The percentage increase in the price of petrol is approximately 5.56%.
What is percentage?Percentages are used to compare and express parts of a whole, and to express changes or differences in values. For instance, we can use percentages to express:
A discount or a markup in prices
The increase or decrease in a quantity or value
The proportion of a quantity compared to a whole
The probability of an event occurring.
In the given question,
To determine the percentage increase in the price of petrol, we need to calculate the difference between the old price and the new price, divide that by the old price, and then multiply by 100 to convert to a percentage.
The difference between the old price and the new price is:
R 13.28 - R 12.58 = R 0.70
Dividing the difference by the old price:
R 0.70 ÷ R 12.58 ≈ 0.0556
Multiplying by 100 to convert to a percentage:
0.0556 × 100 ≈ 5.56%
Therefore, the percentage increase in the price of petrol is approximately 5.56%.
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You have a combination lock with 3 secret digits. Find the 3 correct digits using the following clues and enter your answer below.
Answer: The correct digits for the combination lock are 1, 5, and 8, in that order.
Step-by-step explanation:
Based on the given clues, we can deduce the correct digits for the combination lock as follows:
From the clue "128 One digit is right and in its place," we know that one of the digits is 1.
From the clue "157 One digit is right, but in the wrong place," we know that either 5 or 7 is a correct digit, but in the wrong position. Since we already know that one of the digits is 1, the correct digit must be 5. Therefore, the second digit is 5 and it is in the wrong place.
From the clue "841 Two digits are right but both are in the wrong place," we know that the digits 8 and 4 are correct, but they are both in the wrong position. Therefore, the last digit must be 4 or 8. However, we also know from the clue "624 One digit is right, but in the wrong place" that the last digit is not 4. Therefore, the correct third digit is 8.
So, the correct digits for the combination lock are 1, 5, and 8, in that order.
Therefore, the combination for the lock is 158.
1.5 Cheaters, study components: Researchers studying the relationship between honesty, age, and self-control conducted an experiment on 160 children between the ages of 5 and 15. Participants reported their age, sex, and whether they were an only child or not. The researchers asked each child to toss a fair coin in private and to record the outcome (white or black) on a paper sheet, and said they would only reward children who report white. Half the students were explicitly told not to cheat and the others were not given any explicit instructions. In the "no instruction" group the probability of cheating was found to be uniform across groups based on a child's characteristics. In the group that was explicitly told to not cheat, girls were less likely to cheat, and while rate of cheating didn't vary by age for boys, it decreased with age for girls (Ritz et al. 2000). Identify the following
a) What are the cases?
_____all children ages 5 to 15
_____the 160 children between the ages of 5 to 15
_____the coin flips
_____boys or girls
b) What are the variables and their types?
_____The variables and types are age (discrete), sex (regular categorical), whether they were an only child or not (regular categorical)
_____The variables and types are age (discrete numerical), sex (ordinal), whether they were an only child or not (regular categorical), the result of the coin flip (regular categorical), whether the children were given instructions or not (regular categorical)
_____The variables and types are age (discrete), sex (regular categorical), whether they were an only child or not (regular categorical), the result of the coin flip (regular categorical), whether the children were given instructions or not (regular categorical), and whether the child cheated (regular categorical)
_____The variables and types are age (discrete), sex (ordinal), whether they were an only child or not (regular categorical), the result of the coin flip (regular categorical), whether the children were given instructions or not (regular categorical), and whether the child cheated (regular categorical)
c) What is the main research question?
_____Do girls cheat more or less often than boys?
_____What is the effect of age, sex, only child status, and whether or not children were given instructions on the rate of cheating in a game?
_____Do children follow directions?
160 children between the ages of 5 and 15 comprise the cases.
Age and sex child cheated are the variables and types.
What impact do age, sex, being an only child, and whether or not kids received instructions have on the frequency of cheating in games?
a) What are the cases?
The cases are: the 160 children between the ages of 5 to 15.
b) What are the variables and their types?
The variables and types are: age (discrete numerical), sex (regular categorical), whether they were an only child or not (regular categorical), the result of the coin flip (regular categorical), whether the children were given instructions or not (regular categorical), and whether the child cheated (regular categorical).
c) What is the main research question?
The main research question is: What is the effect of age, sex, only child status, and whether or not children were given instructions on the rate of cheating in a game?
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Which expression is equivalent to 5(3x + 4) + 2(3x − 7)
Answer:
21x + 7
Step-by-step explanation:
See picture below :)
Pania ate a quarter of the pizza. Pita ate one sixth of what remained. Paula ate two fifths of what remained after Pita had eaten. What fraction of the pizza was left for penny?
Answer:
Penny had 13/20 of the pizza left.
Step-by-step explanation:
Let's start with the whole pizza, which we can represent as 1.
Pania ate a quarter of the pizza, leaving 3/4 (since 1/4 + 3/4 = 1) for Pita and Paula.
Pita then ate one sixth of what remained, which is one sixth of 3/4 or 3/24, leaving 21/24 (or simplifying to 7/8) for Paula.
Paula then ate two fifths of what remained after Pita had eaten, which is two fifths of 7/8 or 14/40, leaving 26/40 (or simplifying to 13/20) for Penny.
Therefore, Penny had 13/20 of the pizza left.
I hope this helps! And if you could label my answer brainliest that would be awesome.
- Dante
Answer:
3/8 of the pizza was left for Penny.
Step-by-step explanation:
Pania ate 1/4 and left 3/4.
Pita ate 1/6 (of the 3/4) and left 5/6.
Paula ate 2/5 (of the 5/6) and left 3/5.
What was left?
3/5 of 5/6 of 3/4
"of" means times
3/5•5/6•3/4
(cancel the 5s and a 3 with the 6, leaving a 2)
= 3/8
But see the illustrated story, it makes way more sense! See image
Patrick estimated he would need 45 minutes to get ready for the first day of school, but he only needed 45 minutes. What is the percent error for his estimate?
The percent error for patricks estimate for the first day of school is 25%.
How to find the percentage from the total value?Suppose the value of which a thing is expressed in percentage is "a'
Suppose the percent that considered thing is of "a" is b%
Then since percent shows per 100 (since cent means 100), thus we will first divide the whole part in 100 parts and then we multiply it with b so that we collect b items per 100 items(that is exactly what b per cent means).
We need to Write the percent as a fraction in simplest form
16.24%
So, we can rewrite it as;
16.24 / 100
16 and 24/100 or 16 6/25
So the percent as a fraction is 16 6/25
We are given that;
Time patrick took= 45min
To find the percent error, we first need to find the difference between Patrick's estimate and the actual time it took him to get ready.
Actual time - Estimated time = Error
45 minutes - 45 minutes = 0 minutes
The error is 0 minutes, which means Patrick's estimate was exactly right and there was no error.
However, if we assume that Patrick made a mistake when he estimated and that his actual time is the correct value, then we can find the percent error as follows:
Error = | Actual time - Estimated time | = | 45 minutes - 60 minutes | = 15 minutes
Percent error = (Error / Estimated time) x 100% = (15 minutes / 60 minutes) x 100% = 25%
Therefore, the percentage error will be 25%.
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a surface generated by a closed plane curve rotated about a line that lies in the same plane as the curve but does not intersect it t/f
The statement that "a surface generated by a closed plane curve rotated about a line that lies in the same plane as the curve but does not intersect" is true.
The surface generated by a closed plane curve rotated about a line that lies in the same plane as the curve but does not intersect it is called a torus. The torus is a three-dimensional surface that can be thought of as a doughnut shape. The curve that generates the torus is called the generator, and the line about which the curve is rotated is called the axis of rotation. The torus has the interesting property that it has a hole in the center, and the distance from any point on the surface to the center of the torus is constant.
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What is result of the following expression when x is 125? x %6 a. 0 b. 5 c. 20.5 d. 20.
Option b. 5. The number 125 can be written as 6 times 20 plus 5. Therefore, when x is 125, the expression "x % 6" evaluates to 5.
The adage "x % 6" signifies the rest of x is separated by 6. At the point when x is 125, the rest of 125 is partitioned by 6 can be found by playing out the accompanying whole number division:
125 ÷ 6 = 20 remaining portion 5
This implies that 125 can be composed as multiple times 20 in addition to 5. Consequently, when x is 125, the adage "x % 6" assesses to 5.
So the response is (b) 5.
At the point when we utilize the modulo administrator (%) to track down the rest of x partitioned by 6, the maxim "x % 6" assesses to 5 when x is 125. This is on the grounds that when 125 is separated by 6, the remainder is 20 with a rest of 5. At the end of the day, 125 is equivalent to multiple times 20 in addition to 5. Accordingly, the rest of 125 is partitioned by 6 is 5, and that is the aftereffect of the adage "x % 6" when x is 125.
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what is negative z score table
A table used to find the area under the standard normal distribution to determine the probability of a z-score being less than a given value.
A negative z-score table is a tool used in statistics to find the probability of a z-score being less than a certain value. A z-score is a measure of the number of standard deviations an observation or data point is above or below the mean of a dataset.
The standard normal distribution is a bell curve with a mean of zero and a standard deviation of one. The negative z-score table lists the area under the curve to the left of a negative z-score, which can be used to calculate probabilities. The table is used by finding the corresponding row and column for the desired z-score and reading the probability from the table.
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What's the domain of this function graph? please help!!!!!!!!!
Answer:
The domains are (1,4,9) Ranges are (-1,-2,-3)
Step-by-step explanation:
The domain is on the x-axis and the range is on the y-axis
✓
At 7 o'clock on a winter evening,
the temperature
The temperature
2° every hour until 2 o'clock in the
morning. Then, it started to rise
1° per hour until 7 o'clock in the
morning. Determine the
temperature at 7a.m.
was -6°.
dropped
At 7 a.m., the temperature was 2°.
What does temperature mean?Temperature is a measure of the average kinetic energy of particles in a system, measured in degrees on a specific scale (such as Celsius or Fahrenheit). The higher the temperature, the faster the particles move. Temperature is also related to heat, which is the transfer of energy between two systems at different temperatures. Heat always flows from a higher temperature system to a lower temperature system. In addition, temperature is related to pressure, which is the force exerted by the particles in a system. When the temperature of a system increases, so does the pressure.
At 7 a.m., the temperature was 2°. This is because temperatures dropped by 2° per hour until 2 o'clock in the morning. In the 6 hours (from 2 a.m. to 8 a.m.) there were 12° of decrease in temperature (2° per hour x 6 hours). This means that the temperature at 7 a.m. was -6° (2° - 12° = -6°).
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Please help me answer this quickly!!!! Give a thorough explanation and answer every part! Thank youuuuu :) (will give brainliest)
The features of the sine function are given as follows:
Midline: y = 1.Maximum value: y = 4.Minimum value: y = 2.Amplitude: 3 units.Period: 8 units.Frequency: 1/8 units. (one divided by the period).The equation is given as follows:
y = 3sin(0.25πx) + 1.
How to define the sine function?The standard definition of a sine function is given as follows:
y = Asin(Bx) + C.
The parameters are given as follows:
A: amplitude.B: the period is 2π/B.C: vertical shift.The minimum value is of -2, while the maximum value is of 4, hence the midline is given as follows:
y = (-2 + 4)/2
y = 1.
The difference between the minimum and the maximum value is of 6 units, hence the amplitude is obtained as follows:
2A = 6
A = 3.
The function with no vertical shift would oscillate between -A = -3 and A = 3, while this function oscillates between -2 and 4, hence the vertical shift is given as follows:
C = 1.
The shortest distance between repetitions of the function is of 8 units, hence the period is of 8, the frequency is of 1/8, and the coefficient B is given as follows:
2π/B = 8
8B = 2π
B = π/4.
B = 0.25π.
Hence the function is defined as follows:
y = 3sin(0.25πx) + 1.
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A pizza restaurant charges for each pizza and adds a delivery fee. The cost (c), in dollars, to have any number of pizzas (p) delivered to a home is described by the function c = 8p + 3. Which statement is true?
Each pizza costs $3 and the delivery fee is $8.
The cost of 3 pizzas is $14.
The cost of 8 pizzas is $11.
Each pizza costs $8 and the delivery fee is $3.
Answer:a
Step-by-step explanation:
What determines which numerical measures of center and spread are appropriate for describing a given distribution of a quantitative variable? Which measures will you use in each case?
The appropriate numerical measures of center and spread to describe a given distribution of a quantitative variable depend on the shape, symmetry, and presence of outliers in the data.
Measures of center include mean, median, and mode. The mean is affected by extreme values, while the median is resistant to outliers. The mode is useful when looking for the most common value or values in a distribution.
Measures of spread include range, interquartile range (IQR), variance, and standard deviation. The range is the difference between the maximum and minimum values, but it is sensitive to outliers. The IQR is the range of the middle 50% of the data and is resistant to outliers. Variance and standard deviation both measure the spread of the data around the mean, with the variance being the average squared deviation from the mean and the standard deviation being the square root of the variance.
In general, if the data is approximately symmetric and without outliers, the mean and standard deviation are appropriate measures of center and spread, respectively.
If the data is skewed or has outliers, the median and IQR are more appropriate. If the distribution has multiple modes, the mode may be useful to describe the distribution, but it should be used with caution as it may not be unique or well-defined for certain distributions.
Ultimately, the choice of measures of center and spread depends on the characteristics of the data and the research question being investigated. It is always a good practice to use multiple measures of center and spread and to visualize the distribution of the data using histograms or boxplots to gain a better understanding of the data.
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The school is 100 m from Jason's house the following describes his most recent trip he walked 50 m towards school and 2 minutes he realized that he left his book at home he turned around and walked home at the same speed he spends one minute looking for his books he walked all the way to school and it twice his original speed finish a graph that actually represents Jason's trip
Answer:
Step-by-step explanation:
left a book at home. He turned around and walked home at the same speed.
List the prime numbers between 20 and 30
25 and 29
23 and 29
21 and 23
23 and 27
The numbers between 20 and 30 are: 21,22,23,24,25,26,27,28,29 Even numbers, other than 2 are not prime because by definition of being even they are divisible by 2.
What are prime numbers?
Prime numbers are numbers that can only be divisible by themselves or 1. Examples of prime numbers include 2, 3, 5, 7, 11, and so on. In this tutorial, you will learn how to check if a number is a prime number. We will discuss how to write a prime number program in python – this program prints numbers that are prime numbers within a given range.
There is just one perfect number between 20 and 30. The number 28 is a perfect number. Its factors are 1, 2, 4. 7, 14, and 28. Why is 2 the only prime number? Two is a prime because it is divisible by only two and one. All the other even numbers are not prime because they are all divisible by two. That leaves only the odd numbers.
Hence, The numbers between 20 and 30 are: 21,22,23,24,25,26,27,28,29 Even numbers, other than 2 are not prime because by definition of being even they are divisible by 2.
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Solve for x: 5 − (x + 5) > −2(x + 4)
Group of answer choices x > −8 x < −8 x > −18 x < −18
Answer:
x > -8
Step-by-step explanation:
5 - (x + 5) > -2(x + 4) (distribute)
5 -x - 5 > -2x -8 (combine like terms)
-x > -2x - 8 (add 2x to both sides)
x > -8
4( – 4n2–n–1) Find the product. Simplify your answer.
The simplified answer is [tex]-16n^2 - 4n - 4.[/tex]
Describe Simplification?In mathematics, simplification refers to the process of simplifying an expression or equation without affecting its fundamental meaning or value. Using mathematical tools and rules to simplify an equation makes it simpler to manipulate or solve.
In algebra, simplification might take the form of factoring out common factors, grouping like concepts, or distributing multiplication across addition or subtraction. For instance, merging two like terms will simplify the formula 2x + 4x to 6x. The same strategy can be used to reduce the expression 3(x + 2) - 2(x - 1) to 3x + 4 by spreading out the multiplication and combining related terms.
Other types of mathematical simplification include determining the square root of a number, simplifying trigonometric functions, and reducing fractions to their simplest forms. In order to solve difficulties and comprehend mathematical concepts, simplification is a crucial step that removes superfluous complexity and facilitates understanding of the underlying structure of an equation or problem.
To find the product of 4 and the expression [tex](-4n^2 - n - 1),[/tex] we can distribute the 4 to each term inside the parentheses:
[tex]4(-4n^2 - n - 1) = -16n^2 - 4n - 4[/tex]
Therefore, the simplified answer is [tex]-16n^2 - 4n - 4.[/tex]
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The height in feet of a thrown football is modeled by the equation f(t) = 6 + 30t - 16t, where t is measured in seconds.
a. What does the constant 6 mean in this situation?
b. what does the 30t mean in this situation?
c. How do you think the squared term -16t^2 affects the value of the function f? what does this term reveal about the situation?
In the given equation, the constant 6 represents the initial height of the football when it was thrown. This means that before the football was thrown, it was already at a height of 6 feet above the ground.
Define an equation.A mathematical equation proves the equality of two expressions by using symbols, numbers, and/or variables. Equations can be used to illustrate relationships between several numbers or to locate unknown values in order to solve problems.
An equation typically consists of two parts: the left-hand side (LHS) and the right-hand side (RHS), which are separated by an equal sign (=). The LHS and RHS can contain constants, variables, and mathematical operations such as addition, subtraction, multiplication, and division.
a. The constant 6 in equation f(t) = 6 + 30t - 16t represents the initial height of the football when it was thrown.
b. The term 30t in the equation represents the vertical distance covered by the football per second due to its initial velocity. This term is calculated by multiplying the initial velocity of the football by the time t.
c. The squared term -16t^2 in the equation represents the effect of gravity on the height of the football. This term is calculated by multiplying half the acceleration due to gravity (-16 feet per second squared) with the square of time t. The negative sign indicates that the height of the football is decreasing as time passes due to the influence of gravity.
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100 POINTS! What is the equation that represents g(x)?
The logarithmic functions, f(x) and g(x), are shown on the graph. What is the equation that represents g(x)? Explain your reasoning.
what is 32.32 x 2.1 6th grade math
Answer:
67.872
Step-by-step explanation:
Kenneth's family is going to relax at the beach all day! In preparation, Kenneth made s sandwiches for them to eat when they get hungry. Kenneth put 3 slices of turkey and 3 slices of ham on each sandwich.
He also added lettuce, tomatoes, and cheese. Kenneth also made sure to put plenty of condiments like mayonnaise and mustard on each sandwich.
What is number?Number is a mathematical entity used to represent a computer magnitude it can be symbol or a combination of simple you should in order to take quantity such as the two, five, seven, three or eight number are used to verify the context including counting measuring and computing.
Kenneth's family was excited to get to the beach. When they arrived, they set up their umbrellas and beach chairs and found a spot to settle down. After they were all settled, Kenneth passed out the sandwiches he had made. Everyone was satisfied with the delicious sandwiches Kenneth had created.
Kenneth's family enjoyed their day at the beach. They swam in the ocean, built sandcastles, and played volleyball. They even laid out and got a nice tan. As the day got hotter, Kenneth's family got hungrier. Fortunately, they still had the sandwiches Kenneth had made. Everyone was thankful for the delicious sandwiches that Kenneth had prepared for them.
After a fun day at the beach, Kenneth's family packed up their things and headed home. Kenneth was happy that he could provide for his family and make their day even better. He was grateful for the opportunity to make the sandwiches for his family and make their day at the beach even more enjoyable.
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Solve for x explain how
answer : x(2)x(-3--6)
x^5x^4⋅x. write your answer using only positive exponents.
Answer:
Below
Step-by-step explanation:
I will assume this question has messed up syntax and is supposed to be :
x^5 * x^4 * x =
x^5 * x^4 * x^1
x^(5 + 4+ 1) = x^10
Sienna Rose received $3500 cash in graduation presents. She invests it in an account earning 3.35% interest compounded monthly. How long will it take for her money to grow to $5500 ?
Answer:
It will take about 13.5 years for the money to grow to $5,500
That would be about 13 years and 6 months
Step-by-step explanation:
The formula for accrued amount(principal + interest) is given by:
[tex]A = P\left(1 + \dfrac{r}{n}\right)^{nt}\quad(1)\\[/tex]
where
P = Principal amount
r = R/100 where R is the annual interest rate as a percentage
n= number of times compounded per year
t = number of years
Given
A = $5,600
P = $3,500
R = 3.35% ==> r = 3.35/100 = 0.0335
n = 12 (since there are 12 months in a year)
We have to find out t
Plugging known values into equation (1)
[tex]5500 = 3500\left(1+ \dfrac{0.0335}{12}\right)^{12t}\\\\5500 = 3500 \left(1+ 0.002791\right)^{12t}\\\\5500 = 3500 (1.002791)^{12t}[/tex]
Switch sides so unknown appears on the left side:
[tex]3500 (1.002791)^{12t} = 5500[/tex]
Divide by 3500 both sides:
[tex](1.002791)^{12t} = \dfrac{5500 }{3500}\\\\(1.002791)^{12t} = 1.5714\\\\[/tex]
Take logs on both sides:
[tex]\ln \left(1.002791^{12t}\right)=\ln \left(1.5714\right)\\\\[/tex]
We have
[tex]\ln \left(1.002791^{12t}\right) = 12t\ln \left(1.002791\right)\\\\[/tex]
Therefore we get
[tex]12t\ln \left(1.002791\right)=\ln \left(1.5714\right)\\\\t\ln \left(1.002791\right)=\ln \left(1.5714\right)\\\\\\[/tex]
Dividing both sides by [tex]12\ln \left(1.002791\right)[/tex] this works out to
[tex]t=\dfrac{\ln \left(1.5714\right)}{12\ln \left(1.002791\right)}[/tex]
[tex]t = 13.51359\; years[/tex]
Rounding to one decimal place
[tex]t = 13.51\; years\\[/tex]
This would be roughly 13 years and 6 months
Please help what’s the answer for what the question is asking me
Answer:
Unit rate = 0.6
y = 0.6x
x= 24
Step-by-step explanation:
I cannot see the headings to the table, but on examining the questions, the first column contains the values for variable x and the second column the values for variable y
Unit Rate
Unit rate = increase in y for a unit increase in x
We see that the rate is constant for every unit increase in x and is = 0.6
Unit rate = 0.6
Equation
The equation therefore is y = 0.6x
Value of x when y = 14.4
When y = 14.4, plugging into the equation gives:
14.4 = 0.6x
or
0.6x = 14.4 by switching sides - no effect on equation
Divide both sides by 0.6
0.6x/0.6 = 14.4/0.6
x= 24
how many ft in miles?
There are 5280 feet in a mile and 6076.12 feet in a nautical mile.
We know that the definition of a mile says that its the distance travelled in 1,760 yards or 1.609344 km. Now we can use this to convert it into feet. Since we know that a Yard is equal to 3 feet or 0.9144 meters , therefore
By using Unitary method :
⇒ 1 yard = 3 feet
⇒ 1760 yards = 3 x 1760 feet
⇒ 1760 yards = 5280 feet
Therefore, 1 Mile contains 5,280 feet.
Since, it is not mentioned that which Mile we are talking about So, There is another type of mile in Imperial System called 'Nautical Mile' which is slightly larger than a regular mile. Its equal to 6076.12 feet
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Complete the ratio table.
82 19
164 38
57
328 76
410
The complete ratio table is
Hours Weeks
168 1
1008 6
840 5
How to complete the table?
The mathematical operation that would be used to determine the missing values are division and multiplication. In order to convert hours to weeks, divide by 168 hours. To convert weeks to hours, multiply by 168.
1008 hours to weeks = 1008 / 168 = 6 weeks
5 weeks to hours = 5 x 168 = 840 hours
Hence , The complete ratio table is
Hours Weeks
168 1
1008 6
840 5
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Solve this simultaneous equation by substitution:
y=x^2-1
y=5-x
We have the following system of equations,
[tex]\left \{ {{y=x^2-1} \atop {y=5-x}} \right.[/tex]
We are asked to solve the system of equations using substitution.
What is substitution?
Substitution is a method of solving a system of equations where you solve for one of the equations (pick either equation) for one of the variables (pick one of the variables), then using this new equation to "substitute" back in to the other.
Given this set of equations, [tex]\left \{ {{y=x^2-1} \atop {y=5-x}} \right.[/tex], notice how both of the equations are already solved for the variable, [tex]y[/tex]. Since both these equations equal [tex]y[/tex], we can set them equal to each other and solve for, [tex]x[/tex].
[tex]\left \{ {{y=x^2-1} \atop {y=5-x}} \right.[/tex]
[tex]\Longrightarrow 5-x=x^2-1[/tex], substituted "[tex]5-x[/tex]" for [tex]y[/tex] into the top equation.
[tex]\Longrightarrow -x^2-x+6=0[/tex]
[tex]-1[\Longrightarrow -x^2-x+6=0][/tex]
[tex]\Longrightarrow x^2+x-6=0[/tex]
[tex]\Longrightarrow (x-2)(x+3)=0[/tex]
[tex]\Longrightarrow x=2 \ and \ x=-3[/tex]
Now take these values of x ([tex]x=2 \ and \ x=-3[/tex]) and plug them into either of the two original equations to solve for [tex]y[/tex].
When x=2:
[tex]y=5-x;x=2[/tex]
[tex]\Longrightarrow y=5-(2)[/tex]
[tex]\Longrightarrow y=3[/tex]
When x=-3:
[tex]y=5-x;x=-3[/tex]
[tex]\Longrightarrow y=5-(-3)[/tex]
[tex]\Longrightarrow y=5+3[/tex]
[tex]\Longrightarrow y=8[/tex]
Thus, we get two solutions to the given system of equations, (-3,8) & (2,3).
Yes or no please helpp
Answer:
Step-by-step explanation:
No, the point is not (1,0)
Answer as a decimal.
2.8+7.2=
Answer:
10
Step-by-step explanation:
[tex]7.2\\+\\2.8\\--\\10[/tex]
10 is an integer, there is no way to express it in decimal form.
Answer: 10
Step-by-step explanation:
2.8+7.2=10
yup