1. According to a recent article, 32% of drivers had driven drowsy in the past month. (Source: http://thenationshealth. aphapublications. org/content/41/10/E52.full) Law enforcement officials are
planning a survey of 1000 drivers to determine what proportion are driving drowsy.
(ips) a. Is whether a driver has driven drowsy in the past month qualitative or quantitative?
(28T5 ) b. Describe the sampling distribution of p, the sample proportion of drivers who exceed the speed limit.
(3pts) c. In a random sample of 1000 drivers, what is the probability that more than 30% of drivers will have
driven drowsy in the last month?
( 3 PTS)d. Would it be unusual if in a random sample of 1000 drivers, 35% or more were driving drowsy in the
last month?
(2Pty) e. What is the minimum number of drivers that must be sampled to be sure that ø is approximately
normal?

30

step-by-step explanation:

times by times

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.

2

step-by-step explanation: