From the graph, we can see that  students do not have any pets.

We can see that  students have just one pet. From these students, the class has  pets.

Next, notice that  students have  pets. From these students, the class has  pets.

Next,  students have  pets. From these students, the class has  pets.

Then,  students have  pets. From these students, the class has  pets.

Finally,  students have  pets. From these students, the class has  pets. 

To find the total number of pets owned by the students, add these values together:

Recall how to find the average of a set of numbers:

Start by finding the total number of pets that the students in the class own.

From the graph, we can see that  students do not have any pets.

We can see that  students have just one pet. From these students, the class has  pets.

Next, notice that  students have  pets. From these students, the class has  pets.

Next,  students have  pets. From these students, the class has  pets.

Then,  students have  pets. From these students, the class has  pets.

Finally,  students have  pets. From these students, the class has  pets. 

To find the total number of pets owned by the students, add these values together:

Since we know that there are  students, we can then find the average:

Recall that the mode in a set of data is the number that is repeated most often. For this question, this means that the mode number of pets owned will be the number that correlates to the most number of students. Since  students do not own any pets,  pets must be the mode.

The bar representing Japan will reflect a total energy usage of about ; since the first  will be hidden due to the starting point of the vertical axis, the bar will only show 

By similar reasoning, the bar representing India will only show

Through some rounding, we see that about Japan is represented by a bar about 

as long as the bar that represents India.

The segments that represent decreases are the ones that go from upper left to lower right. There are four, and the steepest is the one between Monday and Tuesday. This is the correct response.

The dot representing Thursday is the only one of the seven that appears below 60 on the graph, so 6 is the correct response.

Only the three dots representing the peak temperatures of Sunday, Monday, and Tuesday are higher than the one representing that of Thursday, so the correct response is three.

Let's look at the line graph.

We can see the bottom axis displays the individual months. We can see the scale on the left displaying the number of enrollments.

So, to find the number of enrollments in January, we will first locate January on the bottom axis. We can see that it is the first one listed.

Now, we will see which number it corresponds with. We can see that it lines up with 10.

Therefore, the number of enrollments in January is 10.

Let's look at the graph:

If we look at the year 2013, we can see the data point is between 120 and 140.

We can also see that it is much closer to 140 than it is to 120. 

From looking at the location of the data point, we can approximate that there were 136 12th grade enrollments in 2013.

Start by finding the values for the first six months of the year.

In January, there was  inches.

In February and March, there were  inches per month.

In April, there was  inches.

In May, there was  inches.

In June, there was  inches.

Recall how to find the average for a set of numbers:

Plug in the values for the rainfall and divide by the number of values.