Two different box-filling machines are used to fill cereal boxes on the assembly line. The critical measurement influenced by these machines is the weight of the product in the machines. Engineers are quite certain that the variance of the weight of product is
σ
2
=
2
ounces. Experiments are conducted using both machines with sample sizes 100 each. The sample averages for machine A and B are
¯
x
A
=
4.5
ounces and
¯
x
B
=
4.8
ounces. Engineers seemed surprised that the two sample averages for the filling machines were so different.

a. Use the central limit theorem to determine
P
(
¯
X
B
−
¯
X
A
≥
0.3
) under the condition that
μ
A
=
μ
B
.

b. Do the aforementioned experiments seem to, in any way, strongly' support a conjecture that the two population means for the two machines are different? Explain using your answer in (a).

damm bro the struggle

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.

idk

step-by-step explanation: