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Tessa's class had a math exam where the grades were between 00 and 1010. \newlineN(g)N(g) models the number of students whose grade on the exam was gg. \newlineWhat does the statement \newlineN(8) > 2 \cdot N(5) mean?\newlineChoose 11 answer:\newline(A) The number of students whose grade was higher than 55 is greater than the number of students whose grade was 55 or lower.\newline(B) The number of students whose grade was 88 is more than twice the number of students whose grade was 55.\newline(C) There are 88 students whose grade was higher than twice the grade of another group of 55 students.

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Q. Tessa's class had a math exam where the grades were between 00 and 1010. \newlineN(g)N(g) models the number of students whose grade on the exam was gg. \newlineWhat does the statement \newlineN(8)>2N(5)N(8) > 2 \cdot N(5) mean?\newlineChoose 11 answer:\newline(A) The number of students whose grade was higher than 55 is greater than the number of students whose grade was 55 or lower.\newline(B) The number of students whose grade was 88 is more than twice the number of students whose grade was 55.\newline(C) There are 88 students whose grade was higher than twice the grade of another group of 55 students.
  1. Understanding the problem: Understanding the problem: The statement N(8) > 2 \times N(5) means that the number of students who scored an 88 on the exam is greater than twice the number of students who scored a 55.
  2. Analyzing answer choices: Analyzing the answer choices: \newline(A) Incorrect because it talks about students scoring higher than 55 compared to those scoring 55 or lower, which isn't relevant to our specific comparison of scores 88 and 55.\newline(B) Correct as it directly matches our understanding of the statement N(8) > 2\cdot N(5).\newline(C) Incorrect because it misinterprets the statement as comparing a group of 88 students to a calculation involving another group, which is not what N(8) > 2\cdot N(5) indicates.

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