The question presents a scenario where a fish is hovering at a certain depth below sea level, and then descends at a certain rate for a certain duration. So, Brenda is correct because her answer represents the new position of the fish in relation to sea level after the descent.
Brenda has provided an equation that represents the new position of the fish in relation to sea level after the descent. The equation is 2 times 8 + (negative 320) = 336. To determine if Brenda is correct, we need to understand the meaning of each term in the equation. The first term, 2 times 8, represents the distance the fish has descended, which is 16 feet (2 feet per second for 8 seconds).
The second term, negative 320, represents the initial depth of the fish below sea level. When we add these two terms together, we get the new depth of the fish below sea level, which is 336 feet.
Therefore, Brenda is correct because her answer represents the new position of the fish in relation to sea level after the descent. It is important to understand the meaning of each term in an equation to correctly interpret its result.
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pls help <3Find the midpoint of the line segment with endpoints (7, -4) and (-5, 8).
a.(2, 4)
b.(2, 1)
c.(6, -6)
d.(1, 2)
Answer:
d. (1, 2)
Step-by-step explanation:
midpoint = ((x1 + x2) ÷2 , (y1 + y2) ÷2)
= ((7 + -5)÷2 , (-4 + 8)÷2)
= (2 ÷2 , 4÷2)
= (1, 2)
Therefore midpoint = (1, 2)
There is
rate of change in an exponential relationship.
After each year, the value of the account is
times as large as the previous year.
The given data illustrates an exponential relationship, where the value of the savings account increases exponentially with each passing year, signifying a growing rate of change.
The data in the table demonstrates an exponential relationship between the increasing years and the increasing value of the savings account. The value of the account at the end of each year is larger than the previous year, indicating a growing rate of change.
In an exponential relationship, the rate of change is not constant but rather increases or decreases exponentially. In this case, as the number of years increases, the value of the account grows at an increasing rate.
For example, from year 1 to year 2, the value of the account increased by $262.50. However, from year 5 to year 6, the increase was $319.07, which is significantly larger. This demonstrates the exponential growth pattern.
Exponential relationships are characterized by a constant ratio between successive values. In this case, if we divide the value of each year by the value of the previous year, we will observe a consistent ratio that indicates exponential growth.
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Note the full question is
The data in the table represents the value of a savings account at the end of each year for 6 years. The relationship between the increasing years and the increasing value of the account is exponential.
There is
exponential relationship.
rate of change in an
After each year, the value of the account is large as the previous year. simes as
The length of one leg of a right triangle is 5 centimeters shorter than the hypotenuse. The hypotenuse is 15 centimeters. What is the length of the unknown leg of the right triangle?
Answer:
5√5 cm
Step-by-step explanation:
call the hypotenuse A. the other two sides are B and C.
in a right-angled triangle, A² = B² + C². also, let's just say that B is the side 5cm shorter than hypotenuse.
so we have 15² = (15 - 5)² + C²
225 = (10)² + C²
C² = 225 - 10² = 225 - 100
= 125.
C = √125 = √(25 X 5) = √25 X √5 = 5 X √5 = 5√5
a teacher has students in his class, girls and boys. he wants to seat them in three rows of five, but knows that if any row has two girls or two boys sitting next to each other, they will talk and won't pay attention. how many seating arrangements can he make that avoid this?
Total arrangement = Case 1 + Case 2 – Case 3
Total arrangement = 15 + 15 - 81 = -51
What is Sitting Arrangement ?
In mathematics, seating arrangement refers to the various ways in which individuals can be seated in a certain arrangement or order. This term is often encountered in combinatorics, which is a branch of mathematics that deals with counting arranging objects.
To find the number of seats satisfying a given condition, we can approach the problem using the inclusion-exclusion principle.
Let's look at these two cases: no girls are sitting together and no boys are sitting together.
Case 1: No girls are sitting together
In this case, we have to divide the five girls into three rows so that no two girls sit in any row. We can use a technique called stars and bars. Think of the girls as stars and the spaces between them and the ends as rods. We need to divide the five girls between the three rows, so we have four spaces between the stars and two ends, giving us (4 + 2)C2 = 15 ways to divide the girls.
