So to solve this question, your goal is to find out how the way it is solved is not correct.
Your answer would be: On the third line, the student adds the 8 to both sides instead of subtracting. The way the initial equation is given is
y-(-8)=-6(x-2). After distributing the six, the student should make the 8 positive because subtracting a negative makes a positive. After solving, the equation should look like: y(+8)=-6x+12, so you would subtract the 8 from both sides instead of adding it, and solve from there.
The answer is x= -6/7<span><span></span></span>
18/20=K/110
20K= 110*18
20K= 1980
K= 99
Answer:
<u><em>Real-world examples of line segments are a pencil, a baseball bat, the cord to your cell phone charger, the edge of a table, etc. Think of a real-life quadrilateral, like a chessboard; it is made of four line segments</em></u>
Step-by-step explanation:
Hope this helps:)
