A circular spinner has a radius of 6 inches. The spinner is divided into four sections of unequal area. The sector labeled green has a central angle of 120°. A point on the spinner is randomly selected.

What is the probability that the randomly selected point falls in the green sector?

A) 1/120
B) 1/12
C) 1/4
D) 1/3

When you are given an equation for a function, it is important to know whether the function is increasing or decreasing. A function is said to be increasing if the value of the function increases as the input increases. Conversely, a function is said to be decreasing if the value of the function decreases as the input increases.

To determine whether a function is increasing or decreasing, you need to look at the sign of its first derivative. The first derivative of a function is the rate of change of the function with respect to its input. If the first derivative is positive, the function is increasing, and if it is negative, the function is decreasing. If the first derivative is zero, the function may have a local maximum or a local minimum.

To explain this in more detail, let's take the example of the function f(x) = x^2. To find the first derivative of this function, we need to differentiate it with respect to x. This gives us f'(x) = 2x. We can see that f'(x) is positive for x > 0, which means that the function f(x) = x^2 is increasing for x > 0. Similarly, f'(x) is negative for x < 0, which means that the function f(x) = x^2 is decreasing for x < 0.

In summary, to determine where a function is increasing or decreasing, you need to look at the sign of its first derivative. If the first derivative is positive, the function is increasing, and if it is negative, the function is decreasing. If the first derivative is zero, the function may have a local maximum or a local minimum.

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Therefore, the length of a side of the square is x/4 inches by the equation.

In this context, we have a wire that we need to bend into a square. A square has four equal sides, so if we let s be the length of one side of the square, then the total length of the wire must be 4s.

The equation 4s = x represents this relationship, where x is the total length of the wire.

To solve for s, we can isolate s on one side of the equation by dividing both sides by 4. This gives us:

4s / 4 = x / 4

Simplifying, we get:

s = x / 4

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Answer:5

explanation:

you are doing great finding the slopes:

Answer:

k<-10

Step-by-step explanation:

-3k+5>35

-3k+5-5>35-5

simplifica la expresión

k<-10

Answer: 0.3

Step-by-step explanation:

3/10 = 30/100 = 0.3

Answer:

0.3

Step-by-step explanation:

Answer:

303.375 or 303 3/8

Step-by-step explanation:

First, we can split the polygon into three smaller shapes: a triangle, a big rectangle, and a small rectangle. We will call them A, B, and C.

A:

Length: 28.25 - (3 + 13) = 28.25 - 16 = 12.25 (12 1/4)

Height: 10 + 9 = 19

Area: (12.25 * 19) / 2 = 232.75 / 2 = 116.375 ft

B:

Length: 3 + 13 = 16

Width: 10

Area: 16 * 10 = 160 ft

C:

Length: 3

Width: 9

Area: 3 * 9 = 27 ft

Now we have to add all three digits:

116.375 + 160 + 27 = 303.375 or 303 3/8

-------------------------------------------------------------------------------------------------------------

Hope this helps :)

Sure, I can help with that. The problem is asking for the area of a polygon composed of two rectangles and a right triangle.

The area of a rectangle is given by the formula length * width, and the area of a right triangle is given by the formula 1/2 * base * height.

Let’s calculate the areas:

For the first rectangle with dimensions 9ft by 13ft, the area is 9 * 13 = 117 square feet.

For the second rectangle with dimensions 10ft by 8ft, the area is 10 * 8 = 80 square feet.

For the right triangle with dimensions 28ft by 4ft, the area is 1/2 * 28 * 4 = 56 square feet.

Adding these areas together gives the total area of the polygon:

117 + 80 + 56 = 253 square feet

So, the area of the polygon is 253 square feet.

Answer:

48.8 square inches

Step-by-step explanation:

To find the area of the triangle, we can use the formula:

Area = 1/2 * base * height

In this case, the base of the triangle is the longer side, which is 13 inches, and the height is the shorter side, which is 7.5 inches. However, we need to make sure that the angle provided is the angle between the base and the height, and not one of the other angles of the triangle.

Assuming that the angle provided is indeed the angle between the base and the height, we can proceed with the calculation:

Area = 1/2 * 13 inches * 7.5 inches

Area = 48.75 square inches

Rounded to the nearest tenth, the area of the triangle is 48.8 square inches.

Why don't you and Julián eat? Why not have something to eat?

How old am I? You have come nine years.

In the first sentence, Mario's answer is using the auxiliary verb "have" to suggest that they should eat something. The phrase "have something to eat" is a common way to express this idea.

In the second sentence, Mario's answer is using the verb "come" in the sense of "reach" or "attain". So, he is saying that his little sister has reached the age of nine years old. This is a colloquial way of answering the question about age, rather than saying "you are nine years old".

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Full Question: Mario's little sister is very curious and always wants to know why people do certain things. Complete Mario's answers with have and come. 1. Why don't you and Julián eat? Why not ______ hungry. 2. How old am I? You ____ nine years

Where c1 and c2 are arbitrary constants determined by initial conditions.

The differential equation given is:

y'' - 6y' + 25y = 0

To find the two linearly independent solutions of the differential equation, we assume a solution of the form:

y = e^(rt)

where r is a constant to be determined. We then substitute this into the differential equation and obtain:

r^2 e^(rt) - 6r e^(rt) + 25 e^(rt) = 0

Dividing both sides by e^(rt), we get:

r^2 - 6r + 25 = 0

This is the characteristic equation of the differential equation, and we can solve for r using the quadratic formula:

r = (6 ± sqrt(6^2 - 4*25)) / 2

r = 3 ± 4i

Therefore, the two linearly independent solutions of the differential equation are:

y1 = e^(3x) cos(4x)

y2 = e^(3x) sin(4x)

To verify that these solutions are linearly independent, we can take the Wronskian of the solutions:

W(y1, y2) = y1y2' - y1'y2

= e^(3x) cos(4x) (3e^(3x) sin(4x) + 4e^(3x) cos(4x)) - e^(3x) sin(4x) (3e^(3x) cos(4x) - 4e^(3x) sin(4x))

= 5e^(6x)

Since the Wronskian is nonzero, the two solutions are linearly independent.

The general solution to the differential equation is then a linear combination of the two linearly independent solutions:

y = c1 e^(3x) cos(4x) + c2 e^(3x) sin(4x)

where c1 and c2 are arbitrary constants determined by initial conditions.

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Reverse logistics involves designing a customer-focused supply management system and understanding transportation options, but it does not necessarily require knowledge of e-procurement systems or triage.

Reverse logistics is the process of managing the flow of products, materials, and information from the end-user back to the point of origin. It involves activities such as returns, refurbishment, recycling, and disposal of products.

The options given are:

a. triage - This refers to the process of determining the priority of patients' treatments based on the severity of their condition. While triage is an important concept in healthcare, it is not directly related to reverse logistics.

b. designing a supply management system from the customer's perspective - This is a key aspect of reverse logistics. A successful reverse logistics system requires a customer-focused approach to ensure that products can be easily returned and that customers have a positive experience with the returns process.

c. understanding of e-procurement systems - While e-procurement systems can be helpful in managing the reverse logistics process, it is not a necessary component of reverse logistics. E-procurement systems are primarily used for purchasing and procurement activities.

d. understanding of transportation options - Transportation is a critical component of reverse logistics, as it is necessary to move returned products from the point of origin back to the manufacturer or retailer. Understanding transportation options and selecting the most cost-effective and efficient method of transportation is essential to managing the reverse logistics process.

In summary, reverse logistics involves designing a customer-focused supply management system and understanding transportation options, but it does not necessarily require knowledge of e-procurement systems or triage.

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To evaluate the given integral by changing to polar coordinates, we first need to determine the limits of integration in polar form. The region R is in the first quadrant and is bounded by the circles with the center of the origin and radii 2 and 3. In polar coordinates, the equation of a circle centered at the origin is given by r = a, where a is the radius.

