Description
The manager of a movie theater found that Saturday's sales were $3675. He knew that a total of 650 tickets were sold Saturday. Adult tickets cost $7.50, and children s tickets cost $4.50. How many of each kind of ticket were sold?
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Explanation & Answer
Let no of adult ticket be x and kid ticket be y.
Then,
Total ticket sold, x+y=650 …(1)
Total cost, 7.50x+4.50 y=3675 ….(2)
From 1 we have x=650-y
Putting it in (2)
7.50(650-y)+4.50y=3675
y=400
And, x=250
So no of adult ticket=250
Kid ticket=400
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University of Maryland Global Campus Discussion Post
Attached are 4 discussion post. Basic honestly more of myths, and perspective. IT IS NOT ACTUAL MATH PROBLEMS.
I wil ...
University of Maryland Global Campus Discussion Post
Attached are 4 discussion post. Basic honestly more of myths, and perspective. IT IS NOT ACTUAL MATH PROBLEMS.
I will also place 2 classmate post for a response. Unable to post until I post my initial post. Please be aware I will also need responses to post
POST 1
If my learning path in ALEKS is any indication, transcription errors seem to be my biggest problem, followed by the occasional interpretation error. Several of my failures to clear a topic without providing an incorrect answer are the result of either typing/clicking the wrong number or symbol (a malfunctioning mouse isn’t helping) or seeing a word problem like one I’ve just completed and failing to catch one of the variables in the word problem was changed. You’d think by now I’d realize I won’t see the exact same problem twice! As a result, I’ve learned I need to double-check my entries before I hit submit, and make sure I pulled the right numbers out of a word problem.
Since starting this course, my confidence level has risen slightly. I attribute this in large part to ALEKS and how it approaches introducing topics. I find myself making it through probably 80-90% of the problem sets it throws at me without making any errors. The learning path and explanation buttons seem to be all I need in most cases - I’ve really only opened the textbook when doing the problem sets to see how my assigned problem lines up with the examples listed.
Classmates for response Week3:
Ryan
1. Agree or disagree with one of the Math Myths listed above. Find a link to one article on the Internet to support your response.
I agree with all of the myths listed except for myths 1 and 5. I do believe that the most important thing in math (as far as the U.S. education system appears to be concerned with) is getting the correct answer. In addition, I believe that math is a very logical and calculating field that often requires a keen analytical mindset. I do not agree with the statement that men are better than women at math in natural sense as this could be blamed on a societal construct versus anything from nature. For example, teachers often underestimate the ability of females to perform math functions, leading many of them to abandon the idea of pursuing a professional career in the field by the 8th grade (AAUW 2). While this is obviously a hot-take that is not true in the slightest, it is easy to see this being the case from a historical point of view. However, times have changed and this is no longer the case. Women have pursued careers in this field at a much higher rate; so much so that I can say that I’ve only had 1 or 2 male math teachers in my entire life versus dozens of female teachers. In addition, I am not above admitting that I am not that great at math and I am sure there are plenty of women within this class and outside of here that are much better at math than me. This statement, while dated and continuously evolving, is simply incorrect.
2. Share your own current or former feelings of math anxiety. Explain how you plan to deal with it in this course.
This is the first time I’ve heard this phrase before and I can genuinely say that I have a pretty rough case of math anxiety. When I first registered for classes at UMGC, I contacted my advisor and told her to tell me what the simplest math class is because I am “too stupid for anything else”. Part of that is just my sense of humor but another part of that is because I have always struggled with math and I was just saying how I felt albeit lightheartedly. Preparation is my key to getting through this anxiety; ensuring I stay ahead of the work and don’t have to rush through everything at a later date to avoid the feeling of being overwhelmed will help me avoid these thoughts. After all, I’ve made it this far by doing this and I can make it through this class by keeping this up.
Works Cited:
AAUW. The Myth of the Male Math Brain. American Association of University Women. No Date. https://www.aauw.org/resources/article/the-myth-of-the-male-math-brain/
Daniel
I'll address Math Myth #1: Aptitude for math is inborn. I disagree with the statement - to a point. However, there a certain stereotypes associated with math that have elements of truth which tie in to this myth. I recall listening to a podcast a couple years ago which broke down the "Asians are good at math" stereotype and why it often appears to be true. Perhaps the thing I found most intriguing was discussion of a Chinese language (I don't recall if it was Cantonese, Mandarin, or both) and how it is constructed in such a way that numbers can be communicated much more efficiently than in English. Rather than having weird linguistic constructs like "eleven, "twelve", "fourteen" and "thirty-seven", the Chinese language(s) use mono-syllabic words to say "one ten and one", "one ten and two", "one ten and four", and "three tens and seven". Additionally, aspects of culture play into approach to learning as well. So, aptitude for math isn't inborn, but some people are exposed to things at an early age and given tools that enable them to excel at math.
The article I found supports both points of view, and basically concludes that certain abilities related to mathematics, such as pattern recognition, may be inborn; however, crunching numbers isn't can't exist without numbers and a way to write and say them. dissenting viewpoint addresses precisely what I described in the previous paragraph.
Article Link: http://www.scienceclarified.com/dispute/Vol-2/Do-humans-have-an-innate-capacity-for-mathematics.html
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University of Maryland Global Campus Discussion Post
Attached are 4 discussion post. Basic honestly more of myths, and perspective. IT IS NOT ACTUAL MATH PROBLEMS.
I wil ...
University of Maryland Global Campus Discussion Post
Attached are 4 discussion post. Basic honestly more of myths, and perspective. IT IS NOT ACTUAL MATH PROBLEMS.
I will also place 2 classmate post for a response. Unable to post until I post my initial post. Please be aware I will also need responses to post
POST 1
If my learning path in ALEKS is any indication, transcription errors seem to be my biggest problem, followed by the occasional interpretation error. Several of my failures to clear a topic without providing an incorrect answer are the result of either typing/clicking the wrong number or symbol (a malfunctioning mouse isn’t helping) or seeing a word problem like one I’ve just completed and failing to catch one of the variables in the word problem was changed. You’d think by now I’d realize I won’t see the exact same problem twice! As a result, I’ve learned I need to double-check my entries before I hit submit, and make sure I pulled the right numbers out of a word problem.
Since starting this course, my confidence level has risen slightly. I attribute this in large part to ALEKS and how it approaches introducing topics. I find myself making it through probably 80-90% of the problem sets it throws at me without making any errors. The learning path and explanation buttons seem to be all I need in most cases - I’ve really only opened the textbook when doing the problem sets to see how my assigned problem lines up with the examples listed.
Classmates for response Week3:
Ryan
1. Agree or disagree with one of the Math Myths listed above. Find a link to one article on the Internet to support your response.
I agree with all of the myths listed except for myths 1 and 5. I do believe that the most important thing in math (as far as the U.S. education system appears to be concerned with) is getting the correct answer. In addition, I believe that math is a very logical and calculating field that often requires a keen analytical mindset. I do not agree with the statement that men are better than women at math in natural sense as this could be blamed on a societal construct versus anything from nature. For example, teachers often underestimate the ability of females to perform math functions, leading many of them to abandon the idea of pursuing a professional career in the field by the 8th grade (AAUW 2). While this is obviously a hot-take that is not true in the slightest, it is easy to see this being the case from a historical point of view. However, times have changed and this is no longer the case. Women have pursued careers in this field at a much higher rate; so much so that I can say that I’ve only had 1 or 2 male math teachers in my entire life versus dozens of female teachers. In addition, I am not above admitting that I am not that great at math and I am sure there are plenty of women within this class and outside of here that are much better at math than me. This statement, while dated and continuously evolving, is simply incorrect.
2. Share your own current or former feelings of math anxiety. Explain how you plan to deal with it in this course.
This is the first time I’ve heard this phrase before and I can genuinely say that I have a pretty rough case of math anxiety. When I first registered for classes at UMGC, I contacted my advisor and told her to tell me what the simplest math class is because I am “too stupid for anything else”. Part of that is just my sense of humor but another part of that is because I have always struggled with math and I was just saying how I felt albeit lightheartedly. Preparation is my key to getting through this anxiety; ensuring I stay ahead of the work and don’t have to rush through everything at a later date to avoid the feeling of being overwhelmed will help me avoid these thoughts. After all, I’ve made it this far by doing this and I can make it through this class by keeping this up.
Works Cited:
AAUW. The Myth of the Male Math Brain. American Association of University Women. No Date. https://www.aauw.org/resources/article/the-myth-of-the-male-math-brain/
Daniel
I'll address Math Myth #1: Aptitude for math is inborn. I disagree with the statement - to a point. However, there a certain stereotypes associated with math that have elements of truth which tie in to this myth. I recall listening to a podcast a couple years ago which broke down the "Asians are good at math" stereotype and why it often appears to be true. Perhaps the thing I found most intriguing was discussion of a Chinese language (I don't recall if it was Cantonese, Mandarin, or both) and how it is constructed in such a way that numbers can be communicated much more efficiently than in English. Rather than having weird linguistic constructs like "eleven, "twelve", "fourteen" and "thirty-seven", the Chinese language(s) use mono-syllabic words to say "one ten and one", "one ten and two", "one ten and four", and "three tens and seven". Additionally, aspects of culture play into approach to learning as well. So, aptitude for math isn't inborn, but some people are exposed to things at an early age and given tools that enable them to excel at math.
The article I found supports both points of view, and basically concludes that certain abilities related to mathematics, such as pattern recognition, may be inborn; however, crunching numbers isn't can't exist without numbers and a way to write and say them. dissenting viewpoint addresses precisely what I described in the previous paragraph.
Article Link: http://www.scienceclarified.com/dispute/Vol-2/Do-humans-have-an-innate-capacity-for-mathematics.html
Part A: Exploratory Data Analysis, statistics homework help
PreparationOpen the files for the course project and the data set.For each of the five variables, process, organize, prese ...
Part A: Exploratory Data Analysis, statistics homework help
PreparationOpen the files for the course project and the data set.For each of the five variables, process, organize, present and summarize the data. Analyze each variable by itself using graphical and numerical techniques of summarization. Use Excel as much as possible, explaining what the results reveal. Some of the following graphs may be helpful: stem-leaf diagram, frequency/relative frequency table, histogram, boxplot, dotplot, pie chart, bar graph. Caution: not all of these are appropriate for each of these variables, nor are they all necessary. More is not necessarily better. In addition be sure to find the appropriate measures of central tendency, the measures of dispersion, and the shapes of the distributions (for the quantitative variables) for the above data. Where appropriate, use the five number summary (the Min, Q1, Median, Q3, Max). Once again, use Excel as appropriate, and explain what the results mean.Analyze the connections or relationships between the variables. There are ten possible pairings of two variables. Use graphical as well as numerical summary measures. Explain the results of the analysis. Be sure to consider all 10 pairings. Some variables show clear relationships, while others do not.Report RequirementsFrom the variable analysis above, provide the analysis and interpretation for three individual variables. This would include no more than 1 graph for each, one or two measures of central tendency and variability (as appropriate), the shapes of the distributions for quantitative variables, and two or three sentences of interpretation.For the 10 pairings, identify and report only on three of the pairings, again using graphical and numerical summary (as appropriate), with interpretations. Please note that at least one pairing must include a qualitative variable and at least one pairing must not include a qualitative variable.Prepare the report in Microsoft Word, integrating graphs and tables with text explanations and interpretations. Be sure to include graphical and numerical back up for the explanations and interpretations. Be selective in what is included in the report to meet the requirements of the report without extraneous information.Submission: The report, including all relevant graphs and numerical analysis along with interpretationsFormat for report:Brief IntroductionDiscuss 1st individual variable, using graphical, numerical summary and interpretationDiscuss 2nd individual variable, using graphical, numerical summary and interpretationDiscuss 3rd individual variable, using graphical, numerical summary and interpretationDiscuss 1st pairing of variables, using graphical, numerical summary and interpretationDiscuss 2nd pairing of variables, using graphical, numerical summary and interpretationDiscuss 3rd pairing of variables, using graphical, numerical summary and interpretationConclusionThe information is on the excel sheet attached.
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Chi-Square TestsUse the attached dataset ("practice.sav") to perform a chi-square test of independence to compare the differing opinions toward death penalty (variable name = “cappun”) by various racial groups (variable name = “race”).What is the research question?What is the null hypothesis?What is the research hypothesis? (Non-Directional)Basic descriptive analysis of the variables used (e.g., mode, % for each group, etc) in a paragraph form. (Don't just include a number of SPSS tables and not talk about it.)State the rationale for applying a chi-square test of independence in this investigation using appropriate readings and resources in Module 8. (Please cite specific references.)Write out the results in an APA format.Example: A chi-square test of independence was performed to examine the relationship between gender and like/dislike of American Idol. The relationship between these variables was significant, X2(1, N=120) = 3.92, p = .048. Female students at CUC were more likely (62%) than their male counterparts (44%) to like American Idol. The size of the effect was small with a phi value of .18."Be careful to state the % of "favor" and "oppose" death penalty within each racial category, not the % of different racial groups within "favor" and "oppose" death penalty categories. (An important distinction!)Please include appropriate tables from the SPSS output used in your analyses.
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Look at the effects drinks have on peoples sociability1= low sociability20= high sociabilityWater | Soda | Non-Alcoholic B ...
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Look at the effects drinks have on peoples sociability1= low sociability20= high sociabilityWater | Soda | Non-Alcoholic Beer | Beer9 12 16 176 13 19 187 14 18 169 13 19 1910 15 20 1912 15 20 1913 9 17 176 12 16 168 13 20 177 15 18 18a) Conduct an appropriate Between Subjects ANOVA on these
data. If you get a significant F-statistic, conduct a Tukey’s HSD post-hoc test,
as well as produce a bar graph of the means.
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