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The tent occupies 640 cubic feet of space.

Volume is a measurement of the amount of three-dimensional space occupied by an object or substance. It is the measure of the amount of space that an object or substance occupies in three dimensions, typically expressed in cubic units such as cubic meters, cubic centimeters, or cubic feet.

For example, the volume of a cube can be calculated by multiplying its length by its width by its height (or side cubed):

V = l x w x h = [tex]s^3[/tex],

where V is the volume, l is the length, w is the width, h is the height, and s is the length of a side.

Volume is an important measurement in fields such as physics, engineering, architecture, and chemistry, where it is used to calculate quantities such as the amount of fluid that can be held by a container, the amount of material needed to construct a building, or the amount of a substance that can react with another substance in a chemical reaction.

The volume of the tent can be found by calculating the volume of the square pyramid and then adding the volume of the rectangular box formed by the tent's base.

The base of the tent is an 8-ft by 8-ft square, so its area is 8 x 8 = 64 square feet. The height of the pyramid is 3 ft, so its volume is:

V(pyramid) = (1/3) x base area x height

V(pyramid) = (1/3) x 64 x 3

V(pyramid) = 64 cubic feet

The rectangular box formed by the tent's base has dimensions of 8 ft by 8 ft by 9 ft, so its volume is:

V(box) = length x width x height

V(box) = 8 x 8 x 9

V(box) = 576 cubic feet

Therefore, the total volume of space the tent occupies is:

V(total) = V(pyramid) + V(box)

V(total) = 64 + 576

V(total) = 640 cubic feet

So the tent occupies 640 cubic feet of space.

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Answer:

Table D represents the linear function

y = x + 1.

The only option that represents an independent event is: Option C: "Spinning a Spinner with eight evenly spaced sections, then spinning it again.".

Independent events are defined as those events whose occurrence is not dependent on any other event. For example, if we flip a coin in the air and get the outcome as Head, then again if we flip the coin but this time we get the outcome as Tail. In both cases, the occurrence of both events is independent of each other.

Looking at the given options, the only one that represents an independent event is "Spinning a Spinner with eight evenly spaced sections, then spinning it again.".

This is because each event does not depend on another one of the events being described.

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Answer:

$525

Step-by-step explanation:

Jackie starts with $500, and the interest rate is 5% per year.

This means that, after one year, Jackie will have accumulated 5% interest with the $500 she put into the savings account.

Now, we can find 5% of $500 by converting 5% to its fraction form, which is 5/100. 5% of a value means that you need to multiply the fraction (or decimal) by the said value. So, we have:

[tex]\frac{5}{100}[/tex] · 500 =

[tex]\frac{2500}{100}[/tex] =

25

Therefore, the amount of interest she has accumulated in one year is $25. Combined with the money in her savings account, she has $525, since $500 + $25 = $525.

The plant is not in the sprinkler's range since the distance between the sprinkler and the plant is greater than the radius of the sprinkler's range.

The distance between the sprinkler and the plant can be calculated using the Pythagorean theorem, which states that in a right triangle, the square of the length of the hypotenuse (the longest side) is equal to the sum of the squares of the lengths of the other two sides.

In this case, the distance between the sprinkler and the plant is the hypotenuse of a right triangle with legs of length 4 feet and 6 feet:

distance = sqrt(4^2 + 6^2)

distance = sqrt(16 + 36)

distance = sqrt(52)

distance ≈ 7.21 feet

Since the distance between the sprinkler and the plant is greater than the radius of the sprinkler's range (8 feet), the plant is not in the sprinkler's range. Therefore, the plant will not receive water from the sprinkler.

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The perimeter of the rectangular mural after increasing the dimensions by Hailey is equal to 7826 centimeters.

Measures of rectangular mural are,

length = 890 centimeters

Width = 2891 centimeters

New mural is 66 centimeters longer.

The new dimensions of the  rectangular mural will be,

New  length = 890 cm + 66 cm

                     = 956 cm

New width = 2891 cm + 66 cm

                  = 2957 cm

The perimeter of the new mural can be calculated by adding up the lengths of all four sides,

Perimeter = 2(length + width)

⇒Perimeter = 2(956 cm + 2957 cm)

⇒Perimeter = 2(3913 cm)

⇒ Perimeter = 7826 cm

Therefore, the perimeter of Hailey's new mural will be 7826 centimeters.

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The above question is incomplete , the complete question is:

A rectangular mural measures 890 centimeters by 2891centimeters. Hailey creates a new mural that is 66 centimeters longer. What's is the perimeter of Hailey new mural?

Positive divisors does n2 have are 5.

If an integer n has exactly three positive divisors, including 1 and n, it means that n is a perfect square of a prime number.

The reason for this is that a prime number has only two divisors: 1 and itself. Therefore, if n has exactly three positive divisors, n must be a perfect square of a prime number, since the only divisors of a perfect square are the divisors of its square root, and its square root must be a prime number.

Let's say that n is equal to p², where p is a prime number. The positive divisors of n are 1, p, and n (which is p²).

Now, to find the number of positive divisors of n², we can use the fact that any positive divisor of n² can be expressed in the form [tex]p^k[/tex], where 0 ≤ k ≤ 4 (since n² = p⁴).

Therefore, the positive divisors of n² are:

1, p, p², p³, and p⁴ (which is n²)

So, n² has 5 positive divisors: 1, p, p², p³, and n².

Hence, the answer is 5.

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The number of poetry books at the library that are for children is 510

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

Books = 600

If 8.5/10 of the poetry books are for children, we can calculate the number of poetry books for children as follows:

Number of poetry books for children = (8.5/10) x 600

Number of poetry books for children = 510

Therefore, there are 510 poetry books at the library for children.

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The surface area of the two solids are listed below:

Case 1 - 232 square centimeters

Case 2 - 240 square centimeters

The surface area of a solid is the sum of the areas of all its faces. There are two cases of solids whose surface areas must be determined. The area formulas for triangle and rectangle are, respectively:

Triangle

A = 0.5 · b · h

Rectangle

A = b · h

Case 1

A = (6 cm) · (8 cm) + 2 · 0.5 · (6 cm) · (12 cm) + 2 · 0.5 · (8 cm) · (14 cm)

A = 232 cm²

Case 2

A = 2 · 0.5 · (8 cm) · (3 cm) + (8 cm) · (12 cm) + 2 · (5 cm) · (12 cm)

A = 24 cm² + 96 cm² + 120 cm²

A = 240 cm²

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The dimension for the largest area is 181 sq ft.

The rectangle has width. [tex]$w$[/tex] and height [tex]$h$[/tex],and let the radius of the semicircle be [tex]$r$[/tex]. We want to maximize the area [tex]$A$[/tex] of the window, which is given by:

[tex]A= 21 \pi r 2 +wh[/tex]

We also have the constraint that the total length of framing material is 12 feet:

[tex]2r+2w+h=12[/tex]

Solving this equation for [tex]$h$[/tex] we get:

[tex]h=12-2r-2w[/tex]

Substituting this expression for [tex]$h$[/tex] into the equation for [tex]$A$[/tex], we get:

[tex]A= 21 \pi r ^2+w(12-2r-2w)[/tex]

Expanding this expression, we get:

[tex]A= 21\pi r^2 +12w-2rw-2w^2[/tex]

To find the values of [tex]$r$[/tex], [tex]$w$[/tex], and [tex]$h$[/tex] that maximize[tex]$A$[/tex], we take the partial derivatives of [tex]$A$[/tex] with respect to each variable, set them equal to zero, and solve for the variables.

We get:

[tex]\partial r/\partial A=\pi r-2w=0 \Rightarrow r= 2w/\pi[/tex]

[tex]\partial w/\partial A=12-2r-4w=0 \Rightarroww= (6-r)/2= (6-2w/\pi)/2=3- w/\pi[/tex]

Substituting the expression for [tex]$w$[/tex] into the equation for [tex]$r$[/tex], we get:

[tex]r= 2/\pi (3-w/\pi )= 6/\pi - 2/\pi^2w[/tex]

Substituting these expressions for [tex]$r$[/tex] and [tex]$w$[/tex] into the equation for [tex]$h$[/tex], we get:

[tex]h=12-2r-2w=12- (4/\pi)w[/tex]

So the dimensions that maximize the area are:

[tex]w= \pi/2,r= 3\pi /4 ,h= (48-8\pi) / \pi[/tex]

The area of the window is:

[tex]A= (1/2)\pir^2 +wh= (1/2)\pi ( 3\pi/4)^2 + (\pi/2)\cdot (48-8\pi)/\pi = 9\pi/8+24-4\pi\approx 18.1 sq ft[/tex]

​

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Therefore, the dimensions of the largest area rectangular window with a semicircle top that can be made with 12' of framing material are approximately 1.55' * 3.38'. The maximum area is: Area = 4.82 square feet.

To find the dimensions for the largest area of a rectangular window with a semicircle top using 12' of framing material, we need to use optimization techniques.

Let's denote the width of the rectangular window as "w" and the height of the rectangular portion as "h". We also know that the semicircle top will have a radius equal to the width of the rectangular portion, so its diameter will be 2w.

The perimeter of the window is given by:

Perimeter = 2w + h +[tex]\pi w[/tex]

Since we have 12' of framing material available, we can write:

2w + h + [tex]\pi w[/tex] = 12

We can rearrange this equation to solve for h:

h = 12 - 2w - [tex]\pi w[/tex]

The area of the window is given by:

Area = w * h + 1/2 * [tex]\pi w^2[/tex]

Substituting the expression for h from the perimeter equation, we get:

Area = w(12 - 2w - [tex]\pi w[/tex]) + 1/2 * [tex]\pi w^2[/tex]

Expanding and simplifying, we get:

Area = 12w - [tex]2\pi w^2[/tex] - [tex]w^2[/tex]

To find the dimensions that maximize the area, we need to take the derivative of the area equation with respect to w and set it equal to zero:

d(Area)/dw = 12 - [tex]4\pi w[/tex] - 2w = 0

Solving for w, we get:

w = 12/(4\pi+2) ≈ 1.55'

Substituting this value back into the perimeter equation, we can find the height:

h = 12 - 2w - \piw ≈ 3.38'

Therefore, the dimensions of the largest area rectangular window with a semicircle top that can be made with 12' of framing material are approximately 1.55' * 3.38'. The maximum area is:

Area ≈ 4.82 square feet.

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The domain of the function 8 - [tex](x-3)^{2}[/tex] is R which is all the real numbers.

What is domain of a function?

The set or grouping of all potential values that may be used in the function is known as the domain.

We are given a function as 8 - [tex](x-3)^{2}[/tex].

Now, in order to find the domain, we need to find the values where the function is not defined for a value of x.

But, there is no such value for x where the function is not defined.

This means that all values of x give an output.

So, the domain is the set of all the real numbers.

Hence, the domain of the given function is R.

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The combined amount in both accounts after 10 years is $16,869.58

To solve the problem, we need to use the following formulas:

Simple Interest = Principal x Rate x Time

Compound Interest = [tex]Principal * (1 + Rate/ n)^{n * Time}[/tex]

where:

Principal = the initial deposit

Rate = the interest rate (in decimal form)

Time = the number of years

n = the number of times interest is compounded per year

For Account 1:

Simple Interest = Principal x Rate x Time

= $6000 x 0.035 x 10

= $2100

The amount in Account 1 after 10 years will be the initial deposit plus the interest earned:

= $6000 + $2100

= $8100

For Account 2:

Since the interest is compounded annually, n = 1.

Compound Interest = [tex]Principal * (1 + Rate/ n)^{n * Time}[/tex]

= [tex]6000 *(1 + 0.035/1)^{1 * 10}\\= $6000 (1.035)^{10}\\= $8769.58[/tex]

After ten years, the amount in Account 2 will be $8769.58.

After ten years, the combined amount in both accounts will be:

$8100 minus $8769.58 equals $16869.58, resulting in a total of $16,869.58 in both accounts after ten years.

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The surface area of the actual ramp, including the underside, is approximately 15.38 yd².

What is triangle?

A triangle is a three-sided polygon with three angles. It is a fundamental geometric shape and is often used in geometry and trigonometry.

To find the surface area of the actual ramp, we need to first find the dimensions of the ramp.

We are given that the scale model of the ramp is a right triangular prism with legs of 8 in, 5 in, and 5 in, and a height of 3 in. We can use these dimensions to find the dimensions of the actual ramp.

Since the ramp is a scale model, the ratio of the dimensions of the model to the actual ramp is the same for all corresponding dimensions. The height of the triangular base in the actual ramp is given as 0.6 yards, which is equal to 21.6 inches. So, we have:

height of actual ramp / height of model = 21.6 in / 3 in = 7.2

We can use this ratio to find the dimensions of the actual ramp:

height of actual ramp = 7.2 * 3 in = 21.6 in

length of actual ramp = 7.2 * 8 in = 57.6 in

width of actual ramp = 7.2 * 5 in = 36 in

Now we can find the surface area of the actual ramp. The surface area of the top and bottom of the ramp is the area of the triangular base plus the area of the rectangle formed by the length and width of the ramp:

Area of triangular base = (1/2) * base * height = (1/2) * 5 in * 5 in = 12.5 in²

Area of rectangular top and bottom = length * width = 57.6 in * 36 in = 2073.6 in²

Total surface area of top and bottom = 2 * (Area of triangular base + Area of rectangular top and bottom) = 2 * (12.5 in² + 2073.6 in²) = 4153.2 in²

The surface area of the sides of the ramp is the area of the three rectangles formed by the height and width of the ramp:

Area of one side rectangle = height * width = 21.6 in * 36 in = 777.6 in²

Total surface area of sides = 3 * Area of one side rectangle = 3 * 777.6 in² = 2332.8 in²

Finally, we add the surface area of the top and bottom to the surface area of the sides to get the total surface area of the ramp:

Total surface area of ramp = Surface area of top and bottom + Surface area of sides = 4153.2 in² + 2332.8 in² = 6486 in²

Converting to yards and rounding to two decimal places, we get:

Total surface area of ramp = 6486 in² / (36 in/yd)² = 15.38 yd² (rounded to two decimal places)

Therefore, the surface area of the actual ramp, including the underside, is approximately 15.38 yd².

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The type of variable for,

a. The number of counties in California: Quantitative discrete.

b. The stages of childhood: Qualitative ordinal.

c. In the scenario above, 23 minutes is a statistic, because 28 students is a sample.

d. Between 6 minutes and 8 minutes: Approximately 68% of the athlete's mile times are expected to be between 6 and 8 minutes, according to the empirical rule.

e. Between 4 minutes and 7 minutes: Approximately 68% of the athlete's mile times are expected to be between 4 and 10 minutes, according to the empirical rule.

f. Less than 9 minutes: Approximately 84% of the athlete's mile times are expected to be less than 9 minutes, according to the empirical rule.

In statistics, variables can be categorized into two types: qualitative and quantitative.

Qualitative variables describe characteristics or qualities that cannot be measured numerically, such as gender or hair color.

Quantitative variables, on the other hand, represent numerical values that can be measured or counted.

There are two types of quantitative variables: continuous and discrete. Continuous variables can take any numerical value within a range, such as age or weight.

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Answer:

Step-by-step explanation:

domain is -infinity to positive infinity range is -3 to infinity. Increasing from -3 to infinity and decreasing from - infinity to -3 and it’s minimum

Testing is only one part of the overall assessment process.

What is evaluation in education?

Assessment is an ongoing process of gathering evidence of what each student actually knows, understands, and can do. A comprehensive evaluation approach includes a combination of formal and informal evaluation (formative, preliminary, and summative).

What is an assessment? Also what does it mean?

At the course level, assessments provide important data on the breadth and depth of student learning. Evaluation is more than scoring. It's about measuring student learning progress. Assessment is therefore defined as “the process of data gathering to better understand the strengths and weaknesses of a student's learning”. 

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The drive-thru with typically more wait time is Burger Quick, because it has a larger median. The Option A.

The median is a measure of central tendency that represents the middle value of a set of data. In this case, the median wait time at Burger Quick is 15.5 minutes, while the median wait time at Super Fast Food is 12 minutes.

This indicates that, on average, customers at Burger Quick experience a longer wait time compared to customers at Super Fast Food. The larger median at Burger Quick suggests that there may be some longer wait times skewing the data towards the higher end which could be due to various factors such as slower service, or other operational issues at Burger Quick resulting in a longer wait time for customers at their drive-thru.

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A statistician would reply that in order to determine if the generic drug is less effective than the name-brand drug, a hypothesis test needs to be conducted.

The null hypothesis (H0) would be that there is no difference in the average blood pressure reduction between the two drugs, while the alternative hypothesis (H1) would be that the name-brand drug has a higher average reduction in blood pressure than the generic drug.

To test these hypotheses, a t-test would be appropriate since we have two independent samples (control and treatment groups) with known means, standard deviations, and sample sizes. The t-test will provide a p-value, which can be compared to a chosen significance level (e.g., α = 0.05).

If the p-value is less than the significance level, we reject the null hypothesis and conclude that there is a significant difference in the average blood pressure reduction between the two drugs. If the p-value is greater than the significance level, we fail to reject the null hypothesis, meaning we do not have enough evidence to claim that the name-brand drug is more effective than the generic drug.

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Answer: 1 is .4

2. is .6

3 is .5

4 is .375

5 is .18

6 is .71

7 is .16

8 is .66 repeating

9 is .91

and 10 is .25

Step-by-step explanation:

to get all these and fractions to decimals in the future just divide the numerator by the denominator in other words the top number by the bottom number

1): 0.4

2): 0.67 or 0.7

3): 0.5

4): 0.37 or 0.4

5): 0.18

6): 0.42 or 0.5

7): 0.17

8): 0.7

9): 0.97 or 1

10): 0.25

The value of x in the Intersecting chords is 15

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

Intersecting chords

The value of x is then calculated as

x = 1/2(30 - 2x + 30)

So, we have

2x = 30 - 2x + 30

Evaluate the like terms

4x = 60

Divide

x = 15

Hence, the value of x is 15

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Answer: The distance formula between two points (x1, y1) and (x2, y2) is:

d = sqrt((x2 - x1)^2 + (y2 - y1)^2)

Using this formula, we can find the distance between (7, -2) and (-1, -1):

d = sqrt((-1 - 7)^2 + (-1 - (-2))^2)

= sqrt((-8)^2 + (1)^2)

= sqrt(64 + 1)

= sqrt(65)

Therefore, the distance between (7, -2) and (-1, -1) is sqrt(65), or approximately 8.06 units.

Step-by-step explanation:

The given expression in the form ax + b will be (B) 1.8x + 4.1.

A finite collection of symbols that are properly created in line with context-dependent criteria is referred to as an expression, sometimes known as a mathematical expression.

An example is the expression x + y, which combines the terms x and y with an addition operator.

In mathematics, there are two different types of expressions: algebraic expressions, which also include variables, and numerical expressions, which solely comprise numbers.

So, we have the expression:

(3.6x-1.4) - (1.8x-5.5)

First, solve it in the form of ax + b as follows:

(3.6x-1.4) - (1.8x-5.5)

3.6x-1.4 - 1.8x+5.5

1.8x + 4.1

So, we have the expression: 1.8x + 4.1

Then, the coefficient and content will be (B) and the correct expression would be 1.8x + 4.1.

Therefore, the given expression in the form ax + b will be (B) 1.8x + 4.1.

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The main topic is the split-half reliability test used in psychological research to assess the internal consistency of a scale.

In psychological research, reliability is a crucial aspect of measuring constructs or attributes. One commonly used method for assessing the reliability of a scale is the split-half reliability test.

In this test, the scale questions are divided into two parts equally, and the resulting scores of both parts are correlated against one another.

For example, if a scale had 20 items, the items could be randomly split into two groups of 10 items each.

Scores are then calculated for each group, and the scores are correlated with each other to determine the degree of consistency between the two halves.

The correlation coefficient obtained from this analysis provides an estimate of the internal consistency of the scale.

A high correlation coefficient indicates a high level of internal consistency, indicating that the two halves of the scale are measuring the same construct or attribute.

Conversely, a low correlation coefficient suggests that the two halves of the scale are not measuring the same construct or attribute, and the scale may need to be revised or abandoned.

Overall, the split-half reliability test provides a quick and efficient method for evaluating the reliability of a scale.

However, it is important to note that this method does have some limitations, such as the possibility of unequal difficulty or discrimination of the items in each half of the scale.

Therefore, researchers often use other methods, such as Cronbach's alpha, in conjunction with the split-half reliability test to provide a more comprehensive assessment of the reliability of a scale

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Answer:

m = 6

Step-by-step explanation:

We have the proportion:

12/m = 18/9

To solve for m, we can cross-multiply the terms in the proportion:

12 × 9 = 18 × m

Simplifying both sides of the equation, we get:

108 = 18m

Dividing both sides by 18, we get:m = 6

Therefore, the solution to the proportion 12/m = 18/9 is m = 6.

Answer: m = 6

Step-by-step explanation:

First, we will rewrite this proportion:

     [tex]\displaystyle \frac{12}{m} =\frac{18}{9}[/tex]

Next, we will cross-multiply:

     12 * 9 = 18 * m

     108 = 18m

Lastly, we will divide both sides of the equation by 18:

     m = 6

We can also solve this proportion another way.

     We know that 18/9 = 2, so 12/m must equal 2 as well.

     12/6 = 2, so m = 6.

The total length of all 10 ribbons is 35 inches when they are placed end to end.

Inches are a unit of length in the imperial system of measurement, which is primarily used in the United States, the United Kingdom, and some other countries. One inch is equal to 1/12 of a foot or 2.54 centimeters.

The inch is commonly used to measure the length or distance of small objects, such as the size of a computer screen, the length of a pencil, or the height of a person. Inches are also used to measure the dimensions of larger objects, such as the width of a door or the size of a piece of furniture.

If John has 10 ribbons, each measuring 3 ½ inches long, we can find the total length of all the ribbons by multiplying the length of one ribbon by the number of ribbons:

Total length = 10 × 3 ½ inches

To multiply a whole number and a mixed number, we can first convert the mixed number to an improper fraction, then multiply:

Total length = 10 × (7/2) inches

Total length = 35 inches

Therefore, the 10 ribbons, placed end to end, would be 35 inches long.

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The two triangles are congruent based on the ASA Congruence Postulate.

The ASA Congruence Postulate states that if two angles and the included side of one triangle are congruent to two angles and the included side of another triangle, then the two triangles are congruent.

The image shown above shows two triangles that has three pairs of congruent triangles and a pair of corresponding congruent sides.

Therefore, both triangles are congruent by the ASA Congruence Postulate.

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The two null hypothesis that are correct answer are two-sample t-test and one-sample t-test.

Among the group of answer choices provided, the tests that require calculating degrees of freedom are the two-sample t-test and the one-sample t-test. Both of these tests belong to the t-test family and involve using degrees of freedom to determine the critical t-value.

In summary:
- Null hypothesis: The assumption that there is no significant difference between the sample and population or between two samples.
- T-test: A statistical test used to determine if there is a significant difference between the means of two groups or between a sample and population mean.
- Degrees of freedom: A value used in statistical tests that represents the number of independent values in a data set, which can affect the outcome of the test.

So answer is: two-sample t-test and one-sample t-test.

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The null hypothesis statistical tests that require calculating degrees of freedom are the two-sample t-test and the one-

sample t-test. The degrees of freedom are necessary to calculate the t-value for these tests. The chi-squared test also

requires degrees of freedom, but it is not a test for a null hypothesis.

The correct answer is: all of the above.

All these tests require calculating degrees of freedom:

1. Two-sample t-test:

Degrees of freedom are calculated using the formula (n1 + n2) - 2, where n1 and n2 are the sample sizes of the two

groups being compared.
2. Chi-squared test:

Degrees of freedom are calculated using the formula (rows - 1) * (columns - 1), where rows and columns represent the

number of categories in the data.
3. One-sample t-test:

Degrees of freedom are calculated using the formula n - 1, where n is the sample size.

The null hypothesis statistical tests that require calculating degrees of freedom are the two-sample t-test and the one-

sample t-test. The degrees of freedom are necessary to calculate the t-value for these tests. The chi-squared test also

requires degrees of freedom, but it is not a test for a null hypothesis.

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Some possible prices for the socks that would meet this condition are $2.99, $2.50, $3.00, $2.95, etc.

A rate is a measure of the amount of change of one quantity with respect to another quantity. It expresses how much one quantity changes in relation to another quantity over a given time or distance.

If Diego has budgeted $35 for 5 pairs of socks and a pair of shorts, we can subtract the cost of the shorts from the total budget to find the amount he has left for the socks:

$35 - $19.95 = $15.05

To find the possible prices for the socks, we can divide the amount Diego has left by the number of pairs of socks he needs:

$15.05 / 5 pairs = $3.01 per pair

Therefore, Diego would be able to stay within his budget if he finds socks that cost $3.01 or less per pair. Some possible prices for the socks that would meet this condition are $2.99, $2.50, $3.00, $2.95, etc.

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