A total of 444 tickets were sold for a school play. They were either adult tickets or student tickets. There were 56 fewer student tickets sold than adult tickets. How many adult tickets were sold?

Answer:

Step-by-step explanation:

You want an equation and its solution for the scenario in which Kimberly scored 35.08 points in four gymnastic events, the same number in each event. You want to know her score in each event.

If p represents the number of points that Kimberly scored in each event, her point total is ...

  4p = 35.08

Dividing by the coefficient of p gives the solution:

  p = 35.08/4 = 8.77

Kimberly scored 8.77 points in each event.

Answer:

answer is sister's.

Step-by-step explanation:

sisters mean more than one sister.

sisterses isn't a word.

sisters' also isn't a word.

sister's is a word and it means that she has possession of something or that she owns something.

The required point (-2, 1/2) lies in the second quadrant of the coordinate plane.

Coordinate, is represented as the values on the x-axis and y-axis of the graph. while the coordinate x is called abscissa and the coordinate of the y is called ordinate.

The point (-2, 1/2) lies in the second quadrant of the coordinate plane.

In the second quadrant, the x-coordinates are negative and the y-coordinates are positive. Since the x-coordinate of the point (-2, 1/2) is negative and the y-coordinate is positive, it lies in the second quadrant.

Thus, the point (-2, 1/2) lies in the second quadrant of the coordinate plane.

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Answer:

A flood is mainly caused by rapid water flowing through a certain area and drought is when there is little to no water.      

I hope this helped:)

The sum of the expression is 5r - 3.7s + 5.

Mathematical expressions consist of at least two numbers or variables, at least one arithmetic operation, and a statement. It's possible to multiply, divide, add, or subtract with this mathematical operation. An expression's structure is as follows:

Expression: (Math Operator, Number/Variable, Math Operator)

Given the expression,

(-0.3s - 2) + (5 - 3.4s) + (5r + 2)

-0.3s -2 + 5 - 3.4s + 5r + 2

arranging the variables and constants,

(-0.3s - 3.4s) + 5r + (- 2 + 5 + 2)

apply operations,

-3.7s + 5r + 5

5r - 3.7s + 5

Hence the simplified expression is 5r - 3.7s + 5.

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The table that represents f⁻¹(x) in the attached figure

A relation is a function if it has only One y-value for each x-value.

we know that, If (x,y) is a solution of f(x)

then (y,x) is a solution of f⁻¹(x)

In this problem, the ordered pairs in the table that represent f(x) are

(-2,11),(-1,8),(0,5),(1,2),(2,-1)

therefore, The ordered pairs that represent f⁻¹(x) are

(11,-2),(8,-1),(5,0),(2,1),(-1,2)

Hence, the table that represents f⁻¹(x) in the attached figure

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The linear equation that shows how the wind power would need to grow to make this goal is y = 25x + 15

From the question, we have the following parameters that can be used in our computation:

(x, y) = (0, 15) and (5, 90)

A linear equation is represented as

y = mx + c

Where

c = y when x = 0

So, we have

y = mx + 15

Using the other point, we have

5m + 15 = 90

So, we have

5m = 75

Divide by 5

m = 25

So, the equation becomes

y = 25x + 15

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Complete question

Using the two data points from Exercises 1 and 2, write a linear equation that shows how the wind power would need to grow to make this goal. Use years for the independent variable and terawatt hours for the dependent variable. Let year 0 represent year 2012, (0, 15) and (5, 90)

Answer:

12

Step-by-step explanation:

1+1+1+1+1+1+1+1+1 x 2 x 2= 12

Answer:

12

Step-by-step explanation:

pls tell me if wrong have a good day/night<3

Solve linear system: dx/dt = -2x, dy/dt = -2y. Analyze stability using phase portrait & direction field, identify type of critical point.

The given linear system is:

dx/dt = -2x

dy/dt = -2y

To find the stability or instability of the critical point (0, 0), we need to analyze the behavior of the solutions near that point. To do so, we can linearize the system around (0,0), which means we approximate the system with its tangent line at (0,0). The linearized system is given by:

dx/dt = -2x

dy/dt = -2y

The eigen values of the linearized system are -2 and -2. Since both eigenvalues are negative, the critical point (0,0) is a stable node, which means that any solution that starts close to (0,0) will converge to (0,0) as t approaches infinity. The phase portrait of the system is a set of arrows pointing towards the origin, indicating that all solutions converge to (0,0) as time goes on.

