Learning Task 1: Illustrate the following fractions on your notebook.
1 answer:
Answer:
The illustration is found in the attachment below.
<em>Note: The correct order of the question is found below:</em>
<em>Learning Task 1: Illustrate the following fractions on your notebook.</em>
<em>a.)2/3 b.)7/9 c.)10/12 d.)8/12 e.)4/5 f.) 8/6 g.)9/4 h.) 28/10</em>
Step-by-step explanation:
a) Draw a rectangle of sides 3 cm by 1 cm. Divide the rectangle into three equal parts. Shade two out of the three parts to give the fraction 2/3
b) Draw a rectangle of sides 9 cm by 1 cm. Divide the rectangle into nine equal parts. Shade seven out of the nine parts to give the fraction 7/9
c) Draw a rectangle of sides 12 cm by 1 cm. Divide the rectangle into twelve equal parts. Shade ten out of the twelve parts to give the fraction 10/12
d) Draw a rectangle of sides 12 cm by 1 cm. Divide the rectangle into twelve equal parts. Shade eight out of the twelve parts to give the fraction 8/12
e) Draw a rectangle of sides 5 cm by 1 cm. Divide the rectangle into five equal parts. Shade four out of the five parts to give the fraction 4/5
f) Draw two rectangle of sides 6 cm by 1 cm. Divide the rectangles into six equal parts each. Shade all the six parts of the first rectangle completely. Then, shade two out of the six parts of the second rectangle to give the fraction 8/6
g) Draw three rectangles of side 4 cm by 1 cm. Divide each of the three rectangles into four parts each. Shade completely the four parts of the first and second rectangle. Then, shade one part out of the four parts of the third rectangle to give the fraction 9/4
h) Draw three rectangles of side 10 cm by 1 cm. Divide each of the three rectangles into ten parts each. Shade completely the ten parts of the first and second rectangle. Then, shade eight parts out of the ten parts of the third rectangle to give the fraction 28/10
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Answer:
Step-by-step explanation:
Hello!
The researcher developed a treatment to teach social skills to youth offenders. To test if the treatment is effective in increasing empathy compared to the standard treatment she randomly selected a group of 9 offenders and applied the new treatment and to another group of 9 randomly selected youth offenders, she applied the standard treatment. (Note: the data corresponds to two samples of 9 units each, so I've used those sizes to conduct the test)
At the end of the treatment, she administers BES to measure their empathy levels. Her claim is that the offenders that received the new treatment will have higher BES scores than those who received the standard treatment.
1) Using the records obtained for both groups, she intends to conduct an independent t-test to analyze her claim.
X₁: BES results of a youth offender treated with the new treatment.
X₂: BES results of a youth offender treated with the standard treatment.
H₀: μ₁ = μ₂
H₁: μ₁ ≠ μ₂
α:0.05
test statistic
p-value: 0.7517
The p-value is greater than the significance level so the decision is to not reject the null hypothesis. This means that at a 5% significance level you can conclude that there is no difference between the mean BES scores of the youth offenders treated with the new treatment and the mean BES score of the youth offenders treated with the standard treatment. The new treatment doesn't increase the levels of social empathy of the youth offenders.
I hope this helps
(Box plot in attachment)
