Answer:
Step-by-step explanation:
If we take out the extra $3, we can group the bills into one each of $5 and $1, for a value of $6. There will be 7 such groups in the remaining $42.
That means there are 7 bills of the $5 denomination, and 3 more than that (10 bills) of the $1 denomination.
There are 7 $5 bills and 10 $1 bills.
_____
If you want to write an equation, it is usually best to let a variable stand for the most-valuable contributor. Here, we can let x represent then number of $5 bills. Then the value of the cash box is ...
5x +(x+3) = 45
6x = 42 . . . . . . . . subtract 3, collect terms
x = 7 . . . . . . . . . . . there are 7 $5 bills
x+3 = 10 . . . . . . . . there are 10 $1 bills
You may notice that this working parallels the verbal description above. (After we subtract $3, x is the number of $6 groups.)
X / 6 + 2 = 9
x/6 = 9 - 2
x/6 = 7
x = 7 * 6
x = 42 <== ur number
Answer:
2<x<4/3
Step-by-step explanation:
Given the equation of a graph to be y = |3x− 5|, if the equation is one unit to the right, this can be expressed as |3x-5| > 1.
Solving the resulting equation
|3x-5| > 1.
Since the function 3x-5 is in a modulus sign, this means that the function can take both negative and positive values.
For positive value of the function;
+(3x-5) > 1
3x > 1+5
3x>6
x>6/3
x>2 ... (1)
For the negative value of the function;
-(3x-5) > 1
On expansion
-3x+5 > 1
-3x > 1-5
-3x > -4
Multiplying through by -1 will also change the inequality sign
x < -4/-3
x < 4/3...(2)
Combining equation 1 and 2, we have;
2<x<4/3
good luck in first grade kid
Answer:
-4-5-6-7-8
Step-by-step explanation:
