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The chart shows the distribution of scores for a class of 100 students. The inner ring shows score ranges, and the outer ring shows the number of students who scored within each corresponding range.
From each drop-down menu, select the option that creates the most accurate statement based on the information provided.
The median score of the class was in the range , which had a student count equal to of that in the range 41–60.
The chart shows the distribution of scores for a class of 100 students. The inner ring shows score ranges, and the outer ring shows the number of students who scored within each corresponding range.
From each drop-down menu, select the option that creates the most accurate statement based on the information provided.
The median score of the class was in the range , which had a student count equal to of that in the range 41–60.
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Drop-down 1:
The median score of the class is the middle score when all scores are arranged from lowest to highest. Since there are 100 students, the median is the average of the 50th and 51st scores.
The chart shows score ranges (segments) in increasing order, starting from the lowest (0–40) at the 12 o’clock position and moving clockwise. Each segment reflects the number of students in that range, with longer segments representing more students. The 6 o’clock position marks the halfway point in the distribution, so the segment that crosses it contains the 50th and 51st students. That means the median falls in the segment positioned at 6 o’clock.
This segment is labeled 81–90, so the median score lies in the 81–90 range.
Drop-down 2:
The 81–90 range contains 30 students, while the 41–60 range contains only 10. So the student count in 81–90 is 300% of that in 41–60.
Bunuel I think here the answer to 2nd question is incorrect. The correct answer should be 200% because the value is 3 times i.e. from 10 to 30, hence the increase is of 200% and not 300%
Bunuel I think here the answer to 2nd question is incorrect. The correct answer should be 200% because the value is 3 times i.e. from 10 to 30, hence the increase is of 200% and not 300%
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Your reasoning is off.
The question isn’t asking how much more 30 is than 10 (which would be a 200% increase). It’s asking what percent of 10 is 30.