Heights in centimeters of girls at the start of 1st grade are approximately normal with mean 122, standard deviation 5. Based on the z-score for each of the following heights, use the 68-95-99.7 Rule to estimate the probability of being this short or shorter (if below average), or the probability of being this tall or taller (if above average). (Round your answers to two decimal places.) (a) 108 centimeters
z-score =
Probability:
less than 0.0015
between 0.0015 and 0.025
between 0.025 and 0.16
between 0.16 and 0.50
(b) 135 centimeters
z-score =
Probability:
less than 0.0015
between 0.0015 and 0.025
between 0.025 and 0.16
between 0.16 and 0.50
(c) 116 centimeters
z-score =
Probability:
less than 0.0015
between 0.0015 and 0.025
between 0.025 and 0.16
between 0.16 and 0.50

hdjd

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.

10.4 inches

step-by-step explanation:

2x2x2.6

3 3 6, because in every triangle the longer side is always shorter than the sum of the other two