1. The Chicago Reader is doing some research on the proportion of public transit users that also own personal motor vehicles, and they're comparing the results between CTA riders and Metra riders. For
their research, they went out on a Monday and recruited a sample of riders on the CTA and the Metra,
and asked them whether they also own a personal motor vehicle. The results are summarized in the
table below
Metra CTA
43 39
22 41
#vehicle owners
non-owners
Conduct a hypothesis test to determine whether there is significant statistical evidence (a = 0.05) to
support the claim that riders of the CTA and Metra are not equally likely to own a personal motor
vehicle. Follow the prompts below to complete your test.
What variables are being studied here? Is this a one-sided or two-sided test? Do the variables satisfy
the Central Limit Theorem?
Null hypothesis
Alternative hypothesis:
I
Standard error (remember that in a comparison of two proportions, we use the pooled proportion in this
calculation):
z value for the difference of proportions:
Approximate p-value for the difference:
What is the conclusion of your hypothesis test regarding the initial hypotheses you set up?

∞ this is your sign

c

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.

t hope this

: