Aschool has 200 students and spends $40 on supplies for each student. the principal expects the number of students to increase by 5% each year for the next 10 years and wants to reduce the amount of money spent on supplies by 2% for each student each year. use the drop-down menus to choose or create functions to model: a. the predicted number of students over time, s(t) b. the predicted amount spent per student over time, a(t) c. the predicted total expense for supplies each year over time, e(t) clear

Step-by-step explanation:

Rate of increment is 5% per year.  

A function 'S(t)' which gives the number of students in school after 't' years.  

S(0) means the initial year when the number of students is 200.

S(0) = 200  

S(1) means the number of students in school after one year when the number increased by 5% than previous year which is 200.  

S(1) = 200 + 5% of 200 = = =  

S(2) means the number of students in school after two year when the number increased by 5% than previous year which is S(1)  

S(2) = S(1) + 5% of S(1) = = =  

.  

.  

.  

.  

.  

Similarly  

Rate of decrements is 2% per year.  

A function 'A(t)' which gives the amount spend on each student in school after 't' years.  

A(0) means the initial year when the number of students is 40.  

A(0) = 40  

A(1) means the amount spend on each student in school after one year when the amount decreased by 2% than previous year which is 40.  

A(1) = 40 + 2% of 40 = = =  

A(2) means the amount spend on each student in school after two year when the amount decreased by 2% than previous year which is A(1)  

A(2) = A(1) + 2% of A(1) = = =  

.  

.  

.  

.  

.  

Similarly  

Total expense = (number of students) ×  (amount spend on each student)

E(t) = S(t) × A(t)

(NOTE : The value of x in all the above equation is between zero(0) to ten(10).)

S(t) = 200(1+.05)^t

A(t)  = 40(1-.02)^t

E(t) = S(t) X a(t)

the results from a pre-test for students for the year 2000 and the year 2010 are illustrated in the box plot. what do these results tell us about how students performed on the 29 question pre-test for the two years?

if we compare only the lowest and highest scores between the two years, we might conclude that the students in 2010 did better than the students in 2010. this conclusion seems to follow since the lowest score of 8 in 2010 is greater in value than the lowest score of 6 in 2000. also, the highest score of 28 in 2010 is greater in value than the highest score of 27 in 2000.

but the box portion of the illustration gives us more detailed information. the middle bar in each box shows us that the median score of 20 in 2000 is greater in value than the median score of 17 in 2010. further, we note that the box and whiskers divide the illustration into four pieces. each of these four pieces represents the same portion of students. so, the upper half of the students in 2000 scored in the same score range as the upper one-fourth of the students in 2010, see the illustration at a score of 20.

by considering the upper one-fourth, upper half, and upper three-fourths instead of just the lowest and highest scores, we would conclude that the students as a whole did much better in 2000 than in 2010. we would conclude that as a whole the students in 2010 are less prepared than the students in 2000.

in this section, we discuss box-and-whisker plots and the five key values used in constructing a box-and-whisker plot. the key values are called a five-number summary, which consists of the minimum, first quartile, median, third quartile, and maximum.

step-by-step explanation:

or