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Inessa05 [86]
3 years ago
8

The scatter plot shows the relationship between the test scores of a group of students and the number of hours they spend on soc

ial media in a week:
A scatter plot is shown. The x-axis is labeled Hours spent on social media, and the y-axis is labeled test score. Data points are located at 0.5 and 100, 2 and 100, 1 and 95, 3 and 85, 3 and 78, 5 and 75, 5 and 72, 6 and 70, 6 and 98, 7 and 60. A circle labeled A includes all of the points except for the one at 6 and 98. Point 6 and 98 is labled B.
Part A: What is the group of points labeled A called? What is the point labeled B called? Give a possible reason for the presence of point B. (3 points)
Part B: Describe the association between a student's test scores and the number of hours spent on social media. (2 points)

Your answer:

Mathematics
1 answer:
Georgia [21]3 years ago
7 0

Answer:

A: Not sure what A is called sorry. B is called the outliner. He could be generally better at the subject and understood it more, he could have cheated on his test. He could have simply guessed and got  lucky.

B: The longer he/she spent on social media the worse their test scores became.

Step-by-step explanation:

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What percentage of the students still receive an allowance
Mariana [72]

Answer:

I most likely think it is approximately 19%

Step-by-step explanation:

Assuming you mean still receive an allowance even though they dont do chores:

Ok In all the total number of students is 21. Out of those 21, 4 still receive an allowance even though they dont do chores. This is 4/21. Now all we have to do is convert 4/21 into a percentage. To do this we have to divide 100 by 21, then times 4 by that number:

100 / 21 = >> approximately 4.76

Now 4 times 4.76 :

4 * 4.76 = >>> approximately 19.04 % . We round it to 19%.


So the answer is 19%.

7 0
3 years ago
I need the surface area again plz
kolezko [41]

Answer:

31

Step-by-step explanation:

A=2(wl+hl+hw)

l -Length  

w-Width  

h-Height

A=2(wl+hl+hw)=2·(1·2+4.5·2+4.5·1)=31

8 0
3 years ago
For the following pairs of equations explain why the equations are NOT equivalent.
Serga [27]
If you were to make both x's equivalent, you'd have to multiply the first equation by 2 to get rid of the coefficient, 1/2. However, you'd have to multiply 2 onto -8 as well, therefore the equation would turn into x - 16 = 18. That is not equivalent to x - 8 = 18.
7 0
3 years ago
Without multiplying, order the following products from least to greatest. 23* 2/2 23* 1/4 23* 13/5
Romashka-Z-Leto [24]
Answer:

From least to greatest

23* 1/4, 23* 2/2, 23* 13/5

Explanation

In order to do this without multiplication, place the fractions in ascending order.

The denominators of these fractions have 20 as a common multiple.

2/2 • 10 = 20/20

1/4 • 5 = 5/20

13/5 • 4 = 52/20

From this it logically follows that the fractions in ascending order are:

1/4, 2/2, 13/5

Therefore the products in ascending order are:

23* 1/4, 23* 2/2, 23* 13/5



7 0
3 years ago
6x-1=2 (2×-3) solve for x
frozen [14]
6x - 1 = 2(-6)
6x = - 11
x = - 11/6

i am a mathematics teacher. if anything to ask please pm me
8 0
3 years ago
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