EASYY!!!

Take a factor out of each square root:

the required number of packages of bias binding for the tablecloth is 2.

As the rectangular tablecloth measures 73 in. by 46 in., the perimeter of the tablecloth can be calculated by the following formula:

Perimeter of the tablecloth = 2(Length + Width)= 2(73 + 46)= 2(119)= 238 inches

Therefore, the length of the bias binding required to sew around the tablecloth will be equal to the perimeter of the tablecloth. The length of the bias binding available in a single package is 13 feet, which is equal to 156 inches.Therefore, the number of packages required can be calculated as:

Number of packages of bias binding required= Length of bias binding required / Length of bias binding in a package= 238 / 156= 1.52

Therefore, 1.52 packages of bias binding will be needed for the tablecloth. However, we cannot purchase a fractional part of a package. Therefore, we need to round up the decimal to the nearest whole number. Hence, 2 packages of bias binding are required for the tablecloth.

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By answering the presented question, we may conclude that Therefore, the 25th term of the arithmetic sequence is 53.

In mathematics, a sequence is an ordered list of items. Elements can be numbers, functions, or other mathematical objects. A series is commonly expressed by putting the phrases in parentheses and separating them with commas. A natural number series, for example, can be denoted as: (1, 2, 3, 4, 5, ...) Similarly, the even number series is labelled as follows: (2, 4, 6, 8, 10, ...) A series can be finite or infinite depending on whether it has a finite or infinite number of words.

To find the 25th term,

an = a1 + (n - 1)d

In this case, a1 = 5 and d = 2. Plugging these values into the formula, we get:

a25 = 5 + (25 - 1)2

a25 = 5 + 48

a25 = 53

Therefore, the 25th term of the arithmetic sequence is 53.

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The vertices of the ellipse are (-4,2) and (4,2), since these points lie on the major axis of the ellipse which is horizontal.

Two of the focuses given in the issue, (−4,2) and (4,2), are both situated on a similar even line. This implies that the significant hub of the oval should be level. Two different focuses given in the issue, (2,2) and (- 9,2), are likewise situated on this level line. Thusly, the focal point of the oval is the midpoint between the focuses (- 4,2) and (4,2), which is (0,2).

The other two focuses given in the issue, (−5,5) and (−5,−1), are situated on an upward line that goes through the focal point of the oval. This implies that the minor pivot of the oval should be vertical.

The vertices of the oval are the places where the significant hub meets the circle. Since the significant hub goes through the focuses (−4,2) and (4,2), the vertices of the oval are (- 4,2) and (4,2).

In this way, the vertices of the oval are (- 4,2) and (4,2).

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The image of the point (0,1) after a rotation of 270 degrees counterclockwise about the origin is the point (1,0).

What is trigonometry?

Trigonometry is a branch of mathematics that deals with the relationships between the sides and angles of triangles.

A rotation of 270 degrees counterclockwise about the origin corresponds to a transformation in which every point in the plane is rotated 270 degrees counterclockwise about the origin.

To find the image of the point (0,1) under this transformation, we can use the following formula for a counterclockwise rotation of a point (x,y) about the origin by an angle of θ:

x' = x cos(θ) - y sin(θ)

y' = x sin(θ) + y cos(θ)

Plugging in the values x = 0, y = 1, and θ = 270 degrees, we get:

x' = 0 cos(270°) - 1 sin(270°) = 0 - (-1) = 1

y' = 0 sin(270°) + 1 cos(270°) = 0 + 0 = 0

Therefore, the image of the point (0,1) after a rotation of 270 degrees counterclockwise about the origin is the point (1,0).

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The professor should select a sample size of at least 247 students to ensure that the 97% confidence interval for the mean amount of time IRSC students spend studying each week has a width of no more than 1.7 hours.

To calculate the sample size needed for a confidence interval with a maximum width of 1.7 hours, we need to use the formula:

n = ((z * σ) / E)^2

where:

n is the sample size we need to find

z is the z-score corresponding to the desired confidence level (97% in this case)

σ is the population standard deviation (14.9 hours in this case)

E is the maximum margin of error we want in our confidence interval (1.7 hours in this case)

The z-score corresponding to a 97% confidence level is 1.8808 (which can be found using a z-table or calculator).

Substituting these values into the formula, we get:

n = ((1.8808 * 14.9) / 1.7)^2

n = 246.644

Rounding up to the nearest whole number, we get:

n = 247

Therefore, the professor should select a sample size of at least 247 students to ensure that the 97% confidence interval for the mean amount of time IRSC students spend studying each week has a width of no more than 1.7 hours.

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The probability of getting a tail on the first flip, a head on the second flip, and another tail on the third flip is 1/8, or approximately 0.125.

What is probability?

Assuming that the coins are fair, meaning they have an equal probability of landing heads or tails, the probability of getting a specific sequence of outcomes is found by multiplying the probabilities of each individual outcome.

In this case, the probability of getting a tail on the first flip is 1/2, the probability of getting a head on the second flip is also 1/2, and the probability of getting a tail on the third flip is 1/2. Multiplying these probabilities together, we get:

(1/2) x (1/2) x (1/2) = 1/8

Therefore, the probability of getting a tail on the first flip, a head on the second flip, and another tail on the third flip is 1/8, or approximately 0.125.

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Answer:

1 cm

Step-by-step explanation:

To answer this question we use Pythagoras theorem. This is a² + b² = c², where a is the length, b is the width and c is the hypotenuse (diagonal).

As we are already given the diagonal, we have to rearrange the formula to apply to our question...

Now solve...

This means that our width is 1!

Hope this helps, have a lovely day! :)

Using the given secant line, we know that the required angle ∠a is 15° respectively.

A secant in geometry is a line that crosses a curve at least two different points.

The Latin verb secare, which means to cut, is where the word secant originates.

A secant crosses a circle at precisely two points in a case of circle.

The Latin word secant, which means to cut, is used in mathematics to define a line that passes through the points P and Q of any arbitrary curve whose equation is y=f(x).

So, we know that:

c = 55° and b = 25°

And, the formula is:

∠a = c - b/2

Now, insert values as follows:

∠a = c - b/2

∠a = 55 - 25/2

∠a = 30/2

∠a = 15°

Therefore, using the given secant line, we know that the required angle ∠a is 15° respectively.

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the missing dimension (diameter) of the cylinder is approximately 18.9 inches, rounded to the nearest tenth.

what is cylinder ?

A cylinder is a three-dimensional shape that consists of two parallel circular bases connected by a curved surface. It can be thought of as a tube or a can, and is a common shape found in many everyday objects such as soda cans, tubes, and pipes.

In the given question,

To find the missing dimension (diameter) of the cylinder, we can use the formula for the volume of a cylinder:

V = πr²h

where V is the volume of the cylinder, r is the radius of the cylinder, and h is the height of the cylinder.

Since the diameter (D) is twice the radius (r), we can also write:

V = π(D/2)²h

Simplifying this expression, we get:

V = πD²h/4

Multiplying both sides by 4/πh, we get:

D² = 4V/(πh)

Taking the square root of both sides, we get:

D = 2√(V/πh)

Substituting the given values, we get:

D = 2√(7433 in.³/π(14 in.))

D ≈ 18.9 in.

Therefore, the missing dimension (diameter) of the cylinder is approximately 18.9 inches, rounded to the nearest tenth.

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Therefore, there are 18 oranges in each box.

An equation is a mathematical statement that shows that two expressions are equal to each other. It typically consists of two sides separated by an equal sign (=), with mathematical expressions or variables on each side. Equations can be used to describe many different relationships and properties in mathematics, science, and engineering.

Here,

To represent the relationship described in the problem, we can use the following model or diagram:

4 boxes with b oranges per box, plus 1 free orange = 73 oranges in total

This can be written as the equation:

4b + 1 = 73

To solve for b, we need to isolate it on one side of the equation. We can start by subtracting 1 from both sides to get:

4b = 72

Then, we can divide both sides by 4 to get:

b = 18

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The answer of the given question based on the  exponential function is the exponential function that goes through the points (0,4) and (4,0.25) is: f(x) = 4(0.5)ˣ.

An equation is a statement that two expressions are equal. It contains an equal sign (=) which separates the two expressions, and it can include variables, constants, and mathematical operations such as addition, subtraction, multiplication, division, exponents, and roots.

The general form of exponential function is:

f(x) = a(b)ˣ

where a is the initial value, b is the base, and x is the independent variable.

We can use the two given points to form a system of equations and solve for the values of a and b.

Using the point (0,4):

f(0) = a(b)⁰ = a = 4

Using the point (4,0.25):

f(4) = a(b)⁴ = 0.25

Now we can substitute a = 4 into the second equation and solve for b:

4(b)⁴ = 0.25

(b)⁴ = 0.25/4 = 1/16

b = (1/16)⁽¹/⁴⁾ = 0.5

Therefore, the exponential function that goes through the points (0,4) and (4,0.25) is: f(x) = 4(0.5)ˣ

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The terms and properties of operations that complete the statement and reasons for the equivalent expressions are;

3. Same

4.The properties of operations to write the equivalent expressions are; (-4), (-4) Distributive property

(-4), (-4), Associative property

(-4), (-3) Distributive property

5. When x = 2, and y = -5 -28·x + 12·y is -116 = -116

Equivalent expressions are expressions that have the same value for the values of the input variable.

3. The completed statement is presented as follows;

Equivalent expressions evaluate to the same value when a given set of values of x and y are substituted into both expressions.

4. The expressions in the question can be expanded to collect like terms as follows;

Expression; -28·x + 12·y

The common factor of 28 and 12 is 4, therefore, we get;

-28·x + 12·y = (4 × (-7))·x + (4 × 3)·y

To make the coefficient of the leading term positive, we get;

-28·x + 12·y = (-4 * 7)·x + (-4 * (-3))·y; Distributive property

Factoring the algebraic expression on the right, where the common factor is -4, we get;

(-4 * 7)·x + (-4 * (-3))·y = -4 × (7·x) + -4 × (-3·y);  Associative property

= -4 × ((7·x) + (-3·y));

Therefore; -28·x + 12·y = -4 × (7·x + -3·y); Distributive property

5. Evaluation of the left and right side of the expression, where; x = 2, and y = 5, we get;

-28 × 2 + 12 × -5 = -116

(-4) × ((7 × 2) + (-3 × -5)) = -4 × 29 = -116

The completed equations are therefore;

-28·x + 12·y = -4 × (7·x + -3·y)

-28 × 2 + 12 × (-5) = -4 × (7 × 2 + -3 × (-5))

-116 = -116

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To solve this problem, we can set up a system of equations to represent the given information. Let R be the number of red tiles and B be the number of blue tiles. We are trying to find the value of R, the number of red tiles.

The first piece of information we are given is that the ratio of red to blue tiles is 3:5. This can be written as:

[tex]\dfrac{\text{R}}{\text{B}} =\dfrac{3}{5}[/tex]

The second piece of information we are given is that there are 12 more blue tiles than red tiles in the box.

This can be written as:

[tex]\text{B = R}+12[/tex]

We can solve this system of equations by substituting the second equation into the first equation and solving for R.

Substituting [tex]\text{B = R}+12[/tex] into the first equation, we get:

[tex]\dfrac{\text{R}}{\text{R}}+12 =\dfrac{3}{5}[/tex]

We can then simplify this equation to get:

[tex]\text{R} = 15[/tex]

Thus, there are 15 red tiles in the box.

The angle measures in triangle RGH are:

[tex]< RGH = 60\\ < HRG = 99\\ < RHG = 41\\[/tex]

An equation in mathematics is a statement that states the equality of two expressions. An equation is made up of two sides that are separated by an algebraic equation.

To solve for the value of x and the angle measures in triangle RGH, we can use the fact that the sum of the angles in any triangle is always 180 degrees.

Therefore, we can set up the equation:

[tex]< RGH + < HRG + < RHG = 180[/tex]

Substituting the given angle measures, we get:

[tex](6x+6) + (11x-3) + (5x+1) = 180\\[/tex]

Simplifying the equation, we get:

[tex]22x + 4 = 180\\x = 8\\[/tex]

Now that we know [tex]x = 8\\[/tex], we can substitute it back into the angle measures to find their values:

[tex]< RGH = (6x+6) = 54 + 6 = 60\\ < HRG = (11x-3) = 88 + 11 = 99\\ < RHG = (5x+1) = 41\\[/tex]

Therefore, the angle measures in triangle RGH are:

[tex]< RGH = 60\ degree\\ < HRG = 99\ degree\\ < RHG = 41\ degree\\[/tex]

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Answer:

Step-by-step explanation:inconclusive

Atoms of oxygen most different from atoms of nitrogen as they have different masses.

A subatomic particle known as an atom is made up of a nucleus composed of protons and neutrons, which is encircled by a swarm of electrons. The atom is the fundamental unit of the chemical elements, and the chemical elements are differentiated from one another by the count of protons present in their atoms. For instance, sodium is any atom that comprises 11 protons, and copper is any atom that includes 29 protons. The isotope of the element is characterized by the number of neutrons. Solid blue crystals can also be a form in which oxygen exists, with molecules that are diatomic.

Interestingly, Priestley was not immediately aware that he had discovered oxygen, and instead believed he had obtained a certain component of air. In a hermetic device, he observed the breakdown of mercury oxide and used a lens to direct sunlight onto the oxide.

In terms of the interaction between nitrogen and oxygen, these substances react in the presence of an electric current. Nitrogen is a stable molecule and does not readily react with other substances.

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The distributive property allows us to distribute 4 to each term inside the parentheses, add the terms first, then distribute the result to x. It also allows us to distribute 6 to each term inside the parentheses, such as 6(x+y+z) = 6x + 6y + 6z.

The distributive property is a mathematical property that applies to operations, such as addition and multiplication, that involve two or more terms. The distributive property states that the result of multiplying a term by a sum or difference of terms is the same as multiplying each term inside the parentheses by the term outside the parentheses and then adding or subtracting the results.

1. Using the distributive property, we can distribute the 4 to each term inside the parentheses:

4(x+2) = 4x + 42 = 4x + 8

Therefore, the equivalent expression is 4x + 8.

2. Using the distributive property, we can add the terms inside the parentheses first, then distribute the result to x:

(6+8)•x = 14•x

Therefore, the equivalent expression is 14x.

3. Using the distributive property, we can distribute the 4 to each term inside the parentheses:

4(2x+3) = 42x + 43 = 8x + 12

Therefore, the equivalent expression is 8x + 12.

4. Using the distributive property, we can distribute the 6 to each term inside the parentheses:

6(x+y+z) = 6x + 6y + 6z

Therefore, the equivalent expression is 6x + 6y + 6z.

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Michael was swimming abοut 0.08 meters per secοnd faster in the 50-meter freestyle than in the 100-meter freestyle.

Time is the duratiοn between twο events. Speed is the measure οf hοw fast sοmething mοves οver a given distance. Distance is the amοunt οf space between twο pοints οr οbjects.

Tο find οut hοw much faster Michael swam the 50-meter freestyle than the 100-meter freestyle, we need tο calculate the difference between their speeds.

Let's first find οut Michael's speed in meters per secοnd fοr each race.

Fοr the 50-meter freestyle:

speed = distance / time = 50 meters / 23.04 secοnds ≈ 2.17 meters/secοnd

Fοr the 100-meter freestyle:

speed = distance / time = 100 meters / 47.77 secοnds ≈ 2.09 meters/secοnd

Nοw, tο find the difference in speed, we can subtract the speed οf the 100-meter freestyle frοm the speed οf the 50-meter freestyle:

2.17 meters/secοnd - 2.09 meters/secοnd ≈ 0.08 meters/secοnd

Therefοre, Michael was swimming abοut 0.08 meters per secοnd faster in the 50-meter freestyle than in the 100-meter freestyle.

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What is an angle?

It is the opening that forms the intersection of two lines.

The sum of two angles:

What is a rectangle?

A rectangle is a polygon with four sides, with the characteristic that its opposite sides are equal.

What is the measure of the angle formed by the diagonals of the rectangle ABCD?

The area of a rectangle can be determined by knowing its diagonals and the angle they form between them.

A = D² Sen(γ)/2

Being;

Being;

A = (7)(6)

A =  42cm²

Apply the Pythagorean theorem to determine D.

D² = AB² + AD²

replace;

D² = (7)² + (6)²

D² = 49  + 36

D² = 82

Substitute in A;

 42=82 Sen(γ)/2

Solve for γ;

 84=82 Sen(γ)


γ = Sen⁻¹(84/82)

γ =

The predicted number of green or yellow piece in 50 selection is 18

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

The number of candies

Where we have

Yellow or green = 6 + 3

Yellow or green = 9

Also, we have

Total = 25

So, we have

P(Yellow or green) = 9/25

In 50 selections, we have

Yellow or green = 9/25 * 50

Yellow or green = 18

Hence, the predicted times is 18

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Answer:

The answer to your problem is, The difference of the values of the first and third quartiles of the data set is 12 - 6 = 6

Step-by-step explanation:

Numbers in order:

4,5,6,6,7,8,9,9,10,10,12,12,14,15

List into two equal parts:

4,5,6,6,7,8,9 and 9,10,10,12,12,14,15

Find middle numbers:

4,5,6,6,7,8,9 and 9,10,10,12,12,14,15

Lower quartile: 6

Upper quartile: 12

Thus the answer to your problem is, The difference of the values of the first and third quartiles of the data set is 12 - 6 = 6

The value of angle C is 68°.

In geometry, complementary angles are two angles that add up to 90 degrees (a right angle). In other words, when two angles are placed adjacent to each other, and they form a right angle, they are considered complementary angles.

For example, if angle A is 40 degrees, then angle B, which is adjacent to angle A and together they form a right angle, is considered to be a complementary angle. Angle B would be 90 - 40 = 50 degrees.

Complementary angles can be found in many geometric shapes and objects, such as squares, rectangles, and triangles. In a right triangle, the two acute angles (the angles that are not the right angle) are always complementary.

Vertical angles are always congruent, which means that angle B is also 22°.

Since angle B and angle C are complementary, their sum is equal to 90°.

Thus, we can write the equation:

angle B + angle C = 90°

Substituting the known value of angle B, we get:

22° + angle C = 90°

Simplifying the equation, we get:

angle C = 90° - 22°

angle C = 68°

Therefore, the value of angle C is 68°.

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The solutions to the quadratic function f(x) = 25x^2 - 81 are x = 9/5 and x = -9/5.

First, we need to rewrite the function in standard quadratic form:

f(x) = 25x^2 - 81

To solve this quadratic function using the square root method, we want to isolate the x^2 term and divide both sides by the coefficient of x^2, which is 25:

25x^2 - 81 = 0

25x^2 = 81

x^2 = 81/25

Taking the square root of both sides, we get:

x = ±(9/5)

Therefore, the solutions to the quadratic function f(x) = 25x^2 - 81 are x = 9/5 and x = -9/5.

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Answer:

1/6

Step-by-step explanation:

because the dice is most likly a 6 sided dice but if you need to simplify then it would be 1/2

The clοsest οptiοn tο the actual area οf the οbject is D. 64 square inches.

Area is a measure οf the amοunt οf space inside a twο-dimensiοnal shape, such as a square, rectangle, triangle, circle, οr any οther shape that has a length and a width. It is usually measured in square units, such as square inches, square feet, οr square meters.

Tο find the area οf the οbject, we need tο break it dοwn intο smaller shapes and add up their areas.

First, we can see that the οbject can be divided intο a rectangle with dimensiοns 8 inches by 4 inches (UWVZ), a triangle with base 4 inches and height 6 inches (VXY), and a trapezοid with bases 6 inches and 8 inches, and height 4 inches (WXYU).

The area οf the rectangle is:

A_rectangle = length × width = 8 in × 4 in = 32 square inches

The area οf the triangle is:

A_triangle = 1÷2 × base × height = 1÷2 × 4 in × 6 in = 12 square inches

The area οf the trapezοid is:

A_trapezοid = 1÷2 × (base1 + base2) × height = 1÷2 × (6 in + 8 in) × 4 in = 28 square inches

Therefοre, the tοtal area οf the οbject is:

A_οbject = A_rectangle + A_triangle + A_trapezοid

= 32 square inches + 12 square inches + 28 square inches

= 72 square inches

Therefοre, the clοsest οptiοn tο the actual area οf the οbject is D. 64 square inches.

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The probability that Karen’s second card will be a black card is 26/51.

Probability is simply the likelihood of something occurring. When we are uncertain about the outcome of an event, we can discuss the probabilities of various outcomes—how likely they are.

Let R represent the red cards and B represent the black cards.

We are given that a standard deck of playing cards consists of 52 cards. There are 26 black and 26 red cards in a playing deck.

The probability of the first card being red:

P(First R) = [tex]26/52[/tex]

The probability of the Karen’s second card being black:

P(First R) = [tex]26/51[/tex]

Full question "Sandra and Karen are playing a game of cards with a standard deck of playing cards. Sandra deals Karen a red seven. What is the probability that Karen’s second card will be a black card?"

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On solving the provided question we can say that The amount of water lost is: [tex]V_lost = V1 - V2 = 346.36 cm^3 - 401.94 cm^3 = -55.58 cm^3[/tex]

A cylinder is a three-dimensional geometric shape made up of two parallel congruent circular bases and a curving surface connecting the two bases. The bases of a cylinder are always perpendicular to its axis, which is an imaginary straight line passing through the centre of both bases. The volume of a cylinder is equal to the product of its base area and height. A cylinder's volume is computed as V = r2h, where "V" represents the volume, "r" represents the radius of the base, and "h" represents the height of the cylinder.

[tex]V1 = \pi r^2h = \pi (3.5 cm)^2(9 cm) = 346.36 cm^3\\[/tex]

Next, let's calculate the volume of the ball:

The radius of the ball is 5/2 = 2.5 cm. The volume of the ball is:

[tex]V_ball = (4/3)\pi r^3 = (4/3)\pi (2.5 cm)^3 = 65.45 cm^3\\V_disp = V_ball = 65.45 cm^3\\h_new = 9 + (V_disp/\pi r^2) = 9 + (65.45 cm^3)/(\pi (3.5 cm)^2) = 10.77 cm\\V2 = \pi r^2h_new = \pi (3.5 cm)^2(10.77 cm) = 401.94 cm^3\\[/tex]

The amount of water lost is:

[tex]V_lost = V1 - V2 = 346.36 cm^3 - 401.94 cm^3 = -55.58 cm^3[/tex]

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Answer:

2,525 FEET

Step-by-step explanation:

Let us call the number of children "c" and the number of adults "a." Based on the facts provided, we can then construct two equations: c + a = 259 (equation 1) (equation 1).  

1.5c + 4a = 676 (2nd equation)

In equation 1, we may solve for one variable in terms of the other:

c = 259 - a

So, in equation 2, substitute this expression for "c":

1.5(259 - a) + 4a = 676

Distribute the 1.5:1:1:1:1:1:1:1:

388.5 - 1.5a + 4a = 676

Merge similar terms:

2.5a = 287.5

Multiply by 2.5:

a = 115

This translates to 115 adults being accepted. We can plug this number back into equation 1 to find "c":

c + 115 = 259

c = 144

As a result, 144 youngsters were hospitalised.

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