The equation of the first line can be written in point-slope form as
.. y = 3(x +1) -8
or
.. 3x -y = 5
The equation of the second line can be written in 2-point form as
.. y = (-1-3)/(10-(-6))*(x +6) +3
.. y = (-1/4)(x +6) +3
or
.. x +4y = 6
A graph shows the solution to this system is (x, y) = (2, 1).
_____
The second equation can be used to write an expression for x:
.. x = 6 -4y
This can be substituted into the first equation.
.. 3(6 -4y) -y = 5
.. 18 -13y = 5 . . . . . . . collect terms
.. 13 = 13y . . . . . . . . . add 13y-5
.. 1 = y . . . . . . . . . . . . divide by 13
From the above equation for x
.. x = 6 -4*1 = 2
Answer:
$11, $13, $14
Step-by-step explanation:
all of those answers are greater than $9 but less than or equal to $14.
Answer:


Step-by-step explanation:
Given that:
represents the number of cucumber plants
represents the number of tomato plants
Now, as per the question statement, we can write the inequalities.
The students need to plant some of each plants and at least 60 plants.
i.e.

Area required to plant each cucumber plant = 6 sq ft
Area required to plant each tomato plant = 4 sq ft
Area required to plant
cucumber plants = 6
sq ft
Area required to plant
tomato plants = 4
sq ft
Total area is at the maximum 300 square feet

Therefore, the inequalities to represent the situation are:

