An article reported that what airline passengers like to do most on long flights is rest or sleep; in a survey of 3697 passengers, almost 80% did so. Suppose that for a particular route the actual percentage is exactly 80%, and consider randomly selecting six passengers. Then x, the number among the selected six who rested or slept, is a binomial random variable with n = 6 and p = 0.8. (Round your answers to four decimal places.)

(a) Calculate p(4).
p(4) =

Interpret this probability.

This is the probability that exactly 4 out of 6 selected passengers rested or slept. This is the probability that exactly 4 out of 10 selected passengers rested or slept. This is the probability that at least 4 out of 6 selected passengers rested or slept. This is the probability that at least 4 out of 10 selected passengers rested or slept.
(b) Calculate p(6), the probability that all six selected passengers rested or slept.
p(6) =
(c) Determine P(x ≥ 4).P(x ≥ 4) =

Let z denote a random variable that has a standard normal distribution. Determine each of the probabilitiesbelow. (Round all answers to four decimal places.)

(a) P(z < 2.36) =
(b) P(z lteq. gif 2.36) =
(c) P(z < -1.23) =
(d) P(1.15 < z < 3.35) =
(e) P(-0.77 lteq. gifz lteq. gif -0.54) =
(f) P(z > 3) =
(g) P(z gteq. gif -3.48) =
(h) P(z < 4.97) =

the factors of 24 are 1, 2, 3, 4, 6, 8, 12 and 24. hope this ! mark brainliest! you v much! : )

answer: 5100 just subtract

step-by-step explanation:

answer: x=60

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.