Hello,
f(g(x))=f(2x+2)=4(2x+2)+21=8x+29
f(g(7))=8*7+29=56+29=85
Answer:
<h3>The rate of change is <u>29/5</u>.</h3>
This is hard to write... I hope this makes sense to you...
3x-2y=-39
x+3y= 31
We want to use elimination therefor, we need to either get our x or our y to add together to get zero.
To do this, we will multiply -3 to (x=3y=31)
NEW EQUATION
3x-2y=-39 PLUS
-3x-9y= -93 Equals
Answer: -11y= -54
y= 4.9
Plug in to solve for x (put new y in)
3x-2(4.9)=-39
x= -9.73
The term is used as means of asking students to write down equations using simple mathematical symbols (numerals, the four basic mathematical operators, equality symbol)[5]. Sometimes boxes or shapes are used to indicate unknown values. As such number sentences are used to introduce students to notions of structure and algebra prior to a more formal treatment of these concepts.
A number sentence without unknowns is equivalent to a logical proposition expressed using the notation of arithmetic.
[edit] Examples
A valid number sentence that is true: 3 + 7 = 10.
A valid number sentence that is false: 7 + 9 = 17.
A valid number sentence using a 'less than' symbol: 3 + 6 < 10.
An example from a lesson plan:
Some students will use a direct computational approach. They will carry out the addition 26 + 39 = 65, put 65 = 23 + □, and then find that □ = 42.[6] (wikipedia)
<span>I hope this is helpful!
</span>
Answer:
31
Step-by-step explanation:
thye blow up 36 balloons in total but 5 pop 36-5=31
