Data Analysis - PSAT Math

There are 2 black queens in the deck, one of spades and one of clubs, so there is a 2/52 chance a black Queen will be drawn and 4/51 chance of drawing a 5 of any color, since the queen has already been removed from the deck. Thus: 2/52 * 4/51 = 8/2652 → 2/663.

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To NOT choose a red or blue, leaves 6 black and 10 green to choose from. That leaves 16 marbles out of a total of 32 marbles, or a 1/2 chance.

The standard deck of cards has 52 cards: 13 cards in 4 suits.

Ways to choose three hearts: 13 * 12 * 11 = 1716

Ways to choose three cards: 52 * 51 * 50 = 132600

Probability is a number between 0 and 1 that is defines as the total ways of what you want ÷ by the total ways

The resulting simplified fraction is 11/850

One can simply add all the odd numbers from 7 to 21 and divide by the number of odd numbers there are. Or, moreover, one can see that 14 is halfway between 7 and 21.

The minutes must be converted to hours which gives 11/12 hours. The total distance he runs is 11 miles. 11/(11/12) = 12.

To find the average you add all the games and divide by the number of games. In this case we have 112 + 134 + x = 246 + x. If we divide by 3 and set our answer to 132, we can solve for x by cross multiplying and solving algebraically. We can also solve this problem using substitution.

The formula for a weighted average is the sum of the weight x values divided by the sum of the weights. Thus, for the above situation:

Average = (1 x 85 + 1 x 72 + 1 x 81 + 3 x 79 + 5 x 92) / ( 1 + 1 + 1 + 3 + 5)

= 935 / 11 = 85.

If the arithmetic mean of the three numbers is 8, then the three numbers total 24. We are given m + n, leaving p to equal 24 – 15 = 9.

Distance = Rate * Time

We are solving for the rate. Susie was driving for a total of 3 hours. The distance she traveled was 100 miles in the first leg, plus 40 miles (40 miles per hour for one hour) in the second leg, or 140 miles total. Use the total distance and total time to solve for the rate.

140/3 = 46 2/3 miles per hour (roughly 47 miles per hour)

To help answer this question, we can construct a two-way table and fill in our known quantities from the question.

The columns of the table will represent the students who have a laptop or do not have a laptop and the rows will contain the students who have a car or do not have a car. The first bit of information that we were given from the question was that students had a laptop; therefore, needs to go in the "laptop" column as the row total. Next, we were told that of those students, owned a car; therefore, we need to put in the "laptop" column and in the "car" row. Then, we were told that students do not own a laptop, but own a car, so we need to put in the "no laptop" column and the "car" row. Finally, we were told that students do not have a laptop or a car, so needs to go in the "no laptop" column and "no car" row. If done correctly, you should create a table similar to the following:

Our question asked how many students have a laptop, but do not own have a car. We can take the total number of students that own a lap top, , and subtract the number of students who have a car,

This means that students who have a laptop, don't have a car.

To help answer this question, we can construct a two-way table and fill in our known quantities from the question.

The columns of the table will represent the students who have a laptop or do not have a laptop and the rows will contain the students who have a car or do not have a car. The first bit of information that we were given from the question was that students had a laptop; therefore, needs to go in the "laptop" column as the row total. Next, we were told that of those students, owned a car; therefore, we need to put in the "laptop" column and in the "car" row. Then, we were told that students do not own a laptop, but own a car, so we need to put in the "no laptop" column and the "car" row. Finally, we were told that students do not have a laptop or a car, so needs to go in the "no laptop" column and "no car" row. If done correctly, you should create a table similar to the following:

Our question asked how many students do not have a laptop. We add up the numbers in the "no laptop" column to get the total:

This means that students do not have a laptop.

To help answer this question, we can construct a two-way table and fill in our known quantities from the question.

The columns of the table will represent the students who have a laptop or do not have a laptop and the rows will contain the students who have a car or do not have a car. The first bit of information that we were given from the question was that students had a laptop; therefore, needs to go in the "laptop" column as the row total. Next, we were told that of those students, owned a car; therefore, we need to put in the "laptop" column and in the "car" row. Then, we were told that students do not own a laptop, but own a car, so we need to put in the "no laptop" column and the "car" row. Finally, we were told that students do not have a laptop or a car, so needs to go in the "no laptop" column and "no car" row. If done correctly, you should create a table similar to the following:

Our question asked how many students have a car. We add up the numbers in the "car" row to get the total:

This means that students have a car.

To help answer this question, we can construct a two-way table and fill in our known quantities from the question.

The columns of the table will represent the students who have a laptop or do not have a laptop and the rows will contain the students who have a car or do not have a car. The first bit of information that we were given from the question was that students had a laptop; therefore, needs to go in the "laptop" column as the row total. Next, we were told that of those students, owned a car; therefore, we need to put in the "laptop" column and in the "car" row. Then, we were told that students do not own a laptop, but own a car, so we need to put in the "no laptop" column and the "car" row. Finally, we were told that students do not have a laptop or a car, so needs to go in the "no laptop" column and "no car" row. If done correctly, you should create a table similar to the following:

Our question asked how many students do not have a car. We add up the numbers in the "no car" row to get the total, but first we need to fill in a gap in our table, students who have a laptop, but don't have a car:

We can take the total number of students that own a lap top, , and subtract the number of students who have a car,

This means that students who have a laptop, don't have a car.

Now, we add up the numbers in the "no car" row to get the total:

This means that students do not have a car.

To help answer this question, we can construct a two-way table and fill in our known quantities from the question.

