an amusement park charges 18 dollars for 4 rides. how much will 7 rides cost

Answer: orange, correct me if i am wrong

Step-by-step explanation:

The population mean is 3.4, which is to be expected since the sample means are based on samples drawn from the population.

(a) The number of samples, without replacement, of size two that can be selected from a population of five technicians is given by the combination formula: C(5, 2) = 5! / (2! * (5-2)!) = 10

So there are 10 possible samples of size two.

(b) To compute the mean of the sample means, we first need to find the population mean. The population mean is simply the average number of shutdowns across all technicians: (4 + 4 + 4 + 3 + 2) / 5 = 3.4

Now, to find the mean of the sample means, we take all possible samples of size two and compute the mean for each sample.

Then we take the average of those sample means. We can represent the 10 possible samples of size two as follows:

{Taylor, Hurley}, {Taylor, Gupta}, {Taylor, Rousche}, {Taylor, Huang}, {Hurley, Gupta},

{Hurley, Rousche}, {Hurley, Huang}, {Gupta, Rousche}, {Gupta, Huang}, {Rousche, Huang}

For each of these samples, we can compute the sample mean as the average number of shutdowns across the two technicians. For example, for the sample {Taylor, Hurley}, the sample mean is: (4 + 4) / 2 = 4

We can compute the sample means for all 10 possible samples, and we get: 4, 4, 3.5, 3, 4, 3.5, 3, 3.5, 3, 2.5

The mean of these sample means is: (4 + 4 + 3.5 + 3 + 4 + 3.5 + 3 + 3.5 + 3 + 2.5) / 10 = 3.5

So the mean of the sample means is 3.5. Note that this is very close to the population mean of 3.4, which is to be expected since the sample means are based on samples drawn from the population.

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\(Answer:\large\boxed{y=\frac{2}{3} x+6}\)

Step-by-step explanation:

First let's convert 2x - 3y = 12 into \(y = mx + b\)  form.

In order to do this, solve for y.

\(2x-3y=12\)

\(-3y=-2x+12\)

\(y=\frac{2}{3} x-4\)

This shows us that the slope is   \(\boxed{\frac{2}{3}}\)

Now we use the point-slope formula:

\((y-y1)=m(x-x1)\)

where m is the slope and y1 and x1 are the point the line passes through

Using the point (-6,2) and slope, 2/3, we can find the equation:

\((y-2)=\frac{2}{3} (x-(-6))\)

\((y-2)=\frac{2}{3} (x+6)\)

\((y-2)=\frac{2}{3} x+4\)

\(\large\boxed{y=\frac{2}{3} x+6}\)

Answer:

3a² + 6ax + 5a

Explanation:

Given the following function

g(x) = 3x² - 5x

Determine g(x+a)

g(x+a) = 3(x+a)² - 5(x+a)

Expand the result

g(x+a) = 3(x² + 2ax + a²) - (5x - 5a)

g(x+a) = 3x² + 6ax + 3a² - 5x + 5a

Determine g(x + a) - g(x)

g(x + a) - g(x) = 3x² + 6ax + 3a² - 5x + 5a - (3x² - 5x)

g(x + a) - g(x) = 3x² + 6ax + 3a² - 5x + 5a - 3x² + 5x

Collect the like terms

g(x + a) - g(x) = 3x² - 3x² - 5x + 5x + 6ax + 3a² + + 5a

g(x + a) - g(x) = 6ax + 3a² + 5a

g(x + a) - g(x) = 3a² + 6ax + 5a

Hence the required result for the function g(x + a) - g(x) is 3a² + 6ax + 5a

Last Option

Rita will spend $25

5(8-3)

Answered by Gauthmath must click thanks and mark brainliest

Answer:  The correct answer is D.

Step-by-step explanation:

Since 3 of Rita's 8 friends don't want to play laser tag, Rita only has to pay for 5 of her friends to go.

So, the expression would be:

5 (8 - 3)

= 5 (5)

= $25

Hope this helps! :)

Answer:

n=10

Step-by-step explanation:

6=3n/5

multiply both sides by 5

30=3n

divide both sides 3

10=n

\(y = 15x +9~~~~.....(i)\\\\y = \dfrac 12 x -20~~~ ....(ii)\\\\\\\text{Substitute equation (i) in equation (ii):}\\\\15x +9 = \dfrac 12 x -20\\\\\ \implies 9 +20 = \dfrac x2 - 15 x\\\\\implies 29 = -\dfrac{29 x}2\\\\\ \implies 1 = -\dfrac x 2\\\\\implies x= -2\\\\\text{Substitute}~ x=-2~ \text{in equation (i):}\\\\y = 15(-2) +9 = -30 +9 = -21\\\\\text{Hence}~ (x,y) = (-2,-21)\)

Answer:

c/4 is 7 and c is 28

Step-by-step explanation:

Answer:   Answer in steps

Step-by-step explanation:

\(\frac{c}{4} -12 = -5\)    Add 12 to both sides  

\(\frac{c}{4} = 7\)       Now multiply both sides by 4

c= 28

Answer: n = 1/2; m = 2/3

Step-by-step explanation:

A ⇒ 12 y = 6x + 24

\(y=\frac{n}{2}+2\)

\(n=\frac{1}{2}\)

B ⇒ 3y = 2x + 18

\(y=\frac{2}{3}n+6\)

\(m=\frac{2}{3}\)

∴ Lines are neither because slop diff.

The rats from group 2 and group 3 displayed a change in their behavior as the rats from group 2 had no motivation to run, whereas the rats from group 3 showed better performance in running through the maze once they received a reward.

Edward Tolman's study on maze running ratsThe psychologist Edward Tolman conducted a study on rats' behavior, specifically the rats' running behavior in mazes for several days. The study consisted of three groups of rats. The rats in group 1 received a food reward at the end of the maze every time they ran the maze. The rats in group 2 never received a food reward in the maze. Finally, the rats in group 3 did not receive a food reward at the end of the maze until the 11th day of the study.Different group of rats behaviorThe rats in group 1 were able to run through the maze faster as they received a food reward every time they ran through the maze. They were motivated by the food reward, and hence the incentive made them run faster.

The rats in group 2 did not receive a food reward, and hence they had no motivation to run through the maze. These rats had no reason to run faster as they knew that there was no reward in the end. Therefore, they showed slower performance in running through the maze.The rats in group 3 did not receive any reward until the 11th day of the study. They were similar to the rats in group 2, who did not receive any reward. However, on the 11th day, they received a food reward, which changed their behavior entirely.On the 12th day, the rats from group 3 showed a much faster performance in running through the maze as compared to the rats from group 2.

It is because they knew there was a reward waiting at the end, and this acted as a motivation for them.In conclusion, the rats from group 2 and group 3 displayed a change in their behavior as the rats from group 2 had no motivation to run, whereas the rats from group 3 showed better performance in running through the maze once they received a reward.

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The slope of the line shown in the graph is __2/3__

and the y-intercept of the line is __6___

The general linear equation is written as follows:

y = ax + b

Where a is the slope and b is the y-intercept.

On the graph we can see that the y-intercept is y = 6, then we can write the line as:

y = ax + 6

The line also passes through the point (-9, 0), replacing these values in the line we will get:

0 = a*-9 + 6

9a = 6

a = 6/9

a = 2/3

That is the slope.

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Answer:

C

Step-by-step explanation:

in order to be a function, the x value cannot repeat itself. C is the only one where x value doesn't repeat.

The required return for a stock with a beta of 2.20, a risk-free rate of 2%, and a market risk premium of 6% is 14.39%.  The correct option is c.

To calculate the required return, we can use the Capital Asset Pricing Model (CAPM), which relates the expected return of a stock to its beta, the risk-free rate, and the market risk premium. The formula for CAPM is as follows:

Required Return = Risk-Free Rate + (Beta × Market Risk Premium)

In this case, the risk-free rate is 2% and the market risk premium is 6%. The beta of the stock is given as 2.20. Plugging these values into the formula, we get:

Required Return = 2% + (2.20 × 6%) = 2% + 13.2% = 15.2%

Therefore, the correct answer is option C: 14.39%.

The CAPM is a widely used model in finance to estimate the required return on an investment. It takes into account the risk-free rate, which represents the return on a risk-free investment such as government bonds, and the market risk premium, which represents the additional return investors expect to receive for taking on the risk of investing in the overall market.

The beta of a stock measures its sensitivity to market movements, and multiplying it by the market risk premium gives us an estimate of the stock's additional required return. By summing this additional return with the risk-free rate, we obtain the required return for the stock.

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The 11-4 skills practice areas of regular polygons and composite figures involve finding the areas of different geometric shapes using specific formulas and methods.

To find the area of regular polygons, you can use the formula (1/2) x apothem x perimeter.

For composite figures, you can break the shape into smaller, more manageable shapes like rectangles, triangles, or circles, and then calculate the area of each component before adding them together.

Hence, The 11-4 skills practice areas of regular polygons and composite figures teach you to find areas using the appropriate formulas and methods, improving your geometry understanding and problem-solving abilities.

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That is ver very sad

yes,

abcdefghijklmnopqrstuvwxyz

Using Simple algebraic operation,

Total 432 unit's 24-hour ice prodution .

We have given that ,

A ice cube prodution machine working hours

= 24 hour

One ice making time by ice prodution machine

= 19 minutes

Ice droping time = 1 minutes

total time to ice making and put it into batch

= 20 minutes

Weight of each batch of ice = 6 pounds

We hace to find out the unit's of ices production in 24-hours.

total number of minutes in one hour = 60 minutes

so, total number of minutes in 24-hours = 60 × 24

= 1440 minutes

20 minutes are elapsed to make and put one ice into ice batch .

then , 1 minutes is elapsed to make and put ice in ice batch = 1/20 ice

1440 mintues elapsed to make number of ice and put in ice batch = 1440 × 1/20 = 72 ice or ice batch

the unit's 24-hour ice cube prodution= 6 × 72

= 432

Hence, total 432 unit's 24-hour ice prodution.

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Answer:

x+2

Step-by-step explanation:

x and 2

And means add

x+2

The interest rate on the loan is approximately 10.5%.

To calculate the interest rate on the loan, we can use the formula for simple interest:

Interest = Principal * Rate * Time

Given that the principal (P) is $22,300 and the total payment (P + Interest) is $24,641.50, we can calculate the interest amount:

Interest = Total Payment - Principal

Interest = $24,641.50 - $22,300

Interest = $2,341.50

Now, we can calculate the interest rate (R) using the formula:

Rate = (Interest / Principal) * 100

Substituting the values:

Rate = ($2,341.50 / $22,300) * 100

Using a calculator, we find:

Rate ≈ 10.5%

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Answer:

x=38

Step-by-step explanation:

let we say the supplimentary y then

y+83=180

y=180-83

y=97x+y=125 b/c y and x are remote angles then

97+x=125

x= 125-97

x=28

The number of nonnegative integer solutions to the inequality x1 + x2 + x3 ≤ 11 is C(14,3) = 364.

We can solve this inequality by introducing an auxiliary variable x4, such that x1 + x2 + x3 + x4 = 11. Here, x1, x2, x3, and x4 are all nonnegative integers.

We can interpret this equation as follows: imagine we have 11 identical objects and we want to distribute them among four boxes (x1, x2, x3, and x4). Each box can contain any number of objects, including zero. The number of solutions to this equation will give us the number of nonnegative integer solutions to the original inequality.

We can use a technique known as stars and bars to count the number of solutions to this equation. Imagine we represent the 11 objects as stars: ***********.

We can then place three bars to divide the stars into four groups, each group representing one of the variables x1, x2, x3, and x4. For example, if we place the first bar after the first star, the second bar after the third star, and the third bar after the fifth star, we get the following arrangement:

| ** | * | ****

This arrangement corresponds to the solution x1=1, x2=2, x3=1, and x4=7. Notice that the number of stars to the left of the first bar gives the value of x1, the number of stars between the first and second bars gives the value of x2, and so on.

We can place the bars in any order, so we need to count the number of ways to arrange three bars among 14 positions (11 stars and 3 bars). This is equivalent to choosing 3 positions out of 14 to place the bars, which can be done in C(14,3) ways.

Therefore, the number of nonnegative integer solutions to the inequality x1 + x2 + x3 ≤ 11 is C(14,3) = 364.

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Answer:

C

Step-by-step explanation:

To compare these numbers, we need to express them in the same form. We can convert the percentage and fractions to decimal form.

32.5% as a decimal is 0.325 (by dividing by 100).

8/25 as a decimal is 0.32 (by dividing the numerator by the denominator).

Now we can compare all three numbers in decimal form: 0.323, 0.325, and 0.32.

In order from least to greatest, these numbers are: 0.32, 0.323, and 0.325.

So the correct answer is C: 8/25, 0.323, 32.5%.

Answer:

Option C

Step-by-step explanation:

Firstly, we should convert all of them into a standard format. We will convert all into decimal form.

1) 0.323

2) 32.5% = 32.5 ÷ 100 = 0.325

3) 8/25 = 8 ÷ 25 = 0.320

So, we have all the given elements in decimals. Now we can easily compare them. On comparing,

0.320<0.323<0.325

          or

8/25<0.323<32.5%

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Answer:

0.4%

Step-by-step explanation:

If we are looking to have a number less than 3 rolled 4 out of 7 times.

Our winning numbers are 1 and 2. Our losing numbers are 3, 4, 5, and 6.

This means that our winning percentage is 33.3% and our losing percentage is 66.6%.

We need to multiply these numbers together taking our number of rolls into account.

.333 * .333 * .333 * .333 * .666 * .666  * .666 = 0.0036

B. 2 and OD. 15 are not possible lengths for the third side of the triangle.

To determine the possible values for the length of the third side of a triangle, we need to consider the triangle inequality theorem, which states that the sum of the lengths of any two sides of a triangle must be greater than the length of the third side.

Given that two sides have lengths 6 and 9, we can analyze the possibilities:

6 + 9 > x

x > 15 - The sum of the two known sides is greater than any possible third side.

6 + x > 9

x > 3 - The length of the unknown side must be greater than the difference between the two known sides.

