7x-y=-10 and 3y-x=10 substitution

The graph of f(x) = 2x + 3 is a linear function and its y-intercept is y = 2x + 3.

Any function is referred to as linear if it represents a straight line on the coordinate plane. For instance, the linear function represented by the equation y = 3x – 2 looks like a straight line on a coordinate plane. Due to the fact that f(x) can substitute for y, this function can be written as f(x) = 3x - 2.

First find the slope of the line

y - y₁ = m(x - x₁)

0 - 3 = m(-1.5 - 0)

m = 2

From the graph, we can take any of the two points i.e.(0, 3) and put it in slope formula

y - y₁ = m(x - x₁)

So,

y - 3 = 2(x - 0)

y = 2x + 3 (y-intercept)

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Full question:

Graph each function determine which of the functions are linear. find the y-intercept of each function and the slope.

f(x) = 2x + 3

The profit percent for the pencils is equal to 10%.

If C is the cost and P is the price, then the formula for the profit percent is:

p = 100%*(P - C)/C

Here we know that the selling price of 10 pencils is equal to the cost price of 11 pencils, then we can write the eqation:

10*P = 11*C

We can solve this for P.

P = (11/10)*C = 1.1*C

Replacing that in the given formula we will get:

p = 100%*(1.1*C - C)/C

p = 100%*(1.1 - 1)*C/C

P = 10%

The profit percent is 10%.

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Answer:

(2,-5)

Step-by-step explanation:

find the coordinates which forms rectangle with othe given points

The coordinates of the fourth vertex of the rectangle are (2, -5).

A rectangle is defined as a four-sided shape with opposite sides that are equal in length and parallel to each other.

We have to determine the fourth vertex of the rectangle.

As we know that the opposite sides of a rectangle are equal.

The x-coordinate of the second vertex (2,4) is equal to the x-coordinate of the fourth vertex.

So, the x-coordinate of the fourth vertex = 2

The y-coordinate of the third vertex (-2,-5) is equal to the y-coordinate of the fourth vertex.

So, the y-coordinate of the fourth vertex = -5

Therefore, the coordinates of the fourth vertex of the rectangle are (2, -5).

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Answer: D.

x^2/8 + (y-2)^2/4 = 1

Step-by-step explanation:

Hope this helps.

Answer:

26

Step-by-step explanation:

The number that has a greatest common factor of 2 and is greater than 18 and less than 30 is 26.

Function f(14) = 11 shows that the outcome of a function at x = 14 the value of the function is 11.

Function is a mathematical phrase, rule, or law that establishes the link between an independent variable and a dependent variable (the dependent variable). In mathematics, functions exist everywhere, and they are crucial for constructing physical links in the sciences. The German mathematician Peter Dirichlet initially offered the contemporary definition of function in 1837:

To specify what the function f (14) = 11 means.

Here,

f( 14 ) = 11

f( 14 ) = f( x )

x = 14

f( x ) = 11

Implies that,

f(x) = y is function, when x = 14 the function gives y = 11 ,,means that for x = 14 the outcome of the function is 14.

Therefore, function f(14) = 11 implies that the outcome of a function at x = 14 the value of the function is 11.

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An equation in slope-intercept form that models this situation :

y = 5x + 3

An equation is a formula in mathematics that expresses equality by connecting two expressions with the equal sign =.

In algebra, an equation is defined as a formula that states that two formulas are equal.

For instance, 3x + 5 = 14 is an equation in which the terms 3x + 5 and 14 are separated by an equal sign.

A mathematical expression used to express the relationship between two terms on opposite sides of a letter.

Like a symbol, there is usually only one variable.

For instance, 2x4 = 2.

A mathematical statement consisting of two expressions joined by an equal sign is known as an equation.

3x - 5 = 16 is an example of an equation.

Solving this equation yields x=7 as the value of the variable x.

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A system of equations is a set of two or more equations with two or more variables. The number of solutions to a system of equations depends on the number of equations and the number of variables.

It's important to note that the number of solutions is not determined by the number of equations, but by the relationship between the equations and the variables.

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O₂ is two moles.

The molecular mass of an element is described as the sum of the masses of all the atoms present in the molecule.

Molecular mass is acquired by adding the atomic masses of all atoms with the number of atoms in the molecule.

O₂ has two atoms, so a mole of O₂ would have 1 mole of O₂ molecules, and when broken down into atoms, 2 moles of atoms.

Think about it like pairs of shoes. If you have 6 pairs of shoes, you have 12 pairs of shoes.

CO₂ has 3 atoms, 2N₂0 has 3 atoms, and there are already 2 moles, so that would be 6 moles of atoms; 2NaCl has 2 atoms but again, that 2 indicates that you'd have 4 moles of atoms, and H₂SO₄ has 7 atoms.

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M = A + |B| is the function's highest possible value. When sin or cos x equals 1, this maximum value is reached. m = A |B| is the function's lowest possible value. If either cos x or sin x is equal to 1, this minimum will be reached.

Example :

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The percentage of Venus's year to mercury's year is 39.1%

A percentage is a number that tells us how much out of 100 and can also be written as a decimal or a fraction - three for the price of one! To change the percentage to a fraction, just put the percentage number in the numerator and 100 in the denominator.

Venus year is 88 earth days and mercury is 225 earth days.

To find the percentage of venus's year to mercury's we divide the Venus's year by mercury and multiply by 100

Then , 88/225 ×100 = 39.1 %

Therefore Venus length of year is 39% of mercury's year.

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Answer:21

Step-by-step explanation:

L'effectif total de l'équipage est donc de 10 personnes. L'âge moyen des équipiers de ce voilier est donc de 22 ans. le milieu de 20 et 22 est 21. La médiane des âges des équipiers est donc de 21.

Step 1: Find the important numbers. The roots of a quadratic inequality in standard form are the critical numbers. Therefore, solve by setting the function to zero.

Using inverse operations to isolate the x2 squared is the first step in solving quadratic equations by finding square roots. Step 1: Utilize inverse operations to isolate the x2 squared. Step 2: To isolate x, square root both sides.

The quadratic formula, factoring, using the square roots, and completing the square are the four methods for solving a quadratic equation. As a result, I want to go over a general discussion of the various approaches to solving quadratic equations at this point.

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The dependent and independent variables ,C is 3 + 1(X) (X)

where, C is the price of gift-wrapping, X is the quantity of wrapped goods.

The number of goods that were wrapped is the independent variable for this function, and the price paid to wrap the presents is the dependent variable.

The number of goods that were wrapped is the independent variable for this function, and the price paid to wrap the presents is the dependent variable.

As opposed to the dependent variable, which is the function's output, the independent variable refers to the function's input. The function in this instance is written as follows:

C = 3 + 1(X) (X)

where,

C is the price of gift-wrapping.

X is the quantity of wrapped goods.

The complete question is,

An order will cost $3 plus $1 for each item that will be wrapped as a present. What are the dependent and independent variables?

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Product rule example is f(x) = (3x - 2x2)(5 + 4x).

Following the Product rule we have

f ' (x) = (3x - 2x2)(0 + 4) + (5 + 4x) (3 - 4x)

       = 12x - 8x2 + 15 + 12x - 20x - 16x2

       = - 24x2 +4x + 15

Simply put, a product is the outcome of multiplying two functions. This rule, which was developed by Gottfried Leibniz, enables us to compute derivatives that we don't want (or are unable to) multiply quickly. In other words, by combining our understanding of the power rule with the sum and difference rule for derivatives, we can use the product rule to obtain the derivative of two differentiable functions that are being multiplied together.

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Answer: C). Yes, by HL

Step-by-step explanation:

Answer:

Look at my image:

Left 4, down 2

The four parts of a quadrant are upper right, upper left, lower right, lower left.

The upper right quadrant of the coordinate plane, sometimes known as quadrant 1, has only positive coordinates (QI). Quadrant two is the upper left-fourth of the coordinate plane (QII). Quadrant three is at the bottom left (QIII). Located in the bottom right corner is quadrant number four (QIV). In quadrant I, the x- and y-coordinates are both positive. In quadrant II, the x-coordinate is negative while the y-coordinate is positive. In quadrant III, the x- and y-coordinates are positive. In quadrant IV, the x-coordinate is positive while the y-coordinate is negative. The area enclosed by the x and y axes is referred to as a quadrant in a coordinate system. The quadrants are formed by the 90-degree intersection of the x- and y-axes.

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Answer:

s >= 18 and s <= -18

Step-by-step explanation:

-|s| <= -18

|s| >= 18

The value inside the module can be either positive or negative:

positive:

s >= 18

negative:

-s >= 18

s ≤ -18

Answer: 6

Step-by-step explanation:

When solving this problem, it is important to remember the rules for when we add a negative and subtract a negative. When we add a negative (+ -), we are essentially going to keep the sign attached to the number. In this case, we would still subtract. When subtracting a negative (- -), the signs cancel out, so will add the number instead. With that in mind, we can rewrite the equation and solve it as follows:

13 - 12 + 5

1 + 5

6

Hope this helps!

When there is no solution to a system called an inconsistent system of equations.

A linear equation in two variables is in the form ax + by + c = 0 where a, b, c ∈ R, a, and b ≠ 0. An inconsistent pair of linear equations is named a linear equation system with no solution. When we think of a system of linear equations, we are able to compare the coefficients of the equations and find whether it is a system of equations with no solution.

Assume the pair of linear equations in two variables, x and y.

a₁x + b₁y + c₁ = 0

a₂x + b₂y + c₂ = 0

Where a₁, b₁, c₁, a₂, b₂, c₂ stand real numbers.

Note that, a₁² + b₁² ≠ 0, a₂² + b₂² ≠ 0

If (a₁/a₂) = (b₁/b₂) ≠ (c₁/c₂), then there will be no solution.

--The given question is incorrect; the correct question is

"When there is no solution of a system called _____ system of equations."--

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The slope of y=-10x is -10.

The slope of a linear equation in the form of y = mx + b is represented by the coefficient of x, which is also known as the "slope" or "rate of change." In this case, the coefficient of x is -10.

This means that for every unit increase in x, there is a corresponding decrease of 10 units in y. In other words, the line represented by this equation has a negative slope, meaning it slopes downwards as it goes from left to right.

A linear equation is an equation that can be written in the form of y = mx + b, where m is the slope (or rate of change) and b is the y-intercept (the point where the line crosses the y-axis). Linear equations represent straight lines on a graph, and their slope and y-intercept can be used to determine the characteristics of the line, such as its direction and position.

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The solutions to the nonlinear system of equations are (x₁, y₁) = (1 + √14 / 7, - 1 + 3√14 / 7) and (x₂, y₂) = (1 - √14 / 7, - 1 - 3√14 / 7).

In this problem we find the case of a system of two equations formed by a linear equation and a quadratic equation that can be solved by means of algebra properties. First, write the entire system of equations:

3 · x - y = 4

2 · x² + y² + x · y = 6

Second, clear y in the first equation:

y = 3 · x - 4

Third, substitute in the second equation:

2 · x² + (3 · x - 4)²  + x · (3 · x - 4) = 6

2 · x² + 9 · x² - 24 · x + 16 + 3 · x² - 4 · x = 6

14 · x² - 28 · x + 10 = 0

By quadratic formula:

x₁ = 1 + √14 / 7 or x₂ = 1 - √14 / 7

Fourth, find the possible values for y:

y₁ = 3 · x₁ - 4

y₁ = 3 · (1 + √14 / 7) - 4

y₁ = - 1 + 3√14 / 7

y₂ = 3 · x₂ - 4

y₂ = 3 · (1 - √14 / 7) - 4

y₂ = - 1 - 3√14 / 7

Fifth, write the solutions:

(x₁, y₁) = (1 + √14 / 7, - 1 + 3√14 / 7), (x₂, y₂) = (1 - √14 / 7, - 1 - 3√14 / 7)

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Quantitative variables provide numerical measures of individuals. the measures can be added or​ subtracted, and provide meaningful results.

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In a system of equations, a solution is a set of values for the variables that make all of the equations in the system true.

For example, consider the system of equations:

3x + 2y = 6

4x - y = 5

A solution to this system would be a set of values for x and y that, when substituted into both equations, make the left side equal the right side. So, for example, one solution could be x = 1, y = 1. If we substitute these values into the equations, we get:

3(1) + 2(1) = 6 and 4(1) - (1) = 5, which is true.

A system of equations can have one unique solution, infinitely many solutions, or no solution.

A system of equations has one unique solution when there is one specific set of values that makes all equations true.

A system of equations has infinitely many solutions when there are infinitely many sets of values that make all equations true. This means that there is a family of solutions, represented by a line or a plane in the case of systems of 2 or 3 equations with 2 or 3 variables.

A system of equations has no solution when there are no values that can be assigned to the variables that make all equations true. This means that the equations are inconsistent.

It's worth noting that a system of equations can be represented in different ways. The solution is the same but the way of finding the solution can change depending on the representation of the system.

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A triangle having two equal sides and angles is known as an isosceles triangle. Its equal sides are 6 cm long and make a 75o angle with one another.

A triangle having two equal sides and angles is known as an isosceles triangle. The procedures listed below can be used to build an isosceles triangle with a length of 6 cm and an angle of 75o between the two equal sides:

1. Mark the midway of each of the two 6 cm-long equal lines.

2. Draw a line between the two mid points to create the triangle's base.

3. Beginning at one of the base line's ends, use a compass to draw a 75-degree arc.

4. Create a new arc of Starting from the other end of the base line, measure 75o with a compass.

5. The third corner of the triangle will be formed by the intersection of these arcs.

6. To finish the triangle, connect its three corners with straight lines.

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By evaluating the system of inequalities we will see that the point (0, 1) is not a solution.

Here we know that a student says that (0, 1) is a solution to the system of inequalities below:

y > x

y > 2x + 1

A point (x, y) is a solution of the system of eqations if, when we replace both values, both inequalties are true.

Replacing the values of the point (0, 1) we will get:

1 > 0

1 > 2*0 + 1  → 1 > 1

The second inequality is false, then the point (0, 1) is not a solution of the system.

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