An amusement park charges $70 for admission before 6 P.M.
and $25 for admission after 6 P.M. On Saturday, the park took in a total of $28,000.
a. Write an equation that represents the number of admissions that may have been
sold. Let x represent the admissions sold before 6 P.M., and let y represent the
admissions sold after 6 P.M.
b. Graph the equation.
c. Find the x- and y-intercepts of the graph. What does each intercept represent? Please help the due date is tomorrow

Answer:

20%

Step-by-step explanation:

4/20 * 100% = 20%

In the given diagram, the value of x is 16

From the question, we are to determine the value of x

In the given diagram, we can observe that (6x + 20)° and 4x° form a linear pair,

Thus, we can write that

(6x + 20)° + 4x° = 180°

Now, we will solve for x

(6x + 20)° + 4x° = 180°

6x + 20 + 4x = 180

10x = 180 - 20

10x = 160

x = 160/10

x = 16

Hence, the value of x is 16

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Answer:

193 and 194

Step-by-step explanation:

Left page = X

Right page = X + 1

You know the total sum.

X + (X + 1) = 387

2X + 1 = 387

2X = 387 - 1

2X = 386

X = 193

When you plug X in you get the following;

Left page = 193

Right page = 193 + 1 = 194

Answer:

I think it's the Distributive Property

Step-by-step explanation:

I think it's this because in order to get the parentheses out you have to multiply by the outside number.

5(x+2) and get 5x+10

The statements that apply to a segment bisector are:

A segment bisector intersects the midpoint of a segment such that it is able to divide/ cut the segment into two equal pieces.

This means that a segment bisector can also be said to create two congruent segments. A segment bisector would also be perpendicular to the segment.

In conclusion, a segment bisector intersects at the midpoint and cuts a segment into equal pieces.

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Answer:

D) Dilation and reflection.

→ The shape was dilated by -1.

→ This shape was then reflected upside down.

Dilating a shape is the act of making a shape smaller by a scaled amount. Dilation is useful in mathematics when you need to determine difference in shapes' scales factors.

Reflection is mirroring a shape to its opposite image. For instance, I have triangle ∠ABC', which is facing right. I then reflect this image, and it becomes triangle ∠ABC", which now faces left on the opposite axis.

When the definition of a function involves a fraction, the function is undefined at any value that would make the denominator of the function is; a) 0

What is an Undefined Function?

A function that is a fraction is said to be undefined when the denominator is equal to zero. If there are variables in the denominator, the point at which the expression in the denominator is zero is the point where that function is undefined.

From the question, we want to know what the value of the denominator of a fraction will be to make that fraction undefined. From the definition above, it is clear that the value would be zero.

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Answer: he will need to order 1 more new screens

Step-by-step explanation:

a mobile phone shop has discovered that 35% of all I phones XS screens sold last month are defective.

so probability of defective screen is

x=35/100   (let)

now since he sold 7 phones

so number  of defective screen can be

=x*7

=2.45

since defective screen cant be in decimal

so

taking into consideration that last screen have a chance of getting defective

so he would need 3 screen

he has 2 in stock

so he will need to order 1 more new screens

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Answer:

$72.50

Step-by-step explanation:

-$10

+$125

-$50

+$50

-$42.50

The two examples can be 1 1/2 & 1 3/4 and 2 2/3 & 1 2/3.

According to Arun,

Sum of two mixed numbers <  Sum of the whole number part +  1

Now, lets take the example as 1 1/2 and 1 3/4

Their sum will be:

1 1/2 + 1 3/4 = 3 / 2 + 7 / 4

= 13 / 4 = 3 1/4

The sum of whole parts = 1 + 1 = 2

Adding 1 to it = 2 + 1 = 3

We can clearly see that 3 1/4 > 3.

It contradicts Arun's statement.

Another example can be:

2 2/3 + 1 2/3 = 8 / 3 + 5 / 3

= 13 / 3 = 4 1/3

Sum of whole part + 1 = 2 + 1 + 1 = 4

4 1/3 > 4

It contradicts Arun's statement.

Therefore, the two examples can be 1 1/2 & 1 3/4 and 2 2/3 & 1 2/3.

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Answer: (-4,7)

Step-by-step explanation:

Answer:

B.) 90.000

Step-by-step explanation:

Your pre-selected answer choice is correct. The 9 is in the Ten Thousands place.

Answer:

B) The graph will not be symmetrical because the rates at which Jackson walks to and from his house are not equal.

Step-by-step explanation:

there you go I hope this help! :)

The graph will not be symmetrical because the rates at which Jackson walks to and from his house are not equal (option b).

Using an absolute value function to model the distance from his house would imply that the distances from his house are the same for both the outbound and return journeys, which is not the case in this scenario.

The rates at which Jackson walks to and from his house are not equal, as indicated by the different times taken for each leg of the journey (20 minutes to get away from his house and 30 minutes to return). This means the graph of the distance over time would not be symmetrical around a vertical line.

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The complete question is:

Jackson left his house and walked at a constant rate. After 20 minutes he was 2 miles from his house. Jackson then walked back towards his house at a constant rate. After another 30 minutes he arrived at his house.

Why should Jackson not use an absolute value function to model the distance from his house d after t minutes?

OA) The graph will be symmetrical because the rates at which Jackson walks to and from his house are equal.

OB) The graph will not be symmetrical because the rates at which Jackson walks to and from his house are not equal..

OC) The graph will be symmetrical because the rates at which Jackson walks to and from his house are not equal.

OD) The graph will not be symmetrical because the rates at which Jackson walks to and from his house are equal

a. |u + v| = 4

b.  |(u + 2v) × v| = 16

Vectors are known as quantities having both magnitude and direction.

Given that;

a.  |u + v|

Substitute the values of the vectors

|u + v| = 1 + 3

|u + v| = 4

b.  |(u + 2v) × v|

Expand the bracket

|u. v + 2v² |

But u. v = -2

We then have;

-2 + 2(3)²

-2 + 2(9)

-2 + 18

16

Thus, the values are 4 and 16 respectively.

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Answer:

This is not a function

Step-by-step explanation:

Assuming that the line in question is parallel with the y axis, by using the line test we can see that the line is not a function. The line test is where you draw straight lines going vertically over the graph and if the lines touch the figure in question more than once that means it's not a function.

This can also be proved by imagining there are 2 different points on the line in question. Since the line is straight vertically that means that the points will share the same x value for different y values, which makes it not a function

Answer:

This is not a function.

Step-by-step explanation:

The questioned parallel line within the y-axis does not meet the requirements to be a function. The line test, as the other person stated, is a test where lines are drawn over the points to determine if the graph / model is, or is not a function. Doing so in this process, if the lines touch the same point more than once, that means the graph is not a function.

Answer:

A. A(220) = 7850; If the accountant takes 220 hours to prepare the taxes, the cost will be $7,850.

Step-by-step explanation:

Answer:

-12

Step-by-step explanation:

Given the following question:

7 + (-12) + (-7)
Using PEMDAS:
(-12) + (-7) = -19
7 + -19 = -12
= -12

Hope this helps.

=========================================================

Explanation:

Let's simplify the 7+(-12) portion first

Draw a vertical number line. Plot a point at 7. Then move down 12 units to arrive at -5

Or you could start at -12 and move up 7 units to arrive at -5

This tells us that 7+(-12) = -5

So the overall 7+(-12)+(-7) turns into -5+(-7)

-----------

Draw another vertical number line, or use the one already drawn in the previous section.

Plot a point at -5. Then move down 7 units to arrive at -12

Or start at -7 and move down 5 units to arrive at -12

Therefore, -5 + (-7) = 7+(-12)+(-7) = -12 is the final answer

-----------

Shortcut:

The 7 and -7 in the original expression add to 0. They cancel each other out. So we're left with -12

Amelia went on a walk that was, She stopped to have lunch [tex]\frac{15}{4}[/tex] miles

when she had walked of the way [tex]\frac{12}{25}[/tex] miles. Amelia walk before lunch in

[tex]\frac{3}{25}[/tex] miles.

The mile is a customary unit of measurement in the United States and the United Kingdom that is based on the older English unit of length equal to 5,280 English feet, or 1,760 yards. It is often referred to as the international mile or statute mile to distinguish it from other miles. In 1959, the statute mile was formally redefined with respect to SI units as precisely 1,609.344 meters. This resulted in a standardization of the statute mile between the British Commonwealth and the United States.

The unqualified term "mile" is typically understood to refer to the current international mile. The international mile may also be referred to as a land mile or a statute mile when it has to be distinguished from nautical mile.

The term "statute mile" in British English can apply to either the current international mile or any other variation of the English mile since the 1593 Act of Parliament, which established it as 1,760 yards. However, in American law, a statute mile is equivalent to a US survey mile. If it is obvious from the context, as in a discussion of the 2nd-century Antonine Itinerary that the distances are described in terms of miles rather than Roman miles, the qualifier to describe the type of mile being used may be omitted. Foreign and historical units that are translated into English as miles typically employ a qualifier to describe the kind of mile being used.

Now from the above given question:

She stopped to have lunch in [tex]\frac{15}{4}[/tex] miles

She had walked of the way in [tex]\frac{12}{25}[/tex] miles

[tex]\frac{15}{4}-\frac{12}{25} = \frac{60}{100}- \frac{48}{100} = \frac{12}{100}[/tex][tex]=\frac{3}{25}[/tex].

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Answer:

UR MOM  the reason why im saying this cuz i want to be deleted off of brainly

Step-by-step explanation:

Answer:

27 people

Step-by-step explanation:

6 is for the men and 21 women

Answer:

x = 6

Step-by-step explanation:

4x/3 = 8

Solve for x

Multiply each side by 3

4x/3 *3 = 8*3

4x = 24

Divide each side by 4

4x/4 = 24/4

x = 6

Answer:

[tex] \sf \large \: x=6[/tex]

Step-by-step explanation:

Let's solve your equation step-by-step.

4x/3 =8

Step 1: Multiply both sides by 3.

4x/3=8

(4x/3)*(3)=(8)*(3)

4x=24

Step 2: Divide both sides by 4.

4x/4 = 24/4

x=6

Answer:

12 ,-3, -8

Step-by-step explanation:

1: f(-3)= -5(-3)-3

2: f(0)= -5(0)-3

3: f(1)= -5(1)-3

Hope this helps!

Answer:

47.7ft

Step-by-step explanation:

12.8ft+6.2ft+13.9ft+15.5ft=47.7ft

Using it's concept, the relative frequencies are given as follows:

a) 124/639

b) 43/213

A relative frequency is given by the number of desired outcomes divided by the number of total outcomes.

For this problem, the number of students is:

583 + 620 + 187 + 163 + 558 + 645 + 439 = 3195.

620 responded study hard, hence the relative frequency is given as follows:

620/3195 (simplifying by 5)

124/639

645 responded goal in mind, hence the relative frequency is given as follows:

645/3195 (simplifying by 5)

129/639 (simplifying by 3)

43/213

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Answer:

6.59 is a rational number.

Step-by-step explanation:

It's not irregular.

Hope It Helps

Sorry If I'm Wrong

Answer: no it’s not

Step-by-step explanation:

Answer:

132, 900.

Step-by-step explanation:

The 9 is in the tens, so it tells the hundreds to go up by 1 to 9 & add 2 zero's beside. The answer would be 132, 900.

We need to know what converse of a statement means to solve the problem. The converse of the given statement is, if a=bc then a/b=c.

The converse of a conditional statement is created by exchanging the condition and the result. If a statement is p--->q then the converse of the statement is q--->p. In the given question we have been given the condition as a/b=c and the result if the condition satisfies is a=bc. To find the converse of this statement we need to make the result, the condition and the condition will be the new result. So the condition for converse will be a=bc and the result if the condition satisfies will be a/b=c.

Therefore the converse of the given statement is, if a=bc then a/b=c.

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Answer:

y=1/3x+5

Step-by-step explanation:

Slope-intercept form is y=mx+b, m being the slope and b being the y-intercept. y and x don't need to be specified for this specific problem.

You figure out the slope by using rise over run

you first pick 2 random points on the line and then count how you get from the 1st point to the 2nd point.

Let's say the points are (-3,4) and (0,5).

to get to (0,5) from (-3,4) you count up 1 (rise) and right 3 (run).

that means your slope is 1/3

Your b, or your y-intercept, is just where the slope intercepts the y-axis, so b=5

From there you just plug those into the equation:

y=1/3x+5

:D