1) -3x -3 -7x = 17
• start by grouping so add -3x and -7x which gives you -10x
• 10x -3 (+3) = 17 +3 = 20 add 3 on both sides)
• 10x (/10) = 20/ 10 = 2
1) x = 2
2) 10x -6 (+6) = 24 + 6 = 30
• 10x (/10) = 30/ 10 = 3
2) x = 3
3) -4 (+4) -5x = -39 +4 = -35
• -5x (/-5) = -35/ -5 = 7
3) x = 7
4) 3x - 5 > 10
this one i don’t understand, is there a typo maybe ?
5) -5x + x + 16 = -3 you can put a 1 to hold the place of x to make it 1x
• (-5x + 1x) + 16 = -3
• -4x + 16 (-16) = -3 -16 = -19
• -4x (/-4) = -19/ -4 = 4.75 or 4 3/4
5) x = 4.75
Answer:
4) 6 students
5) 7 fewer students
6) No, you can not tell from the frequency table how many students ran a mile in exactly 12 minutes.
Step-by-step explanation:
4) you’d look at the row from 8:00-8:59.
5) Add the first two rows together (6+2=8), then subtract that by the sum of the last two rows (9+6=15), which is 7
6) There’s no pattern in the frequency table, and the data points would be plotted differently since it’d be from a range of times, not one set time.
Hope this helped, sorry if I’m wrong on #6 ;)
Answer:
11 hours she worked at the grocery store
Step-by-step explanation:
assuming,
the number of hours worked at tutoring = x
the number of hours worked at grocery store = y
which means,
the amount she made at tutoring = x* $15
the amount she made at grocery store = y*$9
we have 2 equations
<em>total number of hours</em>
1) x+y= 15
<em>total amount she earned</em>
2) x* $15+ y* $9= $159
From equation 1
x+y= 15
x=15-y
<em>we replace this x value in equation 2</em>
x* $15+ y* $9= $159
(15-y)* $15+ y* $9= $159
(15*15)- 15y+9y=159
225-6y=159
225-159=6y
66=6y
66/6=y
<u>11=y</u> <em>the number of hours she worked at grocery store. </em>
<em>we place y=11 in our derived x equation</em>
x=15-y
x=15-11
<u><em>x=4 </em></u><em>the number of hours she worked at tutoring. </em>
Answer:
A
Step-by-step explanation:
given E = mc² or
mc² = E ( isolate m by dividing both sides by c² )
m = 
→ A
