A manufacturer of banana chips would like to know whether its bag filling machine works correctly at the 444 gram setting. It is believed that the machine is underfilling the bags. A 22 bag sample had a mean of 436 grams with a variance of 729. Assume the population is normally distributed. A level of significance of 0.02 will be used. Find the P-value of the test statistic. You may write the P-value as a range using interval notation, or as a decimal value rounded to four decimal places.

answer: the 4 kilogram bag

step-by-step explanation: this is because if you divide the number of kilograms into the total it will tell you how much each individual kilogram would be worth. 2 kilos is 7 and change 3 would be around 6 ish and the 4 kilo would be 4.6 and change and the 5 kilos would be like 4.88

0.02

step-by-step explanation:

time of 9 192 631 770 periods of the radiation corresponding to the transition between the 2 hyperfine levels of the ground state of the caesium 133 atom at 0 k (but other seconds are sometimes used in astronomy)

answer: answer: d) v= 1/6 bh  

step-by-step explanation:

since according to the given question,   a pyramid is placed inside a prism.

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:

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.