Case 2: No boys sit together
Similarly, we have to divide the five boys among three rows so that no two boys sit in any row. Using the same stars and bars technique, we have (4 + 2)C2 = 15 ways to divide the boys.
However, we must exclude cases where boys and girls sit together. To find this, we need to find the number of arrangements where both conditions are violated.
Case 3: Boys and girls are sitting together
In this case, we can consider the pair of boy and girl sitting together as one entity. So we have four pairs (BB, GG, GB, BG) to split between the three rows, giving us 3^4 = 81 ways to split these pairs.
Now we can use the inclusion-exclusion principle to find the number of arrangements that satisfy at least one of the conditions. The total number of arrangements is the sum of arrangements without girls together, arrangements without boys, minus arrangements where both boys and girls sit together:
Total arrangement = Case 1 + Case 2 – Case 3
Total arrangement = 15 + 15 - 81 = -51
However, a negative value has no meaning in this context. It means that there are no valid seating arrangements that meet the given conditions. It may not be possible to seat students in such a way as to prevent two girls or two boys from sitting together in any row of five seats. The teacher may need to explore alternative seating arrangements or adjust conditions to find a suitable solution.
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6. Evaluate the expression.
C(4,3)
Put your answer in the form [X].
C(4,3) = 4
The expression C(4,3) represents the number of combinations of 4 items taken 3 at a time. Using the formula for combinations, we have:
C(4,3) = 4! / (3! * (4-3)!) = 4
Therefore, the answer is [4].
for science class, trent is making a poster about constellations. he wants to line the top and bottom edges with shiny star stickers. his poster is 0.75 meters long, and each star sticker is 15 millimeters wide. how many stickers does trent need for his poster?
Trent will need a total of 100 star stickers to line both the top and bottom edges of his 0.75-meter-long poster, with each sticker being 15 millimeters wide.
To find out how many star stickers Trent needs for his poster, you should first convert the length of the poster and the width of the stickers to the same unit, either meters or millimeters.
Step 1: Convert the length of the poster to millimeters (1 meter = 1000 millimeters)
0.75 meters * 1000 = 750 millimeters
Step 2: Divide the length of the poster by the width of a star sticker
750 millimeters / 15 millimeters = 50 stickers
Step 3: Since there are two edges (top and bottom) of the poster, multiply the number of stickers needed for one edge by 2
50 stickers * 2 = 100 stickers
Trent needs 100 star stickers for his poster. First, convert the length of the poster to millimeters, which is 750 millimeters. Then divide this length by the width of a star sticker, 15 millimeters, which results in 50 stickers. Since there are two edges, multiply by 2 to get 100 stickers in total.
Trent will need a total of 100 star stickers to line both the top and bottom edges of his 0.75-meter-long poster, with each sticker being 15 millimeters wide.
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A square has a perimeter of 48in. What is the area of the sqare?
Answer:
144 square inches.
Step-by-step explanation:
The perimeter of a square is equal to the sum of the lengths of all its sides. If a square has a perimeter of 48 inches, then each side is 48/4 = 12 inches long.
The area of a square is equal to the square of the length of its sides. Therefore, the area of the square is:
Area = side x side = 12 inches x 12 inches = 144 square inches.
So the area of the square is 144 square inches.
f x, y and z are real numbers such that x + y + z =9 and xy +yz + zx = 24. find the largest possible value of z.
Answer:
Step-by-step explanation:
Put from z=7,y=x=1
But equation not satisfy.
Put z=6,y=2,x=1
Equation not satisfy.
Put z=5 ,x=2,y=2
=> x+y+z = 5+2+2=9
=> xy+yz+zx = 4+10+10 = 24
Z=5 is a maximum value.
Nevaeh is organizing textbooks on her bookshelf. She has a Spanish textbook, a math textbook, a history textbook, and a health textbook. How many different ways can she line the textbooks up on her bookshelf?
Find the area of the circle. Round your answer to the nearest whole number, if necessary.
