When using the substitution method to solve the system of equations,
what is the result of the first step?
y = 2x + 4
2x + 3y = 8

Hey there!

DISTRIBUTE

3(–2x – 3) + 4x – 3 = 8

3(–2x) + 3(–3) + 4x – 3 = 8

COMBINE LIKE TERMS

–6x – 9 + 4x – 3 = 8

–2x – 12 = 8

ADD by 12 on BOTH SIDES

–2x – 12 + 12 = 8 + 12

CANCEL out: –12 + 12 because that gives 0

KEEP: 8 + 12 because it helps us solve for x

“8+ 12 = 20”

–2x = 20

DIVIDE by –2 on BOTH SIDES

–2x/–2 = 20/–2

CANCEL out: –2/–2 because that gives 1

KEEP: 20/–2 because that gives you x

“x = 20/–2”

Answer: x = –10 ☑️

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Answer:

try using sin=opposite/hypotenuse to find the length of x. not sure

Answer:

Step-by-step explanation:

Step-by-step explanation:

The formula for simple interest is expressed as

I = PRT/100

Where

P represents the principal

R represents interest rate

T represents time in years

I = interest after t years

Considering the 36-month loan,

T = 36 months = 36/12 = 3 years

P = $15000

R = 6.5%

Therefore

I = (15000 × 6.5 × 3)/100

I = 292500/100

I = $2925

Considering the 48-month loan loan,

T = 48 months = 48/12 = 4 years

P = $15000

R = 7.5%

Therefore

I = (15000 × 7.5 × 4)/100

I = 450000/100

I = $4500

The difference in the amount of interest Ella would have to pay for these two loans is

4500 - 2925 = $1575

Answer:

[tex] - \frac{3}{4} n + \frac{3}{8} [/tex]

Step-by-step explanation:

[tex] \frac{1}{4} ( - 3n + \frac{3}{.2} [/tex]

1/4multiply both -3n and 3/2

Answer: 96

Step-by-step explanation:

Answer:

96

Step-by-step explanation:

Answer:

3/9 is 1/3 but 4/9 is already simplified :D

if you are happy with my answer, please give brainliest :)

Step-by-step explanation:

The area is the volume divided by the height.

Area = 182 / 2.8

Area = 65 square meters

Area of the classroom floor is equals to [tex]65m^{2}[/tex].

" Area is defined as the total space occupied by any two dimensional object."

Formula used

Volume of a cuboid = Length × width × height

Area of a classroom floor = length × width

According to the question,

Given,

Height of a classroom = [tex]2.8m[/tex]

Volume of a classroom =[tex]182 m^{3}[/tex]

Substitute the value in the formula of volume we get,

182 = Length × width × 2.8

⇒Length × width = [tex]\frac{182}{2.8}[/tex]

⇒Length × width =[tex]65m^{2}[/tex]

Therefore,

Area of the classroom floor =[tex]65m^{2}[/tex]

Hence, area of the classroom floor is equals to [tex]65m^{2}[/tex].

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The expressions that equal to 10⁵ are, 10³.10² and 10.10.10.10.10.

Some common rules of exponents are

xᵃ×xᵇ = xᵃ⁺ᵇ.

xᵃ/xᵇ = xᵃ⁻ᵇ.

Addition and subtraction of exponents is only possible for same base value and when the base is different and both have the same exponent we just multiply the bases and write the exponent.

The expression that equals to 10⁵ are,

10³.10².

= 10 ³⁺².

= 10⁵.

10.10.10.10.10           ('.' implies multiplication)

= 10¹.10¹.10¹.10¹.10¹.

= 10¹⁺¹⁺¹⁺¹⁺¹.

= 10⁵.

learn more about exponents here :

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Answer:

the probability that at least one of the girls (Piper and Sedona) get to go to the show is 0.533

Step-by-step explanation:

The computation of the probability that have at least one of the girl get to go is shown below;

[tex]= \frac{^2C_1 \times ^4C_1}{^6C_2} \\\\= \frac{8}{15}\\\\= 0.53333[/tex]

Hence, the probability that at least one of the girls (Piper and Sedona) get to go to the show is 0.533

So the same is relevant

Probability that at least one of the girls (Piper and Sedona) get to go to the show = 1/5

The number of grandchildren = 6

The number of girls = 2

Two grandkids out of 6 are to be selected

Number of ways of choosing 2 grandkids out of 6 is 6C2

[tex]6C2=\frac{6!}{(6-2)!2!} \\\\6C2=\frac{6!}{4! \times 2!} \\\\6C2 = 15[/tex]

Number of ways of selecting 2 grandkids out of 6 = 15 ways

Number of ways  of selecting 1 out of the two girls =2C1

[tex]2C1= 2[/tex]

Number of ways of selecting 1 out of the two girls = 2 ways

Number of ways of selecting of selecting both girls =2C2

Number of ways of selecting of selecting both girls = 1 way

Probability of selecting 1 out of the two grandkids = 1/15

Probability of selecting both girls = 2/15

Probability that at least one of the girls (Piper and Sedona) get to go to the show = 1/15 + 2/15

probability that at least one of the girls (Piper and Sedona) get to go to the show = 3/15

Probability that at least one of the girls (Piper and Sedona) get to go to the show = 1/5

Learn more here: https://brainly.com/question/20709225

Answer:

55.25 = x

Step-by-step explanation:

3x - 161 = 7x - 382

Balance method:

7x- 3x = -161 + 382

4x = 221

Divide to find x:

221/4 = x

55.25 = x

Step-by-step explanation:

We need to find (1 1/4) / (1/8).

(1 1/4) / (1/8)

= (5/4) / (1/8)

= (5/4) * 8

= 40/4

= 10.

Answer:

10/8 if not, I am sorry...

Answer:

Im not really sure but i think 10

Step-by-step explanation:

Answer:

[tex]x^{2}[/tex]

Step-by-step explanation:

x · x =[tex]x^{2}[/tex]

Answer:

[tex]Gallons = 27.95[/tex]

Step-by-step explanation:

Given

[tex]Gallons : Miles = 17:590[/tex]

Required

Determine the number of gallon for 870 miles

To do this, we simply substitute 870 for miles in the ratio above

So, we have:

[tex]Gallons : 870= 17:590[/tex]

Convert to fraction

[tex]\frac{Gallons}{870} = \frac{17}{590}[/tex]

Multiply through  by 870

[tex]870 * \frac{Gallons}{870} = \frac{17}{590}*870[/tex]

[tex]Gallons = \frac{17}{590}*970[/tex]

[tex]Gallons = \frac{17*970}{590}[/tex]

[tex]Gallons = \frac{16490}{590}[/tex]

[tex]Gallons = 27.95[/tex]

Answer:

7) A = 6 x 6

   A = 36

8) 24 x 7 = h

168 = h

Step-by-step explanation:

Answer:

✓ What is pi?

Answer:

Function B has the greater rate of change

Step-by-step explanation:

Function A has a slope of 1/3

Function B has a slope of 1/2

When comparing slopes, the higher value has the greater rate of change

1/2 > 1/3

Answer:

$2

Step-by-step explanation:

i think

Answer:

The fare ride was 11 miles.

Step-by-step explanation:

So it says that for the first mile the taxi charged $4.00 okay? so then it says for each additional mile he charges $1.25 so what i did was add the $4.00 and then kept on adding $1.25. so $4.00 plus $1.25 equals $5.25 so continue adding $1.25 till you get to exactly $16.50.. Count up exactly how many           "$1.25's" it took to get to $16.50 so it would be exactly 10 times you had to add $1.25 to it and we cant forget the first mile which was $4.00 so thats an additional mile so then it would 11 miles !

Answer:

Explained below

Step-by-step explanation:

A rational number is one that can be expressed in form a of a fraction whereby both the numerator and the denominator are integers.

Also, if it results in a recurring decimal it is still a rational number but if the decimal is not recurring, then it is not a rational number.

Now, for example let's consider the number 5.

It is a rational number because it can be expressed as; 5/1; 10/2; 20/4; -5/-1 e.t.c

Now, the opposite of these fractions like we are told to check in the question results in;

1/5; 2/10; 4/20; -1/-5;

The opposite will give us still a rational number because both numerator and denominator are still integers and also the value of the division is 0.2 which is a definite decimal and also can be expressed as an integer.

Answer:

teal

Step-by-step explanation:

brown blue green and teal are the only eye colors out there

Answer:

246m²

Step-by-step explanation:

use the formula for the surface area and substitute the values

Answer:

These are exactly 3 isosceles triangles

Step-by-step explanation:

Look at A, B, C.

There are exactly three isosceles triangles.

A, B, and D are isosceles triangles.

Each one has two congruent sides.

Answer:

(-3, 1)

Step-by-step explanation:

the point where both touch = the solution

Answer:

None of the expressions in the option is equal to 10 x(13).

Step-by-step explanation:

The answer can be verified by calculating the values of the expression in the question, those of each options, and then compare as follows:

Value of the expression = 10 x (13) = 10 x 13 = 130

Therefore, we have:

A. 10 + (1+3) = 10 + 4 = 14 [tex]\neq[/tex] 130

B. (10 x 1)+3 = 10 + 3 = 13 [tex]\neq[/tex] 130

C. 10 + (1x3) = 10 + 3 = 13 [tex]\neq[/tex] 130

D. (10 * 1)3 = 10 * 3 = 30 [tex]\neq[/tex] 130

Based on the calculations above, none of the expressions in the option is equal to 10 x(13).