The solution to this system of linear equations is x = 3, y = 2.
2x - 3y = 3
2x = 3 + 3y
2x = 3y + 3
x = (3y + 3) / 2
x = 3/2 + 3/2y
x = 3, y = 2
This system of linear equations features two unknown variables, x and y. The equation 2x - 3y = 3 can be rearranged into 2x = 3y + 3. This equation can then be solved for x by dividing both sides by 2, resulting in x = 3y + 3/2. Since 3y + 3/2 must equal 3, this means that y must equal 2. Substituting 2 for y in the original equation yields 2x = 3 + 3(2), or 2x = 9. Dividing both sides by 2 yields x = 9/2, or x = 3. Therefore, the solution to this system of linear equations is x = 3 and y = 2.
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The solution to the system of linear equations 2x + 3y = 3 is x = 1 and y = -1/3.
1. Rewrite the equation in standard form is
2x + 3y = 3
2. Subtract 2x from both sides of the equation:
3y = 3 - 2x
3. Divide both sides by 3:
y = (3 - 2x)/3
4. Solve for x by substituting y in the original equation:
2x + 3(3 - 2x)/3 = 3
5. Simplify and solve for x:
2x + 3 - 2x = 3
x = 1
6. Substitute x into the equation y = (3 - 2x)/3
y = (3 - 2(1))/3
y = -1/3
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Answer:
what is the question?????
Im taking an algebra exit exam that I need for high school, tips on what to study or do?
What is the solution to this system of linear equations x − 3y − 2x 3y 16?
solution of the linear equation is x = (2a - 16)/ 3 and y = - (a+16)/ 9
What is linear equation?An algebraic expression that shows a relationship between two variables that have only first order term. One of the main criteria for linear equation is that we get a straight line when plot this equation in a coordinate system.
.
What is the solution of the system of linear equation?we are given, two linear equations x - a -3y = 0
and a - 2x -3y - 16 =0
from the first equation, x = a + 3y
we put the value of x in the second equation, a - 2(a +3y) - 3y -16= 0
a - 2a - 6y - 3y -16 = 0
- a - 9y -16 =0
- (a + 16) = 9y
y = - (a+16) / 9
now we put the value of y in the equation, x = a + 3y
get, x = a+ 3 [ - (a+16)] / 9
x = a + [ - (a+16)] / 3
x = (3a - a -16) / 3
x = (2a - 16)/ 3
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The mean height of 15-year-old boys is 175 cm and the variance is 64. For girls, the mean is 165 and the variance is 64. If 8 boys and 8 girls were sampled, what is the probability that the mean height of the sample of boys would be at least 6 cm higher than the mean height of the sample of girls
The probability of the mean height of the sample of boys being at least 6 cm higher than the mean height of the sample of girls can be calculated using a two-sample t-test. The t-test compares the means of two samples and determines whether they are different from one another. The t-test requires the assumption of equal variances and normal distribution of the data.
What does the math term "probability" mean?
Simply put, probability is the likelihood that something will occur. When we don't know how an event will turn out, we can discuss the likelihood or likelihood of several outcomes. Statistics is the study of events that follow a probability distribution.
Given that the variances are equal, the t-test statistic can be calculated as:
t = (mean_boys - mean_girls - 6) / (sqrt(variance/n))
where n is the sample size of each group (8 in this case).
The probability of observing a t-value as extreme or more extreme than this value can be calculated using the cumulative distribution function (CDF) of a t-distribution with n1 + n2 - 2 degrees of freedom.
Because you are looking for the probability that the mean height of the sample of boys is at least 6cm higher than the mean height of the sample of girls, this is a one-tailed test. The probability of a one-tailed test can be calculated by subtracting the probability of a two-tailed test from 1.
The probability can be calculated using a t-distribution table with 14 d.f. or using software such as R or excel.
It is important to note that the sample size is very small, with 8 boys and 8 girls, which may not be representative of the population. As sample size increases the probability of getting a significant difference increases.
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Simplify the expression below:
20-10y-7y + 9
A) Зу — 29
B) 3y + 11
C) 3y + 29
D) -17y + 11
E) -17y + 29
To simplify the expression 20-10y-7y + 9, we can combine like terms.
Like terms are terms that have the same variables raised to the same exponents. For example, 10y and -7y are like terms because they both have the variable y raised to the exponent 1.
We can start by combining the like terms:
20 - 10y - 7y + 9
= 20 + (-10y - 7y) + 9
= 20 + (-17y) + 9
Next, we can combine the constants:
20 + (-17y) + 9
= (20 + 9) + (-17y)
= 29 + (-17y)
The simplified expression is: 29 + (-17y)
[tex]20-10y-7y + 9[/tex]
Combine Like Terms:
[tex](-10y+-7y)+(20+9)[/tex]
[tex]-17y+29[/tex]
[tex]\fbox{Option E}[/tex]
consider the relation below
1.Is the relation A function
2. Is the relation a one to one function
3. Is the inverse of the relation below itself a function
Answers:
Yes it's a function.No, the function is not one-to-one.No, the inverse isn't a function.=============================================
Explanation:
We have a function since the curve passes the vertical line test. Recall that this test is where we try to draw a single vertical line through more than on point on the curve. Such a task isn't possible in this case.
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On the other hand, the curve does not pass the horizontal line test. It is possible to draw a single horizontal line through more than one point on the curve.
This function is not one-to-one since it does not pass the horizontal line test.
------------
Because the graph isn't one-to-one, the inverse won't be a function. The process of finding the inverse involves swapping x and y; which means we swap from "horizontal line test" to "vertical line test".
The original function failing the horizontal line test would mean the inverse fails the vertical line test.
Jessica planted a rosebush in her garden. The rosebush has a height of 30 cm. Each month the rosebush increases by cm. Which equation can be used to determine the height of the plant in centimetres, y, after x months?
A) y = 30 - 6x
B) y = 6x - 30
C) y = 6x + 30
D) y = 6(x - 30)
Answer:
c
Step-by-step explanation:
Jessica planted a rosebush in her garden. The rosebush has a height of 30 cm. Each month the rosebush increases by 6 cm. Which equation can be used to determine the height of the plant in centimetres, y, after x months?
the rate of increase of the bush every month is 6 cm
Rate of increase of the bush in x months = 6x
because the bush increases every month, 6x would be added to 30cm
y = 6x + 30
If the bush decreased at a rate of 6cm every month, the equation would be y = 30 - 6x
I need the answer fast please
plz help filipino words and 3-5 sentences
Step-by-step explanation:
Bagong balita tungkol sa corona virus 19 sa Pilipinas, Ayon sa WHO at DOH mayroong 2.5M na vaccine na ang pinangangasiwaan ang Pilipinas at naitala ring mayroon ng 2.02M ang na bakunahan na indibiduwal.
the researcher administers a survery to 15 students who are seated at the front of the laboratory. how could this study be improved
Pick a random selection of students who attend the work lab.
What is meant by random selection?Picking a random sample of students is the most effective strategy to ensure accurate results. The findings of a survey that the student conducts among those sat in the lab's front rows might be skewed.
The students seated in front of the lab could exhibit a certain trait (e.g., they might be particularly diligent students), which would undoubtedly yield a different outcome. The survey is in good shape. No special equipment is required to evaluate our comprehension of statistical analysis.
Additionally, there won't be much of a difference if more students are included in the sample that are sat in front of the lab. Finally, it makes no sense to administer instruments to a group that does not visit the work laboratory. Effectiveness cannot be evaluated based on students who do not participate in class.
Therefore the correct option is B) Select a random sample of students who go to the work laboratory
The complete question is:
A student researcher wishes to examine the effectiveness of a statistical work laboratory on graduate students' overall understanding of application of statistical analyses. The researcher administers a survey to 15 students who are seated at the front of the laboratory. How could this study be improved? Select all that apply.
A. Use an instrument to test statistical analysis understanding.
B. Select a random sample of students who go to the work laboratory
C. Use a larger sample size.
D. Administer instruments to a group who does not go to the work laboratory, as well.
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s = 40, u
12, mZS = 37
helppp please last question !!!
Answer:
Step-by-step explanation:
y = 1/4x +10
and why do you use your phone, it makes it sooo much tuffer to read the question. just "prt screen" and paste into paint.. and save as a jpg, and then post that pic.. don't use your phone. :/
A pair of shoes that normally costs $75 is on sale for $55. What is the percent decrease in the price, to the nearest whole percent?
Answer:
100% -> 75
1% -> 0.75
75-55=20
20 ÷ 0.75 =26.666666.........
≈ 27%
find the value of x. round your answer to the nearest tenth.
Answer:
x = 56.7
Step-by-step explanation:
cos theta = adjacent/hypotenuse
cos x = 17/31
x = arccos(17/31)
x = 56.7
GAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
Answer:
Step-by-step explanation:
GAAAAAAAAAAAAAAAAAAAAAAAAAA
Adina read 60 out of 100 pages in a comic book.Write the fraction of the pages she read in simplest form
Answer:
3/5 is 60/100 in it's simplest form.
Step-by-step explanation:
60 divided by 20 is 3 and 100 divided by 20 is 5.
So 3/5
express -3/5 as the rational number with denominator 20
Answer:
-12/20
hope this helps
have a good day :)
Step-by-step explanation:
Step-by-step explanation:
-3/5*4= -12/20
pls gimme brainliest I need it
pleaseee helpppp:)))
Answer:
Option B:112 familiesStep-by-step explanation:
Given,
No. of families = 75
Out of 75 no. of families had cars = 42
Out of 1, no. of families can have cars
[tex] = \frac{42}{75} [/tex]
Therefore,
Out of 200 families, no. of families had cars
[tex] = 200 \times \frac{42}{75} [/tex]
[tex] =200 \times \frac{14}{25} [/tex]
= 8 × 14
= 112
Hence,
option B is correct as 112 families have cars out of 200 families (Ans)
Herald cut 18 1/2 Inches of a rope that was 60 inches long. How is the length of the remaining rope In inches Written in decimal form?
Answer:
41.5 inches
Step-by-step explanation:
You subtract 18.5 from 60.
Consider your construction of pentagon ABCED. What segments, if any, are perpendicular? Explain how you made your determination
Answer:
Sine AB is perpendicular to sides AE and BC/
Step-by-step explanation:
The slope is the change in y over the change in x.
Line segment AE has a slope of 3/4
(0,4)(4,7)
The y values are 7 and 4.
The x values are 4 and 0.
You find the change by subtracting
[tex]\frac{7-4}{4-0}[/tex] = [tex]\frac{3}{4}[/tex]
Line segment BC has the same slope
((3,0)(7,3)
The y values are 3 and 0.
The x values are 7 a d 3.
You find the change by subtracting
[tex]\frac{3-0}{7-3}[/tex] = [tex]\frac{3}{4}[/tex]
Since line segments Ae and BC has the same slope. They are parallel.
Line segments that are perpendicular will have opposite reciprocals slopes. In this case the slope should be - [tex]\frac{4}{3}[/tex].
Let's look at line segment AB
(0,4)(3,0)
The y values are 0 and 4.
The x values are 3 and 0.
You find the change by subtracting
[tex]\frac{0-4}{3-0}[/tex] = [tex]\frac{-4}{3}[/tex]
Since the slopes are opposite reciprocals, side AB is perpendicular to sides AE and BC
A ratio is a comparison of two quantities. For example, the ratio of cows to pigs on a farm could be 1 to 3. For every 1 cow, there are 3 pigs. The ratio of chocolate chips to raisins in a cookie could be 5 to 9. For every 5 chocolate chips in the cookie, there are 9 raisins. Do you notice a repeating phrase in these examples? “For every” is key ratio language. It tells you how much of one quantity exists in comparison to the other quantity. A ratio consists of just the numbers, not the units. If someone asked the ratio of chocolate chips to raisins in the cookie example, you’d say 5 to 9.
Which of these could you represent with a ratio?
The solution is given by the equation A = how many diet sodas there are in the fridge compared to how many regular sodas
What is Proportion?The proportion formula is used to depict if two ratios or fractions are equal. The proportion formula can be given as a: b::c : d = a/b = c/d where a and d are the extreme terms and b and c are the mean terms.
The proportional equation is given as y ∝ x
And , y = kx where k is the proportionality constant
It demonstrates the equality of the relationship between the expressions printed on the left and right sides.
