Answer:
3 tier seats tickets
Step-by-step explanation:
Let the friends that bought floor seats be x and let the friends that bought tier seats be y.
Thus;
x + y = 12 - - - (eq 1)
Floor seats tickets cost $15 each, and tier seats tickets cost $70 each. The total cost of the tickets was $345. Thus;
15x + 70y = 345 - - - (eq 2)
Let's make x the subject in eq (1)
x = 12 - y
Putting this for x in eq 2 gives;
15(12 - y) + 70y = 345
180 - 15y + 70y = 345
55y = 345 - 180
55y = 165
y = 165/55
y = 3
Put 3 for y in x = 12 - y to get;
x = 12 - 3
x = 9
Thus, they purchased 9 floor seats tickets and 3 tier seats tickets
h(-7)=
See graph below to help solve.
An angle in standard position measures
radians.
8
In which quadrant does the terminal side of this angle lie?
Answer:
The angle is in the third quadrant
2x[tex]2x^{2} - 14x + 24[/tex]
What is the equation of a circle with center (4, 4) and radius 7?
Answer:
(x-4)^2 + (y-4)^2 = 49
Step-by-step explanation:
The equation of a circle is given by
(x-h)^2 + (y-k)^2 = r^2 where ( h,k) is the center and r is the radius
(x-4)^2 + (y-4)^2 = 7^2
(x-4)^2 + (y-4)^2 = 49
O TRIGONOMETRIC FUNCTIONS
Arc length and central angle measure
Na
A circular arc has measure 18 in and is intercepted
a central angle of
radians. Find the radius r of the circle.
Do not round any intermediate computations, and round your answer to the nearest tenth.
?
Answer:
r = 22.9 in.
Step-by-step explanation:
Central angle in radians, ∅ = π/4
Length of arc, S = 18 in.
radius (r) = ?
Length of arc, C = r∅
Plug in the values and find r
18 = r*π/4
18 = (πr)/4
Multiply both sides by 4
4*18 = πr
72 = πr
Divide both sides by π
72/π = r
r = 22.9183118
r = 22.9 in. (Nearest tenth)
Which graph shows Point Pin Quadrant II and Point Q as (3,-4)
Answer:
p would be up top on the negative side (left)
q would be at the bottom on the positive side (right)
Solve the system.
2x + y = 3 −2y = 14 − 6x
Answer:
(x , y ) = (39/22 , -2/11 )
.............
Answer:
-2,3 3,-7
Step-by-step explanation:
took test :)
How can you use problem-solving strategies in solving personal, professional, and mathematical problems? Explain in 5-7 sentences and I WILL MARK YOU THE BRAINLIEST!!!
Answer:
Problem-solving is one of those skills that is in high demand. Many employers rate it as one of the most important traits they look for in prospective employees. It is also usually listed as an important learning outcome in many of the classes you in take in college including math classes, psychology classes, and even this class! But, it is often not taught at all or very well.
One reason why this is the case is because of a confusion relating to what kinds of problems are being solved. It is often assumed that by practicing any kind of problems for which you don't have an answer you will learn the skills appropriate to solve any problem. But, this is simply not true. Since there are different types of problems learning how to solve one type won't necessarily help you build the skills you need to solve the other type. So, let's begin by distinguishing two types of problems: puzzles and mysteries.
In his book Curious: The Desire to Know and Why Your Future Depends on It, Ian Leslie defines these two types of problems very well: puzzles and mysteries.
"Puzzles have definite answers. Puzzles are orderly; they have a beginning and an end. Once the missing information is found, it's not a puzzle anymore." Most of the problems you encounter in your college math courses are in reality puzzles. They have definite answers and are orderly. Also, the information you need to solve them is right there in the question! And, if you need extra help you can just turn back to the chapter in the text which discusses how to solve these particular type of problems.
I know what you're thinking. Sure, these are real world problems and I've even faced some of them but how can I build the skills I need to solve these problems before taking these problems on? It does no good to practice on these very difficult problems.
