1answer.
Ask question
Login Signup
Ask question
All categories
  • English
  • Mathematics
  • Social Studies
  • Business
  • History
  • Health
  • Geography
  • Biology
  • Physics
  • Chemistry
  • Computers and Technology
  • Arts
  • World Languages
  • Spanish
  • French
  • German
  • Advanced Placement (AP)
  • SAT
  • Medicine
  • Law
  • Engineering
gavmur [86]
3 years ago
8

Jill wants to solve the following system using the elimination method:

Mathematics
2 answers:
Mariulka [41]3 years ago
8 0

Answer:

-3

Step-by-step explanation:

To use the elimination method, we need the variable we want to eliminate to have the same coefficient number in both equations, but with the opposite sign. Thus, when adding the equations that variable will be eliminated.

The variable x in the first equation is the following:

x

and the x in the second equation is:

3x

So we must multiply the first equation by -3, so it becomes:

-3y = -3x + 8

and we can see that now, the x's in both equation have the same coefficient number but a different sign (one positive and one negative) which is what we need to apply the elimination method.

asambeis [7]3 years ago
5 0
-3 as in the first equation x = 1x so multiply it by -3 you’ll get -3x.
You might be interested in
Bob finishes his supper at 6:30 P.M. Then he studies for 55 minutes and spends 35 minutes playing video games before he watches
Kitty [74]
He watches TV at around 8:00 P.M., though it could be any other time around the world.

4 0
3 years ago
Carmen and Matt are conducting different chemistry experiments in school. In both experiments, each student starts with an initi
dangina [55]

This question is incomplete and it lacks an attached graph. Find attached to this answer, the appropriate graph.

Complete Question

Carmen and Matt are conducting different chemistry experiments in school. In both experiments, each student starts with an initial amount of water in a flask. They combine two chemicals which react to produce more water. Carmen's experiment starts with 30 milliliters of water in a flask, and the water increases in volume by 8.5 milliliters per second. Matt's experiment starts with 10 milliliters of water and increases in volume by 28% each second. The graph represents the volume of water in the two flasks in relation to time. Which two conclusions can be made if f represents the volume of water in Carmen's flask and g represents the volume of water in Matt's flask? a) The volume of water in Carmen's flask is increasing at a slower rate than the volume of water in Matt's flask over the interval [0, 2].

b) The volume of water in Carmen's flask is increasing at a faster rate than the volume of water in Matt's flask over the interval [6, 8].

c) The volume of water in Carmen's flask will always be greater than the volume of water in Matt's flask.

d) The volume of water in Matt's flask will eventually be greater than the volume of water in Carmen's flask.

e) The volume of water in Carmen's flask is increasing at a slower rate than the volume of water in Matt's flask over the interval [4, 6].

Answer:

c) The volume of water in Carmen's flask will always be greater than the volume of water in Matt's flask.

e) The volume of water in Carmen's flask is increasing at a slower rate than the volume of water in Matt's flask over the interval [4, 6].

Step-by-step explanation:

Looking at the graph, the average rate of change is given as [0,2], [4,6], and [6,8].

From the graph and question, we can tell that Matt's experiment starts with 10 milliliters of water and increases in volume by 28% each second

Which would gives us:

28% of 10 milliliter of water = 2.8 millimeters per second.

For Carmen , his experiment starts with 30 milliliters of water in a flask, and the water increases in volume by 8.5 milliliters per second,

Because, Carmen starts with 30 milliliters of water in his flask, the volume of water in Carmen's flask will always be greater than the volume of water in Matt's flask.

Secondly, comparing the quantity as which the volume of the flask increases per second, at the interval of [4, 6], the volume of water in Carmen's flask is increasing at a slower rate than the volume of water in Matt's flask over the interval

7 0
3 years ago
a pack rat has 130 piglets and 110 books. She wants to maintain this ratio in her collection but needs to sell some of her items
bija089 [108]

The number of items she should sell from her collection is 24

<h3>How to determine the number of items she should sell from her collection?</h3>

From the question, we have the following parameters that can be used in our computation:

Ratio = Piglets : Books

For 130 piglets and 110 books, we have the following representations

Ratio = 130 : 110

Also, for 13 piglets, we have the following representations

Ratio = 13 : Books

Using the above as a guide, we have the following:

13 : Books = 130 : 110

This can also be rewritten as

Books : 13 = 110 : 130

Multiply the second ratio by 1/10

So. we have

Books : 13 = 11 : 13

By comparison, we have

Books = 11

So, the total items sold is

Items = 11 books + 13 piglets

Evaluate

Items = 24 items

Hence, the number of items is 24

Read more about ratios at

brainly.com/question/12024093

#SPJ1

6 0
1 year ago
HELP ASAP! Which of the following tables represents a linear function?
____ [38]

Table A, B and D are represents a linear function.

