Please Help!!!
I will give branliest.
The movie theater sells adult tickets, x, for $9.00 and student tickets, y, are $6.00. Sarah has $540 to spend on tickets. Write an inequality to find the number of adult and student tickets that Sarah could purchase.

There are number of 170 seats with folding arm tablets that are not designed for wheelchair users.

1. First we need to identify the total number of seats in the lecture hall which is 200.

2. Then we need to identify the number of seats with folding arm tablets that are designed for wheelchair users which is 30.

3. To find the number of seats with folding arm tablets that are not designed for wheelchair users, we can subtract the number of seats designed for wheelchair users from the total number of seats.

4. Therefore, 200 - 30 = 170, which means there are 170 seats with folding arm tablets that are not designed for wheelchair users.

The lecture hall in question has a total of 200 seats, with 30 of those seats having folding arm tablets that are designed for wheelchair users. To find the number of seats with folding arm tablets that are not designed for wheelchair users, we can subtract the number of seats designed for wheelchair users from the total number of seats. This means that 200 - 30 = 170, which means there are number of 170 seats with folding arm tablets that are not designed for wheelchair users.

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The degree of the polynomial \(5x^{3} + 4x^{2} + 7x\)  is 3 , that means it is a third degree polynomial called as cubic polynomial  .

What is Degree Of Polynomial ?

The degree of the polynomial is defined as  the highest power of the polynomial expression. But, if the polynomial has multiple variables, the degree of polynomial can be found by adding the powers of the different variables  in the polynomial expression.

For Example : the degree of polynomial ⇒  \(9x^{2} + 7x + 2\) is  2 .

The polynomial is given as : \(5x^{3} + 4x^{2} + 7x\) , we have to find the degree ,

So , we can see that the the term having the highest power of the given polynomial is \(5x^{3}\) , and the degree is 3 .

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The equation that represents the function g , the result of the transformation is g(x) = -(1/2)tanx     .

In the question ,

the parent function is given to be tangent ,

let the the parent function be denoted by "f" ,

So , f(x) = tanx,

given that the function is horizontally compressed by a factor of 1/2 ,

that means the function is multiplied by 1/2 ,

So ,g(x) = (1/2)tanx

also given that it is reflected over the x axis ,

reflection over x axis means , multiplying it by -1,

So , g(x) = -(1/2)tanx .

Therefore , the function g is g(x) = -(1/2)tanx  .

The given question is incomplete , the complete question is

The parent tangent function is horizontally compressed by a factor of 1/2 and reflected over the x-axis. Write an equation to represent function g, the result of this transformation ?

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Answer:

g(x)=-tan(2x)

Step-by-step explanation:

Answer:

x = 39

Step-by-step explanation:

Secant and tangent line from a point outside the cirlcle,

(length of th tangent)² = length of the secant * external segment

                   26²          =  (13 + x) * 13

               \(\sf (13 +x)*13 = 26 *26\\\)

                           \(\sf 13 + x =\dfrac{26*26}{13}\)

                           13 + x   = 2* 26

                           13  + x = 52

                                   x = 52 - 13

                                  x = 39

Answer:

21

Step-by-step explanation:

Please give me brainliest

Answer:

you need 2 people to answer so here you go

Step-by-step explanation:

Answer:

C. 3(6+1) =21

Step-by-step explanation:

33/3 is done first and that is 11+10= 21

6+1=7(3)= 21

The correct statement is: d.  "The impact on the volume if the dimensions are multiplied by 14  the new volume will be 14 times the original volume.      

To determine the impact on the volume when the dimensions of the cone are multiplied by 14, we need to calculate the new volume and compare it to the original volume. Let's denote the original radius as r and the original height as h.

Given:

Original radius (r) = 12 ft

Original height (h) = 24 ft

New radius = 14 * r

New height = 14 * h

The formula for the volume of a cone is V = (1/3) * π * r^2 * h.

Original Volume (V_original) = (1/3) * π * (r^2) * h

= (1/3) * π * (12^2) * 24

≈ 10845.12 cubic feet

New Volume (V_new) = (1/3) * π * ((14 * r)^2) * (14 * h)

= (1/3) * π * (196 * r^2) * (14 * h)

= (1/3) * π * (196 * (12^2)) * (14 * 24)

= (1/3) * π * 196 * 144 * 336

≈ 1086615.36 cubic feet

Comparing the new volume to the original volume:

a. The volume will decrease by 116.

False. The new volume is significantly larger than the original volume, so it does not decrease by 116.

b. The original volume will be divided by 43.

False. Dividing the original volume by 43 does not yield the new volume.

c. The original volume is decreased by approximately 2111.15 units^3.

False. The difference between the new volume and the original volume is much larger than 2111.15 units^3.

d. The new volume will be 14 times the original volume.

True. The new volume is approximately 14 times the original volume.

e. The original volume will be multiplied by 164.

False. Multiplying the original volume by 164 does not yield the new volume.

Therefore, the correct statement is:

d. The new volume will be 14 times the original volume.

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Therefore,  subscript indices must be either positive integers or logical. True

Explanation: The statement "subscript indices must be either positive integers or logicals" is true. Subscript indices are used to identify elements in an array. A positive integer subscript identifies a particular element in an array, while a logical subscript identifies a subset of elements based on a logical condition. For example, if we have an array A, then A(1) would identify the first element of the array, while A(A > 0) would identify all elements in the array that are greater than zero. Subscript indices cannot be negative or non-integer values.

Therefore,  subscript indices must be either positive integers or logical. True

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Answer:

x = 104

Step-by-step explanation:

The exterior angle is equal to the sum of the opposite interior angles

24+x = 128

Subtract 24 from each side

24+x-24 =128 -24

x =104

When a template is created, dummy data is used to verify the formulas in the template.

A template is a pre-designed format or layout that can be used for various purposes, such as creating reports, invoices, or budgets. One of the most important aspects of creating a template is ensuring that all the formulas and calculations used in it are accurate and produce the desired results.

To verify the formulas in a template, dummy data is often used. Dummy data is a set of fictitious or meaningless data that is used to test and verify the functionality of a system or application. In the context of templates, dummy data is used to ensure that the formulas and calculations used in the template are working correctly.

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Answer:

Area = 294 cm^2

Volume = 343 cm^3

Step-by-step explanation:

Simply plug in s = 7 into the given equations.

\(6s^{2} = 6*7^{2} = 294 cm^{2}\)

\(s^{3} = 7^{3} = 343 cm^{3}\)

Answer:

27

Step-by-step explanation:

13=g/3 +4

9=g/3

27=g

answer:27

Answer:

6.40$

Step-by-step explanation:

HOPE THIS HELPS

PLZZ MARK BRAINLEIST

Answer: He needs 32 cups of water and 12 cups of drink mix.

Step-by-step explanation: 8 cups + 3 cups = 11 cups

So we know that 8 cups of water + 3 cups of drink mix = 11 cups of 'special energy drink'. Now, Jerome assumes that each person wants 2 cups so we perform the following equation: 22 people x 2 cups = 44 cups. We know that 8 cups of water and 3 cups of drink mix is equal to 11 cups so we just divide: 44 cups/11 cups = 4. Now we need to multiply 8 and 3 by 4 because he needs 4 x 11 cups, that is why we need to multiply  

each of the numbers that make up 11 by 4. 8 cups x 4 = 32 cups,

3 cups x 4 = 12 cups

Answer: He needs 32 cups of water and 12 cups of drink mix.

Step-by-step explanation:

Answer:

Rhion did better in maths test.

Step-by-step explanation:

Given that:

Rhion scored 14 out of 17.

We will find percentage and then compare them.

Percentage = \(\frac{Score}{Total\ marks}*100\)

Percentage = \(\frac{14}{17}*100\)

Percentage = 82.35%

Rhion scored 31 out of 39.

Percentage = \(\frac{31}{39}*100\)

Percentage = 79.48

On comparing,

82.35 > 79.48

Hence,

Rhion did better in maths test.

The equation of the ellipse having a major axis of length 10 and foci at (1, 5) and (1, 1) is (x - 1)²/100 + (y - 3)²/16 = 1. So, the correct answer is option B.

The equation of an ellipse is given by (x-h)²/a² + (y-k)²/b² = 1, where (h, k) is the center of the ellipse and a and b are the length of the major and minor axes respectively.

Since the major axis of the given ellipse has a length of 10, we can set a = 10. The two foci of the ellipse are given as (1, 5) and (1, 1) which means the center of the ellipse is the midpoint of these two foci, i.e., (1, 3). Therefore, h = 1 and k = 3.

We also need to calculate the length of the minor axis, b. We can calculate this value using the distance formula,

d = √((x2 - x1)² + (y2 - y1)²)

Therefore,

b = √((12 - 12)² + (52 - 12)²)

 = √(0 + 16)

 = 4

Therefore, the equation of the ellipse with a major axis on length 10 contains foci at (1, 5) and (1, 1) is given by (x - 1)²/100 + (y - 3)²/16 = 1.

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Complete Question:

Find  an equation of the ellipse having a major axis of length 10 with foci at (1, 5) and (1, 1):

A. (x - 1)²/100 + (y - 3)²/4 = 1

B. (x - 1)²/100 + (y - 3)²/16 = 1

C. (x - 1)²/25 + (y - 3)²/4 = 1

D. (x - 1)²/25 + (y - 3)²/16 = 1

The terms that are not polynomial are x2/3 + v3x+1. The correct option is B.

The portions of the equation that are often separated by "+" or "-" signs are known as polynomial terms. Thus, each term in a polynomial expression is a portion of the polynomial. For instance, there will be 3 terms in a polynomial like 2 x 2 + 5 + 4 for example.

x2/3 + √3x+1 is not a polynomial term because the power is in a fraction in the polynomial term, the power is not in a fraction.

Therefore, the correct option is B. x2/3 + v3x+1.

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Answer:

y=4/5(x-5)+4

Step-by-step explanation:

y=m(x-h)+k

y=4/5(x-5)+4

Option C is incorrect

6a+ 10 + 9a - 15 - 4a - 8

Step-by-step explanation:

The solution and answer are well written in the Pic above.

Given equation of the Circle is ,

\(\sf\implies x^2 + y^2 = 25 \)

And we need to tell that whether the point (-4,2) lies inside or outside the circle. On converting the equation into Standard form and determinimg the centre of the circle as ,

\(\sf\implies (x-0)^2 +( y-0)^2 = 5 ^2\)

Here we can say that ,

• Radius = 5 units

• Centre = (0,0)

Finding distance between the two points :-

\(\sf\implies Distance = \sqrt{ (0+4)^2+(2-0)^2} \\\\\sf\implies Distance = \sqrt{ 16 + 4 } \\\\\sf\implies Distance =\sqrt{20}\\\\\sf\implies\red{ Distance = 4.47 }\)

Here we can see that the distance of point from centre is less than the radius.

Hence the point lies within the circle .

Answer:

$22.5

Step-by-step explanation:

Given data

Commission= 2.5%

Amount sold=$900

Let us find 2.5% of $900

=2.5/100*900

=0.025*900

=$22.5

Hence she made $22.5

The older of the two systems for Greek numerals that inspired the Roman numerals was known as the Attic numerals.

The Attic numerals were a system of numerals used by the ancient Greeks, particularly the Athenians. These numerals were developed around the 5th century BCE and were the precursor to the later Greek and Roman numeral systems. The Attic numerals were primarily based on the Greek alphabet, with each letter representing a specific numerical value.

In the Attic numeral system, the first nine letters of the Greek alphabet—alpha, beta, gamma, delta, epsilon, zeta, eta, theta, and iota—represented the values 1 to 9, respectively. The next nine letters—kappa, lambda, mu, nu, xi, omicron, pi, rho, and sigma—represented the tens from 10 to 90, respectively. The last six letters—tau, upsilon, phi, chi, psi, and omega —represented the hundreds from 100 to 900, respectively.

The Roman numeral system was heavily influenced by the Attic numerals. The Romans borrowed the idea of using letters to represent numbers but adapted and modified the system to create their own set of numerals. The Roman numerals used a combination of letters and subtraction rules to represent values. For example, the Roman numeral for 4 is "IV," which is obtained by subtracting 1 (I) from 5 (V). Similarly, the Roman numeral for 9 is "IX," obtained by subtracting 1 (I) from 10 (X).

In summary, the Attic numerals were the older Greek numeral system that served as the basis for the Roman numeral system. The Attic numerals used letters of the Greek alphabet to represent numerical values, and the Romans adapted and expanded upon this system to develop their own unique set of numerals.

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Complete Question

Fill in the blanks with correct answer:

The older of the two systems for greek numerals that inspired the roman numerals was known as the _______ numerals.

The older system for Greek numerals that inspired the Roman numerals was known as the Attic numerals. The Phoenician system served as the basis for the Greek adaptation

The older of the two systems for Greek numerals that inspired the Roman numerals was known as the Attic numerals. These numerals were used by the ancient Greeks and were derived from the earlier Phoenician system. Here is a step-by-step explanation of the connection between the two systems:

1. The Phoenician numerals: The Phoenician system was the precursor to the Greek numerals. The Phoenicians were a Semitic civilization who developed their own system of numerals. Their system consisted of symbols representing numbers and was based on a decimal system, similar to the system we use today.

2. The Greek adaptation: The ancient Greeks adopted the Phoenician system and made some modifications to create their own numerals. These modified numerals became known as the Attic numerals. The Greeks used these numerals in various contexts, including in their writing and on coins.

3. Influence on Roman numerals: The Roman numerals were directly influenced by the Attic numerals. The Romans adopted the Greek system of numerals, but they made further modifications and changes to suit their needs. The Roman numerals became widely used in the Roman Empire and are still used today in some contexts.

In conclusion, the older system for Greek numerals that inspired the Roman numerals was known as the Attic numerals. The Phoenician system served as the basis for the Greek adaptation, which then influenced the development of the Roman numerals. The Attic numerals played a significant role in the historical development of numerical systems.

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The base and exponent of −2^4 are

Base: -2

Exponent: 4

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

-2^4

In the expression -2^4, -2 is the base and 4 is the exponent.

The base is the number that is being multiplied by itself and the exponent is the number of times the base is being multiplied by itself.

In this case the base is -2 and the exponent is 4.

So the expression -2^4 means -2 multiplied by itself 4 times.

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Answer: Yes.

Step-by-step explanation: 4:8 simplifies to 1:2, since he used half as many rainbow charms as he did white stars. 5:10 also simplifies to 1:2. If they both have half as many rainbow charms as white, then both of his sister’s bracelets keep the same ratio.

Answer:

$660

Step-by-step explanation:

22*40 = 880 dollars. This is your gross pay.

Then, 880*0.2 (deduction of federal income tax rate) = 176 dollars

We also have to deduct the social security tax rate so, 880*0.05 = 44 dollars

Therefore, we totally have to deduct 176 + 44 dollars which is 220 dollars. 880-220 = 660.

Let me know if im wrong!

The equation for the volume of the prism will be given as  V=x^3+3x^2

The volume of the prism is given by the following formula

\(\rm Volume = Width\times Length\times hieght\)

Here we have a condition in the question that

The height of a right rectangular prism is 3 units greater than the length

\(h=x+3\)

length will be l = x

The width will be w=x

now by putting the value in the formula we get

\(\rm Volume = w\times L\times h\)

\(\rm Volume = x \times x \times (x+3)\)

\(\rm Volume = x^3+3x^2\)

Thus the equation for the volume of the prism will be given as  \(V=x^3+3x^2\)

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The equation of the line in slope-intercept form is y = 6x + 55.

Equations can involve variables, which are placeholders for unknown values that we wish to find. For example, the equation x + 3 = 7 asserts that the value of x plus 3 is equal to 7. We can solve for x by subtracting 3 from both sides of the equation, obtaining x = 4.

Equations can be linear or nonlinear, and they can involve one or more variables. They can be represented in various forms, such as standard form, slope-intercept form, or quadratic form.

To find the equation of the line in point-slope form, we need to first find the slope of the line. We can use any two points from the table to find the slope using the formula:

slope = (change in y)/(change in x)

Let's use the first and last points in the table:

slope = (295 - 175)/(40 - 20) = 120/20 = 6

Now we can use the point-slope form of the equation of a line:

y - y1 = m(x - x1)

where m is the slope and (x1, y1) is any point on the line. Let's use the first point (20, 175):

y - 175 = 6(x - 20)

To write this equation in slope-intercept form, we need to isolate y:

y - 175 = 6x - 120

y = 6x + 55

So the equation of the line in slope-intercept form is y = 6x + 55.

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The difference in the size between the apple and the orange symbols distort the comparison.

Data that has been manipulated or distorted in a way that is false or misleading is represented graphically in a misleading graph. A misleading graph might be made purposely to mislead or unintentionally owing to a misunderstanding of how to show the data correctly or a lack of experience in that area.

Changing the axes' scale, using multiple scales for different areas of the graph, using incorrect labelling or units, and ignoring or exaggerating specific data points are a few examples of misleading graphs.

The difference in the size between the apple and the orange symbols distort the comparison.

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