2. Learn as much as you can about as many topics as you can. Solving mysteries often involves drawing on knowledge from a variety of sources. It is quite likely that many of the things you're now learning (even those you think are irrelevant) may turn out to be helpful at some point in solving a problem. So, take advantage of the opportunity to really learn about psychology, biology, history, mathematics, and all the other subjects you're learning now. That time will pay off.
3. Make connections. A lot of problems are solved by finding interesting, creative connections between seemingly unrelated topics. A good example here is Steve Jobs' application of his knowledge of calligraphy to the Apple operating system. Another is the psychiatrist Jeffrey Schwartz's development of a treatment for OCD (obsessive compulsive disorder) by combining Buddhism and Austrian economics.
4. Read books about mysteries, problem solving, and even mystery novels. Sherlock Holmes is a great place to start. Reading the Conan Doyle's stories of the great detective reveal some basic principles of problem solving which can apply to everyday life. Daniel Smith's book How to Think Like Sherlock is another good resource.
5. Solve simpler mysteries first. Rather than taking on the more complex type of real world problems mentioned above, begin with simpler, but still real, problems. Never mind solving your work-life balance problem right off. Start with solving this problem: How can I keep from losing my phone every time I get ready to go somewhere?
6. Adopt a problem-solving mindset. Be observant of your surroundings and attuned to what you can do to improve how you live, work, or do simple things. Thomas Edison exemplifies this mindset very well. He often presented his lab assistants with the following challenge. He would hand them some ordinary item (like an iron or a fountain pen) and say "There's a better way. Find it." Adopt that mentality in your life. Whatever you're doing ask whether there is a better way: easier, more efficient, more effective.
7. Learn about design thinking. Lastly, you may want to learn about design thinking. I've made a few resources available that provide a brief introduction to the basic ideas of design. The important feature is to solve problems with the end user in mind. When you're trying to solve a problem be sure you understand for whom you are solving it and what their needs are. That will allow you to focus on the best solutions given what they're facing.
Step-by-step explanation:
Hope this answer helps you :)
Have a great day
Mark brainliest
Problem solving strategies are required in solving the problems that we face everyday. To solve a particular problem, we've to understand the problem, devise a plan that will be used in carrying out the problem and then implement the solution.
Problem solving strategies refer to the methods that are used by an individual in the solving of problems. An individual can be faced with challenges at their place of work or at home. In order to solve such problems, it's necessary to have a problem solving strategy in place.Firstly, one needs to under the problem. Then, one has to find potential solutions to the problem and the best solution out of the alternatives would be chosen. The chosen solution would then be implemented.Problem solving strategies are also required in mathematics. In order to solve a particular mathematics question, one needs to understand the problem first and find the solution to the problem.In conclusion, problem solving strategies are required by everyone to solve the challenges that we face.
Read related link on:
https://brainly.com/question/24511305
HELP PLEASEEEEEEEEEEEEEEEEEEEEEEEEE
Answer:
The solution set to the absolute value is:
[tex]S = \{x \in \mathbb{R}| x \ge 0\}[/tex] or [tex]S = [0, +\infty)[/tex]
Negative real numbers are not included in the solution set, as for [tex]x < 0[/tex], [tex]|x| = - x[/tex].
Step-by-step explanation:
From Mathematics, we know that absolute values are defined by the following characteristics:
1) For [tex]x \ge 0[/tex], [tex]|x| = x[/tex]
2) For [tex]x < 0[/tex], [tex]|x| = - x[/tex]
Then, if [tex]|x| = x[/tex], then the solution set to the absolute value is:
[tex]S = \{x \in \mathbb{R}| x \ge 0\}[/tex] or [tex]S = [0, +\infty)[/tex]
Negative real numbers are not included in the solution set, as for [tex]x < 0[/tex], [tex]|x| = - x[/tex].
which statement is true?
Answer:
The y-intercept of Function A is less than the y-intercept of Function B.
Step-by-step explanation:
Function A's y-intercept would be (0, -1) and Function B's y-intercept is (0, 4). Therefore, Function A's y-intercept is less than Function B's.
Rewrite [tex]sin^25xcos^25x[/tex] simplified using power reduced formulas
Step-by-step explanation:
The power reducing formulas are given by the following:
[tex]\sin^2 x = \dfrac{1- \cos2x}{2}[/tex]
[tex]\cos^2 x = \dfrac{1+ \cos2x}{2}[/tex]
We can then write the given expression as
[tex]\sin^25x \cos^25x[/tex]
[tex]= \left(\dfrac{1- \cos 2(5x)}{2} \right) \left(\dfrac{1+ \cos 2(5x)}{2} \right)[/tex]
[tex]= \dfrac{1}{4}(1- \cos 10x)(1+ \cos 10x)[/tex]
[tex]= \dfrac{1}{4}(1- \cos^2 10x)[/tex]
[tex]= \dfrac{1}{4} \left(\dfrac{1- \cos 20x}{2} \right)[/tex]
or
[tex]\sin^25x \cos^25x= \dfrac{1}{8}(1- \cos 20x)[/tex]
A fair six-sided die is thrown four times Find the probability, correct to three decimal places, of getting
i) exactly one six occurs
ii) at least one six occurs
Answer:
I) 0.386 = 38.6% probability that exactly one six occurs.
II) 0.518 = 51.8% probability that at least one six occurs.
Step-by-step explanation:
For each throw, there are only two possible outcomes. Either it is a six, or it is not. The probability of a six being rolled is independent of other throws, which means that the binomial probability distribution is used to solve this question.
Binomial probability distribution
The binomial probability is the probability of exactly x successes on n repeated trials, and X can only have two outcomes.
[tex]P(X = x) = C_{n,x}.p^{x}.(1-p)^{n-x}[/tex]
In which [tex]C_{n,x}[/tex] is the number of different combinations of x objects from a set of n elements, given by the following formula.
[tex]C_{n,x} = \frac{n!}{x!(n-x)!}[/tex]
And p is the probability of X happening.
Thrown four times
This means that [tex]n = 4[/tex]
Probability of rolling a six:
Six sides, one of which is 6. So
[tex]p = \frac{1}{6} = 0.1667[/tex]
i) exactly one six occurs
This is [tex]P(X = 1)[/tex]. So
[tex]P(X = x) = C_{n,x}.p^{x}.(1-p)^{n-x}[/tex]
[tex]P(X = 1) = C_{4,1}.(0.1667)^{1}.(0.8333)^{3} = 0.386[/tex]
0.386 = 38.6% probability that exactly one six occurs.
ii) at least one six occurs
This is:
[tex]P(X \geq 1) = 1 - P(X = 0)[/tex]
So
[tex]P(X = x) = C_{n,x}.p^{x}.(1-p)^{n-x}[/tex]
[tex]P(X = 0) = C_{4,0}.(0.1667)^{0}.(0.8333)^{4} = 0.482[/tex]
[tex]P(X \geq 1) = 1 - P(X = 0) = 1 - 0.482 = 0.518[/tex]
0.518 = 51.8% probability that at least one six occurs.
a piece of ribbon is 5.4 meters long. What will be the length of 8 similar pieces?
Answer:
43.2 meters
Step-by-step explanation:
Multiply the length of one piece of ribbon by 8 to determine the total length
5.4 * 8 =43.2 meters
Given the diagram below, find the value of x. Then find AC,
Answer:
[tex]x=5,\\AC=14[/tex]
Step-by-step explanation:
Since one triangle is inscribed in another, the two triangles are similar. As marked in the diagram, the sides of the larger triangle are exactly two times larger than the corresponding sides of the smaller triangle.
Therefore, we have:
[tex]2(x+2)=4x-6,\\2x+4=4x-6,\\10=2x,\\x=\boxed{5}[/tex]
Since AC is marked by [tex]4x-6[/tex]:
[tex]AC=4(5)-6,\\AC=20-6,\\AC=\boxed{14}[/tex]
lab scale known to have a standard deviation of 0.001gram, speimen weghtted 8 times. average weiht is 4.1602 gram. what is 99% confidence interval
Answer:
[tex]99\% CI=4.1602 \pm 0.0009[/tex]
Step-by-step explanation:
From the question we are told that:
Sample size [tex]n=8[/tex]
Mean [tex]\=x=4.1602[/tex]
Standard deviation [tex]\sigma=0.001gram[/tex]
Generally 99\% confidence from table is mathematically given by
[tex]99\% CI=4.1602 \pm *2.576*\frac{0.001}{\sqrt{{8}}}[/tex]
[tex]P(-z<x<z)=0.99[/tex]
[tex]Z_{\alpha/2}=2.576[/tex]
Generally the equation for 99\% confidence level (CI) is mathematically given by
[tex]99\% CI=\=x \pm Z_{\alpha/2*\frac{\sigma}{\sqrt{{n}}}[/tex]
[tex]99\% CI=4.1602 \pm 0.0009[/tex]
Miguel went shopping for a new phone. Sales tax where he lives is 4%. What number should he multiply the price of the phone by to find the total plus tax in one step?
Answer:
miges fue y no me compro el celu
Step-by-step explanation:
mal migel
por culpa de brailyn reverg
For this graph, mark the statements that are true.
A. The domain is the set of all real numbers greater than or equal to zero.
B. The range is the set of all real numbers.
C. The range is the set of all real numbers greater than or equal to zero.
D. The domain is the set of all real numbers.
Given:
The graph of function.
To find:
The correct statement for the domain and range of the given graph.
Solution:
Domain: The set of input values.
Range: The set of output value.
From the given graph it is clear that the graph represents a polynomial function.
The given graph of a polynomial function is defined for all real values of x. So, the domain is the set of all real numbers.
The graph of the function approaches from negative infinite to positive infinite. So, the output the given graph is set of all real numbers. It means the range is the set of all real numbers.
Therefore, the correct options are B and D.
The true statements are:
B. The range is the set of all real numbers.
D. The domain is the set of all real numbers.
From the figure, we can see that the graph extends in all directions without any end.
This means that, the graph of the function can take any real value as its input, and output
Hence, the domain and the range of the graph are set of all real numbers
Read more about domain and range at:
https://brainly.com/question/10197594
The London Eye Ferris wheel has a diameter of 120 meters. It completes one revolution in 30 minutes. About how far will a person travel along the arc of the Ferris wheel in 10 minutes while riding the London Eye?
Answer:
Step-by-step explanation:
A basketball player scored 14 times during one game. She scored a total of 15 points, two for each two-point shot and one for each free throw. How many two-point shots did she make? How many free throws?
She made ____ two-point shots
Answer:
The player made one two-point shot and 13 free throws.
Step-by-step explanation:
We can write a system of equations to model the situation.
Let t represent the number of two-point shots and let f represent the number of free throws made.
Since she scored a total of 14 times, the sum of two-pointers and free throws must equal 14. Hence:
[tex]t+f=14[/tex]
And since she scored a total of 15 points and each two-pointers is worth two points and every free throw is worth one:
[tex]2t+f=15[/tex]
Solve the system. We can use elimination. From the first equation, multiply both sides by negative one:
[tex]-t-f=-14[/tex]
We can add this to the second equation:
[tex](2t+f)+(-t-f)=(15)+(-14)[/tex]
Simplify:
[tex]t=1[/tex]
So, the player made only one two-point shot.
Using the first equation again, substitute one for t and solve for f:
[tex](1)+f=14\Rightarrow f=13[/tex]
Therefore, the player made one two-point shot and 13 free throws.
Answer:
Dependent and independent variables are variables in mathematical modeling, statistical modeling and experimental sciences. Dependent variables are studied under the supposition or demand that they depend, by some law or rule, on the values of other variables.
Step-by-step explanation:
Find the value of x to the nearest degree.
16
7
Not drawn to scale
x°
Answer:
66°
Step-by-step explanation:
Given the right angled triangle :
Opposite side = 16
Adjacent side = 7
Using trigonometric relation :
Tan θ = opposite / Adjacent
Tan x = (16/7)
x = tan^-1(16/7)
x = 66.37°
x = 66°
A person drives a car between the two places x and y. On his outward journey he consumes 8 km per liter of petrol, on his return journey he covers 12 km per liter. Find the average of his mileage assuming the distance between the two places to be 100
Candice works at a grocery store. She works 35 hours a week and
gets paid $8.50 an hour. For every hour over 35, Candice gets
paid $10 an hour. If she was paid $357.50 last week, how many
hours over 35 did Candice work?
9514 1404 393
Answer:
6
Step-by-step explanation:
For 35 hours, Candice is paid ...
($8.50/h)(35 h) = $297.50
Any amount in excess of that is paid at $10 per hour. The amount of excess pay is ...
$357.50 -297.50 = $60.00
Then the number of overtime hours was ...
$60/($10/h) = 6 h
Candice worked 6 hours over 35 last week.
5(x+2)-4 = 13-7(x+1)
Answer:
0
Step-by-step explanation:
5x+10-4=13-7x-7
5x+6=6-7x
5x+0= -7x
0=-12x
Divide and u get x=0
What is the difference between function and operator in math?
Step-by-step explanation:
In mathematics, a function is a mapping from set A to a set B that has a unique output for any given input. “Operators” or “operations” are typically defined as a special type of function.
simplify the expression
Answer:
The answer is C.
Step-by-step explanation:
Multiplying the exponents is adding them together.
Answer:
x^8
Step-by-step explanation:
Multiply the terms with the same base by adding their expondents
x^6+2^2
add the numbers 6+2= 8
In exponential smoothing, the equation involves what type of value that is not part of the moving averages equation?
a. Upper limit
b. Lower limit
c. Level smoothing constant
d. Recent observed value
Answer:
d. Recent observed value
Step-by-step explanation:
Exponential smoothing is technique for smoothing time series data. In exponential smoothing more recent observed values give larger weights while the weights will decline if observed values are more distant. In moving average the observations were weighted equally.
Po is an oncologist with seven patients in their care. the probability that a patient will survive five years after being diagnosed with stage three breast cancer is 0.82. what is the probability that four of the patients are still alive after five years?
Answer:
0.0923 = 9.23% probability that four of the patients are still alive after five years.
Step-by-step explanation:
For each patient, there are only two possible outcomes. Either they are still alive after five years, or they are not. The probability of a patient being alive is independent of any other patient, which means that the binomial probability distribution is used to solve this question.
Binomial probability distribution
The binomial probability is the probability of exactly x successes on n repeated trials, and X can only have two outcomes.
[tex]P(X = x) = C_{n,x}.p^{x}.(1-p)^{n-x}[/tex]
In which [tex]C_{n,x}[/tex] is the number of different combinations of x objects from a set of n elements, given by the following formula.
[tex]C_{n,x} = \frac{n!}{x!(n-x)!}[/tex]
And p is the probability of X happening.
Po is an oncologist with seven patients in their care.
This means that [tex]n = 7[/tex]
The probability that a patient will survive five years after being diagnosed with stage three breast cancer is 0.82.
This means that [tex]p = 0.82[/tex]
What is the probability that four of the patients are still alive after five years?
This is P(X = 4). So
[tex]P(X = x) = C_{n,x}.p^{x}.(1-p)^{n-x}[/tex]
[tex]P(X = 4) = C_{7,4}.(0.82)^{4}.(0.18)^{3} = 0.0923[/tex]
0.0923 = 9.23% probability that four of the patients are still alive after five years.
PLEASE HELPPPP ASAP PLS WILL MARK BRAINLIEST
Answer:
5X+6+3X-2 =180
8X+4. =180
8X. =180-4
8X. =176
X=22
CBD=EBF=3x-2
=66-2
=64
CBD=64
4. If your balance on an investment of $100 that has been invested at
a rate of 7.5% is $178.35 at the end of 8 years, does the plan have simple
interest or compound interest?
Answer:
Simple interest
Step-by-step explanation:
Because its a period of 8 years
VERY URGENT
The sum of two numbers is 36. The smaller number is 18 less than the larger number. What are the numbers?
Larger number:
Smaller number:
Answer:
Larger number: 22
The smaller number: 14
HOPE THIS HELPS
