After computing a confidence interval, the user believes the results are meaningless because the width of the interval is too large. Which one of the following is the best recommendation? Group of answer choices Increase the sample size. Reduce the population variance. Increase the level of confidence for the interval. Decrease the sample size.

The best recommendation is to: Increase the sample size.

Step-by-step explanation:

The width of a confidence interval   ,depends on three things,

To decrease the width the following options can be used:

Since the sample is inversely proportional to the width of the confidence interval, increasing the value of n will decrease the width.

The standard deviation is directly proportional to the width of the confidence interval. On decreasing the standard deviation value the width of the interval will also decrease.

The critical value of the distribution is based on the confidence level. Higher the confidence level, higher will be critical value.

So, on deceasing the confidence level the critical value will decrease, hence decreasing the width of the interval.

Thus, the best recommendation is to: Increase the sample size.

an advantage of the standard deviation is that it increases as the dispersion of the data increases. e. the interquartile range is preferred when the data are not skewed or no have outliers. an advantage of the standard deviation is that it uses all the observations in its computation.

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.