Agroup of friends ate dinner at the fair last night. the function g(x) represents the amount of money spent in dollars where x is the number of friends. does a possible solution of (12.5, $139.50) make sense for this function? explain your answer.
yes. the input and output are both feasible.
no. neither the input nor output is feasible.
no. the input is not feasible.
no. the output is not feasible.

No. The input is not feasible ⇒ 3rd answer

Step-by-step explanation:

Lets explain how to solve the problem

- Function is a relation between input and output

- In the function f(x) = y, the input is x and the output is y

- A group of friends ate dinner at the fair last night

- The function g(x) represents the amount of money spent in dollars

  where x is the number of friends

- That means x represents the number of people who ate the dinner

  and g(x) represents the amount of money they paid  

- So x is the input of the function and y is the output of the function

- We need to know does the ordered pair (12.5, $139.50) a possible

  solution for g(x)

∵ x represents the number of people

∴ x must be a whole number

∵ The x-coordinate of the solution is 12.5

∵ 12.5 is not a whole number

∴ The x-coordinate of the solution is impossible value

∴ The input is not feasible

∵ y represents the amount of money

∵ The amount of money can be a number with decimal

∵ The y-coordinate of the ordered pair is $139.50

∴ The output could be the amount of money they paid

* The answer is ⇒ No. The input is not feasible

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: