It has become somewhat fashionable to have students derive the Quadratic Formula themselves; this is done by completing the square for the generic quadratic equation ax2 + bx + c = 0. While I can understand the impulse (showing students how the Formula was invented, and thereby providing a concrete example of the usefulness of abstract symbolic manipulation), the computations involved are often a bit beyond the average student at this point.
Answer:
Step-by-step explanation:
Supplementary angles add up to 180°.
“θ is 148° more than its supplement”
Supplement of θ = 180°-θ
θ = (180°-θ) + 148°
2θ = 328°
θ = 164°
Supplement of θ = 180°-164° = 16°
Addition will be the last operation
Eight *(a number) plus 5*(another number) is -13.
translates to:
8(x) + 5(y) = -13
The sum of (the number) and (the other number) is 1.
translates to:
(x) + (y) = 1
We have a system of two equations involving two unknowns: x and y.

We can easily solve the system using Substitution or Elimination. Let's use Elimination this time.
We'll multiply the second equation by -8 so that the x's match up.

When we add the equations together, the x's will fall out of the equation, summing to zero. The 5y and -8y will sum to -3y and the right hand side will sum to -21.

Divide by -3,

Plug back into one of your original equations to find the value of x,

Subtract 7,