So, the equations of the two circles are:

r = 2  and  r = 3

Since the region R is between these two circles, the limits of integration for r are:

2 ≤ r ≤ 3

To determine the limits of integration for θ, we need to consider the quadrant in which the region R lies. Since R is in the first quadrant, we have:

0 ≤ θ ≤ π/2

Now, we can express the integrand sin(x^2 + y^2) in terms of polar coordinates:

sin(x^2 + y^2) = sin(r^2)

Therefore, the integral in polar coordinates is:

∫∫R sin(x^2 + y^2) dA = ∫ from 0 to π/2 ∫ from 2 to 3 sin(r^2) r dr dθ

This integral can be evaluated using standard techniques of integration.
To evaluate the integral using polar coordinates, we first need to express the given region R and the integrand in terms of polar coordinates. In polar coordinates, x = r*cos(θ) and y = r*sin(θ), so x^2 + y^2 = r^2.

The region R is in the first quadrant and is bounded by the circles with radii 2 and 3. In polar coordinates, this translates to 0 ≤ θ ≤ π/2, 2 ≤ r ≤ 3.

Now we can rewrite the integral as:

integral_integral_R sin(x^2 + y^2) dA
= integral (θ=0 to π/2) integral (r=2 to 3) sin(r^2) * r dr dθ

Now we can evaluate the integral step by step:

1. Integrate with respect to r:
integral (θ=0 to π/2) [(-1/2)cos(r^2)] (from r=2 to r=3) dθ
= integral (θ=0 to π/2) [(-1/2)(cos(9) - cos(4))] dθ

2. Integrate with respect to θ:
[(-1/2)(cos(9) - cos(4))]*(θ evaluated from 0 to π/2)
= [(-1/2)(cos(9) - cos(4))] * (π/2)

So the final answer is:

(π/2)(-1/2)(cos(9) - cos(4))

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Based on the newspaper report, it can be concluded that Candidate A is leading with 52% of the vote while Candidate B has 48% of the vote. However, it is important to note that the margin of error is +/- 4%. This means that there is a chance that the actual percentage of votes for each candidate could be 4% higher or lower than what the poll suggests.

For example, Candidate A's actual percentage of votes could be anywhere between 56% (52% + 4%) and 48% (52% - 4%), while Candidate B's actual percentage of votes could be anywhere between 52% (48% + 4%) and 44% (48% - 4%).

It is also important to note that opinion polls are not always accurate predictors of election results. They are simply a snapshot of public opinion at a particular moment in time and can be influenced by various factors such as the wording of the questions, the sample size, and the demographic makeup of the respondents.

In summary, based on the newspaper report, Candidate A has a slight lead over Candidate B with 52% of the vote, but there is a margin of error of +/- 4% which means that the actual percentage of votes for each candidate could be different. It is important to keep in mind that opinion polls are not always accurate predictors of election results.

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The length of segment d is 8 when the value segment a is  4 cm, b is 12 cm , c is 6 cm

If two segments intersect inside or outside the circle then ab=cd

Given values of a is 4 cm, b is 12 cm , c is 6 cm and d is x

ab=cd

Plug in the values of a, b , c and d

4×12=6×d

48=6d

Divide both sides by 6

8=d

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a)

The events X and Y are not independent.

b)

(1)The value of P(B) is 1/124.

(ii) The value of P(A ∩ B') is 9/16.

We have,

a)

We have:

P(X) = 0.6

P(Y) = 0.2

P[(X Y) ∪ (X Y')] = 0.45 (using the distributive property of set operations)

We want to find P(X ∩ Y), which we can do using the formula:

P(X ∩ Y) = P(X) + P(Y) - P(X ∪ Y)

To find P(X ∪ Y), we can use the formula:

P(X ∪ Y) = P(X) + P(Y) - P(X ∩ Y)

Using the values given, we have:

P(X ∪ Y) = 0.6 + 0.2 - P(X ∩ Y) (substituting in P(X) and P(Y))

P[(X Y) ∪ (X Y')] = 0.45 (given)

We can rewrite the left-hand side as:

P[(X Y) ∪ (X Y')] = P(X Y) + P(X Y') (using the distributive property of set operations)

Since X and Y are disjoint events, we have:

P(X Y') = P(X) - P(X ∩ Y) (using the formula for the probability of the complement of an event)

Substituting these values into the expression for P[(X Y) ∪ (X Y')], we get:

P(X Y) + (P(X) - P(X ∩ Y)) = 0.45

Simplifying, we get:

P(X Y) = 0.45 + P(X ∩ Y) - P(X)

Substituting in the values of P(X) and P(Y) given, we get:

P(X Y) = 0.45 + P(X ∩ Y) - 0.6

P(X Y) = -0.15 + P(X ∩ Y)

Since probabilities cannot be negative, we know that P(X Y) ≤ P(X ∩ Y). Therefore, we can conclude that X and Y are not independent.

b)

i. We have:

P(A) = 7/8

P(B) = 1/12

P(A ∩ B) = 5/16

We want to find P(B). We can use the formula:

P(A ∪ B) = P(A) + P(B) - P(A ∩ B)

Since A and B are disjoint events, we have:

P(A ∪ B) = P(A) + P(B)

Substituting in the values given, we get:

P(A) + P(B) = 7/8 + P(B) = 1 - P(B') = 11/12

Solving for P(B), we get:

P(B) = 11/12 - 7/8 = 1/24

ii.

We want to find P(A ∩ B'). We can use the formula:

P(A ∩ B') = P(A) - P(A ∩ B)

Substituting in the values given, we get:

P(A ∩ B') = 7/8 - 5/16 = 9/16

Thus,

a)

X and Y are not independent.

b)

(i) P(B) = 1/124

(ii) P(A ∩ B') = 9/16

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To the nearest tenth of a mile, Mr. Miller can see 9.8 miles of the horizon along the arc of his field of vision.

Based on the given information, we can use the formula for the arc length of a circle to find how much of the horizon Mr. Miller can see within his field of vision.

The formula for the arc length of a circle is:

arc length = (angle/360) x 2πr

where angle is the central angle of the arc in degrees, r is the radius of the circle, and 2πr is the circumference of the circle.

In this case, the central angle of the arc is 140 degrees, and the radius of the circle is the distance to the horizon, which is 4 miles. We can substitute these values into the formula:

arc length = (140/360) x 2π x 4

arc length = 0.388 x 8π

arc length = 9.8 miles

Therefore, to the nearest tenth of a mile, Mr. Miller can see 9.8 miles of the horizon along the arc of his field of vision.

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The evidence supports the claim that the average life of electric light bulbs is greater than 2000 hours.

a. Null Hypothesis: The average life of electric light bulbs is not greater than 2000 hours. Alternative Hypothesis: The average life of electric light bulbs is greater than 2000 hours.

b. The critical value for a one-tailed test at the 2% level of significance with 63 degrees of freedom is 2.33.

c. The relevant test statistic is:
t = (x - μ) / (s / √n)=[tex]= \frac{(2008 - 2000)}{\frac{12.31}{\sqrt{64}}}= 13.03[/tex]
Since the test statistic is greater than the critical value of 2.33, we can reject the null hypothesis and conclude that there is sufficient evidence to support the claim.

d. The p-value is the probability of obtaining a test statistic as extreme or more extreme than the observed value, assuming the null hypothesis is true. Using a t-distribution table with 63 degrees of freedom, the p-value is less than 0.01. Since the p-value is less than the significance level of 0.02, we can reject the null hypothesis.

e. Yes, we reject the null hypothesis.

f. No, we do not reject the claim. The evidence supports the claim that the average life of electric light bulbs is greater than 2000 hours.

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To calculate the accuracy of the test, we need to create a 2x2 contingency table:

Actual Positive (Meningitis)Actual Negative (No Meningitis)Test PositiveTrue Positive (TP) = 6False Positive (FP) = 3Test NegativeFalse Negative (FN) = 2True Negative (TN) = 69

From the information given, we know that there are 8 actual positive cases (people with meningitis) and 72 actual negative cases (people without meningitis). We also know that there were 3 false positive results (people who tested positive for meningitis but did not have it) and 2 false negative results (people who tested negative for meningitis but actually had it).

