(06.02)A six-sided number cube labeled 1 through 6 is rolled 600 times. An odd number is rolled 272 times. Compare the experimental probability of rolling an odd number with the relative frequency of rolling an odd number and select one of the statements below that best describes the situation. The experimental probability and relative frequency are the same.
The experimental probability is larger than the relative frequency.
The experiment probability is smaller than the relative frequency.
There is not enough information to determine the relative frequency.

 The experimental probability and relative frequency are the same.

Step-by-step explanation:  In the question it ask you to compare the experimental probability of rolling an odd number with the relative frequency of rolling an odd number. If you compare these two things the outcome would be the same because these two terms are the same thing.

Look at the examples provided below:

"Example: you conduct an experiment where you flip a coin 100 times. ... So the experimental probability of getting tails in 100 trials is 53%, and 47 for getting heads in 100 trials."

Experimental probability

During the party, Scoundrel offered her left paw 62.5% of the time.

62.5% • 100 = 0.625 • 100 = 62.5 times.

it wouldn't make sense to offer a paw 0.5 times, so round 62.5 to 63. After 100 trials, Jenna can expect that Scoundrel will offer the left paw 63 times.

Hope this helps im new btw :D

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:

answer: 80,000

step-by-step explanation:

the population doubles every day.

10,000*2=20,000 day 4

20,000*2=40,000 day 5

40,000*2=80,000 day 6