You travel 300 km in a sierra gmc 4wd truck. gas costs $1.01/l. the gas mileage
for this truck is 11.8 l/100km on the highway and 16.8 1 l/100km in the city.

a. how many litres of gas would you use in the city?
b. how much would it cost?
c. how many litres of gas would you use on the highway?
d. how much would it cost (round to the nearest cent)?
e. what is the difference in cost?

Part A)

The mileage for city use is 16.81 L per 100 km. In other words, if you traveled 100 km in the city, then you use up 16.81 liters of gas.

We can set up this equation

16.81 liters = 100 km

Multiply both sides by 3 so that the "100 km" turns into "300 km"

16.81 liters = 100 km

3*16.81 liters = 3*100 km

50.43 liters = 300 km

Part B)

Multiply the answer in part A by the cost per liter, which is $1.01

Total cost = (cost per liter)*(number of liters)

Total cost = (1.01)*(50.43)

Total cost = 50.9343

Total cost = 50.93

Part C)

We're effectively repeating part A, but now we're using the highway mileage value.

11.8 liters = 100 km

3*11.8 liters = 3*100 km

35.4 liters = 300 km

Part D)

We follow similar steps as we did in part B. Use the value in part C to get

Total cost = (cost per liter)*(number of liters)

Total cost = (1.01)*(35.4)

Total cost = 35.754

Total cost = 35.75

Part E)

Subtract the results of parts B and D

50.93 - 35.75 = 15.18

let x be the money she spent so that she can earn the free t-shirt.

since, she already spent $112.49

⇒

also, as per the statement: jennifer must spend $250 or more in order to qualify for a free t-shirt at the store.

then,

we have an inequality i.,e

subtract 112.49 from both sides we get;

therefore, $137. 51 more money does jennifer need to spend so that she can earn the free t-shirt

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: