A. x = 2, y =6 B. x = 2, y =3 C. x =-2, y =3 D. x = -3, y =2
2 answers:
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Answer:
Step-by-step explanation:
Given:
To determine the equation of the line, we will use point slope form.
<u>Formula of point slope form:</u>
- → y - y₁ = m(x - x₁)
Where "x₁" and "y₁" are the coordinates of the point and "m" is the slope.
Substitute the coordinates and the slope:
Simplify the R.H.S:
Add 1 both sides:
Simplify the equation:
<u>Graphing the line on a coordinate plane:</u>
In this case, we are already given a point (3, 1). We can simply plot the y-intercept on the coordinate plane. Then, we can draw a straight line through both points. It is suggested that you use a ruler to do so.
Graph attached**
The image of the bar chart is missing and so i have attached it.
Answer:
Bus = 75
Cycle = 20
Walk = 45
Step-by-step explanation:
We are told that 50 students said they travel to school by car.
However, in the bar chart, we see that we have a portion for boys and girls
Under car, when we count along the y-axis, we will see that, there are 6 units for boys and 4 units for girls.
Thus, to find the value of a unit since number of people that took cars is 50, we have;
(6x + 4x)/2 = 50
Where x is the value of one unit. Thus;
10x/2 = 50
5x = 50
x = 50/5
x = 10
Thus, a unit is 10
Under bus;
Boys have 7 units while girls have 8 units.
Thus;
Frequency by bus = ((7 × 10) + (8 × 10))/2 = 150/2 = 75
Under cycle;
Boys have 1 unit while girls have 3 units.
Thus;
Frequency by cycle = ((1 × 10) + (3 × 10))/2 = 20
Under walk;
Boys have 5 units while girls have 4 units.
Thus;
Frequency by cycle = ((5 × 10) + (4 × 10))/2 = 45
Let's go through this problem step by step while bearing in mind the concept of PEMDAS.
Step 1:
Declaration of the expression. Nothing wrong here yet.
Step 2:
Clarise evaluated what's inside the parenthesis first - which was the right thing to do! There are no mistakes in this step.
Step 3:
In this step she subtracted first. This should not be the case! PEMDAS tells us that the exponents and division gets higher priority than subtraction. This is therefore the first mistake Clarise makes.
Step 4:
In this step Clarise evaluates the exponent. This does not violate any rules (relative to the previous expression) since PEMDAS tells us that exponents take higher priority than division.
Step 5:
(Clarise's final answer)
In Clarise's final step, she manages to get the wrong answer! Dividing 51.68 by 0.16 would give us 323. This is another mistake of Clarise.
Looking at the choices, we can now identify what mistakes Clarise made:
-She subtracted before evaluating the exponents
-She subtracted before she divided
-She divided incorrectly
Step 1:
Declaration of the expression. Nothing wrong here yet.
Step 2:
Clarise evaluated what's inside the parenthesis first - which was the right thing to do! There are no mistakes in this step.
Step 3:
In this step she subtracted first. This should not be the case! PEMDAS tells us that the exponents and division gets higher priority than subtraction. This is therefore the first mistake Clarise makes.
Step 4:
In this step Clarise evaluates the exponent. This does not violate any rules (relative to the previous expression) since PEMDAS tells us that exponents take higher priority than division.
Step 5:
In Clarise's final step, she manages to get the wrong answer! Dividing 51.68 by 0.16 would give us 323. This is another mistake of Clarise.
Looking at the choices, we can now identify what mistakes Clarise made:
-She subtracted before evaluating the exponents
-She subtracted before she divided
-She divided incorrectly