Marissa is ordering - 1/6, -1/3, 1.4, 0.2, 2/3 from least to greatest. here are her steps:

(1) write each decimal as a fraction.
(2) write every fraction with a common denominator of 18.
(3) plot the numbers on the number line.
(4) list the numbers from left to right as they are plotted on the number line.

identify any and all errors that marissa made in her steps.
marissa should have only plotted the fractions on the number line.
marissa should have used 30 as the common denominator.
marissa should have listed the numbers from right to left after she plotted them on the number line.
marissa should have used a common denominator of 30 and should have listed the numbers from right to left after she plotted them on the number line.

1. is 4 and 2. is 3

step-by-step explanation:

so if you look at the first one you see that 1 is to 4 and 2 is to 8 and so on, so you can see for every 1 there is a times 4 so if it were 3 then it would be 3*4 and it is 12

for number 2 it is 3 because 1 is to 3 and 2 is to 6 so for every 1 there is 3 so if it were 3 then there would be 3*3 = 9

x=6 and x=3

beep beep imma sheep

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:

a) 0,0; 1,1; and 2,2

step-by-step explanation:

these have the exact same coordinates, thus they are the correct function.