Please see the attachment and be sure to show all work. An example of the type of problem is listed below. All 10 problems need to be answered. Thank you.The commuter trains on the Red Line for the Regional Transit Authority (RTA) in Cleveland, OH, have a waiting time during peak rush hour periods of ten minutes ("2012 annual report," 2012).a.)State the random variable.b.)Find the height of this uniform distribution.c.)Find the probability of waiting first five minutes.d.)Find the probability of waiting between two and eight minutes.e.)Find the probability of waiting five minutes exactly.

i need to short answering between 3 to 5 sentences Application Exercise 13.1: Study of Patterns and FunctionsApply your understanding of the learning from this chapter. When finished, submit your answers.Watch as this first-grade teacher introduces the ideas of a symbolic pattern.Lynda Penry 1st Grade: Using Symbols http://mediaplayer.pearsoncmg.com/assets/MM02_135_...1.What type of patterns are the children making in this video?2.How does the teacher engage the children to identify the core of the pattern?3.Near the end of the clip how does the teacher reinforce the learning of repeating patterns4."Repeating patterns are everywhere!" What happens in this lesson that demonstrates this to be true?Application Exercise 15.1: Observing and Responding to Student ThinkingClick the link below to watch a fifth-grade student solve the problem, "Use the ruler to illustrate the sums and differences" then answer the questions that follow.Adding and Subtracting Mixed Numbers: Linear Model http://mediaplayer.pearsoncmg.com/assets/chapter_1...1.What is the approach that this particular student used to solve these problems?2.What question(s) might you pose to help the student recognize her error in the first problem?3.What can you conclude about this student's understanding of and use of the unit fraction?4.What are the advantages and disadvantages of using an inch ruler as a visual to find the results of these problems?Application Exercise 16.1: Developing Decimal Number SenseApply your understanding of the learning from this chapter. When finished, submit your answers.Watch as this student demonstrates his ability to compare decimal fractions. Click the link to watch the video and then answer the questions.Sean, Decimal Assessment http://mediaplayer.pearsoncmg.com/assets/_video.tr...1.When the student in the video refers to the decimal point as the number behind a little dot, what concept is missing in his description?2.Based on this student's response what does he understand about decimal fraction place value?3.What would the next instructional step be to guide this student's thinking about comparing decimal fractions?Application Exercise 17.1: Observing and Responding to Student ThinkingClick the link below to watch a sixth-grade student solve the problem, "Janet and Jeanette were walking to school, each walking at the same rate. Jeanette started first. When Jeanette has walked 6 blocks, Janet has walked 2 blocks. How far will Janet be when Jeanette is at 12 blocks?" Then answer the questions that follow.Proportional and Nonproportional Situations http://mediaplayer.pearsoncmg.com/assets/chapter_1...1.Which type of relationship is described in this problem or situation (additive relationship, multiplicative relationship or constant relationship)? How do youknow?2.In looking only at the student's work, and without considering the video evidence, what reasoning approach or error might you suspect he made?3.After watching the video, what does this student's error reveal about his understanding?4.How might prompting the student to show this situation using an equation advance his thinking?