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The sequence is neither arithmetic nor geometric because it does not have a common difference or a common ratio

From the question, we have the following parameters that can be used in our computation:

a = (2n)² n

For a sequence to be an arithmetic sequence, the sequence must have a common difference

For a sequence to be a geometric sequence, the sequence must have a common ratio

Using the above as a guide, we have the following:

The sequence is neither because it does not have a common difference or a common ratio

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it is true in practice, we frequently use a continuous distribution to approximate a discrete one when the number of values the variable can assume is countable but large.

The continuous category of random variables refers to those whose spaces are unions of intervals or intervals rather than a countable number of points. When the sample size is too big to treat each individual event discretely or when a variable does not occur in discrete intervals, continuous distributions are employed as probability models (please see Discrete Distributions for more details on discrete distributions). The main distinction between continuous and discrete distributions is that, while discrete distributions deal with smaller sample populations and cannot be treated as if their random variable values are on a continuum (from negative infinity to positive infinity), continuous distributions deal with a sample size so large that its random variable values are treated on a continuum (from negative infinity to positive infinity).

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The values of the solution for the triangle is A = 55°, a = 10. 1, b = 12. 3, B = 86.01°, c = 7.68 and C = 39°

The sine rule is used to show the relationship between the sides and angles of a triangle. It is given as:

a/sinA = b/sinB = c/sinC

Where A, B, and C are the angles and a,b, and c are the opposite sides to the angles.

1)

A = 55°, a = 10. 1, b = 12. 3

10 / sin(55) = 12.3 / sinB

B = 86.01°

A + B + C = 180° (angle in triangle)

55 + C + 86 = 180

C = 39

10 / sin(55) = c / sin(39)

c = 7.68

The values of the solution for the triangle is A = 55°, a = 10. 1, b = 12. 3, B = 86.01°, c = 7.68 and C = 39°

The complete question is-

Use the Law of Sines to solve (if possible) the triangle. If two solutions exist, find both. Round your answers to two decimal places. (If a triangle is not possible, enter IMPOSSIBLE in each corresponding answer blank. ) A = 55°, a = 10. 1, b = 12. 3

Case 1

B

C

c

Case 2

B

C

c

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The description of the translation is given as follows:

To get the function g, shift f up by 4 units and to the left by 2 units.

A translation happens when either a figure or a function are moved horizontally or vertically.

The four translation rules for functions are given as follows:

Hence the changes to the function in this problem are described as follows:

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Answer:

-5 <= x < 3

Step-by-step explanation:

The left end of the inequality is -5 with a closed circle so it has an equal sign with it

The right end of the inequality is 3 with an open circle so it will not have an equals sign.

The line is in the middle of the points so the variable is in the middle.

-5 <= x < 3

Answer:

[tex] - 5 \leqslant y < 3[/tex]

Answer:

Step-by-step explanation:

25 because when you take 2x times 3x +1

The inverse matrix is (b) [tex]\left[\begin{array}{ccc}-19&9&-7\\15&-7&6\\-2&1&-1\end{array}\right][/tex]

From the question, we have the following parameters that can be used in our computation:

x + 2y + 5z = 14

3x + 5y + 9z = -1

x + y - 2z = 6

When represented as a matrix, we have

[tex]\left[\begin{array}{ccc}1&2&5\\3&5&9\\1&1&-2\end{array}\right][/tex]

The determinant is calculated as

D = 1 * (5 * -2 - 9 * 1) - 2 * (3 * -2 - 9 * 1) + 5 * (3 * 1 - 5 * 1)

Evaluate

D = 1

This means that the matrix is invertible

Next, we calculate the cofactor elements

5 * -2 - 9 * 1 = -19

3 * -2 - 9 * 1 = -15

3 * 1 - 5 * 1 = -2

2 * -2 - 5 * 1 = -9

1 * -2 - 5 * 1 = -7

1 * 1 - 2 * 1 = -1

2 * 9 - 5 * 5 = -7

1 * 9 - 5 * 3 = -6

1 * 5 - 2 * 3 = -1

So, we have

   [tex]\left[\begin{array}{ccc}-19&-15&-2\\-9&-7&-1\\-7&-6&-1\end{array}\right][/tex]

Next, create the adjoint or the adjugated matrix

[tex]A = \left[\begin{array}{ccc}-19&15&-2\\9&-7&1\\-7&6&-1\end{array}\right][/tex]

Transpose the adjoint

[tex]A^T = \left[\begin{array}{ccc}-19&9&-7\\15&-7&6\\-2&1&-1\end{array}\right][/tex]

Divide by the determinant

[tex]A^T = \left[\begin{array}{ccc}-19&9&-7\\15&-7&6\\-2&1&-1\end{array}\right][/tex]

Hence, the inverse is (b) [tex]\left[\begin{array}{ccc}-19&9&-7\\15&-7&6\\-2&1&-1\end{array}\right][/tex]

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The drawings that best describe the way the stars appear to move in the Southern Hemisphere on the horizon is:

When in the Southern Hemisphere, the drawings would appear to move upwards when moving North. The stars would also appear to move down when moving to the South as shown in A.

The East would show drawings moving towards the right as shown in E and the West would show stars appearing to move to the left which is shown with Drawing F.

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Proof: If mn is even, then either m = 2k/n or n = 2k/m for an integer k, meaning either m or n must be even.

The following is a direct proof:

The proof shows that if m and n are integers and mn is even, then either m must be even or n must be even. The proof starts by assuming that m and n are integers and that mn is even. It then proceeds to show that one of the factors, either m or n, must also be even.

The proof uses the definition of an even number, which is a number that is divisible by 2, to conclude that if mn is even, then there must be an integer k such that mn = 2k. From this equation, the proof derives the expressions m = 2k/n or n = 2k/m. Since k is an integer, it follows that either m or n must be even, since the result of dividing an integer by another integer is also an integer.

The proof concludes by stating that if mn is even, then either m must be even or n must be even, based on the logical reasoning provided in the proof.

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The expression for 4 difference than the sum of g and 5 is  4- (g+ 5).

A mathematical operation such as subtraction, addition, multiplication, or division is used to combine terms into an expression. In a mathematical expression, the following terms are used:

Given:

4 difference than the sum of g and 5

writing the mathematical expression for the above we get

sum of g and 5

= g+ 5

and, 4 difference than the sum of g and 5

= 4- (g+ 5)

= 4- g- 5

= -g- 1

Hence, the expression is (-g-1).

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The hourly rate that they are paid is $24 per hour

An equation is an expression that uses mathematical operations to show the relationship between numbers and variables. Types of equations are linear, quadratic, cubic and so on.

Let us assume that all of them are paid the same amount of money per hour.

Let x represent the amount of money each is paid per hour.

Joshua worked five hours, Katleho worked for three hours and Pevashnee worked for four hours if they paid R288. Hence:

5x + 3x + 4x = 288

12x = 288

x = 24

Their hourly rate is $24 per hour

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The sampling distribution  of the sample proportion is approximately normal when the sample size (n) is large and the population proportion (p) is close to 0.5.

This can be mathematically expressed as follows:

[tex]n*p > 10 and n*(1-p) > 10[/tex]

To illustrate, let's say we are sampling from a population with a proportion of 0.3. For the sampling distribution to be approximately normal, the sample size (n) must be larger than 33.3 (n > 33.3). This is because [tex]33.3*0.3 = 10 and 33.3*0.7 = 23.3[/tex].

In other words, the sample size (n) must be large enough so that the product of the sample size (n) and the population proportion (p) is greater than 10 and the product of the sample size (n) and the population proportion (1-p) is also greater than 10. This ensures that the sampling distribution of the sample proportion is approximately normal.

To sum up, the sampling distribution of the sample proportion is approximately normal when the sample size (n) is large and the population proportion (p) is close to 0.5.

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A national opinion poll found that 44% of all American adults agree that parents should be given vouchers good for education at any public or private school of their choice.

The result is based on a small sample, and it is important to note that opinions can change quickly as more people become aware of the issue and as more information becomes available.

While the poll results are encouraging for proponents of school choice and educational vouchers, it is important to recognize that opinions can be subject to change. As the debate over school choice continues, more individuals may become aware of the issue and may form different opinions as they learn more about the issue.

Furthermore, more information and details about the issue may become available which could lead to individuals changing their opinions based on the new information. Additionally, opinions may also differ based on geographical location, as different areas may have different opinions on the issue. All of these factors should be taken into account when assessing the current opinion on educational vouchers.

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The area of a triangle with base of 4cm and height of 9cm will be 18cm².

The area of a triangle can be found using the following formula:

Area = (base * height) / 2

where base is the length of any one side of the triangle and height is the perpendicular distance from that side to the opposite vertex.

You can use this formula to find the area of a triangle given its base and height or given its three sides using Heron's formula.

The area of a triangle with base of 4cm and height of 9cm will be:

= 1/2 × base × height

= 1/2 × 4 × 9

= 18cm²

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Complete question

Find the area of a triangle with a base of 4cm and height of 9cm.

The value of j in the triangle is 8.66 feet

The complete question is added as an attachment

From the question, we have the following parameters that can be used in our computation:

The right triangle

The value of j can be calculated using the following

tan(60) = j/5

So, we have the following representation

j = 5 * tan(60)

Evaluate

j = 5√3

This gives

j = 8.66

Hence, the value is 8.66 feet

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A Type I error that could result from the test is "The test provides convincing evidence that the mean is less than 12 ounces, but the actual mean is at least 12 ounces."

