Recall that the distribution of the lengths of calls coming into a Boston call center each month is strongly skewed to the right. The mean call length is μ = 90 seconds and standard deviation is σ = 120 seconds. Let x be the sample mean from 10 randomly selected calls. What is the mean and standard deviation of x? What, if anything, can you say about the shape of the distribution of x in part a? Explain. Let x be the sample mean from 100 randomly selected calls. What is the mean and standard deviation of x? What, if anything, can you say about the shape of the distribution of x in part c? Explain. In a random sample of 100 calls from the call center, what is the probability that the average length of these calls will be over 2 minutes (120 seconds)? (This is a normal calculation problem, just like 1a.)

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.

i dont understand

step-by-step explanation:

b. b < 1 might be the correct answer

the cost of 6 show tickets is $30.

step-by-step explanation:

look closely at the graph, where it says 6 that's the amount of tickets. go up until you reach the dot. the dot shows that the coordinates are (6, 30). there fore from that you can infer that 6 show tickets cost $30.