A circular object with a radius of 10 inches.
area: about
in.2
Johanna is doing a expermient in which she test how high, in centimeters, different people people can jump when using a trampoline
Johanna is conducting an experiment to measure the height that different people can jump using a trampoline. The data collected in this experiment can be used to identify trends and patterns in the jumping ability of the participants.
To conduct the experiment, Johanna will need to gather a sample of participants of various ages, genders, and fitness levels. She will then need to ensure that each participant jumps on the trampoline using the same technique and is measured in the same way to ensure accuracy and consistency of the data.
After collecting the data, Johanna can analyze it to identify any trends or patterns in the jumping ability of the participants. She may use statistical methods such as calculating the mean, median, mode, range, and standard deviation of the data to better understand the results. She may also use graphs and charts to visually represent the data and identify any outliers or anomalies.
Overall, Johanna's experiment can provide valuable insights into the jumping ability of different people and may be useful in designing training programs or evaluating the effectiveness of trampoline exercises.
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answer this question
Lan's parents asked him to create a budget for his 1,000 monthly income. He determines that he would like to save the remaining amount amount. What percent of his budget will go towards his savings?
Answer:
If Lan's monthly income is $1,000 and he wants to save the remaining amount, then the amount he plans to save is his income minus his expenses. Let's assume his expenses are x dollars per month. Then, his savings will be:
Savings = Income - Expenses
Savings = $1,000 - x
To find the percentage of his budget that will go towards savings, we need to divide his savings by his income and multiply by 100:
Percentage of budget for savings = (Savings / Income) x 100
Substituting the expression for savings, we get:
Percentage of budget for savings = (($1,000 - x) / $1,000) x 100
Simplifying this expression, we get:
Percentage of budget for savings = (100 - (x / $1,000))%
So the percentage of Lan's budget that will go towards savings depends on his expenses. For example, if he spends $800 per month, then his savings will be $200, and the percentage of his budget going towards savings will be:
Percentage of budget for savings = (($1,000 - $800) / $1,000) x 100
Percentage of budget for savings = (200 / $1,000) x 100
Percentage of budget for savings = 20%
Therefore, in this example, if Lan spends $800 per month, he will be able to save 20% of his monthly income.
Step-by-step explanation:
a five-number summary for a data set is 35, 50, 60, 70, 90. about what percent of the observations are between 35 and 90?
Answer:
100%------------------
35 and 90 are the minimum and maximum values of the data set.
It means all observations are between those two numbers.
Hence the answer is 100%
Approximately 100% of the observations are between 35 and 90 in the given data set.
What is a median?
In statistics, the median is a measure of central tendency that represents the middle value of a set of data when arranged in ascending or descending order. It divides the data into two equal halves, with 50% of the values falling below the median and 50% falling above it.
To find the median, the data set is first arranged in order from smallest to largest (or vice versa). If the data set has an odd number of observations, the median is the middle value. For example, in a set of {1, 3, 5, 7, 9}, the median is 5.
The five-number summary consists of the minimum value, the first quartile (Q1), the median (Q2), the third quartile (Q3), and the maximum value. In this case, the minimum value is 35, and the maximum value is 90. Since these values define the range of the data set, all the observations are between these two values.
Therefore, approximately 100% of the observations are between 35 and 90.
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the standard or english system of measurement uses units such as yards, miles, quarts, and gallons. the metric system uses units such as meters, kilometers, milliliters, and liters. why is the metric system easier to use than the english system?
The metric system is easier to use than the English system for several reasons.
Firstly, the metric system is based on multiples of 10, making conversions between units straightforward. In contrast, the English system has inconsistent conversion factors between units, such as 3 feet in a yard or 16 ounces in a pound, making calculations more complex. Additionally, the metric system uses a consistent set of prefixes to indicate values that are either smaller or larger than the base unit, which further simplifies calculations.
Finally, the metric system is used universally across the world, whereas the English system is only used in a few countries, making it easier for people to communicate and conduct business using a standardized measurement system. In contrast, the English system uses units such as yards, miles, quarts, and gallons, which have inconsistent conversion factors, making calculations more complex and challenging.
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Please Help me everthing i put is due this week
Answer: B. 50 degrees
Step-by-step explanation:
The measure of GAB is B. 50 because GAB is a vertical angle alongside DAE, and the measures of vertical angles are equal so because DAE measures 50 degrees, GAB also measures 50 degrees.
An aeroplane is 800 m above the ground. The angle of elevation from a point P on the ground is 30°. How far is the plane from point P by line of sight? WAEC] The angle of elevation of the top To vertical tower from a point X is 45 com a point Y on the straight line
The distance of the plane from point P by line of sight is 1385. 76 meters
How to determine the distanceUsing the trigonometric identities, we have that these identities are enumerated as;
sinecosinetangentcotangentsecantcosecantFrom the information given, we have that;
The opposite side = 800 m
The angle of elevation = 30 degrees
The distance of the plane from point P is the adjacent side
Using the tangent identity
tan 30 = 800/m
cross multiply the values
m = 1385. 76 meters
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What is the least common multiple of x^2+3x-4 and 2x^2-2
2(x-4)(x+1)^2(x-1)
(x+1)
2(x+4)(x-1)^2(x+1)
(x-1)
The LCM of the two polynomials is (x - 1)(x + 4)(x + 1).
Let's factorize the given polynomials:
Polynomial 1:
x² + 3x - 4 can be factored as (x - 1)(x + 4).
Polynomial 2:
2x² - 2 can be factored as 2(x - 1)(x + 1).
Now, we identify the highest power of each distinct factor:
The highest power of (x - 1) is (x - 1).
The highest power of (x + 4) is (x + 4).
The highest power of (x + 1) is (x + 1).
Therefore, the LCM of the two polynomials is (x - 1)(x + 4)(x + 1).
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Which TWO expressions are equivalent to 12 to the power of 2/ 12 to the power of 3?choose BOTH correct answers
The two expressions that are equivalent to 12 to the power of 2/12 to the power of 3 are:1/12 - and 1/144.
1/12 - This expression simplifies to 1 divided by 12 to the power of 1, which is the same as 12 to the power of -1. Therefore, 12 to the power of 2/12 to the power of 3 can be rewritten as 12 to the power of 2 multiplied by 12 to the power of -3, which is equal to 12 to the power of (2-3), or 12 to the power of -1, which simplifies to 1/12.
1/144 - This expression simplifies to 12 to the power of -2, which is the same as 1 divided by 12 to the power of 2. Therefore, 12 to the power of 2/12 to the power of 3 can be rewritten as 12 to the power of 2 multiplied by 12 to the power of -3, which is equal to 12 to the power of (2-3), or 12 to the power of -1. To simplify further, we can rewrite 12 to the power of -1 as 1/12, which, when squared, gives us 1/144.
In summary, 12 to the power of 2/12 to the power of 3 is equivalent to 1/12 and 1/144. The first expression, 1/12, can be obtained by writing 12 to the power of 2/12 to the power of 3 as 12 to the power of 2 multiplied by 12 to the power of -3 and simplifying. The second expression, 1/144, can also be obtained by simplifying 12 to the power of 2/12 to the power of 3 and then squaring the result to get the equivalent value.
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Tommy and Fred deliver newspapers. Together, they deliver 186 newspapers. if Tommy delivered 22% of the newspapers, how many newspapers did Tommy deliver? Round your answer to the nearest whole number.
Answer:
Tommy delivered 41 newspapers
Step-by-step explanation:
Step 1: We can convert the percentage to a decimal by either imagining the percentage sign as a decimal and moving it two places to the right or by simply doing the operation 22 / 100, since a percentage is out of 100:
22% = 22.0 = 0.22
22 / 100 = 11 / 50 = 0.22
Step 2: When dealing with percentage problems, we can use the phrase "y is P% of x" (P% of x is y also works) which allows us to create the equation: P%x = y, where
P% is the percentage converted to a decimal, x is the "of" value, and y is the "is" valueSince we're that the pair delivered 186 together and Tommy delivered 22%, we're trying to find what value is 22% of 186. Thus, we can use the percentage formula above, allow y to represent the unknown, 186 to represent x, and 0.22 to represent P%:
0.22 * 186 = y
40.92
41 = y
Thus, Tommy delivered 41 newspapers.
You deposit $2500 in an account that pays 6% annual interest. Calculate the account balance after one ye: when the interest is compounded annually, semiannually, quarterly, monthly, and continuously
If you deposit $2500 in an account that pays 6% annual interest, the account balance after one year can be calculated using the following formulas for different compounding periods:
- Annually: A = P(1 + r)^n, where A is the account balance, P is the principal, r is the annual interest rate, and n is the number of years. Substituting the given values, we get A = 2500(1 + 0.06)^1 = $2650.
Semiannually: A = P(1 + r/n)^(n*t), where n is the number of times the interest is compounded in a year and t is the time period in years. Substituting the given values, we get A = 2500(1 + 0.06/2)^(2*1) = $2659.51.
- Quarterly: A = P(1 + r/n)^(n*t), where n is 4 (number of times compounded in a year) and t is 1 (one year). Substituting the given values, we get A = 2500(1 + 0.06/4)^(4*1) = $2664.90.
- Monthly: A = P(1 + r/n)^(n*t), where n is 12 (number of times compounded in a year) and t is 1 (one year). Substituting the given values, we get A = 2500(1 + 0.06/12)^(12*1) = $2668.21.
- Continuously: A = Pe^(r*t), where e is the base of the natural logarithm. Substituting the given values, we get A = 2500*e^(0.06*1) = $2671.00.
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On a number line, point A is located at 6, point C is located at 9, and point B lies between points A and C. What is the location of B such that the ratio of AB:BC is 3:1?
6.75
7.66
8.25
10.50
The location of B such that the ratio of AB:BC is 3:1 would be = 8.25. That is option C.
How to determine the location of B on a number line?On the number line, the location of B can be determined through the following steps;
The location of point. A on the number line = 6
The location of point C = 9
The location of B = ? ( between A and C)
The distance between A and C = 9-6 = 3
But the ratio of location of B between A and C = AB:BC = 3:1
Total ratio = 4
Therefore 3/4 = 0.75
Location of B = 3×0.75+6 = 2.25+6 = 8.25
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The repeated experiment is drawing two cards with replacement from a deck containing 3 red and 2 yellow cards.
Approximately how many times will the event that both cards are red will occur in 300 simulations of the repeated experiment?
Answer:
108
Step-by-step explanation:
if n(0) = 30 and λ = 1.20, what is the population size for year one?
Therefore, the population size for year one is approximately 75.199.
Assuming that this is a question about exponential growth, we can use the formula:
n(t) = n(0) * e^(λt)
where n(0) is the initial population size, λ is the growth rate, t is the time in years, and e is the base of the natural logarithm.
For year one, t = 1, so we have:
n(1) = 30 * e^(1.20*1) = 30 * e^1.20
Using a calculator, we get:
n(1) ≈ 75.199
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my test trying to murder me :') (50 points)
Answer:
0.72
Step-by-step explanation:
im smart AND i found it online :>
72% as a decimal is 0.72. To find the decimal of any percentage, divide the percentage by 100.
Ten years after 850 high school seniors graduated ,400 had a college degree and 310 were married. Half of the students with a college degree were married. What is the probability that a student does not have a college degree
0.529 is the probability that a student does not have a college degree.
From the information given, we know that:
P(B) = 310/850P(A and B) = P(B) - P(college degree and B)P(college degree and B) = P(B|college degree) * P(college degree)P(B|college degree) = 1/2 (since half of the college graduates are married)P(college degree) = 400/850The formula for conditional probability:
P(A|B) = P(A and B) / P(B)
Let A be the event of not having a college degree, and B be the event of being married. We want to find P(A).
Using these values, we can calculate:
P(college degree and B) = (1/2) * (400/850) = 0.235
P(A and B) = 310/850 - 0.235 = 0.07
Finally, we can calculate P(A) using the formula for total probability:
P(A) = 1 - P(college degree)
= 1 - (400/850)
= 0.529
Therefore, the probability that a student does not have a college degree is 0.529.
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PLEASE HELP!!! A triangular attic vent has an area of 450 inches squared. The base is 4 times larger than the height.
Write a quadratic equation to model the situation. Let h represent the height.
Solve the equation. Find the base and height of the vent.
The formula for the area of a triangle is 1/2 x base x height.
If we use h to represent the height, then the base must be 4h.
1/2 x base x height = 450
1/2 x 4h x h = 450
2h x h = 450
2h^2 = 450
0 = 2h^2 - 450
0 = h^2 - 225
Equation: h^2 - 225 = 0
OR
(h + 15)(h - 15) = 0
To solve this equation, we can very easily factor it because 225 is a perfect square. When we set each of the factored binomials equal to 0, the answer will be the positive integer. A measurement will never be a negative number.
(h - 15)(h + 15) = 0
h - 15 = 0
h = 15
h + 15 = 0
h = -15
h = 15
Base = 4h = 4 x 15 = 60
Answer:
Base = 60 inches
Height = 15 inches
Hope this helps!
of the total variation in the dependent variable, the proportion that is explained by the variation in the independent variable is called
Of total variation in "dependent-variable", the proportion which is explained by variation in "independent-variable" is called (b) coefficient of determination.
The "Coefficient-Of-Determination", denoted as R², is a statistical measure which represents the proportion of total-variation in the dependent variable which can be explained by variation in "independent-variable".
It quantifies the percentage of dependent variable's variability which can be attributed to the independent variable. A higher coefficient of determination indicates a stronger relationship between the variables, which means that more of variation in "dependent-variable" can be accounted for by changes in the independent-variable.
Therefore, the correct option is (b).
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The given question is incomplete, the complete question is
Of the total variation in the dependent variable, the proportion that is explained by the variation in the independent variable is called
(a) the coefficient of correlation
(b) the coefficient of determination
(c) the coefficient of skewness
(d) none of the above
Which of the following shapes can you use to highlight important parts of a chart? A. arrow. B. circle. C. callout. D. all of the above.
The C. Ghost rectangle or callout shape is used to represent comments in flowcharts"
This shape is used to provide additional information or comments about a particular process or decision in a flowchart.
It is typically a rectangular shape with a dashed or dotted border, and a tail pointing to the relevant step or decision.
The parallelogram shape is used to represent input or output in a flowchart, while the diamond shape is used to represent decision points. The rectangle shape is used to represent a process or action in the flowchart.
It is important to use the correct symbols and shapes in flowcharts to ensure clarity and accuracy in the representation of processes and decision-making.
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complete question:
Which of the following is used to represent comments in flowcharts?
A. Parallelogram
B. Diamond
C. Ghost rectangle or callout shape
D. Rectangle
Which is least to greatest? -8th grade i accidentally clicked on an answer
The lists that shows grade levels in order from the greatest fraction of students to the least fraction of students is of:
7th grade, 8th grade, 5th grade, 6th grade, 9th grade.
Here, we have,
A fraction is a numerical representation of the division of the two values x and y, as follows:
Fraction = x/y.
The terms are called as follows:
x is the numerator of the fraction.
y is the denominator of the fraction.
The decimal equivalent, which is used to order the fractions, of a fraction is obtained by the division of the numerator of the fraction by the denominator of the fraction.
Hence the equivalents of each fraction are given as follows:
5th grade: 33/50 = 0.66.
6th grade: 13/20 = 0.65.
7th grade: 18/25 = 0.72.
8th grade: 51/75 = 0.68.
9th grade: 3/5 = 0.6.
Hence the order from greatest to least is of:
7th, 8th, 5th, 6th, 9th.
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complete question:
The table shows the fraction of students from different grade levels who are in favor of adding new items to the lunch menu at their school.
Which list shows the grade levels in order from the greatest fraction of students to the least fraction of students?
Responses
7th grade, 8th grade, 9th grade, 6th grade, 5th grade
7th grade, 8th grade, 9th grade, 6th grade, 5th grade
9th grade, 6th grade, 7th grade, 5th grade, 8th grade
9th grade, 6th grade, 7th grade, 5th grade, 8th grade
8th grade, 5th grade, 7th grade, 6th grade, 9th grade
8th grade, 5th grade, 7th grade, 6th grade, 9th grade
7th grade, 8th grade, 5th grade, 6th grade, 9th grade
