Answer:
( 0,6)
(-3,3)
Step-by-step explanation:
The solutions are where the lines intersect:
( 0,6)
(-3,3)
Answer:
- A (-4, -3)
- C (2, 4)
- E (3, 2)
Step-by-step explanation:
It is convenient to use technology to plot the points and the functions to see what lies where. The first attachment shows such a plot.
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Of course, you can do the function evaluations. For example, testing answer B, we find ...
... 3·6 ≤ -2·1 +18 . . . . <em>false</em> for the first equation — not a solution
Checking all the points requires 10 function evaluations. When things get repetitive like that, I like to use a graphing calculator or spreadsheet.
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<em>Using a calculator</em>
The second attachment shows a calculator evaluating the viability of each point as a solution. The equations have been rearranged to ...
- -2x -3y +18 ≥ 0
- -x +4y +12 ≥ 0
This makes it easy to look at the evaluation results to see if the solution is viable or not.
The x-values of the points are entered into list L₁ and the y-values into L₂. The result of the first inequality above is in L₃ and the result for the second inequality is in L₄. Any negative value in L₃ or L₄ shows a point that is <u>not</u> part of the solution set. Points B and D fail to match problem requirements.
Points A, C, and E are in the solution set.
2/5=0.4 2/1/8=17/8 4/33=0.121 -6/11= -0.54
If $200 is the maximum a coach can spend on new shorts, and needs at least 15 shorts, then you could divide or use an inequality. first take the maximum number (200) and the minimum amount (15s) and use the minimum and maximum signs of knowledge to form an inequality. you should end up with 15s<200.
Answer:
A=2*(t-1)-500
Step-by-step explanation:
I did it on study island.