A Type I error occurs when the null hypothesis is rejected when it is actually true. In this case, the null hypothesis is that the mean is at least 12 ounces, and the alternative hypothesis is that the mean is less than 12 ounces. If the test provides convincing evidence that the mean is less than 12 ounces when the actual mean is at least 12 ounces, this is a Type I error. The answer is: The test provides convincing evidence that the mean is less than 12 ounces, but the actual mean is at least 12 ounces. If the test provides convincing evidence that the mean is less than 12 ounces when the actual mean is at least 12 ounces, this is a Type I error.

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Converting the raw data into a 'frequency' distribution is often a first step in making the data more manageable and easier to assess.

A scatterplot is the most helpful graph for demonstrating the connection between two quantitative variables.

Data are listed in rising or decreasing numerical order in a raw data listing. The stem-and-leaf presentation gives more depth than the frequency distribution since it may explain individual data values as well as indicate how many are in each group, or stem.

Bins should have the same width and be mutually exclusive and exhaustive.

A scattergram is a graphical representation of the linkages or correlations that exist between two numerical variables (or covariables), which are shown as points (or dots) for each pair of scores. A scattergraph depicts the intensity and direction of the covariables' connection.

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The mid-point of segment AB is X. Ray XY is perpendicular to segment AB. Point L is on ray XY. By congruence of triangle, statements (C) point L is equidistant from point A and B.

If all three corresponding sides and all three corresponding angles are equal in size, two triangles are said to be congruent. Slide, twist, flip, and turn these triangles to create an identical appearance.

Given that, The mid-point of segment AB is X. Ray XY is perpendicular to segment AB. Point L is on ray XY.

Draw the line segment AL and BL.

In Δ AXL and Δ BXL

AX is equal to BX

XL is common in both Δ

∠AXL is equal to ∠BXL because both are right angle.

So, Δ AXL ≅ Δ BXL

So AL = BL

So we say that point L is equidistant from point A and B.

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Height from window = 450ft  the tomato passes your window after 2 seconds and hits the ground 5 seconds after it was thrown. neglect air resistance

Time taken to get from window to ground = 2 secs

V0, initial speed of tomato from drop point = 0 ft/s

Acceleration due to gravity = 32.2 ft/s

When the tomato gets to the observer at the window, its initial speed is no longer 0ft/s but an unknown value, u.

We can apply one of the equations of linear motion to then find this initial velocity at the window using the other parameters given i.e.  

s = ut + [tex]\frac{1}{2}[/tex] [tex]at^{2}[/tex]

= 450ft

t = 2 secs

a = g = 32.2ft/sec

=> 450 = (u*2) + (1/2 * 32.2 * 2^2)

450 = 2u + 64.4

2u = 450 – 64.4

2u = 385.6

=> u = 192.8ft/s

Now that we know this initial velocity, we can use another equation of linear motion to find the height distance between the drop point and the window for the resistance

[tex]v^{2}[/tex] - [tex]u^{2}[/tex] = 2gs

where s = distance between drop point and window

v = 192.8ft/s

u = 0ft/s;

=> [tex]192.8^{2}[/tex] - 0^2 = 2*32.2*s

37171.84 = 64.4s

=> s = 37171.84/64.4

s = 577.20ft

Hence, distance from drop point to the ground, H, will be the addition of s and the height from the window to the ground:

=>H = 577.20 + 450

H = 1027.2ft

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Th length of the rectangle, in decimal form, would be = 14.05ft

A perimeter of defined as the total area of all the edges that surrounds an object such as a rectangle.

The perimeter of a rectangle = P = 2(length+width)

The perimeter = 27.2ft

The width = 7.9 ft

Therefore the length = ?

That is,

27.2 = 2( L + 7.9)

27.2 = 2L + 55.3

2L = 55.3-27.2

2L = 28.1

L = 28.1/2

L = 14.05ft

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Possible economic gain is not a disadvantage of buying.

Financial risk refers to the likelihood of losing money on a business or investment decision. Risks associated with finances can result in capital losses for individuals and businesses. There are several financial risks, such as credit, liquidity, and operational risks.

Given here: Disadvantages of buying

The different types of risks are categorized in several different ways. Risks are classified into some categories, including market risk, credit risk, operational risk, strategic risk, liquidity risk, and event risk.

Clearly Financial risk, limited mobility, Higher living costs are all disadvantages of buying but possible economic gains is not a disadvantage.

Thus Possible economic gain is the odd one out of the options.

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