate data and post your problem (without a solution) in the discussion topic. Allow time for your classmates to post their solutions, and then respond to your own post with the solution for others to check their work.

Option 1:
Think about a population mean that you may be interested in and propose a confidence interval problem for this parameter. Your data values should be approximately normal.
For example, you may want to estimate the population mean number of times that adults go out for dinner each week. Your data could be that you spoke with seven people you know and found that they went out 2, 0, 1, 5, 0, 2, and 3 times last week. You then would choose to calculate a 95% (or another level) confidence interval for the population mean.
Assume a random sample was chosen, which is required to determine a confidence interval.

Option 2:
Think about a population proportion that you may be interested in and propose a confidence interval problem for this parameter.
For example, you may like to estimate the population proportion of adults in the US who own SUVs. The data could be that you researched online by looking at a local dealership to find that 142 of the 432 vehicles sold are SUVs. You want to calculate a 90% (or another level) confidence interval for the population proportion. Assume a random sample.

answer

a,b, and d

explanation

a reflection angle is more than

but less than;

an angle that measures

is a reflex angle.(true)

an angle that measures less than

is acute.(true)

provided we are considering angles greater or equal to zero.

an acute angle lies in the range.

an obtuse angle is less than 180° but more than 90°

an angle that measures 300° is obtuse (false)

an angle that measures 65° is an acute angle.(true)

when functions are first introduced, you will probably have some simplistic "functions" and relations to deal with, usually being just sets of points. these won't be terribly useful or interesting functions and relations, but your text wants you to get the idea of what the domain and range of a function are. small sets of points are generally the simplest sorts of relations, so your book starts with those.

step-by-step explanation:

state the domain and range of the following relation. is the relation a function?

{(2, –3), (4, 6), (3, –1), (6, 6), (2, 3)}

the above list of points, being a relationship between certain x's and certain y's, is a relation. the domain is all the x-values, and the range is all the y-values. to give the domain and the range, i just list the values without duplication:

domain: {2, 3, 4, 6}

range: {–3, –1, 3, 6}

(it is customary to list these values in numerical order, but it is not required. sets are called "unordered lists", so you can list the numbers in any order you feel like. just don't duplicate: technically, repetitions are okay in sets, but most instructors would count off for this.)

while the given set does indeed represent a relation (because x's and y's are being related to each other), the set they gave me contains two points with the same x-value: (2, –3) and (2, 3). since x = 2 gives me two possible destinations (that is, two possible y-values), then this relation is not a function.

note that all i had to do to check whether the relation was a function was to look for duplicate x-values. if you find any duplicate x-values, then the different y-values mean that you do not have a function. remember: for a relation to be a function, each x-value has to go to one, and only one, y-value.

state the domain and range of the following relation. is the relation a function?

{(–3, 5), (–2, 5), (–1, 5), (0, 5), (1, 5), (2, 5)}

i'll just list the x-values for the domain and the y-values for the range: