There is a raffle at a hockey game and 250 tickets are sold. Trenton bought 88 tickets. What percent of the
tickets does Trenton have?

Answer:

Step-by-step explanation:

y = 4.8x + C

53.8 = 4.8(4) + C

53.8 = 19.2 + C

C = 34.6

Step-by-step explanation:

The volume of cylinder = [tex]\pi r^{2}h[/tex]

The radius of cylinder = 20 ÷ 2 = 10

The volume of cylinder = [tex](\frac{22}{7})(10^{2} )(7)[/tex]

= [tex](22)(100)[/tex] = 2200

please give me a brainliest answer

Answer:

Solution:

volume of a cylinder = area of base(pi × radius²) × altitude (height)

Volume = πr² × altitude

V = 3.14 × 10² × 7

V = 3.14 × 100 × 7

V = 314 × 7

V = 2,198 cm

Answer:

I think it is straight forward, u just have to solve the problem

Step-by-step explanation:

so 35 x 586= 20510

3.5 x 5860=20510

36 x 586=21096

70 x 586=41020

Correct question:-

Prove that tan9.tan17.tan45.tan73.tan81=1

LHS

[tex]\\ \sf\longmapsto tan9.tan17.tan45.tan73.tan81[/tex]

[tex]\\ \sf\longmapsto tan9.tan81.tan17.tan73.tan45[/tex]

[tex]\\ \sf\longmapsto tan(90-81).tan81.tan(90-73).tan73.1[/tex]

[tex]\\ \sf\longmapsto cot81.tan81.cot73.tan73[/tex]

[tex]\\ \sf\longmapsto 1.1[/tex]

[tex]\\ \sf\longmapsto 1[/tex]

Using the factor theorem, the equation for q is:

[tex]q(x) = 4(x^5 - 14x^4 + 51x^3 - 14x^2 + 50x)[/tex]

The Factor Theorem states that a polynomial function with roots [tex]x_1, x_2, ..., x_n[/tex] is given by:

[tex]f(x) = a(x - x_1)(x - x_2)...(x - x_n)[/tex]

In which a is the leading coefficient.

In this problem:

Then, the equation is:

[tex]q(x) = a(x - 0)(x - i)(x + i)(x - 7 + i)(x - 7 - i)[/tex]

[tex]q(x) = ax(x^2 - i^2)((x-7)^2 - i^2)[/tex]

Considering that [tex]i^2 = -1[/tex]

[tex]q(x) = ax(x^2 + 1)(x^2 - 14x + 50)[/tex]

[tex]q(x) = ax(x^4 - 14x^3 + 51x^2 - 14x + 50)[/tex]

[tex]q(x) = a(x^5 - 14x^4 + 51x^3 - 14x^2 + 50x)[/tex]

q(-1) = -520 means that when [tex]x = -1, q = -520[/tex], and this is used to find a.

[tex]q(x) = a(x^5 - 14x^4 + 51x^3 - 14x^2 + 50x)[/tex]

[tex]-520 = a(-1 - 14 - 51 - 14 - 50)[/tex]

[tex]130a = 520[/tex]

[tex]a = \frac{520}{130}[/tex]

[tex]a = 4[/tex]

Hence, the equation is:

[tex]q(x) = 4(x^5 - 14x^4 + 51x^3 - 14x^2 + 50x)[/tex]

A similar problem is given at https://brainly.com/question/24380382

Answer:

r+51 peppers

Step-by-step explanation:

Answer:

24% of (254.75 US$) =

61.14 US$

Step-by-step explanation:

Answer:

61.14$.

Step-by-step explanation:

24% = 0.24.

254.75 * 0.24

= 61.14$.

Answer:

Step-by-step explanation:

5.25 + 17.75x ≤ 165

17.75x ≤ 159.75

x = 9 people (Assuming they all fit in one vehicle)

Wish You the Best in your Studies.

The number of people who can enter in the amusement park is 7.

Inequality is defined as an equation that does not contain an equal sign. Inequality is a term that describes a statement's relative size and can be used to compare these two claims.

Several buddies want to visit the theme park. They may only spend a total of $280 for parking and entrance. Tickets cost $33.75 per person, including tax, and parking is $19.50.

Let p be the number of people who can enter in the amusement park. Then the inequality is given as,

33.75p + 19.50 ≤ 280

Simplify the inequality, then the value of p is given as,

33.75p + 19.50 ≤ 280

33.75p ≤ 260.50

p ≤ 7.72

Thus, the number of people who can enter in the amusement park is 7.

More about the inequality link is given below.

https://brainly.com/question/19491153

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Answer:

AS=9

Step-by-step explanation:

Answer:

d≈12.73cm

Step-by-step explanation:

Using the formulas

C=2πr

d=2r

Solving for d

d = c/[tex]\pi[/tex] = 40/[tex]\pi[/tex] ≈12.7324cm

Step-by-step explanation:

8 + b/2 = 6

8 more than the quotient of is 6

a number and 2

Answer:

15.5 because you have to take away some point

Step-by-step explanation:

you can do 15.8 +5.3 and that would make 21 - 15 and makes 6 so you can round 15.8 to 16 and then you subtract to make 10 then you add 5

_______

[tex] \: [/tex]

x² = (15.8)² - (5.3)²

x² = 249.64 - 28.09

x² = 221.55

x = √221.55

x ≈ 15

Answer:

96

Step-by-step explanation:

The length of the large rectangle is: 5 units

The width of the large rectangle is: 7 units

- > Area of the large rectangle = length × width  = 7*5 = 35 square units

The length of the middle rectangle is: 7 units

The width of the middle rectangle is: 4 units

- > Area of the middle rectangle = length × width  = 7*4 = 28 square units

The length of the small rectangle is: 7 units

The width of the small rectangle is: 3 units        

- > Area of the small rectangle = length × width  = 7*3 = 21 square units

Area of top and the bottom triangles =2* 1/2(bh) = 4*3 = 12 square units

Then we find the total surface surface area by adding up all of these  

- > 35 + 28 + 21 + 12 = 96 square units

Answer:

60

Step-by-step explanation:

time * speed

in seconds 60x *4 = 2.5(60x + 900)

x= 25

25 min * 4cm/2

distance = 60 meters

CHEck!!!

Using a system of linear equations, the distance between points A and B is 6000 cm

Time taken = Distance / speed

Let ; distance = d

To time :

Fro time :

(t + 15 × 60) = d / 2.5

2.5(t + 900) = d

2.5t + 2250 = d ______(2)

Equate (1) and (2)

4t = 2.5t + 2250

4t - 2.5t = 2250

1.5t = 2250

t = 1500 seconds

From (1) :

d = 4t

d = 4(1500)

d = 6000 cm

Therefore, the distance from point A to B is 6000 cm

Learn more : https://brainly.com/question/14000187

Answer:c

Step-by-step explanation:c because u gotta look closwely

c

Answer:

It is a proper fraction so it cannot be written as a mixed number.

Step-by-step explanation:

Answer:

[tex]a_{n}[/tex] = 10n

Step-by-step explanation:

The nth term of an arithmetic sequence is

[tex]a_{n}[/tex] = a₁ + (n - 1)d

where a₁ is the first term and d the common difference

Here a₁ = 10 and d = a₂ - a₁ = 20 - 10 = 10 , then

[tex]a_{n}[/tex] = 10 + 10(n - 1) = 10 + 10n - 10 = 10n

The sequence can be seen to be an arithmetic sequence and the common difference of the sequence is 10.

Arithmetic sequences are an essential concept in mathematics and have applications in various fields, including algebra, physics, computer science, and finance. They are widely used to model patterns and relationships in real-world situations.

Looking at the sequence we can see that the common difference d can be obtained as;

d = S2 - S1

= 20 - 10

= 10

d = S3 - S2

= 30 - 20

= 10

Learn more about arithmetic sequence:https://brainly.com/question/34721740

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Answer:

6x²+5x-4

Step-by-step explanation:

[tex](3x+4)(2x-1)\\=6x^2-3x+8x-4\\=6x^2+5x-4[/tex]

Answer:

[tex]6x^{2}+5x-4[/tex]

Step-by-step explanation:

Apply the distributive property

[tex](a+b)(c+d)=ac+ad+bc+bd[/tex]

Therefore,

[tex](3x+4)(2x-1)=3x*2x+3x(-1)+4*2x+4(-1)[/tex]

[tex](3x+4)(2x-1)=6x^{2} +5x-4[/tex]

Answer:

Emily has a higher relative score since her z-score is higher. This would mean she scored further above the mean than Xiaoyu.

Step-by-step explanation:

Find the z-scores by subtracting the score they got by the mean and then dividing by the standard deivation of their respective exams.

Xiaoyu:

z = [tex]\frac{27 - 18}{6}[/tex] = 1.5

Emily:

z = [tex]\frac{720 - 500}{100}[/tex] = 2.2

______

Emily has a higher relative score since her z-score is higher. This would mean she scored further above the mean than Xiaoyu.

Answer:

d=4.5t

Step-by-step explanation:

in two hours, Francine went 9 miles

9/2=4.5

the distance equals 4.5 times each cycling time.

d=4.5t

Step-by-step explanation:

2-5(68-60)=2-5×8=2-40=38

Answer: Length 1,132 ft

Step-by-step explanation: Im not sure if this is the one your talking about but here.

Answer:

1. a^4.

2. 9c³.

3. 8z^6.

4. 4b²a.

5. 20q(if the 2 isn't an exponent)

if it is,

20q².

6.x²y².

7. j²k²i.

All the best.

Answer:

Step-by-step explanation:

[tex]1.(a^{2})^{2}= a^{2*2}=a^{4}\\\\\\2. (3c)^{3}=3^{3}*c^{3} = 27c^{3}\\\\\\3.(2z^{2})^{3}=2^{3}*(z^{2})^{3}=8z^{2*3}=8z^{6}\\\\\\4.a(2b)^{2}=a*2^{2}b^{2}=4ab^{2}\\\\\\5.5(q^{2})^{2} = 5q^{2*2}=5q^{4}\\\\\\6.(xy)^{2}=x^{2}y^{2}\\\\\\7i(jk)^{2}=ij^{2}k^{2}[/tex]

Answer:

Slope = 2

Step-by-step explanation:

(x₁ , y₁) = ( 1 , 1)   & (x₂,y₂) = (-1,-3)

[tex]Slope=\dfrac{y_{2}-y_{1}}{x_{2}-x_{1}}\\\\=\dfrac{-3-1}{-1-1}\\\\=\dfrac{-4}{-2}\\\\=2[/tex]

Answer:

I believe it's B ............

Answer:

A, B, C

Step-by-step explanation:

Assuming the choices are:

A. [tex](x-2)(x^{4}+3)[/tex]

B. [tex]x^{2} -1[/tex]

C. A+[tex]x^{4} +16[/tex]

D. [tex]\frac{1}{x} +2[/tex]

Put simply, a polynomial in this case will be a function that has at least one variable raised to a power greater than 1.

Choice A already has a variable raised to a power greater than 1 ([tex]x^{4}[/tex]), so no additional manipulation is needed.

Choice B also has a term that is already raised to a power greater than 1 ([tex]x^{2}[/tex]). It is the same for choice C ([tex]x^{4}[/tex]).

Choice D does not have an obvious variable raised to a power greater than 1. When the equation is manipulated it becomes [tex]x^{-1} +2[/tex]. Since -1 is less than 1, choice D is not a polynomial.

Answer:

Option D

Step-by-step explanation:

[tex]\\ \sf\longmapsto \dfrac{1}{x}+2[/tex]

Simplify

[tex]\\ \sf\longmapsto x^{-1}+2[/tex]

Degree is less than 1 .It's not a polynomial