Pick two of the following statements and determine if the statement makes sense or not, and explain your reasoning (see rubric) 1. The rules for the order of operations avoid the confusion of obtaining different results when I simplify the same expression.
2. I saved money by buying a computer for 3/2 of its original price.
3. I find it easier to multiply 1/5 and ¾ than add them.
4. I rationalized a numerical denominator and the simplified denominator still contained an irrational number.
5. The irrational number Pi is equal to 22/7.
Pick two of the following statements and determine if the statement makes sense or not, and explain your reasoning (see rubric)
1. My body temperature is a function of the time of the day.
2. A linear function that models tuition and fees at public four-year colleges from 2000 to 2010 has a negative slope.
3. Because the variable m does not appear in Ax + By = C, equations in this form make it impossible to determine the line's slope.
4. When graphing a linear inequality, I should always use (0,0) as a test point because it's easy to perform the calculations when 0 is substituted for each variable.
5. Systems of linear inequalities are appropriate for modeling healthy weight because guidelines give healthy weight ranges, rather than specific weights, for various heights.

the answer is 0.5 mpm

step-by-step explanation:

the line goes half way through the square each time (which is 0.5 or half of course) so that would mean its 0.5 mpm.

the results from a pre-test for students for the year 2000 and the year 2010 are illustrated in the box plot. what do these results tell us about how students performed on the 29 question pre-test for the two years?

if we compare only the lowest and highest scores between the two years, we might conclude that the students in 2010 did better than the students in 2010. this conclusion seems to follow since the lowest score of 8 in 2010 is greater in value than the lowest score of 6 in 2000. also, the highest score of 28 in 2010 is greater in value than the highest score of 27 in 2000.

but the box portion of the illustration gives us more detailed information. the middle bar in each box shows us that the median score of 20 in 2000 is greater in value than the median score of 17 in 2010. further, we note that the box and whiskers divide the illustration into four pieces. each of these four pieces represents the same portion of students. so, the upper half of the students in 2000 scored in the same score range as the upper one-fourth of the students in 2010, see the illustration at a score of 20.

by considering the upper one-fourth, upper half, and upper three-fourths instead of just the lowest and highest scores, we would conclude that the students as a whole did much better in 2000 than in 2010. we would conclude that as a whole the students in 2010 are less prepared than the students in 2000.

in this section, we discuss box-and-whisker plots and the five key values used in constructing a box-and-whisker plot. the key values are called a five-number summary, which consists of the minimum, first quartile, median, third quartile, and maximum.

step-by-step explanation: