The boxplots below show the number of marshmallows in a bag, as estimated by students in two elementary school classes.

The boxplots below show the number of marshmallows in a bag, as estimated by students in two elementary school classes.Which class has greater variability in students’ estimate of the number of marshmallows? Ms. Apple’s class Ms. Banana’s class Both classes have the same variability in students’ estimates. It is impossible to tell from the boxplots.Question 7Select one answer.10 pointsThe boxplots below show the number of marshmallows in a bag, as estimated by students in two elementary school classes.Which class has the greater percentage of estimates over 100? Ms. Apple’s class Ms. Banana’s class Both classes have the same percentage of estimates over 100. It is impossible to tell from the boxplots.Question 8Select one answer.10 pointsThe boxplots below show the number of marshmallows in a bag, as estimated by students in two elementary school classes.Which class has a greater percentage of estimates between 50 and 100 marshmallows? Ms. Apple’s class Ms. Banana’s class Both classes have the same percentage of estimates between 50 and 100. It is impossible to tell from the boxplots.Question 9Select one answer.10 pointsBased on the results of a nation-wide study, the number of contacts programmed into cell phones are summarized on the following boxplot:Which of the following is true about this data? The lowest observation is an outlier. The highest observation is an outlier. The data is skewed left. The data is skewed right. There are no outliers.Question 10Select one answer.10 pointsBased on the results of a nationwide study, the number of contacts programmed into cell phones are summarized on the following boxplot:Which interval contains the greatest amount of data? 0–50 50–100 100–150 150–200 It is impossible to tell.

For this counting activity, we will need 10 cans labeled with numbers and a bag of beans. The activity focuses on matching the number on each can with the corresponding amount of beans to be placed inside. For example, if a can shows the number 6, the children will count out 6 beans from the bag and place them into that specific can. This approach helps children's counting skills while making the activity engaging for the children.

Math>6th grade>Ratios>Unit test© 2024 Khan AcademyTerms of usePrivacy PolicyCookie NoticeUnit testGoogle ClassroomMicrosoft TeamsProblemRen has a bag of trail mix made of   total pieces of nut or dried fruit. There are   nuts for every   fruits.Complete the table.Original ratio Number in the bagNut pieces  Fruit pieces  Total pieces

Candy Distribution for StudentsIn a school, there is a row of  N students, each with their own academic rating. The teachers want to reward the students with candies, but they have specific rules:Minimum Candy Rule: Every student must receive at least one candy.Higher Rating, More Candies: Students with a higher academic rating should receive more candies than their neighbors.What is the minimum number of candies you must give?Input FormatThe first and only argument is an integer array A representing the rating of children.Output FormatReturn an integer representing the minimum candies to be given.Example InputsInput 1: A = [1, 2]Input 2: A = [1, 5, 2, 1]Example OutputsOutput 1: 3Output 2: 7Problem Constraints1 <= N <= 105-109 <= A[i] <= 109Write Your Code

A company produces candy bags that each hold about   cubic inches of candy. Each bag is filled with any mixture of lollipop candies and gummy bear candies. When a bag contains only lollipop candies, then it has about   candies. When a bag contains only gummy bear candies, then it has about   candies. Given any candy bag produced by this company, which of the following equations could relate the approximate number of lollipop candies,  , in the bag and the approximate number of gummy bear candies,  , in the bag?