Using this information, we can calculate the accuracy of the test as:

Accuracy = (TP + TN) / (TP + TN + FP + FN)

Accuracy = (6 + 69) / (6 + 69 + 3 + 2)

Accuracy = 75 / 80

Accuracy = 0.9375 or 93.75%

Therefore, the accuracy of the meningitis test is 93.75%.

The expected value of Y is: 1.8

The student made a mistake by using the formula for the variance of XY instead of the expectation of XY^2.

(a) E(Y) = (0.2)(2) + (0.5)(1) + (0.3)(4) = 1.8

(b) Since X and Y are independent, the distribution of X + Y is the convolution of their respective distributions. That is, if Z = X + Y, then for any real number z,

F(z) = P(Z ≤ z) = P(X + Y ≤ z) = ∑P(X = i, Y ≤ z − i) for i = 0, 1, 2, ...

Now, since X has a Poisson distribution with parameter 2 and Y takes values 2, 3, and 4 with probabilities 0.2, 0.5, and 0.3 respectively, we have

P(X = i, Y = j) = P(X = i)P(Y = j) = e^(-2) (2^i/i!)p_j for i = 0, 1, 2, ... and j = 2, 3, 4

where p_2 = 0.2, p_3 = 0.5, and p_4 = 0.3. Then, for z ≥ 2,

F(z) = P(Z ≤ z) = ∑_{i=0}^{z-2} P(X=i, Y≤z-i) = ∑_{i=0}^{z-2} e^(-2) (2^i/i!) ∑_{j=2}^{min(z-i, 4)} p_j

(c) P(X > Y) = ∑_{i=0}^∞ ∑_{j=0}^{i-1} P(X=i, Y=j) = ∑_{i=0}^∞ ∑_{j=0}^{i-1} e^(-2) (2^i/i!) p_j

(d) The calculation is incorrect. It should be E[XY^2] = E[X]E[Y^2] = 2(0.2)(2^2) + 2(0.5)(3^2) + 2(0.3)(4^2) = 11.6. The student made a mistake by using the formula for the variance of XY instead of the expectation of XY^2.

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The coordinates of the vertices after a reflection over the x-axis would be:

Reflecting a figure over the x-axis causes the y-coordinates of its vertices to change signs, while their respective x-coordinates remain unchanged.

To apply this principle to the given triangle, we flip the y-coordinate of point A from -3 to 3, that of point B from -1 to 1 and also for point C changing from -2 to 2 respectively. The outcome is as follows: A (0, 3), B (0, 1) and C (6, 2). It's noted that the x-coordinate remains constant across all points of the newly transformed shape.

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Answer:

The answer to your problem is, D. If the data is categorical

Step-by-step explanation:

What a pictograph is:

Remember that a pictographs are less useful for comparing change over time or for presenting large sets of numerical data, as they can become cluttered and difficult to read.

Here is a little example, if you want to show how the population of a city has changed over the years, a line graph or a bar graph would be a better choice than a pictograph

Thus the answer to your problem is, D. If the data is categorical

Answer:

Calcualate 40% (0.40) times 20 to get that there are 8 boys in the class. The rest must be girls, so 20 - 8 gives you 12 girls. 25% (0.25) times the 8 boys gives you that 2 of the boys wear glasses. 50% (0.5) times the 12 girls tives you that 6 girls wear glasses. Add together the 2 boys and the 6 girls that wear glasses to get that a total of 8 students wear glasses.

Step-by-step explanation:

The probability that you are not one of the first four students chosen is 0.75 or 75%.

For the first selection, the probability that you are not chosen is:

(16 - 1) / 16 = 15 / 16

For the second selection, the probability that you are not chosen is:

(16 - 1 - 1) / (16 - 1) = 14 / 15

For the third selection, the probability that you are not chosen is:

(16 - 1 - 1 - 1) / (16 - 1 - 1) = 13 / 14

For the fourth selection, the probability that you are not chosen is:

(16 - 1 - 1 - 1 - 1) / (16 - 1 - 1 - 1) = 12 / 13

To find the probability that you are not one of the first four students chosen, we multiply these probabilities together:

(15/16) x (14/15) x (13/14) x (12/13) = 0.75

Therefore, the probability that you are not one of the first four students chosen is 0.75 or 75%.

