What is the purpose of using two-way tables?

• To store data in a database

• To calculate complex mathematical equations

• To analyze data across two categories

• To graphically represent data

Tags

CCSS.8.SP.A.4

How do you calculate the total number of male students surveyed?

• By subtracting the number of female students from the total

• By multiplying the number of male and female students

• By dividing the total number of students by two

• By adding the number of male students wearing glasses, contacts, and neither

Tags

CCSS.8.SP.A.4

What are marginal totals in the context of two-way tables?

• The totals found outside the main portion of the table

• The totals found in the center of the table

• The totals found on the sides of the table

• The totals found at the top and bottom of the table

Tags

CCSS.8.SP.A.4

What percentage of students surveyed wear neither glasses nor contacts?

• 75%

• 45.8%

• 60.2%

• 53%

What percentage of the surveyed students are male students who wear glasses?

• 16.7%

• 30.8%

• 25%

• 12.5%

Tags

CCSS.8.SP.A.4

How many students in total were surveyed?

• 150 students

• 200 students

• 95 students

• 108 students

Tags

CCSS.6.SP.B.5A

Among the students who wear glasses, what percentage are female?

• 30.8%

• 60.2%

• 50%

• 45%

Tags

CCSS.8.SP.A.4

How should the inventory be adjusted for a store focusing on female customers?

• Equal stock for glasses and contacts

• Stock more contacts than glasses

• Only stock glasses

• Increase the stock of glasses

What is the significance of carefully reading questions related to two-way tables?

• To find hidden data

• To make the calculation easier

• To ensure correct data interpretation

• To avoid mathematical errors

Tags

CCSS.8.SP.A.4

Why might a store focusing on female customers stock more contacts?

• Contacts are easier to manage

• Glasses are out of fashion

• Females prefer contacts over glasses

• Contacts are cheaper than glasses

Tags

CCSS.RI.6.1

CCSS.RI.7.1

CCSS.RI.8.1

CCSS.RI.9-10.1

CCSS.RL.6.1