Use SUBSTITUTION to solve the system
y=4x
2y-2x=12

Answer: 1) y=1/3x-1

2) y=-2/5x+0

3) y=1x+8

4) y=-3/6x+3

5) y=5/2x+1

6) y=-8/2x-5

7) y=1x+2

8) y=-2/3x-4

9) y=6/5x

Step-by-step explanation: For the graph: if the line is pointing to the right Mx from the equation Y=Mx+B it’s going to be POSITIVE for example: Y=7x+4 If it’s pointing to the left it’s NEGATIVE for example: Y=-6x+2. If want to know the Y-INTERCEPT = B you have to find the point that is connected to the (0,0) on the graph

Answer:

ask me some thing i under stand ur confusing

Step-by-step explanation:

dsf

Answer:

Hi There!! :-D

Step-by-step explanation:

5 1/2 as an improper fraction is 11/2.

We know that 5 x 2 is 10, and 10 + 1 is 11, therefore your answer is 11/2 !!!

Hope this helps you! ∩__∩

- abakugosimp

Answer: 12 people or less

Step-by-step explanation:

114≥30+5x+2x

114-30≥5x+2x

84≥7x

84/7≥7x/7

12≥x

There can be at  12 people or less who can attend the Friday night

Answer:

you can go on a maximum of 11 rides

Step-by-step explanation:

you first have to subtract 30 from 100 since that is the admissons fee.

So now you are left with 70 dollars.

You divide 70 by 6 since you need 6 dollars to go on each ride.

and 70 divided by 6 is 11.6666666667 but round it to 11 since that the whole number you're left with.

hope this helped :)

Answer:

24x

Step-by-step explanation:

i hope this is correct! c:

Answer:

there were 60 people that are under 16 and 190 people above 16.

Answer:

[tex]\frac{a^3b^{-2}}{ab^{-4}} = a^{2}b^{2}[/tex]

Step-by-step explanation:

Given

[tex]\frac{a^3b^{-2}}{ab^{-4}}[/tex]

[tex]a\ne 0; b \ne 0[/tex]

Required

Evaluate

[tex]\frac{a^3b^{-2}}{ab^{-4}}[/tex]

Apply the following law of indices:

[tex]\frac{x^m}{x^n} = x^{m-n}[/tex]

So, the expression becomes:

[tex]\frac{a^3b^{-2}}{ab^{-4}} = a^{3-1}b^{-2-(-4)}[/tex]

Remove brackets

[tex]\frac{a^3b^{-2}}{ab^{-4}} = a^{3-1}b^{-2+4}[/tex]

[tex]\frac{a^3b^{-2}}{ab^{-4}} = a^{2}b^{2}[/tex]

Answer:

D. a^3 b^4 / ab^2

Step-by-step explanation:

Answer:

Step-by-step explanation:

The proportion relationship is:

Using the table we find the value of k:

For the value of x = 125, the value of y is:

Answer:

Elena could tell without finishing by simplifying both sides. The next step would have been 30x +24x = 30x+24. This would have been simplified down to x=1

Step-by-step explanation:

She got to the last line 36x + 18 = 36x + 18 when she stopped and said the equation has infinitely many solutions.

The allocation of weights to the important variables that produce the calculation's optimum is referred to as a direct consequence.

The equation is given as,

12x +6(4x + 3) = 6(6x + 4) - 6

Simplify the equation, then we have

12x +6(4x + 3) = 6(6x + 4) - 6

12x + 24x + 18 = 36x + 24 - 6

36x + 18 = 36x + 18

She got to the last line 36x + 18 = 36x + 18 when she stopped and said the equation has infinitely many solutions.

More about the solution of the equation link is given below.

https://brainly.com/question/545403

#SPJ2

Answer:

U know what to do go to goggle and search algebra calculate and u will see a read box and written on it Mand Min back wards like infrnity and u can write ur problem

Answer:

Is there a picture of it so I can solve

Answer:

Answer:

Correct answers: Part A: Moe = 2500 + 125n and Meo = 2000 + 150n. Part B: oe: 12 machines; eo: 14 machines. Part C: 20 machines or higher.

PARCC evidence statement(s) tested: HS.D.1-1:

Solve multi-step contextual problems with degree of difficulty appropriate to the course, requiring application of knowledge and skills articulated in 7.RP.A, 7.NS.3, 7.EE, and/or 8.EE.

The evidence statement above references mainly Math Practice 4 in the Common Core:

[MP.4] Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. … By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

It may also reference other standards of mathematical practice, including MP.1 (make sense of problems and persevere in solving them), MP.2 (reason abstractly and quantitatively), and MP.5 (use appropriate tools strategically).

The question requires students’ prior understanding of the eighth-grade Common Core standard 8.EE.C, found under Expressions and Equations (analyze and solve linear equations and pairs of simultaneous linear equations), which states that they should be able to [EE.C.7] “solve linear equations in one variable” and [EE.C.8] “analyze and solve pairs of simultaneous linear equations.”

Note that the PARCC question referenced here simply uses understanding of these standards from eighth grade, considering this understanding to be securely-held knowledge. The PARCC question in Algebra 1 tests students’ ability to model with mathematics, as referenced in Math Practice 4.

Step-by-step explanation:

If I did the math correct, the answer is -1 1/4, i'll attach a ss in a second.

Answer:

true because it have no common solution

Answer: false!

Step-by-step explanation:

To be parallel, the lines have to have the same slope. The slope for line a is 5, the slope for line b is -1/5. These lines are perpendicular.

Answer:

1/3, -2 and -1/2

Step-by-step explanation:

Given the polynomial function y = (3x − 1)(x + 2)(2x + 1)

The zeros of the function occurs at when y = 0

The expression becomes;

(3x − 1)(x + 2)(2x + 1) = 0

3x - 1 = 0

3x  = 1

x  = 1/3

Also

x = x+2

x = 0-2

x = -2

2x+ 1 = 0

2x = 0-1

2x = -1

x = -1/2

Hence the zeros of the polynomial are 1/3, -2 and -1/2

Answer:

I don't believe there is enough information to answer the question.

Step-by-step explanation:

Either Mr. Cooper buys two 4 for 19$ specials for 38$ and has two left over, or he buys one special and then buys two individual fried chicken meals. The question does not tell us how much an individual chicken meal costs.

Answer:

$28.50

Step-by-step explanation:

19/4=4.75

4.75•6=28.50

Answer:

I believe it is C... since the largest angle is always across from the longest side, where as the smallest angle is across from the shortest side.

Step-by-step explanation:

hope this helps :P hav a fantastic day

9514 1404 393

Answer:

  $8 /yd

Step-by-step explanation:

You probably want dollars per yard. To get that, divide dollars by yards:

  $22/(2.75 yd) = $8 /yd

Answer:

3) B

4) D

5) C

Step-by-step explanation:

3) Slope is before X

4) Set equal to Y

5) Use rise over run to find slope then find y intercept

Answer:

an Enlargement because K>1

Answer:

(x + 5) B. (x - 5) C. (x + 3) D. (x - 3) = = 0

Step-by-step explanation:

The calculator performs basic and advanced operations with fractions, expressions with fractions combined with integers, decimals, and mixed numbers. It also shows detailed step-by-step information about the fraction calculation procedure. Solve problems with two, three, or more fractions and numbers in one expression.

Rules for expressions with fractions:

Fractions - use the slash “/” between the numerator and denominator, i.e., for five-hundredths, enter 5/100. If you are using mixed numbers, be sure to leave a single space between the whole and fraction part.

The slash separates the numerator (number above a fraction line) and denominator (number below).

Mixed numerals (mixed fractions or mixed numbers) write as non-zero integer separated by one space and fraction i.e., 1 2/3 (having the same sign). An example of a negative mixed fraction: -5 1/2.

Because slash is both signs for fraction line and division, we recommended use colon (:) as the operator of division fractions i.e., 1/2 : 3.

Decimals (decimal numbers) enter with a decimal point . and they are automatically converted to fractions - i.e. 1.45.

The colon : and slash / is the symbol of division. Can be used to divide mixed numbers 1 2/3 : 4 3/8 or can be used for write complex fractions i.e. 1/2 : 1/3.

An asterisk * or × is the symbol for multiplication.

Plus + is addition, minus sign - is subtraction and ()[] is mathematical parentheses.

The exponentiation/power symbol is ^ - for example: (7/8-4/5)^2 = (7/8-4/5)2

Answer:

a. Interest = $300

b. Payment to principal = $86.40

c. New balance = $‭59,913.6‬0

Step-by-step explanation:

The monthly payment has both an interest component and a principal repayment component.

The interest component is based on the total principal still due at the time and the principal repayment component will be the rest of the payment.

As the interest is listed in annual terms, it needs to be made a monthly rate:

= 6%/12 months

= 0.5%

Interest = 60,000 * 0.5%

= $300

Payment to principal = 386.40 - 300

= $86.40

New balance = Amount due - payment to principal

= 60,000 - 86.40

= $‭59,913.6‬0

Answer:

Are you doing Pythagorean theorem?

If not, what is your unit topic?

Answer:

Step-by-step explanation:

3. 17

4. 24

5. 24.21

6. 40

7. 15.81

8. 16

Answer:

4

Step-by-step explanation:

-x + 5 = 1

-x = 1 - 5

-x = -4

x = 4

Answer:

The notation of the segment AB will be:

Step-by-step explanation:

We know that a line segment is a line of part with two endpoints.

For example,

Let AB be the line segment

Here A and B are the endpoints of a part of a line.

Thus, the notation of the segment AB will be:

Answer:

Yes they are. “X” is basically 1x becuase if you multiply 1 by x its still x. So they are like terms, if you combine them you’ll get 6x becuase 5x+x=6x

Answer:

[tex]\{-2,-1,1,2,4\}[/tex]

Step-by-step explanation:

Given

The attached graph

Required

Determine the range of the graph

First, we list out the coordinate of each point on the graph:

The points are:

[tex]\{(-4,-1),(-3,-2),(-2,2),(1,1),(2,4)\}[/tex]

A function has the form: (x,y)

Where

y = range:

From the coordinate points above,

[tex]y = \{-1,-2,2,1,4\}[/tex]

Order from least to greatest"

[tex]y = \{-2,-1,1,2,4\}[/tex]

Hence, the range are: [tex]\{-2,-1,1,2,4\}[/tex]