Answer:
Option C
Step-by-step explanation:
(7x^3y^3)^2
= (7)^2 * (x^3)^2 * (y^3)^2
= 49 * x^(3*2) * y^(3*2)
= 49x^6y^6
You have to distribute the terms in "7x^3 * y^3" each to the power of 2
(7)^2 * (x^3)^2 * (y^3)^2
Now you can apply the rule "(x^a)^b = x^a*b" and further simplify the expression
Y = mx + c
m is the gradient of the graph, for each time you go across 1 x you go up y 'm' times, in your case you go up twice each time you go across once along x
c is the y intercept, the number where the y axis is cut and where you should start drawing your graph
In order to solve for this question, let's assign a couple variables.
The variable 't' will represent the number of two-point questions, and the variable 's' will represent the number of six point questions.
From the given, we can already form two equations:
t + s = 36
("An exam... contains 36 questions")
2t + 6s = 148
("An exam worth 148 points... Some questions are worth 2 points, and the others are worth 6 points")
Before we begin calculating anything, we can simplify the second equation we made, since all the numbers are divisible by 2:
2t + 6s = 148
t + 3s = 74
Now let's refer back to the first equation. We can subtract both sides by 's' (you could also subtract both sides by 't', but I personally think that this will make solving the equation less difficult):
t + s = 36
t = 36 - s
This effectively gives us a value for the variable 't'. We can assign this value back into our first equation:
t + 3s = 74
(36 - s) + 3s = 74
36 + 2s = 74
2s = 38
s = 19
Input 's' into our second equation to solve for 't':
t = 36 - s
t = 36 - 19
t = 17
There are 17 two-point questions and 19 six-point questions
- T.B.
Answer:
Because they have never had to express one quantity in terms of another. The idea of such a relationship is completely new, as is the vocabulary for expressing such relationships.
Step-by-step explanation:
"Function" is a simple concept that says you can relate two quantities, and you can express that relationship in a number of ways. (ordered pairs, table, graph)
The closest experience most students have with functions is purchasing things at a restaurant or store, where the amount paid is a function of the various quantities ordered and the tax. Most students have never added or checked a bill by hand, so the final price is "magic", determined solely by the electronic cash register. The relationship between item prices and final price is completely lost. Hence the one really great opportunity to consider functions is lost.
Students rarely play board games or counting games (Monopoly, jump rope, jacks, hide&seek) that would give familiarity with number relationships. They likely have little or no experience with the business of running a lemonade stand or making and selling items. Without these experiences, they are at a significant disadvantage when it comes to applying math to their world.
