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4. Why did he think of antivenin?

Study the following table and answer the questions.

\begin{tabular}{|l|c|c|c|c|}
\hline Percentage of children with different educational problems in two primary schools \\
\hline & \multicolumn{2}{|c|}{2005} & \multicolumn{2}{|c|}{ 2015 } \\
\hline \multicolumn{1}{|c|}{ Problem Areas } & School A & School B & School A & School B \\
\hline Reading ability & 22 & 8 & 23 & 9 \\
\hline Handwriting & 28 & 7 & 28 & 7 \\
\hline Spelling & 30 & 5 & 25 & 10 \\
\hline Listening Skills & 35 & 11 & 20 & 12 \\
\hline Verbal expression of ideas & 35 & 14 & 21 & 15 \\
\hline Concentration in lessons & 40 & 15 & 18 & 15 \\
\hline Following instructions & 42 & 8 & 18 & 12 \\
\hline
\end{tabular}

9. What statistics does the table chart give?

Sagot :

GinnyAnsweridn
The table provides statistics on the percentage of children with various educational problems in two primary schools, labeled as School A and School B, for the years 2005 and 2015. The educational problems listed are reading ability, handwriting, spelling, listening skills, verbal expression of ideas, concentration in lessons, and following instructions. Each problem is shown with the corresponding percentage of children affected in each school for both years.

10. Which educational problem had the highest percentage in School A in 2005?

The educational problem with the highest percentage in School A in 2005 was "Following instructions," with 42% of children affected.

11. Analyze the changes in the percentage of children with spelling problems in both schools from 2005 to 2015.

- In School A, the percentage of children with spelling problems decreased from 30% in 2005 to 25% in 2015.
- In School B, the percentage of children with spelling problems increased from 5% in 2005 to 10% in 2015.

12. Identify and compare the trend in the percentage of children with problems in 'Concentration in lessons' in School A and School B from 2005 to 2015.

- In School A, the percentage of children with problems in concentration in lessons decreased significantly from 40% in 2005 to 18% in 2015.
- In School B, the percentage of children with problems in concentration in lessons remained constant at 15% in both 2005 and 2015.
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