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Answer:

The zeroes are x = -4 and x = 2.

The solution to the given set of equations is Infinite solutions.

We have the equation

R: -3y = -3x -9

S: y = x + 3

Now, solving the equation R and S as

-3y = -3x - 9

3y =  3x + 9

_________

   0 = 0 + 0

   0 = 0

Also, -3/1 = 3/(-1) = 9/(-3)

-3/1 = -3/1 = -3/1

Thus, the equation have Infinite many solutions.

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Answer:

The answer to your problem is, B. Sample space = lemon-lime, lemon-lime, lemon-lime, watermelon, watermelon, grape

Step-by-step explanation:

We are given that, Julia had a bag filled with gumballs. There were 3 lemon-lime, 4 watermelon, and 6 grape gumballs.

There are 3 lemon-lime: Elements in sample space are lemon-lime, lemon-lime, lemon-lime

There are also 4 watermelon: Elements in sample space are watermelon, watermelon, watermelon, watermelon

Lastly there are 6 grape: Elements in sample space are grape, grape, grape, grape, grape, grape

Which can lead to the problem of:

3 + 4 + 6 = 13. Same as option B

Thus the answer to your problem is, B. Sample space = lemon-lime, lemon-lime, lemon-lime, watermelon, watermelon, grape

Answer:

height = 9 in

Step-by-step explanation:

The formula for volume (V) of a rectangular prism is V = lwh, where l is the length, w is the width, and h is the height

In the question, we're given the volume and in the diagram, we're given the length (8.5 in.) and the width (2 in.).  We can solve for l by plugging in our volume, length, and width into the formula and solving for x (the length):

[tex]153=(8.5)(2)x\\153=17x\\9=x[/tex]

The 99% confidence interval for the mean score, μ, of all students taking the test is approximately (78.603, 87.397)

To construct a 99% confidence interval for the mean score, μ, of all students taking the calculus test, we need to follow these steps:

Step 1: Identify the sample mean, sample standard deviation, and sample size.
Sample mean (X) = 83
Sample standard deviation (σ) = 8.70
Sample size (n) = 26

Step 2: Determine the appropriate z-score for a 99% confidence interval.
For a 99% confidence interval, the z-score (z) is 2.576.

Step 3: Calculate the standard error of the mean (SEM).
[tex]SEM= \frac{σ }{\sqrt{n} } = \frac{8.70}{\sqrt{26} } = 1.706[/tex]

Step 4: Compute the margin of error (ME).
ME = z * SEM = 2.576 * 1.706 = 4.397

Step 5: Construct the 99% confidence interval.
Lower limit = X - ME = 83 - 4.397 = 78.603
Upper limit = X + ME = 83 + 4.397 =  87.397

Your answer: The 99% confidence interval for the mean score, μ, of all students taking the test is approximately (78.603, 87.397).

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The characteristics of the visual representations are:

Dot plots :

Histogram :

Box Plot :

What are these graphs used for ?

Dot plot visually displays individual data points, while simultaneously providing frequency information for each interval. It enables one to easily visualize the median and is ideal for summarizing large data sets; additionally, it allows calculation of the mean.

Histograms present frequency by intervals which make them perfect also for analyzing larger data sets., This graphic allows calculating the mean value- a property that makes histograms an excellent tool in summarization tasks.

Box plots are incredibly useful when processing extensive amounts of data -They have visuals illustrating medians, split four ways. Box plots, similar to Dot plots and Histograms, allow computation of means as well.

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Answer: Dot Plot: individual data points

are seen, mean can be calculated

Histogram: frequency over each

interval is given, best used to summarize

large sets of data

Box Plot: breaks the data

into four equal

parts, best used to summarize

large sets of data, median can be seen

visually

"Got it right on Edmentum"

Explanation:

The median can be seen only on a box plot.

The data is broken into four equal parts on a box plot.

Box plots and histograms are best for large sets of data.

The individual data points are only seen on a dot plot. These points can be used to calculate the mean.

The frequency over each interval is given on a histogram