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Applying the Solution to a 3X3 System


At a family reunion, there only blood relatives, consisting of children, parents, and grandparents, in attendance. There were 400 people total. There were twice as many parents as grandparents, and 50 more children than parents. How many children, parents, and Grandparents were in attendance?

Show up all steps please

Answer:

x = 5

Step-by-step explanation:

We know that BD = 2x - 1 and BC + CD = BD.  Thus, we can set the sum of (x- 3) and 7 equal to 2x - 1 to find x:

BC + CD = BD

x - 3 + 7 = 2x - 1

x + 4 = 2x - 1

x + 5 = 2x

5 = x

Thus, x = 5

Checking the validity of our answer:

We can check that our answer is correct by plugging in 5 for x in x - 3 and 2x - 1 and checking that we get the same answer on both sides of the equation:

5 - 3 + 7 = 2(5) - 1

2 + 7 = 10 - 1

9 = 9

Thus, our answer is correct.

The time Jack left Santa Clara is 1 : 55 pm

A word problem in math is a math question written as one sentence or more. These statements are interpreted into mathematical equation or expression.

The time for Jack to walk to lose Altos is 25 min and he uses another 25mins to work to Palo alto.

Therefore, the total time he spent is

25mins + 25 mins = 50 mins

He arrived Palo at 2 :45 pm, therefore the time he left Santa Clare will be ;

2:45 pm = 14 :45

= 14:45 - 50mins

= 13:55

= 1 : 55pm

Therefore he left at 1:55 pm

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The method of counting seeds by touching each can be more effective in enhancing strong number sense in children as it allows them to experience each number physically and helps them in developing a strong sense of numbers.

In order to enhance strong number sense in children, there are various methods that can be used.

In the given scenario, Mme Potatana asked the children to count as a whole class from 1 to 20 while Ntate Mafodi asked the children in his class to count seeds from the school's ground in a pile by touching each as they count.

Both methods have their own benefits, but the method of counting seeds by touching each can be more effective in enhancing strong number sense in children.

The method of counting seeds by touching each can be more effective in enhancing strong number sense in children because it allows them to experience each number physically.

This helps them in developing a strong sense of numbers. By touching each seed as they count, children can feel and see each number, which helps them in understanding numbers better. Additionally, it helps in developing the concept of one-to-one correspondence and counting by rote.

Here are some appropriate examples for enhancing strong number sense using the method of counting seeds by touching each:

1. Use counters: Provide children with counters such as small objects, blocks, or toys. Ask them to count the number of counters by touching each as they count.

2. Counting on fingers: Encourage children to count on their fingers. This helps them in developing a strong sense of numbers and helps them in understanding the concept of one-to-one correspondence.

3. Counting objects in a pile: Ask children to count objects in a pile by touching each as they count. This helps in developing the concept of counting by rote and helps in enhancing strong number sense.

Overall, the method of counting seeds by touching each can be more effective in enhancing strong number sense in children as it allows them to experience each number physically and helps them in developing a strong sense of numbers.

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So the different number has a 4 with a value of 40.

What is Algebraic expression ?

Algebraic expression can be defined as combination of variables and constants.

To solve this problem, we need to first identify the place value of the digit 4 in the given number.

The digit 4 is in the hundreds place in the number 431.67, so its value is 4 x 100 = 400.

According to the problem statement, the 4 in the different number represents a value which is one-tenth of the value of the 4 in 431.67. Therefore, the value of the 4 in the different number is:

400/10 = 40

To determine the value of the different number, we need to look at the other digits in the number. Since we don't have any information about the other digits, we cannot determine the value of the different number. The answer is that the value of the different number cannot be determined with the information given.

Therefore, So the different number has a 4 with a value of 40.

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Answer:

Step-by-step explanation:

To find Jonas's total score after 9 holes of golf, we add up all the individual scores:

+2 + 1 - 1 + 0 + 0 - 1 + 3 + 4 - 1 = 7

Jonas's total score after 9 holes is 7.

Since the total score is positive (above zero), Jonas's score is above par.

Answer:

Lily read 53 books

Step-by-step explanation:

78-25=53

Hope this helps!       :3

Plz mark as brainliest!

Answer: The y-intercept for part A is 2 and for part B is -5 and the slope for part A is 3 and for part B is 2. ✅

Step-by-step explanation:

PLEASEEEE GIVE BRANLIEST

The y-intercept is a point on the graph where the line of the function crosses the y-axis. It is represented by the number that is next to the y in the equation of a line (y = mx + b).

The slope is the steepness of the line and it is represented by the number that is next to the x (y = mx + b).

In part A, the y-intercept is 2 and the slope is 3. This means that the line starts at the point (0,2) and for every 1 unit on the x-axis, it goes up 3 units on the y-axis.

In part B, the y-intercept is -5 and the slope is 2. This means that the line starts at the point (0,-5) and for every 1 unit on the x-axis, it goes up 2 units on the y-axis.

So the difference between part A and part B is that the y-intercept for part A is 2 and for part B is -5 and the slope for part A is 3 and for part B is 2. This means that the line in part A starts at a different point and is steeper than the line in part B.

Answer:

In the context of a linear function, the y-intercept is the point where the line crosses the y-axis and the slope is the rate at which the line increases or decreases as the x-value increases. If two functions have different y-intercepts, it means that they have different starting points on the y-axis. Similarly, if two functions have different slopes, it means that they have a different rate of change. So, in part A and part B, if the y-intercept and the slope of the function in part A are different from the y-intercept and the slope of the function in part B, it means that the two functions have a different starting point on the y-axis and a different rate of change respectively.

Step-by-step explanation:

In the context of a linear function, a line can be represented by the equation y = mx + b, where m is the slope and b is the y-intercept.

The y-intercept is the point where the line crosses the y-axis. It is represented by the value of b in the equation y = mx + b. For example, if the equation of the line is y = 2x + 3, the y-intercept is (0,3).

The slope of the line is the rate at which the line increases or decreases as the x-value increases. It is represented by the value of m in the equation y = mx + b. For example, if the equation of the line is y = 2x + 3, the slope is 2.

If the y-intercept and the slope of the function in part A are different from the y-intercept and the slope of the function in part B, it means that the two functions have different starting points on the y-axis and a different rate of change respectively.

For example, if the equation of the function in part A is y = 2x + 3, the y-intercept is (0,3) and the slope is 2. And if the equation of the function in part B is y = 4x + 1, the y-intercept is (0,1) and the slope is 4. Therefore, the y-intercept and slope of part A are different from the y-intercept and slope of part B.

Answer:

Heres how you do it

Step-by-step explanation:

10+2 =12 which means 72

Runner 2 is traveling at a greater speed than Runner 1.

To determine which runner is traveling at a greater speed, we need to compare the rates at which they cover the distance. The speed of a runner can be calculated by dividing the distance traveled by the time taken.

Let's compare the speeds of Runner 1 and Runner 2:

Runner 1:

Distance: 2 miles

Time: 18.5 minutes

Speed = Distance / Time = 2 / 18.5 ≈ 0.108 mph/min

Runner 2:

The equation given is y = 9.5x, where x represents the number of miles and y represents the number of minutes.

This equation implies that Runner 2 takes 9.5 minutes to cover each mile.

From the equation, we can see that Runner 2's speed is constant at 9.5 minutes per mile.

Comparing the speeds, we can conclude that Runner 2 is traveling at a greater speed than Runner 1. Runner 2 maintains a constant speed of 9.5 minutes per mile, while Runner 1's speed varies depending on the distance covered. Therefore, Runner 2 has a higher rate of covering the distance, indicating that they are traveling at a greater speed.

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y=2/3x-4 is the equation of the line where 2/3 is the slope.

We have to find the equation of line which is passing through points (0, -4) and (3, -2).

The slope intercept form of a line is y=mx+b, where m is slope and b is the y intercept.

The slope of line passing through two points (x₁, y₁) and (x₂, y₂) is

m=y₂-y₁/x₂-x₁.

Slope = -2+4/3-0

=2/3

Now let us find the y intercept.

-4=2/3(0)+b

b=-4

The equation of line is y=2/3x-4.

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Answer:

  (a)  y = x/8

  (b)  y = 7/8

Step-by-step explanation:

You want a direct variation equation that relates x and y, given y = 2 when x = 16.

The equation for direct variation is usually written in the form ...

  y = kx

where k is the constant of proportionality.

The value of k can be found from ...

  k = y/x . . . . divide by x

For the given values, k is ...

  k = 2/16 = 1/8

The direct variation equation is ...

  y = (1/8)x

The value of y for x=7 is found by substituting 7 for x in the equation above:

  y = (1/8)·7

  y = 7/8

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Answer:

C. 7°F

Step-by-step explanation:

Answer:

216 meter cubes

Step-by-step explanation:

The part where you got 1728 as the volume for the cube  is right, but the question is asking how many 2x2x2 meter cubes can fit, meaning that you must find the volume of the meter cubes and divide the cube with a volume of 1728 to get the amount of cubes. In this case 2^3 is 8, so 1728 divided by 8 is 216, which means that 216 meter cubes with 2x2x2 dimensions can fit inside the larger cube.

Hope this helps! :D

So, comparing our steps with the options, the steps in the process of completing the square are

Completing the square method is a method of solving quadratic equations by converting them to perfect square binomial.

To find steps in the process of completing the square used to solve the equation 5x + 1 = 2x² + 9x

So, to complete the square we follow this process

5x + 1 = 2x² + 9x

Subtract 5x fromboth sides, we have

5x + 1 - 5x = 2x² + 9x - 5x

1 = 2x² + 4x

Factorizing 2 out, we have

1 = 2(x² + 2x)

Dividing through by 2, we have

1/2 = (x² + 2x)

Subtracting 1/2 from both sides, we have

x² + 2x - 1/2 = 0

To complete the square, we add the squar of half the coefficient of x to both sides. So,

x² + 2x - 1/2 + (2/2)² = 0 + (2/2)²

x² + 2x - 1/2 + 1² = 0 + 1²

x² + 2x + 1² - 1/2  = 1²

(x + 1)² - 1/2 = 1

(x + 1)² = 1 + 1/2

(x + 1)² = 3/2

2(x + 1)² = 3

So, comparing our steps with the options, the steps in the process of completing the square are

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Based on the parameters in the question, the value of probability P(A) is 0.60

The given parameters from the tree diagram are:

The probability is calculated using the following probability formula

P(A) = P(A and D) + P(A and C)

Substitute the known values in the above equation

P(A) = 0.6 * 0.7 + 0.6 * 0.3

Evaluate the products

P(A) = 0.42 + 0.18

Evaluate the sum

P(A) = 0.60

Hence, the value of the probability of A is 0.60

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In a directly proportional relationship, increasing one variable will increase another. The weight of the roof whose depth is 1.75 inches is 6,300 pounds.

In a directly proportional relationship, increasing one variable will increase another. This directly proportional relationship between p and q is written as p∝q where that middle sign is the sign of proportionality.

Let there are two variables p and q. Then, p and q are said to be directly proportional to each other if p = kq, where k is some constant number called the constant of proportionality.

Given the hail's weight varies directly with its depth. Therefore, the relation can be written as,

Weight ∝ Depth

W∝D

Introducing the constant to remove the proportionality we will get the equation as,

W = kD

1800pounds = k × 0.5 inches

3600ponds/inches = k

Now, the weight of the roof whose depth is 1.75 inches can be written as,

W = kD

W = 3600 × 1.75

W = 6,300 pounds

Hence, the weight of the roof whose depth is 1.75 inches is 6,300 pounds.

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Answer:

here you go

Step-by-step explanation:

no of times he failed = -3

points he losed = -3 x 4 = -12

no of times he need to hit the target to get 48 points = 6x

equation

-12 + 6x = 48

6x = 60

x = 10

no of points he  will  gain = 10 x 6 = 60

The answer would be C - "Cheetah B has a higher ratio of miles per minute than Cheetah A because 17 over 8 is less than 56 over 20."

also "get it right please" ?! how rude

Answer:

9x - 9

Step-by-step explanation:

f(3x - 2) = 3(3x-2) - 3

            = 9x-6-3

            = 9x - 9

Answer:

f(3x - 2) = 3(3x-2) - 3

= 9x-6-3

So, your answer is  9x - 9

Step-by-step explanation:

There you go! So, that means your answer is 9x - 9

I believe

x=-3/ F − 3

We can see here that writing the name of the correct technique used in each of the following examples, we have:

1 - G. Glittering Generality

2 - E. Testimonial

3 - B. Plain-folks Appeal

4 - E. Testimonial

5 - A. Bandwagon

6 - G. Glittering Generality

7 - C. Name Calling

8 - H. Appeal to Fear

9 - D. Transfer

We have,

A form of communication known as propaganda seeks to change the attitudes, convictions, or behavior of a certain audience in order to achieve a specific goal.

It frequently use skewed or false information along with a variety of strategies to sway people's opinions and influence their conduct in a way that is advantageous to the propagandist or a certain group. Advertising, political speeches, news reporting, and social media are just a few examples of the media that propagandize.

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The number of red balls to the number of green balls is 3 : 2

The distribution of the balls is given as:

6 red, 4 green, 2 yellow and 3 blue balls

The number of red balls to the number of green balls is represented as:

Ratio = Red : Green

So, we have:

Ratio = 6 : 4

Simplify

Ratio = 3 : 2

Hence, the number of red balls to the number of green balls is 3 : 2

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Answer:

\(T_n =-\frac{8}{3} (-3)^{n}\)

Step-by-step explanation:

Given

\(Sequence: 8, -24, 72\)

Required

Determine the n term

The above sequence is geometric. So, we calculate the common ratio first:

\(r = \frac{T_2}{T_1}\)

\(r = \frac{-24}{8}\)

\(r = -3\)

The equation is then calculated using:

\(T_n = ar^{n-1}\)

Where

\(a = T_1 = 8\)

and

\(r = -3\)

The equation becomes:

\(T_n =8 * (-3)^{n-1}\)

Apply law of indices:

\(T_n =8 * (-3)^{n} * (-3)^{-1}\)

\(T_n =8 * (-3)^{n} * \frac{1}{-3}\)

\(T_n =-8 * (-3)^{n} * \frac{1}{3}\)

\(T_n =-\frac{8}{3} * (-3)^{n}\)

\(T_n =-\frac{8}{3} (-3)^{n}\)

Answer:

Step-by-step explanation:

First you have to add 4 to both sides--5x-4+4=7x-5+4

Now you have 5x=7x-1

Next you subtract 7x from both sides--5x-7x=7x-1-7x

Next you simplyfiy -2x=-1

Now divide by -2 on each side--2x/2=-1/2

So your answer should be--x=1/2

Answer: the answer should be A

if this helps the equation format is y= mx + b your replace the with the slop and the b with the y intercept

the way to find the slope is rise over run

Step-by-step explanation:

The scale factor is 1/3.

What is the scale factor?

The difference in scale between an original object's scale and a new object that is its representation but is larger or smaller is known as a scale factor. For instance, we can increase the size of a rectangle with sides of 2 cm and 4 cm by multiplying each side by, let's say, 2.

Here, we have

Given: Triangle D has been dilated to create triangle D′.

To find the scalar value, simply choose one side of D and one did of D’ and divide them to find the scalar. We can verify that we have the correct scalar by performing this division on each related edge. Below I will do D to D’ represented like D/D’:

4.8 / 1.6 = 3

4.2 / 1.4 = 3

2.7 / x = 3

Knowing that the scaling for each edge is 3, we can solve for x.

2.7 / 3 = x

0.9 = x

The edges for D are 4.8, 4.2, and 2.7 respectively to D’ scaled by 1/3. So we can determine that the edges for D’ are 1.6, 1.4, and 0.9 respectively to D scaled by 3.

So if we go D’ to D, we scale by 3. If we go D to D’, we scale by 1/3.

Hence, the scale factor is 1/3.

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9514 1404 393

Answer:

  n(B) = 4

Step-by-step explanation:

There are four (4) elements in set B.

  n(B) = 4