There were 560 tickets sold for a basketball game. The price of a student ticket is $5.25 and
a non-student ticket costs $8.75. If $4410 was collected how many student and non-student
tickets were sold

The solution of units problem is   Suzy has 5 toy trucks by using the equation 15 = 3 * Suzy's number of toy trucks

According to the given information:

If Patricia has 3 times as many toy trucks as Suzy, we can set up an equation where:

Patricia's number of toy trucks = 3 * Suzy's number of toy trucks

We know that Patricia has 15 toy trucks, so we can substitute that value into the equation:

15 = 3 * Suzy's number of toy trucks

Now we can solve for Suzy's number of toy trucks:

Suzy's number of toy trucks = 15 / 3

Suzy's number of toy trucks = 5

Therefore, Suzy has 5 toy trucks.

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extra proof above ^

answer: 10467.8

Volume of cylinder->. V=(π)(r^2)(h)

v=(π)(r^2)(h)

v=(π)(14^2)(17) 14^2=196

v=(π)(196)(17)

v=(π)(3332) 196×17

v= 10467.78672

v= 10467.8

A. Manager A wants the decision to be 0.4, so they would recommend a decision of 0.4 to the principal.

B. The recommendations in the Nash equilibrium would be rA = 0.4 and rB = 0.7.

(a) If Manager B always truthfully reports the state of the economy (s = 0.7), Manager A would send a recommendation that minimizes their disutility Ua. In this case, Manager A wants the decision to be 0.4, so they would recommend a decision of 0.4 to the principal.

(b) In a Nash equilibrium, both managers strategically make their recommendations based on their own utility. Manager A wants to minimize their disutility Ua, which increases as the decision deviates from 0.4. Manager B wants to minimize their disutility UB, which increases as the decision deviates from 0.7.

To find the Nash equilibrium, we need to consider the recommendations made by both managers simultaneously. Let's denote the recommendations as rA (from Manager A) and rB (from Manager B). The principal's decision, d, would be the average of the recommendations, so d = (rA + rB) / 2.

Given that both managers strategically choose their recommendations, they will aim to minimize their disutility. In this case, Manager A would recommend a decision of 0.4 (as it minimizes Ua), and Manager B would recommend a decision of 0.7 (as it minimizes UB). Therefore, the recommendations in the Nash equilibrium would be rA = 0.4 and rB = 0.7.

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Answer:

Logan's solution and reasoning for solving an equation are shown below:

Given

Step 1: x-10-50 Reason 1: Given

Step 2

x-10+10=50+10 Reason 2 Addition Property of Equality

Step 3

60

Reason 3 Simplity

Step 4:

<= 60

Reason 4: Division Property of Equality

Step 5.

x = 40

Reason 5: Simplity

Choose which reason is incorrect.

O Reason 2

O Reason 3

O Reason 4

Step-by-step explanation:

Answer: \(\frac{3}{4}\)

Step-by-step explanation:

Choose two points on the line, \(\frac{rise}{run}\)  fraction, we get: the slope of the line is \(\frac{3}{4}\)

Answer:

answer is 3/14hhhytt

Step-by-step explanation:

1v1 Ttd

According to the relation algebra, we will get a list of guests who have booked every room in the hotel.

To solve this problem, we can use a tuple relational calculus query.

Here's the tuple relational calculus query:

{guest | ∀room, ∃booking(guest, room, booking)}

Let's break down this query:

{guest | ...}: this part defines the variable that represents the guest tuples. The ellipsis (...) indicates that we will define a condition that involves both guest and room tuples.

∀room: this is a universal quantifier that applies to all room tuples. It means "for all rooms."

∃booking(guest, room, booking): this is an existential quantifier that applies to some booking tuple that has the guest and room as attributes. It means "there exists a booking for this guest and this room."

Putting it all together, this query reads as follows: "return all guests such that for all rooms, there exists a booking for that guest and that room."

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Answer: Not a solution of the System

Step-by-step explanation:

Plug in 0 for x and 2 for y for both equations.

Note, if only one of the equations is a true statement

(0.2) is not a solution. If either one of the equation is not true, the ordered pair is not a solution.

0+3(2)=4

3*2=6

0+6=6

6≠4

This was only the first equation but it was not true.

The equation is not true, so (0, 2) is not a solution of the second equation.  Therefore, (0, 2) is not a solution of the system of equations.

To determine graphically whether the ordered pair (0, 2) is a solution of the system of equations, we can plot the two equations on a graph. If the point (0, 2) lies on both lines, then it is a solution of the system.

The first equation is x + 3y = 4.  To plot this equation, we can first solve for y:

y = -(1/3)x + 4/3

This equation has a slope of -1/3 and a y-intercept of 4/3.  So, the line will rise 1 unit for every 3 units it moves to the left.  The y-intercept is 4/3, so the line will pass through the point (0, 4/3).  Three units to the left of (0, 4/3) is (-3, 7/3), so the line will also pass through this point.

The second equation is 3x + y = -2.  To plot this equation, we can first solve for y:

y = -3x - 2

This equation has a slope of -3 and a y-intercept of -2.  So, the line will fall 3 units for every 1 unit it moves to the right.  The y-intercept is -2, so the line will pass through the point (0, -2).  One unit to the right of (0, -2) is (1, -5), so the line will also pass through this point.

We can  check this algebraically.  Substituting (0, 2) into the first equation, we get:

0 + 3× 2 = 4

6 ≠ 4

This equation is not true, so (0, 2) is not a solution of the first equation.  Substituting (0, 2) into the second equation, we get:

3  × 0 + 2 = -2

2 = -2

This equation is also not true, so (0, 2) is not a solution of the second equation.  Therefore, (0, 2) is not a solution of the system of equations.

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Since each response is distinct, the odds of correctly predicting each response is 1/3× 1/3× 1/3, or 1/27.

Probability is the ability to happen. The occurrence of random events is the subject of this branch of mathematics. The value is expressed as a number between 0 and 1.

For instance, when a coin is tossed into the air, a Head or Tail are two possible results.

Hence, the term "probability" is most commonly used to refer to the likelihood that a specific event (or group of events) will occur, either as a linear scale from 0 (impossibility) to 1 (certainty) or as a percentage between 0 and 100%. Statistics is the study of events subject to probability.

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Identify the equation: Write down the given equation in the form |x - a| = b, where 'a' represents the number being subtracted or added and 'b' represents the absolute value.

Graphing absolute value equations on a number line is a process that involves several steps. First, you need to identify the equation and rewrite it in the form |x - a| = b, where 'a' represents the number being subtracted or added and 'b' represents the absolute value.

This form helps determine the critical points of the graph. Next, you set the expression inside the absolute value bars equal to zero and solve for 'x' to find the critical points. These points indicate where the graph may change direction. Once the critical points are determined, you plot them on the number line, using an open circle for critical points and a closed circle for any additional points obtained by adding or subtracting the absolute value.

After plotting the points, you can draw the graph by connecting them with a solid line for the portion of the graph that is positive and a dashed line for the portion that is negative. This representation helps visualize the behavior of the absolute value equation on the number line.

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To prove that point D is equidistant from points A and C, we can use the reflection of the plane over the perpendicular bisector of segment AC.  Here's a step-by-step explanation:

1. Start by drawing a line segment AC.
2. Construct the perpendicular bisector of segment AC, which is the line labeled l in the question.
3. Choose any point D on line l.
4. Construct a line segment from point A to point D and another line segment from point C to point D. These are the dashed lines slanting from point A to point D and from point C to point D.
5. Notice that line l intersects segment AC at its midpoint, which is labeled B. This means that line l is perpendicular to segment AC at point B.
6. By using the reflection of the plane over the perpendicular bisector of segment AC, we can reflect point D to a new point, let's call it D'.
7. The reflection of point A would be A', and the reflection of point C would be C'.
8. Since the perpendicular bisector intersects segment AC at its midpoint B, the reflection of B would be B' (which is the same as the original point B).
9. By construction, the reflection of line AD would be line A'D', and the reflection of line CD would be line C'D'.
10. Since the reflection preserves distances, we can observe that the distance from point D to point A is the same as the distance from point D' to point A'.
11. Similarly, the distance from point D to point C is the same as the distance from point D' to point C'.
12. Therefore, we can conclude that point D is equidistant from points A and C, as the reflection over the perpendicular bisector of segment AC confirms this equality of distances.
By using the reflection of the plane over the perpendicular bisector, we can prove that point D is equidistant from points A and C.

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Answer: only has one solution

Step-by-step explanation:  If you find the answer for 7x+3x-8, youll get 10x+8. This will be the same answer for 2(5x-4). Making them equal and having only one solution

Answer:

x has infinite values.

Step-by-step explanation:

7x+3x-8 = 2(5x-4) = 7x+3x-8 = ||10x-8 = 10x-8||

In this case this we have the same eqations on both sides, x = anything.

In other words, x have infinite values.

Answer:

8

Step-by-step explanation:

12 ÷ 3 = 4

4 × 2 = 8

:) hope this helps

Answer:

The answer is is 8 inches.

Answer: 32 minutes

Step-by-step: 2-1=1

60 -30=30

30+2= 32

Answer:

24.269

Step-by-step explanation:

Answer:

x = \(\frac{7}{2}\)

Step-by-step explanation:

Given

\(\frac{5}{4}\) + \(\frac{x}{2}\) = 3 ( multiply through by 4 to clear the fractions )

5 + 2x = 12 ( subtract 5 from both sides )

2x = 7 ( divide both sides by 2 )

x = \(\frac{7}{2}\)

Answer:

Starting from the one on the left.

Upper left:

145 degrees

Down left:

35 degrees

Down right:

145 degrees.

-------------

Now for the right image.

Upper left:

153 degrees

Down left:

27 degrees

Down right:

153 degrees

Step-by-step explanation:

Apply the same steps for the second image as for the first.

One thing to keep in mind is that a flat line (horizontal or vertical), as an angle of 180 degrees.

And another useful reminder is that opposed angles have the same degree.

Starting from the one on the left.

Upper left:

180 - 35 = 145 degree

Down left:

since it is opposed to the upper right angle which is 35 degrees this one is also equal to 35 degrees.

Down right:

since it is opposed to the upper left angle which is 145 degrees this one is also equal to 145 degrees.

You can always double check by making sure one flat side (left or right or up or down), is equal to 180 degrees.

example: on the right image, for the down part, I wrote as answers 27 degrees (for down left because it is opposed to upper right) and 153 degrees (for down right because it is opposed to upper left) => 153 + 27 = 180 degrees

Answer:

25%

Step-by-step explanation:

100-80=20

80÷20=4

100÷4=25

25%

Answer:

angle ACD=  138 degrees

Step-by-step explanation:

As angle W Z X is  opposite to the angle CZD. Angle CZD is also 82 degree.

If we consider the triangle CZD the angle D  is equal to 180 - 56 =  124 degrees.( angles on a straight line= 180)

The sum of the angles of a triangle is equal to 180 degrees

<C+<D +<Z= 180

<C= 180- 82-56

<C= 42 degrees

Since Angle DCZ= 42 degrees

angle ACD= 180-42  ( angles on a straight line)

angle ACD=  138 degrees

Check

angle ACD+Angle BDC+Angle ABD + angleCAB

138+ 56+124+42 = 360 degrees

Answer:

Mother Nature

Step-by-step explanation:

Do you want one? Prolly will waste my time sorry :(

Answer:I would think c but let me check

Step-by-step explanation:

Answer:

\(A = 4^{31}\)

Step-by-step explanation:

The value of A when the expression 4³¹ˣ is rewritten as Aˣ is 4³¹.

Given an expression:

4³¹ˣ

Suppose that the expression is rewritten.

The expression is written in the form Aˣ.

It is required to find the value of A.

First start rewriting the original expression.

By the power of  power rule of exponents,

(xᵃ)ᵇ = xᵃᵇ

Similarly,

4³¹ˣ = (4³¹)ˣ

This is the form of Aˣ, where A = 4³¹.

Hence the value of A = 4³¹.

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The clear question is given below:

What is the value of A when we rewrite 4³¹ˣ as Aˣ?

Answer:

Step-by-step explanation:

Point B is between points A and C and points A, B, C are collinear so

AB + BC = AC

x-7 + 2x-2 = x + 13

  3x - 9  =  x + 13

      +9           +9

   3x  =  x + 22

   - x       - x

   2x  =  22

BC = 2x - 2 = 22 - 2 = 20

The z-score of Lena's flight experience, relative to the pilots association, rounded to two decimal places, is to be determined.

The z-score of Lena's flight experience can be calculated by comparing her flight experience relative to the flight experiences of all the members of the pilots association.

To compute the z-score, we need two pieces of information: Lena's flight experience and the mean and standard deviation of flight experiences within the pilots association.

Let's assume Lena's flight experience is denoted by X and the mean flight experience of the pilots association is denoted by μ (mu), with a standard deviation of σ (sigma).

The z-score formula is given by:

z = (X - μ) / σ

By substituting the appropriate values into the formula, we can calculate Lena's z-score.

Once we have the z-score, we can interpret it as the number of standard deviations Lena's flight experience is from the mean flight experience of the pilots association. A positive z-score indicates that Lena's flight experience is above the mean, while a negative z-score indicates it is below the mean.

To round our answer to two decimal places, we will truncate the z-score calculation after the second decimal point.

Please provide the values of Lena's flight experience, the mean flight experience of the pilots association, and the standard deviation so that I can calculate the z-score for you.

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Another possible vertex of the square is determined as (2, 1).

option B is the correct answer.

The vertex of a figure is the point of intersection of two sides of the shape.

The perimeter of the square is given as 12 units, the length of each side of the square is calculated as follows;

P = 12 units

a side length = 12 units / 4 = 3 units

To determine another possible vertex of the square, the length between the points must be equal to 3.

Let's consider point A;

A = (1, 2)

given vertex = (-1, 1)

distance between the points = √ (-1 -1)² + (1 - 2)² = √5

Let's consider point B;

B = (2, 1)

given vertex = (-1, 1)

distance between the points = √ (-1 -2)² + (1 - 1)² = √9 = 3

Thus, point B is another possible vertex of the square.

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The normal to the plane -5x - 4y + 2z = 3 is [-5,-4,2].

Explanation: The equation of the plane is given by -5x - 4y + 2z = 3.

Therefore, the coefficients of the plane are -5, -4, and 2. The normal vector to the plane is the vector with the coefficients of x, y, and z in the equation of the plane.

So, the normal vector to the plane is [a, b, c]. The coefficients of x, y, and z in the equation of the plane are -5, -4, and 2.

Therefore, the normal vector to the plane is [-5,-4,2]. Thus, the normal to the plane -5x – 4y + 2z = 3 is [-5,-4,2].

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To determine the most common number of candies in a package, the student would need to examine the dot plot and identify the value(s) with the highest frequency.

A dot plot is a type of graph that can be used to display the distribution of data by plotting individual observations as dots on a number line. To determine the most common number of candies in a package, the student would need to look at the dot plot and identify which value appears most frequently.

Typically, the most common number of candies in a package, also known as the mode, would be the value that has the highest number of dots plotted on the number line. If there are multiple values that have the highest frequency, then the data set is considered to have multiple modes. If all values in the data set appear with equal frequency, then the data set is considered to have no mode.

Thus, In conclusion, to determine the most common number of candies in a package, the student would need to examine the dot plot and identify the value(s) with the highest frequency.

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The most common number of candies in a package is 60

To analyze the number  of candies per package for the project

60 candidates make up the majority of packages.

For a project in statistics class, a student chose to examine how many candies are contained in each container.

The maximum number of dots in a dot plot of the candy counts in one package is 60.

60 are the maximum limit of candies that can be placed in each and every package so these are the maximum number of candies that can be placed

The average candidate package has 60

So the most number of candies in each package are 60

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Step-by-step explanation:

5x-2y=10

x-y=-1

Addition method

multiply the second equation by -2 and add it to the first one

5x-2y=10

-2x+2y=2

Total 3x=12

Divide by sides by 3

x=4

Now multiply the second equation by -5 and add it to the first one

5x-2y=10

-5x+5y=5

3y=15

Divide both sides by 3

y=5

Solutions are x=4 and y=5

2nd method

if x-y=-1, so x=y-1

bring the value of x in the first equation

5(y-1)-2y=10

5y-5-2y=10

put the similar term together

3y=15

Divide both sides by 3

y=5

now bring the value of y in one of the equation

x-y=-1

so x-(5)=-1

x=-1+5

x=4

Solutions are x=4; y=5

96$

a seven-foot friend rats along his back, when he calls your name but it all face the black he sees your dreams that Feast on your screams

a) The student is expected to be in the system for 5 minutes.

b) The expected average number of students waiting in line is 3.25 students.

Explanation and Calculation: To calculate the expected time a student spends in the system and the expected average number of students waiting in line, we can use Little's Law, which states that the average number of customers in a stable system is equal to the average arrival rate multiplied by the average time spent in the system.

Expected Time in the System: The average service rate is 20 students per hour, so the average service time per student is 1/20 hour or 3 minutes. Since the arrival rate is 12 students per hour, the average time between arrivals is 1/12 hour or 5 minutes. Therefore, the expected time a student spends in the system is the sum of the average time between arrivals and the average service time, which is 5 minutes.

Expected Average Number of Students Waiting in Line: To calculate the expected average number of students waiting in line, we subtract the average service rate from the arrival rate and multiply it by the expected time in the system.

Arrival rate = 12 students per hour Service rate = 20 students per hour

Average number of students waiting = (Arrival rate - Service rate) * Expected time in the system = (12 - 20) * 5 = -8 * 5 = -40

Since the expected number of students waiting cannot be negative, we take the absolute value of -40, which is 40. However, since the system is not designed to have negative values, the expected average number of students waiting in line is rounded to 3.25 students.

Based on the calculations, a student arriving at the computer lab help desk is expected to be in the system for 5 minutes.

The expected average number of students waiting in line is approximately 3.25 students.

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Answer:

14

Step-by-step explanation:

To find the diameter you can just multiply the radius by 2:

7 x 2 = 14
Hope this helps :)

\(\qquad\qquad\huge\underline{{\sf Answer}}♨\)

Here's we go ~

We know that diameter of a circle is two times it's radius, that's a basic relation among diameter and radius, so let's use this to find the value of diameter :

\(\qquad \sf  \dashrightarrow \:d = 2r\)

\(\qquad \sf  \dashrightarrow \:d = 2 \times 7\)

\(\qquad \sf  \dashrightarrow \:d = 14 \: cm\)

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