Answer:
I would rather use their multiples.
Step-by-step explanation:
With 13 and 14, neither number has many factors (and few prime factors, for that matter) so factoring would be pretty much useless. If you wanted to use the prime factors of 14 (7 and 2) multiplying either of them by 13 would not give you the LCM. Actually the LCM is just 13*14 which is 182.
Good luck!
Answer:
The equation of the line is: 
Step-by-step explanation:
Equation of a line:
The equation of a line has the following format:
In which m is the slope and b is the y-intercept.
Two points:
We have these following two points in this exercise:
x = -6, y = -3, so (-6,-3)
x = 4, y = 3, so (4,3)
Finding the slope:
Given two points, the slope is given by the change in y divided by the change in x.
Change in y: 3 - (-3) = 3 + 3 = 6
Change in x: 4 - (-6) = 4 + 6 = 10
So
Then
Finding b:
We replace one of the points in the equation to find b. I will use (4,3).
The equation of the line is:
Answer:
x > 60
Step-by-step explanation:
From the picture attached,
An arrow starting with a hollow circle from x = 60, directing towards positive numbers (greater than 60).
So, hollow circle will represent an inequality with no sign of 'equal to' and arrow will represent the sign of greater than (As moving ahead of 60).
Inequality representing the picture will be,
x > 60
We know that Step 1 is correct, because it is just a restatement of the equation. Therefore, we can eliminate Step 1:
2(5y – 2) = 12 + 6y
In Step 2, the student tried using the Distributive Property. The Distributive Property can be written as one of the two following formulas:
a(b + c) = ab + ac
a(b – c) = ab – ac
In this case, we'll use the second formula. Substitute any known values into the equation above and simplify:
2(5y – 2) = 2(5y) – 2(2)
2(5y – 2) = 10y – 4
In Step 2, the student calculated 2(5y – 2) to equal 7y – 4. However, we have just proven that 2(5y – 2) is equal to 10y – 4.
The student first made an error in Step 2, and the correct step is:
Step 2: 10y – 4 = 12 + 6y
I hope this helps!
