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zimovet [89]
3 years ago
9

What are 5 ways that graph can be misleading ?

Mathematics
2 answers:
Elza [17]3 years ago
3 0
<h3>Hello there hope you having a good day :)</h3><h3>. The axis are plotted to a scale that make people think there is more or less    value.</h3><h3>. The graph overall may represent a rather insignificant subject.</h3><h3>.  The graph overall may make something important appear rather small.</h3><h3>.  The graph may represent factors without pointing out other important factors.</h3><h3>. If there is no x and y axis.</h3><h3>Hopefully this helps you. Another one would be if it doesn't start with 0.</h3>

Nata [24]3 years ago
3 0

There are many ways that graphs can be misleading. Depending on how you set up your graph, the same set of data can look very different. It's important to understand that there are some common mistakes to avoid when making graphs. In addition, advertisers have been known to intentionally make their graphs misleading to make their data match their point.  

In the image provided, this is a good example of a misleading graph.

First, notice that we know that the first bar is 10 and the second bar is 50. However, there are no labels on the horizontal or vertical axis so we don't know what the bars represent.

In addition, notice that there is no title on this graph. Since there is no title on the graph, we don't know anything about the data.

Further, look at the scale on the vertical axis. Notice that it's an uneven scale. The uneven scale makes it appear that the first bar is closer to the second bar than it actually is.

We could correct this graph by adding labels to the x and y-axis, adding a title to the graph, and making the scale on the vertical axis even.

Another way graphs can be misleading is using the wrong type to represent data. For example, a scatter plot might be better than a regular graph in some cases.

Lastly, graphs can be misleading by adding a wide range of numbers to show and increase or decrease relatively small to how it actually is.

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Surface area of a 4m and 4m and 4m cube
jeka94

Answer: 96 m²

Step-by-step explanation: Surface area is the sum of the areas of all of the faces of a 3-dimensional figure.

So to find the surface area of a cube, it's important to understand that each face of a cube has the same area so we can simply find the area of one face of a cube and multiply by the number of faces which is 6.

To find the area of one face of a cube, we can use the formula for the area of a square which is S².

Since the length of a side is 4 meters, we have (4 m)² or 4 meters x 4 meters which is 16 m².

Now, since there are six sides to a cube, we have 6 (16 m)² which is equal to 96 m². So the surface area of the cube is 96 m².

6 0
3 years ago
Read 2 more answers
An equivalent expression with a rational denominator is...
Whitepunk [10]

Given the expression,

(8x-56x^2)/(\sqrt{14x-2})

We will have to rationalize the denominator first. To rationalize the denominator we have to multiply the numerator and denominator both by the square root part of the denominator.

[(8x-56x^2)(\sqrt{14x-2})]/[(\sqrt{14x-2})(\sqrt{14x-2})]

If we have (\sqrt{a})(\sqrt{a}), we will get \sqrt{a^2} by multiplying them. And \sqrt{a^2} = a.

So here in the problem, we will get,

[(8x-56x^2)(\sqrt{14x-2})]/(14x-2)

Now in the numerator we have (8x-56x^2). We can check 8x is common there. we will take out -8x from it, we will get,

-8x(-1+7x)

-8x(7x-1)

And in the denominator we have 14x-2. We can check 2 is common there. If we take out 2 from it we will get,

2(7x-1)

So we can write the expression as

[(-8x)(7x-1)(\sqrt{14x-2})]/[2(7x-1)]

(7x-1) is common to the numerator and denominator both, if we cancel it we will get,

(-8x)(\sqrt{14x-2})/2

We can divide -8 by the denominator, as -8 os divisible by 2. By dividing them we will get,

(-4x)(\sqrt{14x-2})

(-4x)(14x-2)^(1/2)

So we have got the required answer here.

The correct option is the last one.

4 0
3 years ago
Explain why 4 x 2/5 is the same operation as 2/5 + 2/5 +2/5 + 2/5
wlad13 [49]

Answer:

Step-by-step explanation: Multiply both numerators and denominators. Result fraction keep to lowest possible denominator GCD(8, 5)=1. In the next intermediate step the fraction result cannot be further simplified by cancelling. In words - four multiplied by two fifths=eight fifths.

5 0
3 years ago
In math class, 4 students complete individual surveys to determine the percentage of high school teachers that have a second job
Fudgin [204]
If your surveys are the following:
A. A survey of 110 teachers showed that 28 of them have a second job. 
<span>B. A survey of 90 teachers showed that 27 of them have a second job. </span>
<span>C. A survey of 70 teachers showed that 21 of them have a second job. </span>
<span>D. A survey of 80 teachers showed that 32 of them have a second job. 
</span>
Then the answer is B and C
3 0
3 years ago
Read 2 more answers
PLEASE HELP ASAP! PLEASE BE HONEST! ALGEBRA
Pepsi [2]

Answer:

d. 1/3

Rise/Run

5 0
4 years ago
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