Given data ,
Let the proportion be represented as A
Now , the equation will be
The ratio of cows to pigs on a farm could be 1 to 3
So , the proportion is 1 : 3
Now , The ratio of chocolate chips to raisins in a cookie could be 5 to 9
So , the proportion is 5 : 9
Now , the number of diet sodas there are in the fridge compared to number of regular sodas is also a proportion
Hence , the proportion is number of diet sodas to number of regular sodas
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Choose three true statements about the angles of the figure
1: Z1 and the 55* angle are adjacent
2: mZ1=55* because Z1 and the 55* angle are vertical angles
3: mZ2=125* because Z2 and the 55* angle are supplementary
4: mZ2 cannot be determined from the information
5: mZ1=180*-55*
6: mZ2=180*-55*-45*
Answer:
2,5,6
Step-by-step explanation:
-Z1 and 55*are vertical angles
-Z1 and 55*are angles on a straight line=180*
this means 180*=55*+Z1
make Z1 subject of the formula- Z1=180*-55*
- mZ2,55*,45* are all angles in the given triangle
since the sum of angles in a triangLe =180*
therefore-180*=Z2+55*+45*
make Z2 the subject of the formulary
Z2=180*-55*-45*
explain how you would use algebra tiles to solve x - 3 = 7
Answer:
Start by laying out 7 tiles, and then adding 3. Whatever that number of tiles is equals x.
x = 10
10 - 3 = 7
can someone please help me ( check the link for the question
The equation of the line that passes through the point (3, 2) and is perpendicular to 3x + 5y = 15 is y = (5/3)x - 3
What is an equation of a line?The equation of a line is given by:
y = mx + c
where m is the slope of the line and c is the y-intercept.
Example:
The slope of the line y = 2x + 3 is 2.
The slope of a line that passes through (1, 2) and (2, 3) is 1.
We have,
The equation of the line is y = m(1)x + c
The line passes through (3, 2) and is perpendicular to 3x + 5y = 15.
This means,
3x + 5y = 15
5y = -3x + 15
y = (-3/5)x + 3
m(2) = (-3/5)
Now,
m(1) x m(2) = -1
m(1) = -1 / ((-3/5)
m(1) = 5/3
Now,
(3, 2) = (x, y)
y = m(1)x + c
2 = (5/3) x 3 + c
2 = 5 + c
c = 2 - 5
c = -3
Thus,
The equation of the line is y = (5/3)x - 3.
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help with this question
Which pairs of events are independent? Select all that apply.
Answer:the last one is right, because you cannot control when rain happens, or where at that matter.
EMERGENCY NEED HELP PLEASE HELP THE QUESTION IS ATTACHED TO THE QUESTION THING PLEASE HELP!!!
Graph of given system of equations is shown in figure with intersection point (2, 4).
What is an expression?Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.
We have to given that;
The system of equation is,
⇒ 2x + y = 8
⇒ - x + 2y = 6
By solving both equation , we get;
⇒ (x, y) = (2, 4)
Thus, The graph of system of equation intersect on point (2, 4).
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(0,4) (2,-6) find the slope
Answer:
Slope = -5
Step-by-step explanation:
Slope Formula:
y2-y1/x2-x1
So
-6-4/2-0=
-10/2
Therefore -5 is the Answer
Hope this helps
The area of a square is 192 inches. Which of these is closest to the length of each side of the square? (A=s2) Your answer: 13.85 inches 13.91 inches 13.86 inches 13.87 inches
Answer:
13.86
Step-by-step explanation:
it's 13.8564 so it rounds to 13.86
What is the slope of the line that passes through the points (-7,-8) and
(-5, 6)?
[tex](\stackrel{x_1}{-7}~,~\stackrel{y_1}{-8})\qquad (\stackrel{x_2}{-5}~,~\stackrel{y_2}{6}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{6}-\stackrel{y1}{(-8)}}}{\underset{\textit{\large run}} {\underset{x_2}{-5}-\underset{x_1}{(-7)}}} \implies \cfrac{6 +8}{-5 +7} \implies \cfrac{ 14 }{ 2 } \implies \text{\LARGE 7}[/tex]