9 + x > 6

x > -3 - Since the length of a side cannot be negative, this inequality is always satisfied.

Based on the analysis, the possible values for the length of the third side are:

A. 7

C. 4

□E. 10

O F. 12

B. 2 and OD. 15 are not possible lengths for the third side of the triangle.

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Using the formula for gravitational force on Mars, determine the weight of the astronaut on the surface of Mars, which is approximately 358.6 N.

To calculate the weight of the astronaut on the surface of Mars, we can use the formula for gravitational force:

\(F = (G * m_1 * m_2) / r^2\)

Where:

F is the gravitational force,

G is the gravitational constant (approximately \(6.67430 * 10^{-11} N m^2/kg^2\)),

\(m_1\) is the mass of the astronaut,

\(m_2\) is the mass of Mars,

and r is the radius of Mars.

Mass of Mars (\(m_2\)) = \(6.39 * 10^{23} kg\)

Radius of Mars (r) = 3376.2 km = 3,376,200 meters

Weight on Earth = 950 N

950 N = (G * mass of the astronaut * mass of Earth) / radius of Earth^2

mass of the astronaut = (950 N * radius of Mars^2 * mass of Mars) / (radius of Earth^2 * mass of Earth)

\(F = (G * m_1 * m_2) / r^2\)

First, let's convert the radius of Mars from kilometers to meters:

r = 3,376,200 meters

Next, we can rearrange the formula to solve for m1:

\(m_1 = (F * r^2) / (G * m_{2})\)

\(m_1 = (950 N * (3,376,200 m)^2) / ((6.67430 * 10^{-11} N m^2/kg^2) * (6.39 * 10^{23 }kg))\\m_1 = 78.656 kg\)

Weight on Mars =\((G * m_1 * m_2) / r^2\)

Weight on Mars = \((6.67430 * 10^{-11}N m^2/kg^2) * 78.656 kg * \frac{ (6.39 * 10^{23} kg)}{(3,376,200 m)^2}\)

Weight on Mars ≈ 358.6 N

Therefore, the weight of the astronaut on the surface of Mars would be approximately 358.6 N.

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Given information: In the PGA, on par 3 holes, golfers hit the green in one shot 80% of the time. In fact, 20% of the time, they hit the green in one shot and then need only one putt to complete the hole. So 60% of the time, they hit the green in one shot but are unsuccessful on their putt.

Let G be the event that the golfer hits the green in one shot. Let P be the event that the golfer needs one putt to make the hole. Probabilities listed in the problem: Probability of hitting the green in one shot

.= 80% = P(G)Probability of hitting the green in one shot and needing only one putt = 20% = P(G ∩ P)Probability of hitting the green in one shot but are unsuccessful on the putt = 60% = P(G ∩ P')Where P' denotes not P or the complement of P. In other words, P' means that the golfer needs more than one putt to make the hole.

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An equilateral triangle is a type of triangles which can always be used as a counterexample to the statement ""all angles in a triangle are acute"".

An acute angle is one that is smaller than 90 degrees in length. If the arms of an angle open up less than a "L," an acute angle is created because a "L" shape forms at 90°.

Angle between 90 to 180 are known as obtuse angle.

Because an equilateral triangle is likewise equiangular, it can be used as a counterexample. So, each angle has a 360/3=60 measurement. Two angles are therefore acute, and the third's measure is also acute.

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Because the sine and cosine ratios involve dividing a leg (one of the shorter two sides) by the hypotenuse (the longest side), the ratio values will never be greater than one, because (some number) / (a larger number) is always less than one.

Sine & cosine are trigonometric functions of an angle in mathematics. In the context of a right triangle, the sine and cosine of an acute angle are defined as follows: for the specified angle, the sine is the ratio of the length of the side opposite that angle to the length of the triangle's longest side (the hypotenuse), and the cosine is the ratio of the length of the adjacent leg to that of the hypotenuse.

The sine and cosine functions for an angle θ are simply denoted as sin θ and cos θ. In general, the definitions of sine and cosine can be extended to any real value expressed in terms of the lengths of specific line segments in a unit circle.

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If you go twice as fast, your stopping distance will increase by four times (option C).

This relationship is based on the laws of physics and the principles of motion.

When an object is in motion, its stopping distance is influenced by its initial speed, reaction time, and braking capabilities. The stopping distance consists of two components: the thinking distance (the distance traveled during the reaction time) and the braking distance (the distance needed to bring the object to a complete stop).

According to the laws of physics, the braking distance is directly proportional to the square of the initial speed. This means that if you double your speed, the braking distance will increase by a factor of four. In other words, going twice as fast will require four times the distance to come to a stop.

It is important to note that this relationship assumes other factors, such as road conditions and braking efficiency, remain constant. However, in real-world scenarios, these factors may vary and can affect the stopping distance to some extent.

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