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Flura [38]
3 years ago
10

What is the area of the arrow

Mathematics
1 answer:
Pavlova-9 [17]3 years ago
8 0

Answer:

14 in

Step-by-step explanation:

4+12+4+4+4=28/2= 14

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3y-6=3x and y+2x=5 solve the system of linear equations by graphing PLEASE SHOW WORK​
Dmitry_Shevchenko [17]

Answer:

  (x, y) = (1, 3)

Step-by-step explanation:

The "work" of solving by graphing is typing the equations into a graphing calculator and highlighting the point of intersection.

___

If you're graphing these by hand, there are a couple of strategies you can use. One is to make use of the intercepts of the line. For each of these, you need to rearrange the equation to a suitable form.

  <u>3y -6 = 3x</u>

To put this into "intercept form", put the variable terms on one side of the equal sign and the constant on the other. Then divide by the constant and express the resulting variable coefficients as denominators.

  3x -3y = -6

  x/(-6/3) +y/(-6/-3) = 1

  x/(-2) + y/2 = 1 . . . . . . The x-intercept is -2; the y-intercept is 2.

Plot the intercept points and draw a line through them.

  <u>y +2x = 5</u>

The intercepts for this one are found by dividing by 5:

  x/(5/2) + y/5 = 1 . . . . . . The x-intercept is 2.5; the y-intercept is 5.

The other strategy you can use for this one is to rearrange the equation to slope-intercept form and make use of those numbers.

  y = -2x + 5

The y-intercept is 5 (as we already found above), and the slope is -2. That means the line drops 2 units for each unit it goes to the right. Apart from the y-intercept, other points on this line will be (1, 3), (2, 1), (3, -1).

  <u>Solution</u>

When you plot these lines, you find they intersect at (1, 3). That is the solution to the system of equations, the values of x and y that satisfy both equations.

7 0
3 years ago
Which quiz did met have a better score?
MaRussiya [10]
I'm her first quiz she did better, this is going to be hard to explain but pay attention 92% as a decimal is 92/100 keep this in mind, then 27 out of 30 question we try to make 30 go into 100 but we know 30 can't go into 100 without a decimal so what we do is we change the decimal to 90 so for the 27 out of 30 it is now 81/90, now we need to change the denominator in 92/100 to 90 so we subtract 10 from the numerator and denominator to get 82/100 so compare the 2 decimals you got 81/90 and 82/90 and you find that 82/90 is bigger so she did better on the first quiz
7 0
3 years ago
Read 2 more answers
The plot shown below describes the relationship between students' scores on the first exam in a class and their corresponding sc
DiKsa [7]

Answer: y=x estimate: 88

Step-by-step explanation:

5 0
2 years ago
Use the diagram at the right to answer questions 22–27.
kvv77 [185]

22. 30 degrees because line DB bisects(meaning cuts in half) angle ABC so DBC should be 30 degrees because 30+30 is 60 which is what angle ABC is.

23. 60 degrees because if we assume that it is a parallelogramand that the opposite angle are congruent.

24. 120 degrees because a quadrilatteral has sides that will equal to 360 degrees, and I said that a parallelogram will have its opposite angles congruent we take away 120 from 360 (from the previous angles ABC and BCD) we end up with 240, we divide 240 by 2 and end up with 120 degrees

25. 60 degrees. I found that angle DCB is 120 degrees so angles DCB and DCE are supplementary(add up to 180 degrees) and we subtract 120 from 180 which is 60 degrees.

26. 60 degrees vertical to angle DCE.

27. 120 degrees supplementary to DCE

8 0
3 years ago
f the last 18 trains to pull into Castroville Station, 12 were full. Considering this data, how many of the next 12 trains would
Lapatulllka [165]

Answer:

8

Step-by-step explanation:

first multiple 12 by 12 then divide by 18 then you'll get 2 times 4 and that's how you get 8.

5 0
2 years ago
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