The columns of the table will represent the students who have a curfew or do not have a curfew and the rows will contain the students who are on honor roll or are not on honor roll. The first bit of information that we were given from the question was that students had a curfew; therefore, needs to go in the "curfew" column as the row total. Next, we were told that of those students, were on honor roll; therefore, we need to put in the "curfew" column and in the "honor roll" row. Then, we were told that students do not have a curfew, but were on honor roll, so we need to put in the "no curfew" column and the "honor roll" row. Finally, we were told that students do not have a curfew or were on honor roll, so needs to go in the "no curfew" column and "no honor roll" row. If done correctly, you should create a table similar to the following:

Our question asked how many students have a curfew, but were not on honor roll. We can take the total number of students that have a curfew, , and subtract the number of students who are on honor roll,

This means that students who have a curfew, aren't on honor roll.

To help answer this question, we can construct a two-way table and fill in our known quantities from the question.

The columns of the table will represent the students who have a curfew or do not have a curfew and the rows will contain the students who are on honor roll or are not on honor roll. The first bit of information that we were given from the question was that students had a curfew; therefore, needs to go in the "curfew" column as the row total. Next, we were told that of those students, were on honor roll; therefore, we need to put in the "curfew" column and in the "honor roll" row. Then, we were told that students do not have a curfew, but were on honor roll, so we need to put in the "no curfew" column and the "honor roll" row. Finally, we were told that students do not have a curfew or were on honor roll, so needs to go in the "no curfew" column and "no honor roll" row. If done correctly, you should create a table similar to the following:

Our question asked how many students did not have a curfew. We add up the numbers in the "no curfew" column to get the total:

This means that students do not have a curfew.

To help answer this question, we can construct a two-way table and fill in our known quantities from the question.

The columns of the table will represent the students who have a curfew or do not have a curfew and the rows will contain the students who are on honor roll or are not on honor roll. The first bit of information that we were given from the question was that students had a curfew; therefore, needs to go in the "curfew" column as the row total. Next, we were told that of those students, were on honor roll; therefore, we need to put in the "curfew" column and in the "honor roll" row. Then, we were told that students do not have a curfew, but were on honor roll, so we need to put in the "no curfew" column and the "honor roll" row. Finally, we were told that students do not have a curfew or were on honor roll, so needs to go in the "no curfew" column and "no honor roll" row. If done correctly, you should create a table similar to the following:

Our question asked how many students were on honor roll. We add up the numbers in the "honor roll" row to get the total:

This means that students were on honor roll.

To help answer this question, we can construct a two-way table and fill in our known quantities from the question.

The columns of the table will represent the students who have a curfew or do not have a curfew and the rows will contain the students who are on honor roll or are not on honor roll. The first bit of information that we were given from the question was that students had a curfew; therefore, needs to go in the "curfew" column as the row total. Next, we were told that of those students, were on honor roll; therefore, we need to put in the "curfew" column and in the "honor roll" row. Then, we were told that students do not have a curfew, but were on honor roll, so we need to put in the "no curfew" column and the "honor roll" row. Finally, we were told that students do not have a curfew or were on honor roll, so needs to go in the "no curfew" column and "no honor roll" row. If done correctly, you should create a table similar to the following:

Our question asked how many students were not on honor roll. We add up the numbers in the "no honor roll" row to get the total, but first we need to fill in a gap in our table, students who have a curfew, but were not on honor roll. We can take the total number of students that have a curfew, , and subtract the number of students who are on honor roll,

This means that students who have a curfew, aren't on honor roll.

Now, we add up the numbers in the "no honor roll" row to get the total:

This means that students were not on honor roll.

Since the first part of the equation is the average of 5k and 3l, and there’s two terms, we put 5k plus 3l over 2. This equals 50% of 4l, so we put 6l over 2 so they have common denominators. We can then set 5k+3l equal to 6l. Next, we subtract the 3l on the left from the 6l on the right, giving us 5k=3l. To get the value of k divided by l, we divide 3l by 5, giving us k= 3/5 l. Last we divide by l, to give us our answer 3/5.

To help answer this question, we can construct a two-way table and fill in our known quantities from the question.

The columns of the table will represent the students who are athletes or are not athletes and the rows will contain the students who drink soda or do not drink soda. The first bit of information that we were given from the question was that students were athletes; therefore, needs to go in the "athlete" column as the row total. Next, we were told that of those students, drinks soda; therefore, we need to put in the "athlete" column and in the "drinks soda" row. Then, we were told that students were not athletes, but drink soda, so we need to put in the "not an athlete" column and the "drinks soda" row. Finally, we were told that students are not athletes or soda drinkers, so needs to go in the "not an athlete" column and "doesn't drink soda" row. If done correctly, you should create a table similar to the following:

Our question asked how many students are athletes, but don't drink soda. We can take the total number of students who are athletes, , and subtract the number of students who drink soda,

This means that students who are athletes, don't drink soda.

To help answer this question, we can construct a two-way table and fill in our known quantities from the question.

The columns of the table will represent the students who are athletes or are not athletes and the rows will contain the students who drink soda or do not drink soda. The first bit of information that we were given from the question was that students were athletes; therefore, needs to go in the "athlete" column as the row total. Next, we were told that of those students, drinks soda; therefore, we need to put in the "athlete" column and in the "drinks soda" row. Then, we were told that students were not athletes, but drink soda, so we need to put in the "not an athlete" column and the "drinks soda" row. Finally, we were told that students are not athletes or soda drinkers, so needs to go in the "not an athlete" column and "doesn't drink soda" row. If done correctly, you should create a table similar to the following:

Our question asked how many students were not athletes. We add up the numbers in the "not an athlete" column to get the total:

This means that students were not athletes.