Professor bond claims her mean test score is a 80 - but you worry it's lower than that. to test upper h 0 : mu equals 80 versus upper h subscript a baseline : mu less than 80 a simple random sample of size nequals35 is obtained. complete parts a through e below. click here to view the t-distribution area in right tail. (a) does the population have to be normally distributed to test this hypothesis? why? a. yes, because n> 30. b. no, because the test is two-tailed. c. yes, because the sample is random. d. no, because n> 30. (b) if x overbarequals77.5 and sequals5.8, compute the test statistic. the test statistic is t*equals nothing. (round to two decimal places as needed.) (c) approximate the p-value. choose the correct answer below. a. p-valueless than0.005 b. 0.005less thanp-valueless than0.01 c. 0.01less thanp-valueless than0.025 d. 0.025less thanp-valueless than0.05 (d) if the researcher decides to test this hypothesis at the alphaequals0.05 level of significance, will the researcher reject the null hypothesis? no, there is insufficient evidece to prove the mean score is less than professor bond states. yes, there is sufficient evidence to prove the mean score is less than professor bond states. click to select your answer(s) and then click check answer.

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answer: give more info

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.

answer is 33

step-by-step explanation: