Answer:

**Answer: Two-way frequency tables are especially important because they are often used to analyze survey results. Two-way frequency tables are also called contingency tables. Two-way frequency tables are a visual representation of the possible relationships between two sets of categorical data.**

**Step-by-step explanation:**

Answer this fast and I’ll make you Brainly!!

Solve the algebraic expression n + 8, if n = 15

A survey of 300 parks showed the following. 15 had only camping. 20 had only hiking trails. 35 had only picnicking. 185 had camping. 140 had camping and hiking trails. 125 had camping and picnicking. 210 had hiking trails. Determine the number of parks that: a. Had at least one of these features. b. Had all three features. c. Did not have any of these features. d. Had exactly two of these features.

(2 4/10 + 8 4/5) - 3 1/5

19. Round the number 347 500 to the nearest 1000; 10 000 and 100 000.To the nearest 1000 To the nearest 10 000 To the nearest 100 000

Solve the algebraic expression n + 8, if n = 15

A survey of 300 parks showed the following. 15 had only camping. 20 had only hiking trails. 35 had only picnicking. 185 had camping. 140 had camping and hiking trails. 125 had camping and picnicking. 210 had hiking trails. Determine the number of parks that: a. Had at least one of these features. b. Had all three features. c. Did not have any of these features. d. Had exactly two of these features.

(2 4/10 + 8 4/5) - 3 1/5

19. Round the number 347 500 to the nearest 1000; 10 000 and 100 000.To the nearest 1000 To the nearest 10 000 To the nearest 100 000

**Answer:**

A.

**Step-by-step explanation:**

The double bar around any number means absolute value. Absolute value makes any number positive.

So,

9.3 = 9.3

|-2.1| = 2.1

-13.7 = -13.7

-4.2

Negatives are always the smallest:

-13.7, -4.2, |-2.1| or 2.1, 9.3

Therefore, A is the correct answer.

**Answer:**

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**Step-by-step explanation:**

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**Answer:**

48 boys

**Step-by-step explanation:**

**Answer:**

1. 15 to 21 = 21 - 15 / 15 = 0.4*100% = 40%

2. 12 teachers to 48 teachers = 48 - 12/48 = 0.75 * 100% = 75%

3. 80 pencil to 120 pencil = 120 - 80 / 80 = 0.5*100% = 50%

4. 40 cans to 70 cans = 70 - 40 / 70 = 0.43 * 100% = 43%

The **average age** of the employees in 2003 is 57.216 years. And, the average age of the **employees **in 2009 is 59.184 years.

Given that;

The **function** A(s) given by ,

A (s) = 0.328s + 50

Now for the average age of **employees **in 2003 and 2009 using the function A(s) = 0.328s + 50, substitute the values of s into the equation.

For the year 2003,

Since s represents the number of **years **since 1981,

Hence, subtract 1981 from 2003:

s = 2003 - 1981

s = 22

Now substitute this value of s into the **function **A(s):

A(22) = 0.328 × 22 + 50

A(22) = 7.216 + 50

A(22) = 57.216

Therefore, the **average age **of the employees in 2003 is 57.216 years.

Similarly, for the year 2009,

s = 2009 - 1981

s = 28

Substituting this value into the function:

A(28) = 0.328 × 28 + 50

A(28) = 9.184 + 50

A(28) = 59.184

Hence, the average age of the **employees **in 2009 is 59.184 years.

To learn more about the **function **visit:

#SPJ12

The mathematical problem involves calculating the average age of employees at a company for the years 2003 and 2009 using the linear function A(s), where 'A(s)' represents the average age and 's' is the number of years since 1981. The calculated average ages for the employees in the years 2003 and 2009 are approximately 57 and 59 years, respectively.

The subject is mathematics, specifically linear functions. Based on the equation A(s) = 0.328s + 50, where 'A(s)' represents the average age of the **employees** and 's' represents the number of years since 1981. In the year 2003, s would be 22 (2003-1981) and in 2009, s would be 28 (2009-1981).

Substituting these values of 's' into the function gives:

For 2003, A(22) = 0.328*22 + 50 = 57.216

For 2009, A(28) = 0.328*28 + 50 = 59.184

Therefore, the average age of the employees at the **company** in 2003 and 2009 were approximately 57 and 59 years, respectively.

#SPJ11

**Answer:**

25 CAN be written as a fraction.

=> 250/10 = 25

Square root of 14 is 3.74165738677

It is NOT POSSIBLE TO WRITE THIS FULL NUMBER AS A FRACTION, but if we simplify the decimal like: 3.74, THEN WE CAN WRITE THIS AS A FRACTION

=> 374/100

-1.25 CAN be written as a fraction.

=> -5/4 = -1.25

Square root of 16 CAN also be written as a fraction.

=> sqr root of 16 = 4.

4 can be written as a fraction.

=> 4 = 8/2

Pi = 3.14.........

It is NOT POSSIBLE TO WRITE THE FULL 'PI' AS A FRACTION, but if we simplify 'pi' to just 3.14, THEN WE CAN WRITE IT AS A FRACTION

=> 314/100

.6 CAN be written as a fraction.

=> 6/10 = .6

10xy=W

**Answer:**

x=W/10y

**Step-by-step explanation:**