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quester [9]
4 years ago
6

Why would someone choose to use a graphing calculator to solve a system of linear equations instead of graphing by hand? Explain

your reasoning.
Mathematics
2 answers:
Gekata [30.6K]4 years ago
6 0
Because by using that calculator the results will be more accurate, and easier to see the lines etc.
olchik [2.2K]4 years ago
6 0

Answer:

A graphing calculator is more accurate than graphing by hand. If the slope and/or y-intercept is a fraction or decimal, it is more difficult to accurately graph by hand. Using a calculator might also be more time efficient because it might accept a line in any form. A calculator’s window can be adjusted quickly instead of having to redraw a graph by hand when adjusting the scale.

Step-by-step explanation:

^ thats the sample response on ed

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This is overdue and I can’t figure it out. Plz help
Svetach [21]

Answer:

One soultion

Step-by-step explanation:

5 0
3 years ago
Please help!! I need step by steps thank you!!
Dmitriy789 [7]

Answer:

  1. the number is -6.4
  2. 52 students were in each bus (but one)
  3. 1 quart

Step-by-step explanation:

1.  Let the number be represented by n. Then ten times the number is 10n, and 8 more than that is 10n+8. The problem statement tells us this sum is -56:

  10n +8 = -56

  10n = -64 . . . . . . . subtract 8 from both sides

  n = -6.4 . . . . . . . . . divide both sides by 10

The number is -6.4.

__

2. First of all, you can tell there is an issue with this question because the sum of digits of 472 is 13 and the sum of those digits is 4. This tells you that dividing 472 by 9 will give a remainder of 4, not 5. One of the buses will not be filled. (This process of adding digits until you get a single digit is called "casting out nines". The remaining digit is the remainder from division by 9.)

Let b represent the number of students in each bus. Then the problem statement tells us ...

  9b + 5 = 472

  9b = 467 . . . . . . subtract 5

  b = 467/9 = 51 8/9 . . . . almost 52

52 students rode in 8 of the buses; 51 students rode in the last bus.

__

3. Let q represent the number of quarts of 6% solution. Then the total amount of Boric Acid in the mix is ...

  15%×2 + 6%×q = 12%×(2+q)

Multiplying by 100 to clear the % signs, we have ...

  15·2 +6q = 12(2+q)

  30 +6q = 24 +12q . . . . . . eliminate parentheses

  6 = 6q . . . . . . . . . . . . . . . . subtract 24+6q from both sides

  1 = q . . . . . . divide by 6

1 quart of 6% solution must be used.

4 0
3 years ago
Fu<br> fufufufufufufufufufufufufufufufufufufuufufufufu
Ivenika [448]

Answer:

Fufufufufufufufufufufufufufufufufufufufufu

Step-by-step explanation:

have a nice weekend...

ヽ(ヅ)ノ

7 0
3 years ago
Read 2 more answers
How to do an angle of impact ​
oksian1 [2.3K]

Answer:

Measure the length and width of the splatter. Divide the width of the splatter by its length.

5 0
3 years ago
Generalize the patterns you noticed in part D to create a rule or identity to describe those patterns. For example, if you notic
Temka [501]

I know it is probably to late for your answer but if you are on Solving and Reasoning with Complex Numbers: Tutorial in Edmentum, then the answer for part D on the first lesson activity is this word for word.

This equation generalizes the patterns seen in part D, where a and b represent real numbers:

(a + bi)(a − bi) = a2 + b2.

Hope this helps good luck

6 0
3 years ago
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