What is Equation of line?

The equation of line in point-slope form passing through the points

(x₁ , y₁) and (x₂, y₂) with slope m is defined as;

⇒ y - y₁ = m (x - x₁)

Where, m = (y₂ - y₁) / (x₂ - x₁)

Given that;

There are 4 tables.

Now,

For Table A;

The equation of line is,

⇒ y - y₁ = (y₂ - y₁) / (x₂ - x₁) (x - x₁)

⇒ y - 5 = (2 - 5) / (- 1 - (-2))  (x - (-2))

⇒ y - 5 = - 3/1 (x + 2)

⇒ y - 5 = - 3 (x + 2)

⇒ y - 5 = - 3x - 6

⇒ y = - 3x - 1

For Table B;

The equation of line is,

⇒ y - y₁ = (y₂ - y₁) / (x₂ - x₁) (x - x₁)

⇒ y - 5 = (3 - 5) / (- 1 - (-2))  (x - (-2))

⇒ y - 5 = - 2/1 (x + 2)

⇒ y - 5 = - 2 (x + 2)

⇒ y - 5 = - 2x - 4

⇒ y = - 3x + 1

For Table C;

The equation of line is,

⇒ y - y₁ = (y₂ - y₁) / (x₂ - x₁) (x - x₁)

⇒ y - (-2) = (- 1 - (-2)) / (3 - 3)  (x - 3)

⇒ y + 2 = 1/0 (x + 2)

⇒ y - 5 = ∞

Hence, It is not possible.

For Table D;

The equation of line is,

⇒ y - y₁ = (y₂ - y₁) / (x₂ - x₁) (x - x₁)

⇒ y - 0 = (-1 - 0) / ( 1 - 0)  (x - 0)

⇒ y - 0 = - 1/1 (x)

⇒ y = - x

Thus, Table A, B and D are represents a linear function.

Learn more about the equation of line visit:

brainly.com/question/18831322

#SPJ1

5 0
1 year ago
-3(5x + 7) + 2x – 3 = 5.x - 8 - 13​
ratelena [41]

Answer:

x=-7

Step-by-step explanation:

Simplifying

3(x + -2) = 5x + 8

Reorder the terms:

3(-2 + x) = 5x + 8

(-2 * 3 + x * 3) = 5x + 8

(-6 + 3x) = 5x + 8

Reorder the terms:

-6 + 3x = 8 + 5x

Solving

-6 + 3x = 8 + 5x

Solving for variable 'x'.

Move all terms containing x to the left, all other terms to the right.

Add '-5x' to each side of the equation.

-6 + 3x + -5x = 8 + 5x + -5x

Combine like terms: 3x + -5x = -2x  

-6 + -2x = 8 + 5x + -5x

Combine like terms: 5x + -5x = 0

-6 + -2x = 8 + 0

-6 + -2x = 8

Add '6' to each side of the equation.

-6 + 6 + -2x = 8 + 6

Combine like terms: -6 + 6 = 0

0 + -2x = 8 + 6

-2x = 8 + 6

Combine like terms: 8 + 6 = 14

-2x = 14

Divide each side by '-2'.

x = -7

Simplifying

x = -7

8 0
3 years ago
Read 2 more answers
Other questions:
  • A group of eight grade 11 and five grade 12 students wish to be on the senior prom committee. The committee will consist of thre
    8·1 answer
  • Julia buys 12 books. She gives 9 books away.how many books does she have left?
    9·2 answers
  • Can someone please help me?
    8·1 answer
  • Determine The Square Root Of 10008?
    13·2 answers
  • If the domain of the square root function f(x) is x less-than-or-equal-to 7, which statement must be true?
    15·2 answers
  • there are 16 sixth graders and 20 seventh graders in the robotics club. Wants to organize the club members into equal size each
    11·1 answer
  • A. -4 &lt;= x &lt;= 0 b. y &gt;= -3 c. all real numbers 4. {-4,0}
    8·1 answer
  • 3x + 2(5x - 3) = 7<br><br> I don’t get it
    13·2 answers
  • NEED HELP ASAP!!!!!
    15·2 answers
  • The perimeter of the shape is
    6·1 answer
Add answer
Login
Not registered? Fast signup
Signup
Login Signup
Ask question!