The school band is selling items to raise​ $9,500 for a trip. For each item​ sold, the​ band's profit is a percent of the selling​ price, as shown in the table. The​ flutists' goal is to raise​ 18% of the total amount needed. The​ trumpeters' goal is​ 85% of the​ flutists' goal. If both of these groups meet their​ goals, which group raised more​ money? What was the difference in the amounts the students​ raised?

Answer:

(2, 1)

Step-by-step explanation:

-4 + 6 = 2

-1 + 2 = 1

X and Y become positive by going up and right

Answer:

(2, 1 )

Step-by-step explanation:

A move of 2 units up in the positive y- directions means adding 2 to the y- coordinate.

A move right of 6 units in the positive x- direction means adding 6 to the x- coordinate.

(- 4, - 1 ) → (- 4 + 6, - 1 + 2 ) → (2, 1 )

Answer:

x <= 4

Step-by-step explanation:

29+9x<65

-29.      -29

9x<36

divide both sides by 9

x less than or equal to 4

Answer:

x ≤ 4

Step-by-step explanation:

29 + 9x ≤ 65

subtract 29 from both sides

29 - 29 + 9x ≤ 65 - 29

9x ≤ 36

divide both sides by 9

9x / 9 = x and 36 / 9 = 4

we're left with x ≤ 4

Answer:

f(8)=57, f(-4)=21, and f(0)=1

Step-by-step explanation:

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

f(8)=64-7

f(8)=57

f(-4)=(-4)^2-(-4)+1

f(-4)=16+5

f(-4)=21

f(0)=0^2-0+1

f(0)=0+1

f(0)=1

After demonstrating the procedure by algebraic means, the expression [tex](2\sqrt[3]{12} )\cdot (3\sqrt[3]{2} )[/tex] is equivalent to [tex]6\cdot \sqrt[3]{24}[/tex].

In this question we proceed to simplify [tex](2\sqrt[3]{12} )\cdot (3\sqrt[3]{2} )[/tex] by algebraic means into a single radical expression when possible, whose procedure is shown below and explained by appropriate definitions and theorems:

After demonstrating the procedure by algebraic means, the expression [tex](2\sqrt[3]{12} )\cdot (3\sqrt[3]{2} )[/tex] is equivalent to [tex]6\cdot \sqrt[3]{24}[/tex].

To learn more on radical expressions, we kindly invite to check this verified question: https://brainly.com/question/1810591

Answer:

Step-by-step explanation:

Mistakes: The student did not distribute the 3 into 2, and the student did not distribute the 6 into negative 2. The student also left out the negative 2x in the first half of the equation.

0.25 but half but 26:26 Its same but half of half ....

Answer:

Translate from words to mathematical equation.

"n is m% of what?"

m% = m/100

what = a variable ... "x". for example.

"is" means "="

"of" means multiply

n = (m/100)•x

[tex] \frac{(7 {x}^{2} {y}^{4} ) ^{2} }{49 {x}^{6} {y}^{5} } \\ = \frac{ {7}^{2} {x}^{2 \times 2} {y}^{4 \times 2} }{49 {x}^{6} {y}^{5} } \\ = \frac{49{x}^{4} {y}^{8} } {49 {x}^{6} {y}^{5}} \\ = {x}^{4 - 6} {y}^{8 - 5} \\ = {x}^{ - 2} {y}^{3} \\ = \frac{y ^{3} }{ {x}^{2} } [/tex]

Answer:

[tex] \frac{y ^{3} }{ {x}^{2} } [/tex]

Hope you could get an idea from here.

Doubt clarification - use comment section.

Answer:

y=50

Step-by-step explanation:

[tex]\frac{1}{5}[/tex]y=10

 y=10÷[tex]\frac{1}{5}[/tex]

   =50

The acceleration of a car that travels in a straight line at a constant speed of 100 km/h is zero. Average acceleration = (change in velocity)/(time it takes). Since the car's change in velocity is zero, its acceleration is zero.

Answer:

7 and 4

Step-by-step explanation:

If you set up a rectangle you get an area of 28 cm^2

4x7=28

the base is 7 cm

the height is 4 cm

Answer:

Step-by-step explanation:

You can make it by using division +/-. The keystrokes are

+

/

-

a = 13

b = -5

c = 1

x = [-(-5) +/- sqrt( (-5)^2 - 4*13*1) )] / 2

x = [ 5 +/- sqrt( 25 - 52) ] / 2

x = [ 5 +/- sqrt(-27)]/2

x = [5 +/- 3 sqrt(3)i ] / 2

x = 5/2 +/- 3/2 * sqrt(3) i

So x1 = 2.5 + 1.5 sqrt(3)i    or

x2 = 2.5 - 1.5 sqrt(3)i

Answer:

-8b-24

Step-by-step explanation:

Just ask.

Hope this helps! :)

Answer:

-8b-24

Step-by-step explanation:

you would just distribute that -8 to what's inside the ( ).

Answer:

135 tiles

Step-by-step explanation:

3 x 1.8 = 5.4 (m2)

20 cm = 0.2 m

0.2 x 0.2 = 0.04 (m2)

5.4 / 0.04 = 135 (tiles)

Answer:

d

Step-by-step explanation:

range is how far the graph goes from bottom to top.

Answer:

given,

time spent each day for driving to work = 42 mins time spent for driving work each month ( m ) = ?

we know ,

1 month is equal to 12 days

so,

m = 42× 12

= 504

hence, Debra spends 504 minutes driving each month.

Answer:

4060

Step-by-step explanation:

Answer:4060

Step-by-step explanation:

Answer:14

Step-by-step explanation:

Answer:

1) 5.44, 2) 3.9

Step-by-step explanation:

1) a/b + 2b - a^2 when a = 1.4 and b = 0.2

plug in the values:

1.4/0.2 + 2(0.2) - (1.4)^2 = 7 + 0.4 - 1.96 = 5.44

2) a[b-2c]^3 - d/e when a = 2, b = -0.75, c = -1, d = 0, e = -12 5/7 (rewritten to -89/7 = 12.71)

again, plug in the values:

2[-0.75-2(-1)]^3 - 0/12.71 = 2[1.25]^3 - 0 = 2[1.95] = 3.9

Answer:

no it is really easy question to answered so do it your self

Answer:

a:6÷9

b:0.666% are the answers

Answer:

452.16 cm

28.26 m

113.04 km

Step-by-step explanation:

The equation for area is r^2 π

where you square the radius and multiply by 3.14 or pi or how many digits you need to use.

For example, on the first question, you multiply the radius (12) by itself or square it to get 144.

Then you multiply 144 by 3.14 to get your first answer.

Answer:

40,44,48,52

Step-by-step explanation:

These are multiples of 4 because 4 can be multiplied into all of them like

4x11=44

4x10=40

4x12=48

4x13=52

Answer:

Isolate the variable by dividing each side by factors that don't contain the variable.

Exact Form:

x=5/2

Decimal Form:

x=2.5

Mixed Number Form:

x=2 1/2

Step-by-step explanation:

Answer:

2 14/25

Step-by-step explanation:

16/(2+1/2)^2 .        simplify 2+1/2 to 5/2

16/(5/2)^2

16/5^2/2^2

16/25/4

16*4/25

64/25

2 14/25

PEMDAS "P" is first, "E" second and then "D" is last

[tex]16\div \left( 2+\frac{1}{2} \right)^2\implies 16\div \left( \frac{2}{1}+\frac{1}{2} \right)^2\implies 16\div \left( \cfrac{4+1}{\underset{\textit{using this LCD}}{2}} \right)^2 \\\\\\ 16\div\left( \cfrac{5}{2} \right)^2\implies 16\div\cfrac{5^2}{2^2}\implies 16\div\cfrac{25}{4}\implies \cfrac{16}{1}\div\cfrac{25}{4}\implies \cfrac{16}{1}\cdot \cfrac{4}{25} \\\\\\ \cfrac{64}{25}\implies 2\frac{14}{25}[/tex]

Answer:

There is no solution to this equation.

Hope this helps :)

Answer:

no solution.

Step-by-step explanation:

carry the -5 and - sign and multiply the numbers within the () signs. so - 5×x and -5×6. which is -5x + -30. the other side will be -5x + 9. so then if you take away the -5x your left with -30 = 9 which is impossible.

Answer:

8.4

Step-by-step explanation:

edge

Answer:

  $0.25 per ream

Step-by-step explanation:

The costs per ream are ...

  X: $40/(8 reams) = $5/ream

  Y: $19/(4 reams) = $4.75/ream

The savings per ream is $5.00 -4.75 = $0.25 for the cheapest brand.